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ABSTRACT

DOCUMENT RESUME

EA 029 557

Golden, Nancy; Lane, MarilynA Seven-Step Process To Align Curriculum with Oregon StateContent Standards.Oregon School Study Council, Eugene.ISSN-0095-66941998-00-0043p.

Oregon School Study Council, 217 Education Building, 1571Alder Street, College of Education, 1215 University ofOregon, Eugene, OR 97403-1215 ($15, nonmember; $10, member).Collected Works Serials (022) -- Guides Non-Classroom(055)

OSSC Bulletin; v42 n1 Fall 1998MF01/PCO2 Plus Postage.Academic Standards; Change Strategies; Curriculum Design;*Curriculum Development; Educational Change; ElementaryEducation; Higher Education; Instructional Materials; *StateStandards*Curriculum Standards; University of Oregon

The University of Oregon (UO) and Captain Robert GrayElementary School formed a partnership where UO students used the elementaryschool as a case study for curriculum research. This document gives anoverview of the 7-step process the students used to align the school'scurriculum with Oregon's content and performance standards. The text openswith what curriculum aligners need to get started and provides information onthe content standards timeline, the Oregon statewide assessment system,scoring guides, and the state-test schedule. The booklet then outlines thestep-by-step process of curriculum alignment. These steps are: (1) "collectyour school's Oregon statewide assessment data"; (2) "chart your school'sassessment data by content-standard strand"; (3) analyze the data; (4) writea school-improvement goal and develop activities to carry out that goal basedon analysis of the data; (5) develop content-standard strand booklets foreach content-standard strand; (6) map content-standard strand by month; and(7) align textbook and other teacher resources using a month-by-monthcurriculum map. After teachers have completed the process, they can begin tocompare their curriculum maps with those of other teachers. The activityshould occur across grade levels and even across school levels. A statisticsand probability chart and curriculum mapping form are included. (RJM)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A Seven-Step Processto Align Curriculum

with Oregon StateContent Standards

Nancy GoldenMarilyn Lane

DEPARTMENT OF EDUCATIONAL LEADERSHIP, TECHNOLOGY, AND ADMINISTRATIONCOLLEGE OF EDUCATION UNIVERSITY OF OREGON

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

:01:3NBulletinOREGON SCHOOL STUDY COUNCILVOLUME 42 NUMBER 1 FALL 1998

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUC IONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

UNIVERSITY OF OREGON COLLEGE OF EDUCATION2 BEST COPY AVAILABLE

sevpostop Prckess

with c)regOn StateContent -St4ridatds

Nancy GoldenMarilyn Lane

. DEPARTMENT 6F EDUCATIONAL LEADERSHIP, TECHNOLOGY, AND ADMINISTRATION. .

'COLLEGE OF EDUCATION UNIVERSITY OF OREGON

arMulletinOREGON :SCHOOL STUDY COUNCIL

VOLUME 42 NUMBER -1.. FALL 1998

MOP=t .1191MI

WM.11011

Ajpit 1013ulletin0 1998 University of Oregon

ISSN 0095-6694

Nonmember price: $15

Member price: $10

Discount 10 percent for 10-24 copiesand 20 percent for 25 or more' copieS

2

OSSC Staff

Robert D. StalickExecutive Director

Shiobion 'UnderwoodGraduate Research Assistant

Bobbie SmithMembership ChairDesign of Text Pages

Brenda KameenuiTechnical Edifor

OSSC Advisory Board

Bart McElroy, Board MemberSalem/Keizer School District

Barbara Rommel, SuperinteridentDavid Douglas School District

Elaine Hopson, SuperintendentTillamook School District

MCCullumAssistant SuperintendentSouth Lane School DiStritt

Robert D. Stalick, Executive DirectorOregon. School Study Council

Paul Goldman, Associaie ProfessorDepartment of Educational Leadership,Technology, ,and AdministrationCollege of EducationUniversity of Oregon

Joanne FlintInstruction and Field SeivicesOregon DePartment of Education

Cliff KublinariOregon School Boards Associafion

OREGON SCHOOL STUDY COUNCIL

Oregon School Study Council

217,Education Building1571 Alder StreetCollege of Education1215 University of OregonEugene OR 97403-1215

(5*41) 346-1397

Fax.(541) 34675818

The University of Oregon is an equal-opportunity, affirmative-action institu-tion committed to cultural diversityand compliance with the Americans.with Disabilities Act.

. This publication Will be made availablein accesSible format uPon request.Accommodations for people with dis-abilities will be provided if requested inadvance.

Annual subscriptions to the OregonSchool Study Council include fourissues of the OSSCthilletin and foUrissues.of the OSSC Report. Domestic'subscriptions are $75 per year; foreignsubscriptions are $100 per yeai. Back-issues of OSSC Bulletins are available.Contact the OSSC. office for a listing ofavailable issues.

A SEVEN-STEP PROCESS TO ALIGN CURRICULUM WTH OREGON STATE CONTENT STANDARDS

AbstractA key feature of the Oregon Educational Act forthe Twenty-fiist Century is new, high statestandards. These standards tell us What ourstudents need to know and be able to do. In orderto assure that our students reach these standards,we Must teach to the standardS. This requiresaligning the curriculum to the standards. In thispublication readers ae given an easy seven-stepprocess for this alignment.

In addition, readers Will learn about a uniqueuniversity and school di§trict partnefship in thispublication. The students in the University ofOregon curriculum foundation course aligned themath curriculum for Captain Robert GrayElementary School in Astoria, Oregon. This gavethe university students a live case t6 use in theirclass and gave Gray Elementary the tremendousassistance of a skillfully aligned math curriculum.Partnerships such as this one are critical in the ageof diminishing resourceS,




Contents

Sectibn 1: A Tribute to SchoolLUniversity Partnerships

Section 2: Learning to Teach in Standards-Based System

What You Must Have BefOre You Get Started

Content Standards Timeline

What You Need to Know Befbre You Get Started

Oregon Statewide Msessment System

Scoring Guides

Getting Started

State Test Schedule

Mathematics Problem Solving 0 cial Scoring Guide

Section 3: A Step,byStep Process of Cuiriculum Alignment

Step 1. Collect Your School's Oregon Statewide Assessment Data' . 10

Step 2. Chart Your School's Assessment Data byContent Stamford Strand

10

Distribution of Students by Performance Standards in Mathematics

Figure 1. Fifth-Grade Math Peifoi-mancebyContent Standard Strand 1997

Figure 2. Gray Elementary School Fifth Grade Total Math Scores 1997

10

11

12

12

Step 3. Analyze the Data 13

Step 4. Write a School-Improvement Goal and Develop Adivitiesto Carry Out That Goal Based'on Analysis of the Data

4

13

A SEVEN-STEP PROCESS TO ALIGN CURRICULUM WTHOREGON.STATE CONTENT STANDARDS



Step 5. Develop Content Standard Strand BOoklets for EachContent Standard Strand

Goal Sheet_

Mathematics Calculations and Estimations Chart

Step 6. Map Content Standard Strand by Month 18

Step 7. Align Textbook and Other Teaching Resources Usingthe'Month-by-Month Curricuhim Map Created in Step 6 18

Summary of Seven-Step Process to Align Curriculum withOregon State Content Standards'

13

14

15

Exhibit 1. Fourth-. and1.0-Grade-Level Skills.Sttitistick and Probability

Statisties and Probability Chart. .

Curriculum Mapping/Material Form

Curriculum. Map by Month.

Appendix.

18

19

20

23

25

27

5

OREGON SC1400L STI.JDY COUNCIL

A Seven-Step Process to Align Curriculumwith Oregon State Content Standards

Section 1: A Tribute to School-UniversityPartnershipsThe University of Oregon and, Captain Robert Gray Elernentary*School formed a paitnership as UO students enrolled in asummer session curriculum foundations class used Gray El-ementary School in Astoria,Oregon as a live caSe study: Theclass learned seven-step process to align curriculum withOregon's content and performanee standards. The studentsused, Gray Elementary School's 1997 Oregon statewide assess-ment data and the school's math textbooks to learn the proCessand align Grays curriculum in two *math domains. Upon exam-ining the work completed oyer the summer at their first inserVice,Gray Elementary School teachers'. delighted in having much oftheir curriculum alignment work completed for them:, allowingGray Elementary's teachers to spend more time on instructionalplanning..

,In the age of diminishing resources for public schools, havingknoWledgeable college students help align curriculum withOregon State content standards is a great service, The work the'college students 'produeed analysis of statewide assessmentdata, skills booklets by grades, and textbooks aligned withcurriculum standards by months provided Gray Elementaryteachers an articulated math curriculum in tivo of the mathdomains. Gray Elementary benefited from the students' assis-tance by having their test data'analyzed and curriculum map-ping completed for their math curriculum. The university, stu-dents benefitedlpy having a live case to study in this class. GrayElementary will be used as an example throughout this publi-cation to enhance understanding of the steven-step proceSs toalign curriailum of Oregon state 'content standards.

..Section 2: Learning to Teach in Standards-Based System

Oregon is in the midst of a major shift toward a system ofstandards-based instruction. Since the passage of HB 2991during the 1995 Legislative session, "the State Board of Educa-tion has adopted content standards, identifying what studentsshould know and be able to do iri six major academic areas.Benchmarks have been set within each of the content stan-dards, specifying what subjects will be covered in the state testsat the end of grades three, five, eight, ten, and twelve" (Teachingand Learning to Standards, Oregon .Department of Education,,1997). Schools across the state are beginning- the process of

examining curriculum to make sure they are teaching towardbenchmarks that are tested on .the Oregon statewide assess-ment

This bulletin describes the steps a school can take to' align ,

curriculum with Oregon content and perfotmance standardsand deterinine if they ate teaching 'what is being tested. Theexamples focus on Gray Elementary School'S 1997 math asSess-

ment, data and the Uniyersity of Oregonstudents' alignment ofGray Elementary School's math textbooks with the state con-tent and performance standards:

The stakes are high. For the first time in Oregon,' students willhave the opportunity to meet high academic standards to earna Certificate Of Initial Mastery at or near grade ten. CurrentOregon statewide assessment results indicate that only 32percent of students are meeting or exceeding the high perfor-mance standards for grade ten in math. Benchmark levels atgrades three, five, and eight tell teachers how students are doingas they progress toward the Certificate of Initial Mastery (CIM).In 1998, 67 percent met or exceeded the standards at third gradein math. Sixty-one pet-Cent met or 'exceeded the standards atfifth grade in math, while' 50 percent met or exceeded thestandards at eighth grade in math.

As Oregon teachers and adMinistrators, we .must challengestudents who,meet the state performance standards to furthertheir learning, as well as devise strategies to assist students whodon't yet meet those standards.

WHAT YOU NEED TO HAVE BEFORE YOU GETSTARTED

Become familiar with the content standards by reading throughTeaching and Learning tO Standards, 'Oregon Department ofEducation, 1997. Every school in the state has received at leastone copy of this document. Additional copies are available fromBarbara Slimak, Oregon Department of Education, (503) 378-3310 ext. 485 (or e-mail [email protected]). You also

. need to have your Oregon statewide assessment data presentedby content strands for analysis.

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WHAT YOU NEED TO KNOW BEFORE YOU GETSTARTED

Content Standards

Content standards identify what students should know and beable to do in six major academic areas: English, math, science,social studies, the arts, and second language. Statewide assess-ments are being phased in_ based on the content standardstimeline. (See phase-in schedule on page 7.)

OREGON STATEWIDE ASSESSMENT SYSTEM

Oregon's statewide assessment system has three componentsthat are sometimes referred to as a three-legged stool: 1)classroom work gamples collected at various times throughoutthe student's career, .2) on-demand mathematics problem-solving assessment, and 3) Multiple choice tests given at gradesthree, five, eight, and ten. The current testing schedule is giiienin the chart below.

SCORING GUIDES

Scoring guides are used to help teachers assess student perfor-mance on open-ended assessments and classroom worksamples. The same scoring guides are used by state scorers ofthe open-ended math assessment and writing. (See samplescoring guide on page 9.)

OREOON SCHOOL STUDY COUNCIL

GETTING STARTED

This is a group process to help your staff 'understand historicalinfluences contributing to a standards-based system.

The following activity can be done with your entire staff at aninservice meeting. This simple activity will help illustrate manyof the historical influences that have contributed to the shiftfrom a time-based public school system to a standards-basedpublic school system.

1. Break into groups that graduated from high school in thesame decade (fifties, sixties, seventies, eighties,- nineties). .

2.- Give each group fifteen to twenty minutes to discuss thefollowing and record information.on chart paper:

Significant historical events. List the historical eventsthat occurred during your K-12 experience(national/international).

Key educational words. List the educational wordsthat describe how you remember your schoolingyears (i.e., new math, open Classrooms; etc.).

Attitude list. List the words that describe your agegroup's attitude about the effectiVeness of your K-12schooling.

Issues. What are the issues, ideas, and/or events thatpeople are most concerned about in your agegroup?

Changes. What changes do these issues promote?

Today. What words does your age group use todescribe schools today?. -

STATE TEST SCHEDULE

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Reading/Literature(multiple choke)

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Mar.-.29 - Apr. 23, 1999(multiple choice)

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Social Sciences 5,8,10 two.40-50 minute sessions Mar. 29 Apr. 23, 1999(multiPle choke)

. . .

.*At grades 3 and 5, the testing sessions may be broken into several shorter sessions at the teacher's discretion

Students in grades 3, 5, 8, and 10 in the"' 1998-99 school year will take state tests according to the scheduleabove.

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3. Ask each group to report, beginning with high schoolgraduates of the earliest decade. From the chartsgenerated during the group discussions, report on thisactiVity. ThiS activity was conducted in the summerschool curriculum foundations 'class at the University ofOregon.

. -

The university students in the curriculum foundations claSsgrouped themselveS according to the decade of their graduationfrom high school. The students reported on significant events;keywords, attitudes, issues, and changes that occurred and howevents in sdciety affected schools. From the law and order andenforced respect,of the early sixties to the political correctnessof the nineties, events in society influenced schbols and schoolcui-riculum. Anti war sentithent and desegregation led to inclu-sion ptactices, and themove away from the Dick and Jane basalreaders translated into Open classrooms in the seventies.:

Economics of a strong middle class had an impact on curricu-lum in the. sixties. The eighties and nineties found the middleclass disappearing. The rich were becoming richer and the poor ,

poorer as the nineties Unfolded, leading to greater demands ofaccountability from the wealthy. The "laissez ,faire" attitude of -

the seventies also shifted into th. &accountability movement inhe nineties. Neighborhood .economies in the sixties meldedinto the :global coMpetition in the nineties, requiring higherstandards and yielding international comparisons of student-.performance:

.Other trends in the ninetieS influenced cUrricUlum:

. The passage of IDEA, making inclusion of students withlearning:or behavior problerns the standard.

Along with the changes in the economy came increasednumbers of single-parent families _and a -change in theamount of time adults have to spend with their children:

peer influence, as well as the influence of the popularmedia, increased; as did the number of children with fewsocial skills and little faMity Support. .'

Teachers' abilities to focus on the academic curriculumlessened as the diversity of learners increased. At thesame time, the accountability movement increasedcurricular expectations of schools.

Another major influence on school curricula between the sixtiesand the nineties has been the shift of control in funding fromlocal to state and federal levels. This trend in Oregon is leadingto standardized school budget reporting at the state level,allowing state legislators and .officials to direct funds more .carefully toward activities that seem to indicate greater achieve-ment on state assesSments.

Section 3: A Step-brStep Process ofCurriculum AlignmentIn order to assist Oregon students in meeting state standards,we must assure that we are-teaching to the standards. Curricu-

10

OREGON SCHOOL STUDY -COUNCIL

lurnalignment is a-process that aligns what teachers teach withthe state content standards. Thefollowing chart is of our seven-step process.

A SEvEN-StEp PROCESS TO ,ALIGN CURRICULUM-

WITH .OREOON" SUIT CCOTENT STAkDARDS

Step 1: Collect your school's Oregon:statewide assessMentdata.

Step 2: Chart your school's assessment data by contentdomains..:

Step 3: AnalyZe,the data.

Step 4: Wfiteza-hool-improvement goal ancLdevelop activitiesto canyin# that goal based on analysis of the data-

.

Step 5: Design doWn from each content standaids,Strandana chart the skills.

Step 6: Map.cOntent standard strands by month.

Step 7: Align textbook and other teaching resources usmg themonth-by-month curriculum map created in'Step 6.

STEP 1. COLLECT YOUR SCHOOL'S OREGONSTATEWIDE MSESSMENT DATA

Every year the Oregon Department of Education makes publiceach school-district and individual sChool's performance 'dataon the Oregdn statewide assessment. These data are availableat your schbol or district office. An example of how the data isdisplayed when it arrives from the State is shown on page 11.This data is analyzed by content standard strands. ThiS exampleis of fifth:grade students in Gray Elementary School.

STEP 2. CHART YOUR SCHOOL'S- ASSESSMENT DATABY CONTENT STANDARD STRANDS

A school's statewide assessment data will be most easily Under-'stood if it is translated into "charts by content standard strands.For eXample, the Math content standard has five strands: calcu-lation and estiMation, measurement, statistics and probability,algebraic relationships, and geornetry. Breaking your test datadown by domains -helps you identify specific cUrricular areasthat need strengthening (see Figure 1).-A similar graph wouldneed to be produced for the third grade students.

In addition to the chart that graphs the data by content standardstrands (Figure 1), you may wish to produce a chart thatcompares your overall fifth-grade scoresto those of the districtand state. This would give you an opportunity to compare howyou are doing relative to the district and state: The chart inFigure 2 is such a comparison for fifth-grade students at Gray.Elementary School with the district and state..This data was also.taken from page 11.

14

A SEVEN-STEP PROCESS TO ALIGN CURRICULUM WTITI OREGON STATE CONTENT STANDARDS

DISTRIBTUTION OF STUDENTSBY PERFORMANCE STANDARDS

MATHEMATICSSchool : Capt Robert Gray Elera

District : Astoria SD 1CDS Code : 04-001-110

Grade : 5No. of Students Total 56

: Intact 50Test Date : April 19971997 Oregon Statewide Assssment Program Page

CONTENT STANDARDSTRANDS

:Proportion of StOdents at Each Level of PerformanceDoes not yet meet I I Meets Exceeds

.Pekcerit

Calculationand Estimation'

State

District

School

StateMeasurement. District

School

Statisticsand PrObability

AigebraicRelationships

State

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Geometry

,State

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TOTALMATHEMATICS

State

District

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State

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43 40

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10

OREGaN SCHOOL STUDY COUNCIL

-Exieds

Calculation MeasurementEstimation

StatisticsProbability

AlgebraicRelations

7his graph represents the distribution offifth-grade students at Gray Elementary in 1997 on the Oregon State Performance Standards in mathematics. Overall,.52 percent of the students met the total math performance standard. Measurement and calculatthn and estimations were the strongest areas Of performance for thesestudents. Sixty-one percent of thesestudents met or exceeded the performance standard in measurement. Fifty-nine percent met or exceeded the perfirrmance standard incakulatiOn and estimatthn. The lowest performance by students was in statistics and probability, where only 43 percent met or exceeded the perftrmance standard

FIGURE 1. FIFTH-GRADE MATH PERFORMANCE BY TEST DOMAINS 1997

e 4 n Exceeds.1

1

Gray District State

IIMeets

; Does Not Yet Meet

This graph represents the overall math scores offillh-grade students f2r the 1997school year.1t shows that Gray Elementary had 48 percent ofstudents who did not.meet the standards compared to 47 percent Wr the district and 41 percent for the state. Gray Elementary had 45 percent who met the standards compared to 44 percent

for the district and 47 percent firr the state. Gray Elementaryhad 7 percent of the students that exceeded the standards compared to 9 percentfrr the district and12 percent for the state.

12

FIGURE 2. GRAY ELEMENTARY SCHOOL FIFTH GRADE TOTAL MATH SCORES 1997

16

A SEVEN-STEP PROCESS TO ALIGN CURRICULUivt WTH OREGON'STATE CONTENT STANDARDS

STEP 3.-ANALYZE TFIE DATA

Schools can analYie 'student performance: in each contentstandard strand within each Content area. At the bottom of eachchart you neecI to write a narrative to explain your teSt dataThese .chart§ typically become' a part Of the school's profile andimproVement plan and allow teachers to identify the curricularareas of strengths and'weaknesses. This helps teachers focus on

areas Where the' -student§ need additional instruction., (See

Figure 1.) For Gray Elementary, students strongest areas aremeasurement and calculation arid estimation. Their weakestareas are statistics/probability, algebraic relationShips, and ge-omeny: Even though ,we have identified areas of strength, allareas need to improve becauSe the goal is to have all stUdents

-Meet or exceed standards, in all Six domainS. '

*STEP 4: WRITE A SCHOOL-IMPROVEMENT GOALAND DEVELOP ACTIVTITES TO CARRY OUT tHATGOAL BASED ON ANALYSIS OF THE DATA

The form' on page 14 ia a framework for, how tci.set a goal:andprOvide activities, that Will 'guide you in _reaching the goal, Ablank form is included in the appendix for your use when.youwrite your school improvement goal. Theinforrnation on page

, 14 is from Gray Elementary. We will explain how to completethe form Using Gray Elementary's goal sheet as ari 'example.

-Goal: Each schoOl-improyeMentgoal is, a part of your schoolimprovement plan that is deyeloped bY eaCh 'school's site'council. The generaItule is that aschool:improyement plan-has,b..Y.6 to three goalS. This is goal number onefor Gray Elementary..The school determined that it waS an appropriate'goal as a result :of the data analysis froin Figures 1 and 2..-The intact groupincludes students that have been at GraY Elemehtaryfor at least

: .one.year as reported by the stUdents: -

:Profile Data That Supports the Implementation of the Goal: This ,

data comes:froth the Oregon state asSessment data that is sent- .tbseach School and diStriet office: The information on page 11 is .

an examtle of this data, Data is included for grades three, fiye,andeight, which are the benchmark years, and for CIM, whichis the tenth year. Once you have developed a graph of the dataas in Figure 1, it is eaSy to interpret. In interpreting the data for .

Gray Elementary, it is clear that Gray has, students that have notyet met the standard:in all six of the math. dOmains (see thissection on goal sheet, page '14).

Activity:. The activities are strategies that you are impleMentingthat ou believe

will cau e ou to reach our oal At Gr

Resources: Each actiVity Will require resources like human re-- _sources, time, and materials. You 'must list ihe resource's for

each activity.

. , .

Timelines: The titheline aection is divided. into the'project yearand four' quarters: fall, winter, spring, and Suinmer. Someactivities will take more than one year to , complete, and thetimeline proyides'a target' for CoMpletion:

Evaluation: This seCtion On the goal sheet reeords how a schoolwill evaluate every activity. It is not the evaluation of the goal,.State testing results the next year are the evaluafiOn of the&al.

PerSon with Ozierall Respon-sibility for the Goal: This perscin isresponsible for seeing that all- activities on the goal sheet arecompleted and check§ Continualy with people asSigned to eaChaCtivity to assure progress. This person prOvides support forthose Working on each actiVity and repOrts progress at every:sitecouncil meeting.

_

STEP 5. DESIGN FROM EACH CONTENT STANDARDSTRAND AND CHART SKILLS'.

Using a process called "design down," a school looks at 'the:content standards and benchmarks for each Content StandardStand. The school then specifies skills to be taught in each gradeso that students can meet or exceed the Performance standardS.

- the Math areithese &mains are ShOwn dn the chart on p6Iges.15,17 and include calculation and estitnation, theasurernent,statistics and probability, agiebraic relationships, and geornTetry.

Y Y Y g a.yElementary the strategy is curriculum mapping' (see activity

- section on goal sheet).

Assigned to: Each 'activity must be assigned to a person(s) toassure that it will be completed. In the Gray Elementary ex-ample, actiyities are assigned to the Math team.

UV' ulletin

FOr example, at the third-grade benchniarks for calculation andestimation, the Standards and benchmarks are shown on Pages-15-17. These pages are taken diieetly front the documentS wereferred to earlier Called "teaChing.and learning to standards:"Once schools have identified the standard and benchmark, theyask which skills should be taughf at the benchmark year and allthe years that preceed it. At the third=grade benchmark, schoOlsWOuld ask What Skills need to be taught at third grade, seConcIgrade, first grade and kindergarten.

The example below uses the third-grade benchrnarks fOr calcu-, -

lation and estimation: All Of the state Standards' for calculationand estimation are on pages 15-17.

1. Standard: Perform whole-number calailations using paperand pencil and calculatorS. What skills:need to be taught:'

at third grade?

at 'second grade?

at first grade?

in kindergarten?

13.

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1_9

A SEVEN-STEP PROCESS TO ALIGN CURRICULUM 1A/TH OREGON STATE CONTENT STANDARDS

MATHEMATICS

ESTIMATIONS: Select and apply.mathematical OperatiOns in a variety -of contextsCALCULATIONS AND

COMMON.

CURRICULUM

GOALS

CONTEivr ,

STANDARDS

. ei. RADE 3ur

.

BENCHMARK, .

GRADE 5

BENCHMARK

COMPUTATION.

Read, write, andoider real numbers.

.

,Demonstrateconceptual meaningsfor-addition, .

subtraction,omultipliCation, anddivision.

Select and useappropriate methodsand tools forcomputing with,numbers (e.g., mentalcalculation, paper andpencil, calculator,cornputer).-

.

.

.

Compute with wholenumbers, fractions, .

decimals, and integersusing paper.and pencil,calculators, andcomputers.

-

Perform Whole number calculationsusing paper and Pencil and calculators. .

.

. .

Students Will:.

order first through tenth innumericform (i.e., 1st) .or wardform (i.e., first).

add three-digit.whole numberswith regrouping

subtract three-digit whole ,numbers with regrouping

multiply single. digit numbers.

identify simple fractions with .niimeratorS and single-digitcommon,dendminators frompictorial representations.

,

,

.

.

..

Perform calculations on whPle nuin-bers, fractions, and decimals, using .

.paper and pencil and calculators.

Students will:.

identify correct operations forsolving word problems:

pose equivalent questions for wordproblems.

identify the order bf operationsfor multiple7step-calculations.including addition, subtraction ,-multiplication; and division.

interpret pictorial representationsof percents.

Students will demonstrate these skiliS by. perforrning or explaining the following

operations:_

reading numbers from the millionsplace to the thousandths place.

adding and subtracting up to five-digit numberS with regrouping .

multiplying up to two-digitnumbers. .

. ,

dividing up to three-digit by one-digit numbers with remainders .

completing all fraction operationswith common denominators (no

. improper fraction operations): :_

. completing all decimal operations tohundredths; division operations .

terminate at thousandths.

identifying negative numbers (e:g., -on temperature or ?limber lines).

_ identifying common percentages(e.g., 25%, 50% 75%).

MittrMulletin 20

Oregon Content Siandards,,May 1998

15


MATHEMATICS

.

CALCULATIONS AND .ESTIMATIONS (continued) .

COMMON

CURRICULUM

GOALS

CONTENT

STANDARDS .

.. GRADE 3.

BENCHMARK

GRADE 5

BENCHMARK

ESTIMATION.

Use estimation tosolVe problems and

.check the accuracy ofsolutions.

.

.

.

Use estimation to solveproblems and ch&kthe accuracy- ofsolutions.. ..

.

.

,

Estimate solutions to problems anddetermine if the solutions areaccurate and reasonable.

.

Student will:.

round one-, two-, or three-digitWholenumbers to 'the nearest 10,100, and 1,000 for addition andsubtraction problems.

directly estimate real-world eventsto the nearest 10 and 100, eg,

, grocery bill.' . .

round one-, two-, and three-digit. compatible whole numbers to thenearest 10 or 100 formultiplication and division

.

.applications

deterrnine cost.to the nearest. dollar for amouhis under $100.

. .

.

-

.

. .

Estimate solutions to problems anddetermine if the solutions areaccurate and reasonable:

.

Students will:

_ ..

round (with ranges from the .

nearest hundredth to the nearestten-thousand) to estimate ansWerS

', to calculations..

recognize which place will be the ..most helpful in estimating ananswer.

multiply by powers of ten up to1,000 to simplify calculations.

use front-end estimation to prediCt,

ranges for quotients.

..

16 2

Oregon Content Standaras, May 1998

A SEVENSTEP PROCESS TO ALIGN CuRRICULUM WTH OREGON STATE CONTENT STANDARDS'

MATHEMATICS

CALCULATIONS AND ESTIMATIONS (continued)

COMMON

CURRICULUM

qOALS

CONTENT

'STANDARDS

GRADE 3BENCHMARK

GRADE 5

BENCHMARK

NUMBER THEORY

Apply number theoryconcepts to representnumbers.in VarioUsways and demon-strate relationshipsamong numbers.

Use ratios, propOr-tions, and percents tosolve probleins.

Construct and applymathematical rulesand algOrithins tosolve problems.

Apply number iheo-ries, mathematical.rules, and-algorithmsto sdlve probleins.

Use concepts of place value andgrouping in whole numberoperations.

-Students will apply:

place vdlues from hundredths(using money) to thousands,

addition and subtraction ofthree-digit numbers,to asses's,rekrouping skills.

the concept of odd and even-numbers.

.

Use concepts of primers, factors, andin whOle rturnber, fraction,

and decimal OPerations.-

Students will: :

uie place values from thouSandthsthroughmillions.

use factors-and multiples to reducefractions to' lowesfterms andidéntify fraction equivalents.

. recognize primes less than 100.

recognize other number theory'concepts, such as' additive andmultiplicative..identities and

,

inverses.

DMICulletin

Oregon Content Standards, May 1998

17

2. Standard: Estimate solutions to problems and deterinine ifthe solutions are accurate and reasonable. What skills need tdbe taught:

at third grade?

at second grade?

at first grade?

in kindergarten?

3. Standard: Use concepts of place value and grouping in wholenumber operations. What skills need to be taught: .

at third grade? .

it second grade?

at first grade?

in kindergarten?

What must student's be taught to have the knowledge and skillsto meet the benchmark for this curriculum strand?

After this process has been completed for each grade level,teachers can assemble skill domain booklets to help:

assess what needs to be taught af each grade level, and

communicate to parents what students are expected toknow and do in each grade.

At third, fifth, eighth and CIM/tenth benchmarks, teachers notonlyineed to deterniine what skills will be taught in the gradesbut also' between benchthar16 (e.g., grades: four and five forbenchmark fiVe, or grades six and seven for benchmark eight; ornine for 'CIM/grade ten benchmark). They must also makecertain those skills line up with what has been taught in eachpreceding benchmark (e.g., kindergarten through grade threefor the grade five benchmark and kindergarten through gradefive for the grade eight benchmark). This work allows alignmentat . both grade levels and school levels and helps teachersdetermine if gaps exist between grades.

It is imPortant to know where to begin when you design downfrom the skill domain's. The place to start is with the domain thathas the highest 'percent of students, who "do not rneet" thestandard. Figure 1 shows that Gray Elementary would begin .

with statistics and probability. Using the designing down pro-cess described above; start with the first content standard forprobability, which is "determines the probability that an eventwill occur," and the grade five benchmark standard, which is"make predictions using experimental probability," and askwhat skills need to be taught:

at fifth grade?

at fourth grade? '

18


Exhibit 1, developed by the university students, illustrates theskills that need to be taught for the first content standard andbenchmark for statistics and probability in grades four and fiye.It shows how teachers can display the skills they design downon a chart. The'complete list of content standards for statisticsand probability is on pages 20-22.

STD, 6. MAP SKILL DOMAINS BY MONTH

Once teachers have looked at the content standards and deter-mined what skills need tO be taught at each grade level, the skillsshould be mapped by month. What will be taught in Septem-ber? October? November? A blank curriculum map is availablefor teacher use.in the appendix on page 28.

STEP 7. ALIGN TEXTBOOK AND OTHER TEACHINGRESOURCES USING THE MONTH-BY-MONTH'CURRICULUM MAP CREATED.IN STEP ,6

Teachers must choose curriculum materials to help studentsreach the standards. If 'textbooks are' used, do they present allthe necesary skills to recall the standard? Do supplementaryteaching materials teach to the standards, or can some lessonsbe omitted? For what skills must teaching resources stil belocated?

These questions Will be answered once teachers complete theprocess of aligning textbook and other teaChing Materials withthe content standard's using the month-by-month curriculummap. (See chart on pages 23-24.) A blank curriculum map/material form is available on pages 30-31 in the appendix.

Summary of Seven-Step Process to AlignCurriculum with Oregon State ContentStandards

Step 1: Collect your school's Oregon statewideassessment data.

Step 2: Chart your school's assessment data by content&mains.

Step 3: Analyze the data.

Step 4: Write a school-improvement goal and developactivities to cany out that goal based on analysis of thedata.

Step 5: Design down from each content standard strandand chart the skills.

Step 6: Map content standard strands by month.

Step 7: Align textbook and other teaching resourcesusing the month-by-month curriculurn map created inStep 6.

23


After teachers have completed the seven-step process, they canbegin to examine their curriculum maps with other teachers,looking for gaps or inconsistencies. This ,activity should occuracross grade levels and even aCross school levels, creating anafticulated curriculum, grades K-12, focused on helping stu-,dents meet and exceed the high content stand-ar6 designed bythe state of Oregon.

The chart on page 25 takes all of the skills that need to be taughtfor statistics and probability and place them by months on thecurriculum map. Teachers can make a separate map for all theskills for one content standard strand, but eventually mustcombine them into one map that shows when they.wilfteach allthe fifth-grade benchmark skills. A blank curriculum map isprdvided in the appendix.

EXHIBIT 1.- FOURTH- AND FIFTH-GRADE-LEVEL SKILLS: STATISTICS AND PROBABILITY..

CONTENT STANDARD STRAND: Statistics and Probability Collect, aganize, display, interpret, and analyze facts,

figures, and other data.

CONTENr STANDMW: Determine the probability that an event will occur.

GRADE 5 BENcHmARK: Make predictions using elperimental probability. Expressprobabilities usingfiactions,

ratios, and dethnals.

Grade 5Skills ,

Students will express probabilities as fractions, ratios, and decimals.

.divide whole numbers to get decimals.convert fractions to decimalsconvert ratios to decimals

BenchniarkSpecification: Students Will determirietheoretical probabilitiOs by calculating or counting the poSsible outcomes ina sample space. They will determine the number of these outcomes that fit the description of nn event of inteiest and then'

eXpiess the probability as a fraction, decimal, or.ratio. . . s.

Grade 4Skills

Students will make predictions using experimental probability.add l000srecognize and write fractionsrecognize decimals using moneyuse manipulatiVes like dice, cdins, and spinners.to determine probabilities

Benchmark Specification: Students will analyze exercises that include tossing one or more coins, rolling one or more dice,

spinning a spinner of even or uneven divisions, drawing objects from a container with and without replacement. Students chart

observed natural occurrences and interpret data from games or sports events.

ulletin2 4

19 .

OREGON SCHOOL STUDY COUNCIL--

MATHEMATICS

STATISTICS AND PROBABILITY: Collect, organize, display, interpret, and anal)ize facts, figures, and other data.

COMMON

CURRICULUM

GOALS

CONTENT.

STANDARDS .

.

._

GRADE 3BENCHMARK

.

GRADE 5BENCHMARK

PROBABILITY

Generate, compare,and analyze data to .

draw inferences andmake Predictions,using experimentaland theoretical prob-ability

,Solye problems Usingvarious .strategies formaking combinationsand/or permutations.

.

.

,

Determine the prob--ability that an eventwill occur.

.

.

,

.

,

Use concepts of probability.such aSlikely, unlikely, and certain..

.

Student will determine probabilitiesusing

.

I coins

dice

spinners with up to six sectionsthat may be either evenly orunevenly divided.

objects hidden in containers upto 100 objects

.. daily happeningi such as a chanceof rain.

.

. .

..

.

.

Make predictions using experimentalprobability.

Express Probabilities using fractions,ratios, and decimals.

Students will determine theoretical prob-abilities by -calculating or countirig thepossible outcomes' in a sample space de-tei-mine the number pf thes oulcomes thatfit.the descriptibn of an event of interest,and _then express the probability as a frac-tion, decimal, or ratio.

,, .

Experiments performed or analyzed by ,thestudents will include

Tossing one or more coins.

Rolling one or more dice.

Spinning a spinner of even oi-'uneven divisions.

Prawing Objects from a container. with and without replacement..',

Charting ob servednatural -occurrences.

-Interpreting data from games orsports eVents.

,

202 5



MATHEMATICS.

STATISTICS AND PROBABILITY (continued).

COMMONCURRICIJLUM

GOALS

,CorrrEra

STANDARDS.

_

GRADE 3.

BENCHMARK.

GRADE 5-

BENCHMARK

,

STATISTICS. .

Display and use Cany out and describe Carry out simple experiments and Formulate and eany out simple ex-

measures bf central ex:periMents using simulations and conapare'the pre- perirnents and siinulations. Collect

tendency and.", measures of central dicted and actual outcomes.- and_ analyze data usingmeasures of

variability (e.g., tendencY and . central tendency .

mean, median, mode,.. Variability..

110TE: Classroom work samples only; . .

range, quartiles). not covered on the state multiple choice Students will:

. . .. test.

Analyze and evaluate - Determine mean, median; and

statistical claimsand argumentsfor erroneouscondusions and/or ,

distortions

. mode of ten br fewer numbers .where the answer is no largerthan 100. .

find one missing data piece whenthe mean'is known.

Formulate -

hypotheses, designand conductexperiments using

, appropriatetechnology, drawconclusion§ basedon data, andcommunicate re§ults.

.

.

-

,

_

_

11:305 ulletin


21

OREGON SCHOOL STUbY COUNCIL

MATHEMATICS

STATISTICS AND .PRO.BABILITY (continued) .

COMMON .

CURRICULUM

GOALS

CONTENT .

STANDARDS

GRADE 3-

1 BENCHMARK _.

',GRADE 0

BENCHMARK

INTERPRETATIONOF DATA

Read, construct, andinterpret display§ ofdata (e.g., charts,tables, graphs) usingappropriatetechniciues andtechnologies:

Analyze data todetermine strengthof relationshipsbetween sets, drawconclusions, aridMake predictiOns.

,

Create chart§, tables, ,

and graphs and usestatistics to summarizedata, draw inferences,and make predictions.

.

.,.

.

.

.

Collect, organize, display, anddescribe simple data using charts,tables, number lines, bat: graphs,and line graphs. ..

Students will interpret data from. ,

chaits or table's with five or fewer. .

entries. HorizOntal or vertical bargraphs with five br fewer bars andpietographsthatrepresent ten or fewerdata pieces will be used.

Data will be limited to:

whole numbers through 200

whole dollar amounts up to $100.

.

Collect, organize, display, andanalyze data using number lines, bar,graphs, line graphs, circle graphs,

',stem and leafPlots, and histograms .

Students will read information directlyfrom a'display and compare twoquantities from the same display.

.

Data may be in the form ofmeasurements of

time

money.

physical measurements 7-- height,weight, length, distance, etc.

.

age

quantity

.speed

.

,

2 7

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VffiLBuetin 31

UNIVERSITY OF OREGONCollege of Education

1215 University of OregonEugene OR 97403-1215

EicullthnVOLUME 42 NUMBER 1 FALL 1998

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43p. · 2014-06-02 · Step 1. Collect Your School's Oregon Statewide Assessment Data'. 10. Step 2. Chart Your School's Assessment Data by. Content Stamford Strand. 10. Distribution