Aligning Curriculum and Instruction to Support Academic Success for NJ GEAR UP Students September 13 2012 Kilpatry Cuesta State Coordinator NJ GEAR UP State Project What we do NJ GEAR UP Mission ID: 760182
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Slide1
The Curriculum Development Process
Aligning Curriculum and Instruction to
Support Academic Success
for
NJ GEAR UP Students
September 13, 2012
Kilpatry Cuesta, State Coordinator, NJ GEAR UP State Project
Slide2What we do
NJ GEAR UP Mission:
To increase the number of low income
students who are prepared to enter and
succeed in postsecondary education.
Slide3How we do it
Academic and personal counseling
NJASK8, HSPA, PSAT, and SAT prep classes
Academic year and summer instruction
Help with college applications
Mentoring
After-school tutoring
College visits and tours
Financial aid information workshops
Cultural and educational field trips
Slide4Video
Reflection
How do we support effective academic instruction and student learning?
What are our current
habits?
Slide5Changing Education Paradigms
http://
www.youtube.com/watch?v=zDZFcDGpL4U
Slide6Curriculum Development
The process of curriculum development is
an opportunity to
Support creative instruction
Impact student achievement
Prepare students for college & LIFE
Slide7What do we value?
Please think about what you value in your respective programs.
You will have an opportunity to share
Slide8Curriculum Development Team
NJ GEAR UP Director
Curriculum Coordinator
Lead Teacher (s) (content/technology)
Consultant
NJ GEAR UP State Coordinator
Slide9Vision
A vision should stretch the organization’s capabilities and image of itself.
It gives shape and direction to the organization’s future.
Slide10NJ GEAR UP Goal:
To participate in the curriculum development
process
to ensure that standards guide academic year and summer instruction
Note: While the process may be universal the goal is NOT to create a canned GEAR UP curriculum (book) for all programs to use
Slide11Standards
Academic standards help identify the big ideas
to be addressed in a grade , level, unit, or
lesson
What students should know and be able to do
What they may be asked to give evidence of learning
How well they should be expected to know or do
Slide12New Era: Common Core Standards (CCS)
We must now spend more time focusing on aligning curriculum and instruction, rather than developing curriculum guides.
We have shifted from focusing on
what
(standards) to focusing on
how
(teaching).
Slide136 Shifts in English Language Arts (ELA) CCS(September 2012 –Implementation in NJ)
Shift 1:
At least 50% of what students read should be INFORMATIONAL (there should be a balance of informational & literary texts)
Text complexity should increase
Shift 2:
Knowledge in the Disciplines
Grades 6-12: Literacy is shared across the subjects
Slide14ELA CCS
Shift 3: Staircase of complexity
Students are prepared for the complexity of college and career-ready texts
Teachers provide scaffolding and supports for students below grade level
Shift 4: Text-based answers
Assess comprehension of text through
arguments, conversations, & writing
Slide15ELA CCS
Shift 5: Writing from Sources
Use of evidence to inform or make an argument
Shift 6: Academic Vocabulary
Increased vocabulary is needed to access grade level complex text
Help students access more complex texts across content areas
Slide16Curriculum
Curriculum is the program used to prepare students to meet the standards
It provides direction in instruction
It is fluid & ever changing
Slide17Step 1: Establish the Foundation
Understand state and national standards
Standards are the driving force for curriculum development
October 2012
Slide18Step II: Data Analysis
Analyze student achievement data
Develop a common understanding of students’ needs beyond individual sites
.
ASK 8, HSPA, Grades
Graduation rate/College enrollment rate
Rigorous courses (Pre-Algebra, Algebra, Chemistry)
Other
October-November 2012
Slide19Step III: Assessments
Establish local benchmarks that will help
teachers identify how well students
understand the big ideas outlined in the
curriculum standards.
Wiggins & Tighe’s (1998).
Backward design model
.
Slide20Step IV: Writing
Create supporting curriculum documents that teachers can use to implement the curriculum in the classroom.
Develop a curriculum
guide/template
to help teachers develop lessons
December-February 2013
Slide21Step V: Resource Review
Team reviews and selects resources that align with the standards, grade-level expectations, and assessments the team developed.
Beware of glitzy products!
Resources will be tested during the pilot phase
Slide22Professional Development
Effective Educational Practices that
Promote Student Achievement
Precollege Teachers
Directors
Staff
May-June 2012 (ongoing)
Slide23Characteristics of Effective Teaching
A comfortable & safe learning community
Relevance-connecting new instruction to previous learning
Rigor-challenge the students
Active learning experiences (aesthetic experience-video)
Bransford, J.D., Brown, A.L., & Cocking, R.R.,eds. (2000).
How People Learn: Brain, Mind, Experience, and School
. Washington, D.C.: National Academy Press.
Slide24Step VI: Pilot Process
Pilot lessons & materials at least 6 to 8
weeks
July 2013
Slide25Evaluate the Pilot
August-September 2013
Slide26Revise
October 2013
Slide27Implementation
Academic Year 2013
Slide28Review and Evaluate
One of the reasons why curriculum work is so challenging is that it is never done
(Mooney & Mausbach, 2008, p. 12).
Curriculum team must continue to meet on an ongoing basis to ensure that teaching and learning in the content area is helping students achieve.
Slide29Closing Remarks
“I cried,” she said. “I thanked God. And I cried.”
“I notice that when you are not educated, you are restricted in a lot of ways. I don’t want to be restricted”
“My teachers were mean to me!” she says with a smile. “They tore apart everything that I wrote.” But she knows now that her teachers saw her talent and helped her learn how to express herself”
Slide30Curriculum Development Planning Session
October 18, 2012
Slide31References
Mooney, N., Mausbach, A. (2008).
Align the design: A blueprint for school improvement
. Alexandria
, VA: ASCD.
Core Common Standards
http://www.corestandards.org/
Presentation adapted from Judy Feinberg, Richard Stockton College
Wiggins, G., & McTighe, J. (1998).
Understanding by design.
Alexandria
,
VA: ASCD.