COSA AUGUST 2005 Curriculum Alignment is an Ongoing Process, not an Event.

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COSA AUGUST 2005Curriculum Alignment is an
Ongoing Process, not an Event.

• Ginger Redlinger
• Industrial Arts and Engineering Systems
• Program Specialist
• Oregon Department of Education

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Todays Situation

• Currently, most alignment models reflect what
  teachers should plan to teach.
• Currently, teachers report that what they
  planned to teach, and what they taught, are not
  the same thing.
• Currently, most OSA student performance data is
  locally reviewed against what teachers planned.

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What was planned may not be what was taught

• Improving student performance at the classroom,
  school, district level depends on the ability to
  adjust programs quickly.
• Using data to review what was taught rather than
  what was planned benefits students, teachers, and
  administrators.

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The Taught Curriculum Greg Decker, Ed.D.,
Principal, Leas Mine Elementary, Lead Mine, NC

• Using Data to Drive Student Achievement in the
  Classroom and on High-Stakes Tests
• 1. Curriculum alignment2. Curriculum mapping3.
  Curriculum benchmarking4. Differentiation

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Content of the Curriculum, 2nd ed. Allan
Glatthorn ASCD Publications

• Tested
• Supported
• Written
• Taught
• Learned

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The learned curriculum, of course, is the
bottom-line curriculum.

• Knowledge Base
• Curriculum Standards
• Benchmarks
• Progressive Frameworks
• Ways of Knowing

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What kind of alignment process supports, or
models, the importance of the learned curriculum?

• Coordinated and shared innovation
• Shared Leadership for curriculum management
• Seek input from all community members
• Allocate time (bank time, late starts, etc)
• Identify capacity to use learned curriculum
  (student data, teacher plans)

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What kind of alignment product supports the
learned curriculum?

• Electronic Database
• Instructional Framework
• Curriculum Map

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Will the contents of the aligned curriculum
product support the learned curriculum?

• Standards
• Assessed Local Benchmarks
• State Assessments
• Classroom Assessments
• Model common units/lessons for all teachers
• Scope and Sequence
• Pacing
• Contains static and dynamic elements

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Will the product be used to support the learned
curriculum?

• Evaluate student progress on a regular basis
• Evaluate curriculum effectiveness
• Teachers group and individual reflection to
  identify professional development needs
• Ongoing lesson and unit planning

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Will the product support continuous data analysis?

• Include measure of alignment of learned and
  taught curriculum.
• Alignment of taught curriculum to tested
  curriculum and standards
• Measure student progress toward year-end
  objectives make adjustments early

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then, there are so many other products to
consider

• Students make better class choices and are
  better prepared for the upcoming year.
• The result is that curriculum across the school
  becomes interconnected.

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Focus The Learned Curriculum

• When buildings, and K-12 committees, review
  teacher-generated data against student
  performance data then deep learning about the
  impact of instructional practices, instructional
  materials, and teacher beliefs can begin between,
  among, and within classrooms.

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What kind of alignment resources/information
would you like ODE to provide ?

• Please take a minute to provide suggestions
• on the cards that are on your table.
• THANK YOU!!!

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Resources

• http//www.ode.state.or.us/search/results/?id235
• http//www.ode.state.or.us/teachlearn/real/