2. THE TOP TEN LIST TEN EVALUATION “FINDINGS” THAT ILLUMINATE IMPORTANT REALITIES OF CURRICULUM IMPLEMENTATION (HIGH SCHOOL MATHEMATICS AND SCIENCE) Inverness Research Associates AUGUST 2001

3. NUMBER 10  MOST SCHOOLS AND DISTRICTS ARE SATISFIED WITH THEIR CURRENT HIGH SCHOOL MATH AND SCIENCE PROGRAMS

4. Satisfaction with Current Program

5. NUMBER 9  THERE IS NOT STRONG AGREEMENT ABOUT THE NATURE OR DIRECTION OF CHANGE THAT IS NEEDED IN HIGH SCHOOL MATHEMATICS AND SCIENCE

6. Agreement about nature and direction of change needed

7. NUMBER 8  THERE IS A MINORITY GROUP OF SCHOOLS AND DISTRICTS THAT HAVE A STRONG INTEREST IN CHANGING HIGH SCHOOL MATHEMATICS TEXTS AND INSTRUCTIONAL MATERIALS

9. General change dynamic

10. NUMBER 7  INCREMENTAL CHANGE IS SEEN AS MORE LIKELY THAN WHOLE- SCALE COURSE OR PROGRAM CHANGE

11. Likelihood of various scenarios for introducing new instructional materials

12. NUMBER 6  SELECTING CURRICULUM IS A COMPLEX POLITICAL PROCESS

13. Influence of standards and tests on the selection and use of instructional materials

14. Major decision makers in selecting high school texts and related materials

15. Comparison of selection considerations in high school science and math

16. NUMBER 5  THERE ARE TRADE-OFFS TO CONSIDER BETWEEN INNOVATIVENESS AND WIDESPREAD USAGE WHEN SELECTING SPECIFIC CURRICULA

17. DEVELOPER’S CHOICES DIMENSIONS AND DEGREE AND NATURE OF INNOVATION –TOPICS/COVERAGE – INQUIRY –CONTEXTUALIZATION –TECHNOLOGY –INTEGRATION –ASSESSMENT –STRUCTURE/APPROACH

20. NUMBER 4  THERE ARE ALSO TRADE-OFFS TO CONSIDER BETWEEN INNOVATIVENESS, USAGE, AND FIDELITY TO DESIGN

22. NUMBER 3  CURRICULUM “IMPLEMENTATION” IS A PROCESS REQUIRING LONG- TERM STEADY WORK

23. “IMPLEMENTATION”COMES FROM THE LATIN “IM+PLENARE” … TO FILL IN

24. The Nature and Stages of Curricular Work High Fidelity and High Quality Usage of Materials System support for and wide Spread Usage of Materials Selection and Adoption of Materials Development of High Quality Materials Awareness of and Interest in Materials Increasing cost, complexity,time, expertise

25. NUMBER 2  WELL-DESIGNED CURRICULUM IS A NECESSARY…BUT NOT SUFFICIENT CONDITION FOR ACHIEVING HIGH QUALITY INSTRUCTION…

26. The Foundations of Student Achievement STUDENT ACHIEVEMENT HIGH QUALITY INSTRUCTION INSTRUCTIONAL INFRASTRUCTURE IMPROVEMENT INFRASTRUCTURE

27. The Instructional Infrastructure Competent And Well-prepared Teachers Well – Designed Curriculum and Instructional Materials Appropriate, Well-designed Assessments Supportive Policies Financial Support Safe and Sane Environment

28. The Requisite Curricular Capacities of Schools and Districts Vision –Of teaching and learning –Of “curriculum” –Of a curricular change process Leadership Expertise –in math/science –In curricular implementation –In all aspects of reform Materials and Resources Professional Development Capacities Finances Support Systems

29. NUMBER 1  THE DRIVING VISION AND MOTIVATION FOR CURRICULAR REFORM… MUST RESIDE IN A DEEP PERSONAL COMMITMENT TO IMPROVING FOR ALL STUDENTS… THE QUALITY OF THE OPPORTUNITY TO LEARN MATHEMATICS…