Model for Congruent Standards, Curriculum, Instruction, and Assessment

1
Model for Congruent Standards,Curriculum,
Instruction, and Assessment

• New Mexico
• Public Education Department
• Curriculum, Instruction, and Learning
  Technologies (CILT)

2
Agenda Topic How to Use Standards in the
Classroom

• Objective To become aware of an implementation
  process for aligning Content Standards,
  Benchmarks, and Performance Standards with local
  curriculum
• Introduction
• Overview and purpose
• Examples and tools
• Task Work with your mentor to align a unit
  plan
• Debrief Plusses and Deltas

3
How to Use Standards in the Classroom

• State Standards
• District School Curriculum and Assessment

4
Classroom Practice and Sources of Evidence
Learning and Teaching Activities
Products and Performances
Student Questions, Interests, and Concerns
Assessment Criteria, Performance Descriptions,
and Scoring Guides
Community Resources, Problems, and Issues
Exemplars of Student Work
5
The Planning Process
Identifying a Topic or Essential Question

• What topic or essential question is the focus of
  the unit?
• Is it based on student questions and interests,
  on community resources, on local curriculum
  expectations, or on a topic or essential question
  suggested by the standards themselves?

6
The Planning Process

• Selecting Standards

• What Standards from state frameworks are
  addressed and assessed through the unit of study?
• Are standards selected from one framework or
  discipline or from several frameworks or
  disciplines?

7
The Planning Process

• Using Local Curriculum Objectives
• What local and district curriculum objectives
  relate to the standards selected and should be
  included?

8
The Planning Process

• Designing Learning and Teaching Activities

• What learning and teaching activities are
  included in the study?
• What are the possibilities?
• What activities are most likely to enhance
  learning in relation to standards selected?
• How will the unit begin and end?

9
The Planning Process
Deciding on Products and Performances

• What products and performances provide evidence
  of the learning and teaching activities?
• Do they accommodate a range of multiple
  intelligences and learning styles?
• Can they document learning in relation to the
  standards selected for the unit?

10
The Planning Process

• Defining Assessment Criteria

• What criteria are necessary and sufficient to
  determine that learners have attained the
  standards addressed in the unit?
• Are all necessary aspects clearly defined?
• Is the relationship to the identified standards
  direct and clear?

11
The Planning Process

• Writing Performance Descriptors

• What does successful learning look like for each
  criterion identified?
• How can student work be used in making this
  determination?

12
The Planning Process

• Creating Scoring Guides

• Through what means can students and others judge
  progress toward identified standards?

13
The Planning Process

• Collecting and Displaying Exemplars

• What student products and performances might
  exemplify desired performance in relation to
  standards?

14
Assessments
Content Standards, Benchmarks, And Performance Sta
ndards
EPSS Needs of Learners
Curriculum
Instruction
15

STANDARDS TEAM for further information, contact
Language Arts Diana Jaramillo 827-5844
djaramillo_at_ped.state.nm.us Social Studies Pat
Concannon 827-652 pconcannon_at_ped.state.nm.
us Mathematics Claudia Ahlstrom 827-8489
cahlstrom_at_ped.state.nm.us Science Richard
Reif 827-6596 vbreen_at_ped.state.nm.us Art
s Vicki Breen 827-6559
vbreen_at_ped.state.nm.us