CURRICULUM CONSTRUCTION II AMANDA SKELTON & GINA NAAS

Goals and Objectives for Curriculum Workshops  WHY Make connection between effective curriculum and 4 th cycle MSIP curriculum expectations  WHAT Outline components and qualities of an effective curriculum  HOW Ensure that curriculum is aligned and implemented

4 th Cycle MSIP…it’s all about instruction. Earning high marks for quality instruction and assessment that yields increased student learning.

MSIP REVIEW Based on performance, districts receive one of four kinds of reviews: –Waiver –Mini-review (desk) –Targeted review –Full review

Targeted or Full Curriculum Review What: District submits: 1. Curriculum for two areas (Math OR Communication Arts AND one other area) 2. All assessments used during a two-week window except daily “practice” homework Who: Panel of experts in cooperation with the Show-Me Curriculum Administrators Association (SMCAA) When: First two weeks in October Why: To help answer the essential curriculum question: “If fully implemented, will this curriculum lead to improved student performance?” Where: Materials are sent to DESE

1.All school districts will be required to submit curriculum for MSIP for a full review. Truth 1. Only districts receiving a full or targeted review will be required to submit curriculum for MSIP for a full review. 4th Cycle MSIP Curriculum Misconception

2. The school districts receiving full reviews will be asked to submit both their K-12 math and communication arts curriculum and another randomly selected K – 12 curriculum. Truth 2. The school districts receiving full reviews will be asked to submit either their K-12 math OR communication arts curriculum and another randomly selected K – 12 curriculum. 4th Cycle MSIP Curriculum Misconceptions

3.There is a specific format for all curriculum documents. Truth 3. There is NOT a specific format for curriculum documents. 4th Cycle MSIP Curriculum Misconceptions

4.MSIP has defined quality curriculum as one that is aligned only to the GLEs. Truth 4. MSIP has defined quality curriculum as one that is aligned to the Show-Me Standards and is fully implemented. 4th Cycle MSIP Curriculum Misconceptions

1.Quality of the learner objectives 2.Quality of the articulation of the curriculum among the grade levels (Does curriculum flow from one grade level to the next?) 3. “Guaranteed and viable” curriculum -viable content -opportunity to learn -time 4th Cycle MSIP Curriculum Focus

Today’s Goals More In-depth Look at MAP Data Depth of Knowledge DESE’S Model Curriculum

MAP DATA 2006 Content Standards Report (less than 50 % of the points earned) Grade LevelContent 3CA MA SC 4CA MA SS 5CA MA 6 7CA MA SC 8CA MA SS 10CA MA SC 11CA MA SS

For example – only 17% of the possible points were earned on the 10 th grade Punnett Square Question – I will make sure that I teach Punnett Squares more in- depth this spring. What do I do with the Content Standards Report?? Use it to plan instruction and develop curriculum

MAP should be affirming local assessment! (MM) 2

Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as stated in the curriculum/GLEs/Show-Me Standards. Developed by Norman Webb from the University of Wisconsin, Madison.

Is a common language for educators to use to describe the complexity of the items on an assessment. Is a tool that anyone may use to determine if the performance issue of students is an alignment issue, an implementation issue, or an interpretation issue. A part of reflective teaching. Language used in 4 th cycle MSIP curriculum reviews.

D.O.K. Level-Descriptors Content→ Level↓ CAMASCSS Level 1 Recall of information Recall and Reproduction Recall of information Level 2 Basic reasoning Skill and Concept Skill and Concept Basic Reasoning Level 3 Complex Reasoning Strategic Thinking Complex Reasoning Level 4 Extending Reasoning Extending Thinking Extending Reasoning

SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task. BLOOM’S TAXONOMYWEBB’S DOK KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material ” COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” APPLICATION “The use of abstractions in concrete situations.” ANALYSIS “The breakdown of a situation into its component parts.” RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc. STRATEGIC THINKING Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer Wyoming School Health and Physical Education Network (2001). Standards, Assessment, and Beyond. Retrieved May 25, 2006, from

DESE’S MODEL CURRICULUM What is it? Where is it? curriculum/ModelCurriculum/index.html

MO’s Grade Level Expectations provide a description of the content represented by the test.