Establishing Aligned Curriculum

Establishing Aligned

Curriculum

Creating Differentiated

Learning

Creating Valid and Reliable Assessment

Reflect on the Marshmallow Challenge…

How can you use the activity in your district,

school, class?

The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and

RELIABILITY of the assessment used to generate the achievement data.

Mulligan, 2009

Mix it Up in the Box

• Listen for the topic and the amount of time;• Silently mix around the room;• When directed, pair up with person closest to you;• In pairs, Partner A shares and Partner B listens;• Partner B responds to what he/she heard by

paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;

• Record summary of partners response; then• Switch Roles

http://www.images.com/bin/Detail?ln=9060801408

Structure EL #1, U

1 2

3 4

What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______

Reflect on your time with Dr. Popham…what is an action you, your department or school will take based on your experience?

1 2

3 4

What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?

Look at the picture above. How does this picture relate to your role a teacher? Complete this sentence: The image is like my teaching in that_______

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Reflect on your time with Dr. Popham…what is an action you, your department or school will take based on your experience?

Instructional Capacity

Alignment Engagement Adjustment Relationships

A s s e s s m e n t

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

HUNT for SOLUTIONS

Record your responses on the small rectangular Post-It Notes…

1. The % of POVERTY students scoring Advanced on the Math CRT in 2009.

2. The % of All students scoring Advanced on the Math CRT in 2009.

3. According to the Silent Epidemic, the % of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.

4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The % of All students scoring Advanced on the Reading CRT in 2009.

6. The % of LEP students scoring Advanced on the Reading CRT in 2009.

7. The % of All students Graduating On-Time in the Class of 2009.

8. The % of American Indian students Graduating On-Time in the Class of 2009.

9. The % of FEMALE students Graduating On-Time in the Class of 2009.

17

35

80

51

45

6

67

At MONTANA Schools:

SOLUTIONS: 6, 17, 35, 45, 51, 67, 80, 84, 86

86

84

Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007

• Survey of all students in 15 middle and upper income school districts in 10 states;

• Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;

Asian Black Hispanic White0

10

20

30

40

50

60

70

80

53

66

72

48

53

72 74

57

AdvantagedDisadvantaged

When I work hard, it is because my teacher tells me I can do well.(“Yes,” instead of “Maybe” or “No”)

Instructional Capacity

Alignment Engagement Adjustment Relationships

A s s e s s m e n t

• Three types of curricula exist in any classroom:• The Intended Curriculum: content/skill specified by the state,

division, or school at a particular grade level.• The Implemented Curriculum: content/skill actually delivered

by the teacher.• The Attained Curriculum: content/skill actually learned by the

students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Effective Instruction #2: focuses on essential knowledge and essential skills

Content-Related Evidence of Validity(Attained Curriculum)

EssentialSkills &

Processes

EssentialKnowledge

EssentialVocabulary

LEARNINGTARGET

(attained curriculum)

Component #1ESSENTIAL KNOWLEDGE

Essential Components of the Montana Content Standards Framework

http://s3.images.com/huge.4.23452.JPG

Knowledge

Vocabulary

Skills

Describe two events that are equally

likely to occur when rolling a die.

What is the meaning of variability

Make predictions based on the result

of your experiment?

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

Component #2ESSENTIAL VOCABULARY



Research on Imagery as Elaboration

6 37 percentile pts. higher than…

…students who kept repeating definitions.

4 21 percentile pts. higher than…

…students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

Page 14EL #2 (*also, BL)

http://images.google.com/imgres?imgurl=http://blog.nola.com/times-picayune/2007/10/large_milam.jpg&imgrefurl=http://blog.nola.com/times-picayune/2007/10/adams_principal_named_state_mi.html&usg=__uLruFatwoSBN8lwig-_-xsXZZQ4=&h=354&w=453&sz=43&hl=en&start=7&um=1&tbnid=euWhGqgWI7lRUM:&tbnh=99&tbnw=127&prev=/images?q=school+principal&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7DKUS_en&sa=N&um=1

http://images.google.com/imgres?imgurl=http://www.ctf-fce.ca/images/Teaching%20in%20Canada/teacher_in_classroom.jpg&imgrefurl=http://www.ctf-fce.ca/e/teaching_in_canada/teacher_exchange_programs.asp&usg=__IIZFINZy1cHIndSMLA0cXbsaDVY=&h=339&w=421&sz=47&hl=en&start=2&um=1&tbnid=bZnRWA_Owfpz9M:&tbnh=101&tbnw=125&prev=/images?q=teacher&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7DKUS_en&sa=N&um=1

http://images.google.com/imgres?imgurl=http://www.kidport.com/Graphics/ParentTeach/Parents.jpg&imgrefurl=http://kidport.com/Parent/ParentIndex.htm&usg=__dO4_YnRGJsLOrQ_dMiuinZdJevc=&h=403&w=400&sz=30&hl=en&start=10&um=1&tbnid=GyEcP1E_lLjDmM:&tbnh=124&tbnw=123&prev=/images?q=parent&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7DKUS_en&sa=N&um=1

http://images.google.com/imgres?imgurl=http://english.arizona.edu/public/Image/student_photo.jpg&imgrefurl=http://english.arizona.edu/index_site.php?id=82&usg=__8FWbXFeVkgDZoG-CROnFRFTqrBg=&h=701&w=1050&sz=74&hl=en&start=28&um=1&tbnid=6MBBxfpl8negFM:&tbnh=100&tbnw=150&prev=/images?q=student&ndsp=20&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7DKUS_en&sa=N&start=20&um=1

http://images.google.com/imgres?imgurl=http://consumerist.com/assets/resources/2008/03/Dont%20Do%20it%20kiddies%20Save%20the%20pennie.jpg&imgrefurl=http://consumerist.com/362778/paying-with-pennies-lands-middle-schoolers-in-detention&usg=__DOBzfrCBcWIUY-_JSlYg5YRXVXo=&h=369&w=463&sz=68&hl=en&start=2&um=1&tbnid=fD4UJDlTxf-VtM:&tbnh=102&tbnw=128&prev=/images?q=school+cafeteria+worker&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7DKUS_en&sa=N&um=1

http://opi.mt.gov/media_Center/index.html?gpm=1_7



200 POINTS

Science

Experiment

Hypothesis

Energy

Electron

DissolveAtmosphere



200 POINTS

Words Heard in an Hour

Poverty: 615 words

Middle class: 1251 words

Professional: 2,153 words

Hart and Risley, 1995

“Insanity: the belief that one can get different results by doing the same thing.”

-Albert Einstein

Component #3ESSENTIAL SKILLS



VISU

AL 2

1st C

entu

ryBLO

OM

’S Taxonomy

http://visualblooms.wikispaces.com

Waiting for the Train

Alignment of 21st Century Skills, the MONTANA MIXED Content Standards,

Revised Bloom’s Taxonomy and Research-based Instructional/Assessment Strategies

Purpose: The intended purpose of this correlation is to align the context of the Academic Knowledge and Skills with the cognitive domains of Bloom’s Taxonomy. This document provides teachers and administrators with a starting point for planning for the instruction and assessment of each standard. Teachers and administrators are encouraged to use the question cues and the research-based strategies from Classroom Instruction that Works and Transforming Classroom Grading to plan instructional and assessment activities that focus student behaviors and thinking in the appropriate cognitive domain.Prepared for the Professional Learning Communities ofMontana Educators’ Institute

by Daniel Mulligan, Ed. D. (www.e4ae.com)June 2010

Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century

Cognitive Domain

Remembering Understanding Applying Analyzing Evaluating Creating

Question Cues

Recalling information: Recognizing,

listing, describing, retrieving,

naming, finding

Explaining ideas or concepts: Interpreting, summarizing, paraphrasing, classifying, explaining, comparing, exemplifying, inferring

Using information in another familiar situation: Implementing, carrying out, using, executing

Breaking information into parts to explore understandings and relationships:Comparing, organizing, deconstructing, interrogating, finding

Justifying a decision or course of action: Checking, hypothesizing, critiquing, experimenting, judging

Generating new ideas, products, or ways of viewing things:Designing, constructing, planning, producing, inventing, generating

Research-Based

InstructionalStrategies

Similarities & Differences

Questions, Cues, & Advance Organizers

Homework & Practice

Nonlinguistic Representation


Summarizing & Note Taking

Questions, Cues & Advance Organizers


Generating & Testing Hypotheses

Cooperative Learning







Setting Objectives & Providing Feedback





Reinforcing Effort & Providing Recognition

Research-Based

AssessmentStrategies

Forced-ChoiceShort Written Response

Forced-ChoiceShort Written ResponseEssay

Performance AssessmentEssayTeacher ObservationForced Choice

EssayShort Written ResponsePerformance Assessment

Performance AssessmentEssayOral report

Student Self-AssessmentEssayPerformance AssessmentTeacher ObservationOral Report

1- Num. Sense & Operations 2- Data Analysis3- Geometric Reasoning4- Algebraic & Functional Reasoning

1.1, 1.2, 1.4, 2.3, 3.1, 3.2, 3.5, 4.1,

1.2, 1.3, 1.4, 1.5, 2.3, 4.2, 4.4,

1.3, 1.5, 2.1, 2.2, 3.4, 3.5,

1.1, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.3, 4.5,

1.2, 1.3, 2.1, 3.4, 3.5, 4.1, 4.3, 4.5,

MATH ( by end of Grade 4)

Dan Mulligan, 2010

2009-2010


Cognitive Domain Remembering Understanding Applying Analyzing Evaluating Creating

Question Cues



naming, finding






Research-Based Instructional

Strategies



Homework & Practice




















Research-BasedAssessmentStrategies







1- Communication2- Cultures3- Connections 4- Comparisons5- Communities

CS3.2, CS4.1, CS4.2, CS4.3, CS4.4, CS5.1, CS5.2, CS7.1, CS7.2, CS7.3, CS7.4 CS9.1,

CS1.1, CS2.1, CS2.2, CS2.3, CS3.1, CS3.4, CS4.2,

CS1.2, CS2.2, CS5.1, CS6.1, CS9.3,

CS1.1, CS1.5, CS5.2, CS6.1, CS6.2, CS7.1, CS7.4, CS8.1, CS9.2,

CS1.4, CS1.3, CS3.3,

World Lang. ( Benchmark I)

Dan Mulligan, 2010

2009-2010


Cognitive Domain


Question Cues



naming, finding






Research-Based




Homework & Practice




















Research-Based








1- Construct Meaning2- Apply Skills3- Set & Eval. Goals4- Respond to Print & Nonprint5- Analyze info.

2.2, 2.3, 4.3, 4.7,

1.4, 1.5, 2.5, 2.8, 3.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7,

1.2, 2.1, 2.3, 2.4, 2.7, 4.1, 5.3,

1.1, 1.2, 2.2, 2.6, 3.2, 4.3, 4.4, 4.5, 4.7, 5.1, 5.2, 5.4,

1.1, 1.3, 1.4, 2.2, 2.3, 2.6, 2.8, 3.1, 3.3, 4.2, 4.3, 4.6, 4.7,

1.3, 2.8, 3.3, 4.4, 4.6,5.2,

Reading ( by end of Grade 8)

Dan Mulligan, 2010

2009-2010


Cognitive Domain


Question Cues



naming, finding






Research-Based




Homework & Practice




















Research-Based








1- Scientific Investigation2- Physical & Chemical Sys.3- Living Things4- Earth Systems5- Technology6- History

2.1, 2.3, 2.4, 2.7, 3.2, 4.2, 4.6, 6.3,

1.1, 1.3, 1.4, 1.6, 2.2, 2.5, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.3, 4.4, 4.5, 5.2, 5.5, 6.1, 6.2, 6.3,

1.1, 1.2, 2.4, 3.1, 3.3, 3.4, 3.5, 4.4, 5.3,

1.1, 1.2, 1.4, 1.5, 2.4, 3.5, 4.2, 4.4, 4.7, 5.4, 5.5, 6.1, 6.2, 6.3,

1.1, 1.2, 1.3, 1.5, 2.5, 2.6, 2.7, 3.1, 3.2, 3.4, 5.1, 5.3, 5.4,

1.1, 1.4, 3.5,

Science ( by graduation)

Dan Mulligan, 2010

2009-2010


Cognitive Domain Remembering Understanding Applying Analyzing Evaluating Creating

Question Cues



naming, finding






Research-Based Instructional

Strategies



Homework & Practice




















Research-BasedAssessmentStrategies







1- Identify Task & Resources2- Locate source, use info., present findings3- Evaluate 4- Use information5- Creative expression

2.1, 2.3, 2.3, 4.2, 4.3, 2.5, 4.1, 4.2, 4.3, 5.1, 5.2, 5.4,

1.2, 1.3, 2.4, 2.5, 4.1, 4.3,

1.1, 1.3, 2.2, 2.4, 2.6, 3.1, 3.2, 5.1, 5.2, 5.3, 5.4,

2.6,

IL/LM ( by graduation)

Dan Mulligan, 2010

2009-2010

Student Generated

Assessment

1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)

2.Understand it. (What does it make you think of?)

3.Apply it. (What can you do with it? How is it used?)

4.Analyze it. (How is it made or what is it composed of?)

5.Evaluate it. (Take a stand and list reasons for supporting it.)

6.Create it. (Generate a new version of it. How is it an improvement from the original?)

CUBING 2010

RECALL

CREATE

CONNECT

RELATE

Montana Standards Verbs PROBLEM SOLVING

Analyze Derive Discover Evaluate ExplorePredict Solve Survey Verify Investigate

REASONINGCategorize Classify Compare ContrastDifferentiate Describe Estimate Explain Generalize InterpretJustify Order Hypothesize Predict InferPrioritize Rank Validate Summarize

COMMUNICATIONClarify Correspond Describe Discuss Demonstrate ExhibitExplain Express Persuade PortrayRestateShow Speak State Write

Beating the Odds • 366 high-poverty schools in 21 states

beat the odds and reached exceptional levels of achievement by using “monitoring systems … for providing ongoing analysis of student achievement data”

• Equally important, teachers at these schools met regularly – monthly or more often – to discuss student performance against state standards in order to reach measurable goals.

~ EdTrust study, 1999

Common Characteristics of High Achieving Schools (90/90/90)

• Focus on academic achievement• Clear curriculum choices• Frequent assessment of student progress and

multiple opportunities for improvement• An emphasis on writing• External scoring

TALK TO ME

• Form a team of two (2) people…• Determine the person with the most sisters and

send them to pick-up a grid sheet for each person.

• Distribute a grid sheet to each team member.• One team-member will face the screen and give

directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).

• NOTE: Team members should NOT be able to see what each other is drawing.

Directions

Follow-up Debriefing• Each pair should share with your other team members the

method you used to graph the figure.

• Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

• Prepare for a “pairs choice of method” with a new graph.

Key Question

Did your performance on the second attempt to complete the grid exercise

improve after having an opportunity to self-assess your initial strategy?

Formative Assessment

• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Discussion Questions

Opportunity to CREATE• Identify (a) standard(s) from YOUR framework.• Determine the essential knowledge, vocabulary and

skills that requires mastery of EACH student.• Select an assessment structure that will best collect

evidence of STUDENT understanding.• Create an obtrusive, unobtrusive, or

student generated assessment.• Enjoy working with your peers!


Establishing Aligned Curriculum

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