1 / 20

Phase 1 Curricular Revision Process

Phase 1 Curricular Revision Process. Meeting 1. Why are we here?. Provide the best and most coherent body of knowledge and learning experiences for students in each content area. Update our current curriculum artifacts in each content area. MSIP 5 Board Policy.

sivan
Télécharger la présentation

Phase 1 Curricular Revision Process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Phase 1 Curricular Revision Process Meeting 1

  2. Why are we here? • Provide the best and most coherent body of knowledge and learning experiences for students in each content area. • Update our current curriculum artifacts in each content area. • MSIP 5 • Board Policy

  3. District Policy and Regulations • Take just a few moments to review. • Prescribes frequent review of curriculum in each content area. • We have drifted from this process over the course of the past several years.

  4. Phase 1 Document and Sample • CRITICAL- THIS IS A 6 YEAR PROCESS AND DOES NOT HAVE TO BE COMPLETED DURING ONE SCHOOL YEAR. • This year, we will address phase 1 information, which will consist of review and minor changes for most teams. • Creation of power standards by content area will be important for all encore courses.

  5. Power Standards (for Encore Teams) • Enduring-the knowledge or skill has application beyond the classroom. • Scaffolding-the knowledge builds on previous learning and toward subsequent learning in the content area. • Leveraged-the knowledge has application in other subject areas (e.g. grammar used in writing may be applied to constructed response or performance event activities in numerous other subject areas). • Assessed-the knowledge is assessed through local, state, and national exams.  See samples: http://camdentonschools.schoolwires.net/213710210132914137/lib/213710210132914137/3rd_Grade_Math_PS.pdf

  6. Processes and Resources to Utilize • Collaborate with those teaching courses prior to and after your course in the sequence. • Utilize state and/or national standards. • Analyze assessment data (state, national, etc.). • Determine the most essential standards to be taught and if these satisfy the power standard criteria. • The next step will be to develop scoring templates and pre and post assessments around these standards.

  7. Process for Core Teams • Review current documents (provided). • Discuss rationale, descriptions, etc. • Discuss goals.

  8. Data for Consideration

  9. MAP Communication Arts- District (all and subgroups)

  10. AYP Communication Arts Trend Comparison- C-RIII and Missouri

  11. MAP Mathematics- District (all and sub-groups)

  12. AYP Communication Arts Trend Comparison- C-RIII and Missouri

  13. Biology 1

  14. Data Activity • In your packets, communication arts and mathematics item analysis for the 2011 and 2010 MAP testing cycle indicates our performance by standard. • In groups of 3, identify two areas for possible improvement and discuss these areas with your partners. • In groups, identify two areas of strength and discuss your building’s efforts in addressing these areas. • Group share and discussion

  15. Work Time • Encore- see agenda- review current curricular documents and share thoughts regarding possible revisions. • Take away- creation of power standards at the team level. • Core- see agenda- review current curricular documents and share thoughts regarding possible revisions. • Continue work on scoring templates and/or assessments. • If templates are completed, address the taxonomical level of the standard and template to begin developing questions that address these levels.

More Related