curriculum construction amanda skelton gina naas
TRANSCRIPT
Curriculum Construction
Amanda SkeltonGina Naas
Objective for Today
Understand the steps to building curriculum based on the Grade Level Expectations
Why should we develop new Curriculum
Guides?
Adequate Yearly Progress Communication Arts - HS
0
10
20
30
40
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
TARGET 18.4 19.4 20.4 26.6 34.7
NEVC 16.2 9.5 14.7 11.3 28.9
2002 2003 2004 2005 2006
Adequate Yearly ProgressCommunication Arts - Elementary
0
10
20
30
40
50
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
TARGET 18.4 19.4 20.4 26.6 34.7
NEVC 22.2 40 38.5 42.9 41.4
2002 2003 2004 2005 2006
Adequate Yearly ProgressMathematics - HS
0
5
10
15
20
25
30
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
TARGET 8.3 9.3 10.3 17.5 26.6
NEVC 3.6 5.4 0 6.3 28.3
2002 2003 2004 2005 2006
Adequate Yearly ProgressMathematics - Elementary
0
20
40
60
80
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
TARGET 8.3 9.3 10.3 17.5 26.6
NEVC 40 30 35 63.6 43.9
2002 2003 2004 2005 2006
MAP - SOCIAL STUDIES - GRADE 4
0
10
20
30
40
50
60
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 40.1 42.3 48.8 51.8 46.5
NEVC 40 25 30 23.1 0
2002 2003 2004 2005 2006
MAP - SOCIAL STUDIES - GRADE 8
0
10
20
30
40
50
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 42 40.4 41.8 42.5 43.3
NEVC 14.3 30.4 17.9 36.4 30
2002 2003 2004 2005 2006
MAP - SOCIAL STUDIES - GRADE 11
0
5
10
15
20
25
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 15.9 18 18.9 20.1 19
NEVC 16.7 8.3 0 16.7 8.7
2002 2003 2004 2005 2006
MAP - SCIENCE - GRADE 3
0
10
20
30
40
50
60
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 47.7 47.8 51.2 53.4 47
NEVC 33.3 35 15.4 50 25
2002 2003 2004 2005 2006
MAP - SCIENCE - GRADE 7
0
5
10
15
20
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 14.2 15 16.3 17.8 16.2
NEVC 8 6.9 0 0 14.3
2002 2003 2004 2005 2006
MAP - SCIENCE - GRADE 10
0
2
4
6
8
Per
cent
of S
tude
nts
Who
are
at
Pro
ficie
nt o
r Adv
ance
d
MISSOURI 5.2 6.3 6.9 7.6 7.3
NEVC 0 0 0 3.8 3.1
2002 2003 2004 2005 2006
WHO DO YOU BLAME?
The college professor says:Such rawness in a pupil is a shame,
Lack of preparation in the high school is to blame.
But the high school teacher says:From such stupidity may I be spared.They sent them to me so unprepared.
The elementary teachers say:Such lack of training did I see.
What kind of woman must the mother be?
Mother says:Poor helpless child, he is not to blame
His father’s folks are all the same.
Father says:So much talk about his kind
I doubt the rascal’s even mine.
TimeForReflection
4th Cycle MSIP Review
Next Year!!
What will the review team expect to see in regards to curriculum
and instruction?
4th Cycle MSIP Standard 6.1 Each written curriculum guide must contain the following:
Rationale Description of Each Course Goals for Graduates Objectives Alignment to the Standards Activities and Performance-Based Assessments Articulation of Objectives through Grade Levels Board ApprovalCurriculum Training for TeachersIncorporates Activities to Promote Equity, Tech, Research,
WorkReview and Revise Curriculum
Science 7 Standard 1: Properties & Principles of Matter and Energy
B. Forms and Sources of Energy
Benchmark 1: Forms of energy (electricity and light) have a source, a means of transfer and a receiver.Objective
The student will know and be able to …
ActivitiesThe Student will…
Assessment Methods
Show-MeProcess
Standards
Content
Integrated Skills
a. Identify producers of light.b. Reinforce understanding of the steps in technological design, while reading one of Benjamin Franklin’s writings.
Discuss producers of light and take notes. In cooperative learning groups, students will draw a transverse wave and in Rally Robbing format will label the parts of the wave.Read Benjamin Franklin’s description of how and why he invented bifocal eyeglasses.Internet Resources:www.scilinks.orgCode: GSPD13
Spelling/Vocabulary Test: concave, convex, electromagnetic spectrum, light, and wavelength.Match “light” vocabulary word with their definition.
G – 1.2G – 1.4G – 1.6
SC – 1 R, T
Key G: Gender Equity
RE: Racial/Ethnic Equity D: Disability Awareness and Equity
T: Technology Northeast Vernon County R-1 R: Research/Information Seeking Skills School System W: Workplace/Job-Preparedness Competencies
Let’s Get to Work
Building Curriculu
m
ALIGNMENT
Grade Level
Expectations
EXPANDED MAP Includes items derived from GLE’s
Grades 3-8 and 11 tested every year
CURRICULUM MAPPING
Plan your school year to address all of the Grade Level
Expectations!
Content
Goals
Strand
Big Idea
Concept
Grade
Code Communication Arts Grade 7 GLE Description
AUG
SEP
OCT
NOV
DEC
JAN
FEB
MAR
APR
2,3 4.5 I 1 A 07 a.i
With assistance, develop a research plan to guide investigation and research of focus questions
2,3 1.4 I 1 B 07 a.i Locate and use multiple resources to acquire relevant information
2,3 1.7 I 1 B 07 a.ii
Locate and use multiple resources to evaluate reliability of information
2,3 1.7 I 1 B 07a.iii Locate and use multiple resources to fulfill a research plan
2,3,4 1.8 I 1 C 07 a.i
Record relevant information using a variety of note-taking and organizational strategies
4 4.4 I 1 D 07 a.i Document research sources using a given citation format
5 1.5 I 2 A 07 a.i
Identify and explain media techniques used to convey messages in various media (e.g., videos, pictures, web-sites, artwork, plays, and/or news programs)
5,61.10 L 1 A 07 a.i Listen for enjoyment
5,61.10 L 1 A 07 a.ii Listen for information
5,61.10 L 1 A 07
a.iii Listen for directions
5,61.10 L 1 A 07
a.iv Listen critically to recognize and interpret propaganda techniques
5,6 1.5 L 1 B 07 a.i
Use active-listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement, or confusion)
Next Curriculum
Meeting Date?
Dec 7 3:45
