Curriculum Compacting

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CurriculumCompacting

• Sunny Cloud, Christy Donovan,
• Lynn Gordon, Megan Huss,
• Tracey Northington

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Curriculum CompactingThe Model
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Curriculum compacting...

• Allows student to demonstrate mastery
• Allows teachers to use time more effectively
• Is a flexible instructional technique

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Curriculum compacting...

• Provides opportunities for enrichment for higher
  achievers
• Streamlined instruction for the average students
• Repetition and remediation for the lower achievers

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Conceptual Framework
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Conceptual Framework

• Much like differentiation
• It is very flexible
• A way for teachers to meet the needs of all
  students

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Allows students to

• Demonstrate what they already know
• Learn what they dont know.
• Accelerate because there is more time
• Learn in a more flexible environment

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Four major criteria to direct teachers

• Determine the essential concepts
• Note student differences
• Assessment drives instruction
• Modifications made to meet the individual needs
  of the students

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Steps to Curriculum Compacting

• Learning objectives should be selected
• Give students a pretest
• Group students according to scores

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Connections Across the Curricular Areas
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Math

• IMI to each student as a pretest
• Group the students according to their scores
• Groups can change for each unit.

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Reading

• Developmental Reading Assessment four times per
  year.
• Flexible grouping

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Science and Social Studies

• Pretest for each unit
• Grouped according to their scores
• Higher achievers will work on extension activities

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Writing

• Assessed six times per year according to the Cobb
  County Writing Rubric
• Level five and six students are extension

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Connection to Best Practices
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Best Practices

• Students responsible
• Students given more choices.

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Best Practices continued

• Classroom interdependent community
• Special help to students in need
• Varied and cooperative roles
• Performance assessed on descriptive evaluations
  of student growth
• higher order thinking

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Connection to National Standards
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Reading

• Gives teachers the opportunity to use teaching
  time more effectively.

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Math

• Some students will have mastered many of the
  skills in prior years while some need more
  practice

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Science

• Some science concepts students will grasp easily
• They will be able to do a more in-depth activity
• Others are doing an activity that helps them
  understand the basic concepts

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Social Studies

• Students will pretest and then be grouped
  according to scores
• The concept group would be doing an activity that
  will teach them the concepts that they need to
  reach the required standards

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Teaching the Lessons
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Higher Achieving Group

• Lessons will involve higher order thinking
• In-depth performance task

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Average Group

• Activities that are aligned with the standards
• After mastery, they can move on to extension
  activities

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Concept Group

• Activities that will help them master basic
  concepts
• Much of their time will go towards mastering the
  concepts