Using Data Process Work SessionApril 30-May 1, 2010

Route 66 Casino, Albuquerque, NMPresented by: Tammy Yonnie, M.A., M.Ed.

What to Expect…

Understand the relationship between curriculum, instruction and assessment.

FactThe 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).

FactPoor 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).

“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).

ActivityPrepare 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.

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?

Basic Instructional Planning as Taught by Teacher Education

Programs1. Listing learner objectives2. Planning content and activities appropriate

to the objectives3. Constructing assessments informed by the

objectives.

Planning for Instruction

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

An effective Instructional Plan…….displays a significant relationship

betweencurriculum, 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).

NWEAAIMSweb

AIMS, NMSBAMEASURES

Curriculum GuidesScope & Sequence

Formative & SummativeClassroom Assessment

K-12 FrameworkCURRICULUM

What students know and are able to do.ESSENTIAL SKILLS & KNOWLEDGE

National StandardsState StandardsSTANDARDS

Monitoring

Dev

elop

men

t

Impl

emen

tatio

n

Professional Developm

ent

Curriculum Assessment

Instruction

CurriculumThe 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

InstructionThe taught curriculum (Instruction)

is the teaching and learning of knowledge.

StandardsEssential Skills & Knowledge:

• What students know and are able to do

AssessmentThe learned curriculum (Assessment)

is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

MeasuresNWEADIBELSAIMS webAIMS (AZ), NMSBA (NM), U-PASS (UT)