Instructional Program Alignment Standards  Curriculum    Instruction  Assessment

Instructional Program Alignment Any innovation you bring into the classroom or school to improve outcomes on student achievement presumes that there is already alignment of the standards, curriculum, instruction, and assessment. The innovation itself will not improve outcomes if alignment does not exist. Lisa Carter

Standards – The What Utah’s Core Curriculum Standards – A broad statement of what students are expected to know and be able to do after a unit of instruction Objectives – A more focused and specific description of what students should know and be able to do at the completion of instruction (focus for end-of-level and end-of-course tests) Indicators – Observable and measurable description of student actions

Curriculum – With What? Instructional Materials Textbooks Teacher Resource Guides Original Source Documents Internet Sources

Instruction – How? Instructional Design What should a good instructional design do? Help make teaching decisions How much time should be spent? Which concepts are more important? Include valid assessment of learning Tests? Performance tasks? Lead to effective learning activities

Understanding by Design* Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction *Wiggins & McTighe, ASCD, 1998 Backward Design Process Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction

Understanding Without pressing the point too much, we urge teachers to think of students as juries think of the accused: innocent (of understanding) until proven guilty by a preponderance of evidence that is more than circumstantial. Grant Wiggins

Understanding By Design What's to be learned? How well? Taught How learned? Learner expectations & standards Learning opportunities Assessments skills dispositions knowledge

Establishing Curricular Priorities Worth being familiar with Important to know and do "Enduring" understanding

Learning Experiences WHERE W = Help students know where the unit is going. H = Hook the students and hold their interest. E = Equip students, explore the issues, and experience the ideas. R = Provide opportunities to rethink and revise. E = Allow students to exhibit their understanding and evaluate their work.

Assessment – How well? Criterion Referenced Tests – CRTs Norm Referenced Tests – SATs Diagnostics Tests Formative Tests Teacher-designed Tests Performance Assessments

Teacher as Assessor Not Activity Designer Design assessments before you design lessons and activities Be clear about what evidence of learning you seek

Multiple Sources Think "photo album" versus "snapshot“ Sound assessment requires multiple sources of evidence, collected over time.

Instructional Program Components Standards Curriculum Assessment Instruction

Aligned Instructional Program Curriculum Instruction Standards CRT Assessment

Poor Instructional Alignment Curriculum Standards CRT Assessment