1. Using Data Process Work Session April 30-May 1, 2010 Route 66 Casino, Albuquerque, NM Presented by: Tammy Yonnie, M.A., M.Ed.

2. What to Expect… Understand the relationship between curriculum, instruction and assessment.

3. Fact The students who are three years behind in math at the end of third grade must make two years of growth every year to catch-up by the end of sixth grade (one year of normal growth plus one year of catch-up growth) (Fielding, L., Kerr, N., Rosier, P. 2007).

4. Fact Poor readers typically are poor at math as well. Even students who are initially ahead in math will start to fall behind if they read poorly. There are more words than numbers in math textbooks, and the explanations and word problems become more complex as the curriculum advances. (Fielding, L., Kerr, N., Rosier, P. 2007).

5. “When we want improvement, and we keep doing the same things and keep getting the same results- who, really, are the slow learners?” ( Montague, D., 2007).

6. Activity Prepare a 3-column pictorial chart representing how your teachers create daily lesson plans. Above each column indicate the following: “Where we are?” “Where do we want to go?” “How will we get there?” List at the bottom of each column, tools necessary to carry out the tasks of planning for instruction.

7. Planning for Instruction * * * THINK, PAIR & SHARE. Take a moment to reflect on how teachers in your school plan for instruction? Is the process of planning for instruction uniform throughout your school? How consistent are teachers when using standards to drive their instruction?

8. Basic Instructional Planning as Taught by Teacher Education Programs 1. Listing learner objectives 2. Planning content and activities appropriate to the objectives 3. Constructing assessments informed by the objectives.

9. Planning for Instruction Where is the beginning? What do we begin with? Where do we want to go? What is included in the process? When does it end?

10. Instructional planning is essential to teaching because it is the process by which teachers link curriculum to learning (Clark & Yinger, 1987).

11. An effective Instructional Plan… ….displays a significant relationship between curriculum, instruction and assessment. The written curriculum is what we want all students to know and be able to do (curriculum) The taught curriculum outlines what will be taught and when (instruction) The learned curriculum is monitored through various assessments (assessment).

12. NWEA AIMSweb AIMS, NMSBA MEASURES Curriculum Guides Scope & Sequence Formative & Summative Classroom Assessment K-12 Framework CURRICULUM What students know and are able to do. ESSENTIAL SKILLS & KNOWLEDGE National Standards State Standards STANDARDS Monitoring DevelopmentImplementation Professional Development Curriculum Assessment Instruction

13. Curriculum The written curriculum represents the intended courses of study and sequences of learning opportunities in school. School Curriculum Curriculum Guides Scope & Sequence Formative & Summative Assessment Classroom Assessment K-12 Framework

14. Instruction The taught curriculum (Instruction) is the teaching and learning of knowledge. Standards Essential Skills & Knowledge: What students know and are able to do

15. Assessment The learned curriculum (Assessment) is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Measures NWEA DIBELS AIMS web AIMS (AZ), NMSBA (NM), U-PASS (UT)