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

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

Satisfaction with Current Program

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

Agreement about nature and direction of change needed

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

General change dynamic

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

Likelihood of various scenarios for introducing new instructional materials

NUMBER 6  SELECTING CURRICULUM IS A COMPLEX POLITICAL PROCESS

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

Major decision makers in selecting high school texts and related materials

Comparison of selection considerations in high school science and math

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

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

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

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

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

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

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

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

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

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

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…