District Curriculum January 2009. Purpose Define K-12 Math Curriculum … to ensure every student in...

District Curriculum

January 2009

Purpose• Define K-12 Math Curriculum … to ensure every student in Tea will

graduate with the essential skills necessary (educate and empower all students to succeed in a global society).

Steps to the process• Establish what is being taught in class• Ensure all state standards are taught• Determine essential skills & assessments all district teachers

must teach (consensus)• Grade level or department work to write curriculum for

appropriate grades• Team meetings to review (consensus) on curriculum• Individual teachers teach the agreed upon (approved) curriculum• Team meetings (monthly) to check progress (gather data) or

make changes to the curriculum

Advantages of a District Curriculum

• Sets pace for the year• Determine the level of instruction (introduction, master,

reinforcement)• Ensures all essential standards are taught• Ensures all students are prepared for the next grade level• Teachers know, understand and are able to teach the content• Collaboration of staff • Allows staff to locate weak areas in curriculum (takes away

blame)

Concerns

• I don’t have enough time.• This is a new textbook and delivery method.• I need to teach every page in the book.• I need to teach according to the scope and

sequence of the book.• My kids aren’t ready for these concepts. • Others …

“Doing What Works”

• National Math Panel

• http://dww.ed.gov/media/MathScience/MP2/MP/Learn/breeze/index.htm

Reality

• All standards need to be taught during the school year

• The curriculum is MORE than your textbook.• Students learn best completing activities that

engage them in their own understanding of the standards.

Example of District CurriculumSkills

(an ability that has been acquired by training) - VERB

Assessments(products or performances that demonstrate student learning)

Standards

Solve open addition sentences with one unknown using numbers equal to or less than 10.

Solve open subtraction sentences with one unknown using numbers equal to or less than 10.

•Teacher Observation Checklist•Practice Worksheet•Benchmark Assessment

•Teacher Observation Checklist•Demonstration•Benchmark Assessment

1.A.2.2. Students are able to solve open addition and subtraction sentences with one unknown () using numbers equal to or less than 10.

Standards• Standards articulate an essential

core of knowledge and skills that the state as a whole wants students to master.

• http://doe.sd.gov/contentstandards/ • also on the T:/ share drive

Skills

• Skills are key abilities and processes students will develop related to specific content.

•  Skills are written beginning with a verb.

Skills Examples

• Solving word problems• Matching words and pictures• Reading a map• Writing a play• Analyzing non-fiction text

Activities• Key activities that lead to

acquisition of knowledge and skills.

• Describe the "how" for the knowledge and skills.

Activities Examples

• Watch School House Rocks• Sing “Three is a Magic Number”• Writing persuasive letters to local

government• Water analysis of local river • Critique a work of art• Create a 50 states quilt

What is the difference between skills and activities?

Skill ActivitySolve binomial using 2 variables

Practice worksheet where students are solving multiple binomial equations

Memorize multiplication facts to 12

Practice times tables to 12 x12

 Tell time to the minute Look at time on a watch or clock

A skill is what students must be able to do.

An activity provides practice concerning a particular skill or skill set.

Your Turn

• Using one of your math standards, look at the unpacked standard.

• With your grade level or department, discuss what skill students will be able to do at the end of your lesson.

• Write a skill or two that will accomplish the objective.

Assessment• Assessments are the products or

performances that demonstrate student learning.

• Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.

FormativeAssessmen

t• Used to evaluate the

effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time.

• Goal: The results are used to make a judgment of student competency.

• Used to improve instructional methods and student feedback throughout the teaching and learning process

• Goal: The results are used to modify and validate instruction.

SummativeAssessmen

t

• State assessments • District benchmark or

interim assessments • End-of-unit or chapter tests • End-of-term or semester

exams • Scores that are used for

accountability for schools (AYP) and students (report card grades).

• Observations• Questioning strategies• Self and peer assessment• Criteria and goal setting• Student record keeping• Anecdotal records• Diagnostic tests

FormativeAssessmen

t

SummativeAssessmen

t

Assessment ExamplesIn groups, classify by type.

• Group presentation• Brochure• Research Paper• Essay exam• Reteaching worksheet• Teacher observation

Progress Report• Progress reports are a means of

reporting student successes and failures to others.

• Progress reports describe any evaluation of something for information

Progress Report Examples

• Report Card• Grade Sheet• Midterm grade• Accountability Report• IEP Progress Report

Your Turn

• Using the skill you wrote earlier, discuss how you will know students are successful in completing the skill.

• Write an assessment for each skill (How will students demonstrate proficiency?)

Work Smarter, Not Harder.

Goal for Tea Area School District: 85% of the students will be proficient or advanced in math.

Doing what we’ve always done will get

us what we’ve always gotten.

Next Steps

• Determine essential skills & assessments all district teachers must teach (consensus)

• Grade level or department work to write curriculum for appropriate grades

• Team meetings to review (consensus) on curriculum• Individual teachers teach the agreed upon (approved)

curriculum• Team meetings (monthly) to check progress (gather

data) or make changes to the curriculum

Observation Checklist

Solve open addition sentences with one unknown using numbers equal to or less than 10.

Solve open subtraction sentences with one unknown using numbers equal to or less than 10.

Amy Anderson

Bill Benson

Cody Carlson

Darla Davis

Edgar Edwards

Francine Frankenstein

George Gullickson

Practice Worksheet