Curriculum Assessment Instruction

CURRICULUM / INSTRUCTION /
ASSESSMENT
C/I/A-1
CURRICULUM / INSTRUCTION / ASSESSMENT
Instructional Leadership Development Framework

for Data-driven Systems
CULTURE
Learner-Centered
High Expectations
Curriculum/Instruction/
Assessment
Organizational
Management
Communication
and Community
Partnerships
Collaborative
Supervision
QUALITY
STUDENT
PERFORMANCE
Professional
Development
ETHICS AND INTEGRITY
Continuous Improvement
C/I/A-2
Lone Star Middle School Data Review

Review and analyze the additional data
on pages 18 through 21.
Discuss at your table what the data

indicates.
C/I/A-3
Lone Star Middle School Site-Based

Decision-Making Committee
Observe a meeting of the facilitator
presenting assessment data to the sitebased decision-making team.
Record some observations from the
video.
C/I/A-4
Lone Star Middle School Data Review

Review and analyze the additional data
on pages 9 and 14.
Discuss at your table what the data
indicates.
C/I/A-5
Lone Star Middle School

Social Studies Department Meeting
Observe a meeting of the social studies
department as performance data is
discussed.
Jot down some of your observations.
C/I/A-6
Continuous Improvement Process

Needs Assessment
Data collection
Analysis
Goals &
Objectives
Summative
Evaluation
Ongoing
Formative
Evaluation
Quality
Strategies &
Activities
Student
Performance
Professional
Development &
Sustained Support
Implementation
Who?
What?
What do we need?
C/I/A-7

Quality
Continuous Improvement Planning Process
Student
Performance
Data Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
C/I/A-8
Premises
Curriculum, instruction and assessment
must be learner-centered and aligned to
be effective.
Ensuring that all Texas students master
the state-adopted curriculum is a critical
teaching responsibility.
C/I/A-9
Objectives
The participant will be able to:
Use multiple data sources to analyze and
make decisions about curriculum,
instruction, and assessment to support
continuous improvement
Develop an understanding of learnercentered curriculum, instruction, and
assessment and be able to articulate it
C/I/A-10
Objectives (continued)
Recognize learner-centered instructional
decisions that address four critical elements:
Thinking at High Cognitive Levels and Making
Connections
Varied Needs and Characteristics of All Levels
Assessing Student Progress
Alignment of Learning Objectives
Develop an awareness of multiple

instructional strategies to meet the various
needs of all learners
C/I/A-11
Teaching and Learning are

complex processes composed of
many elements.
C/I/A-12
Curriculum: What
(state, district,
campus, teacher)
Quality
Student
Performance
Instruction: How
(lesson attributes,
designs, strategies)
Assessment: To what extent

(state, district, campus, teacher)
C/I/A-13
A Shift in Teaching and Learning

The Texas Perspective
Working at your table and using the items in the
envelope marked, The Texas Perspective on
the Shift in Teaching and Learning, categorize
the items under the headings DECREASE and
INCREASE.
Be prepared to discuss as a whole group.
C/I/A-14
A Shift in Teaching and Learning
Texas Perspective on the Shift in Teaching and Learning

Decrease
Isolation
Learning is other-directed
Sort and select students
Student differences are masked or acted
upon when problematic
A relatively narrow sense of intelligence
prevails
Whole-class instruction dominates
Tests for pieces of learning
Learning bits of information
Time driven
A single form of assessment
Assessment most common at end of
learning
Increase
Collaboration and communication
Learning is self-directed
All students will learn
Student differences are studied as a
basis for planning
A focus on multiple forms of intelligences
is evident
Many instructional arrangements are
used
Assess for continuous improvement
Learning is relevant and connected to life
and other disciplines
Results driven
Multiple forms of assessment are used
Assessment ongoing and diagnostic
Adapted from various Texas Education Agency documents

C/I/A-15
3-2-1 Strategy
1) Recall your special student.
2) Select 3 practices that you feel would
positively impact your student.
3) Discuss 2 of the practices with a partner.
4) Highlight the 1 practice that you feel
would have the potential for the most
positive impact on your student.
C/I/A-16
Lesson Attributes
Objectives and Goals

Engagement and Motivation
Connections and Relevance
Questioning and Inquiry
Feedback and Reinforcement
Monitoring and Assessment
Application
C/I/A-17
Lesson Attributes
Objectives and Goals
The teacher knows what he/she wants the students
to know and be able to do at the end of the lesson.
Objectives are clear, specific, and include basic
knowledge/skills and central themes/concepts of the
discipline.
C/I/A-18
Lesson Attributes
Engagement and Motivation
Research makes it clear that all information taken
into the brain must first pass an attentional
threshold. The student must be engaged and
interested in the new learning in order to be selfdirected/intrinsically motivated and successful in
learning.
C/I/A-19
Lesson Attributes
Connections and Relevance
New learning must build on prior knowledge, the
hook on which to hang the new. Teachers will be
most successful when they can connect new
information to prior knowledge and to various
disciplines, as well as make the learning relevant to
the lives and interests of the learners.
C/I/A-20
Lesson Attributes
Questioning and Inquiry
The key to minds-on learning and a strong check
for understanding is effective questioning and inquiry,
both by the teacher and by the student. Instruction
should be student-focused, inquiry-based, and
directed to students as thinkers and problem
solvers.
C/I/A-21
Lesson Attributes
Feedback and Reinforcement
Timely, specific, quality feedback helps students
understand why they are successful or unsuccessful
in learning and results in a higher level and
frequency of student commitment to the learning.
Students are then able to repeat their effort and
succeed or make adjustments in order to be more
successful.
Reinforcing prior learning helps students retain
knowledge and extend learning as they apply skills in
multiple contexts.
C/I/A-22
Lesson Attributes
Monitoring and Assessment
Effective monitoring enables the teacher to have a

conscious awareness of where each student is in
relation to the learning objective.
Formative and summative assessment takes place
during and after the teaching of the lesson objective
to provide data regarding mastery of the learning to
both the teacher and the student.
C/I/A-23
Lesson Attributes
Application
Brain research supports the opportunity for students
to apply new learning, thus making stronger
connections and driving the knowledge into longterm memory. Many of the TEKS/TAKS skills require
the application of learning.
C/I/A-24
Lesson Attributes
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connections/
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asse itoring/
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objectives/
goals
C/I/A-25
Shift in Teaching and Learning Activity

View a video clip of Cheryl, an eighth-grade
social studies teacher, and record your
observations.
Discuss at your table the behaviors you
observed.
C/I/A-26
Teacher/Student Behaviors
Cheryl
Kelley
Teacher Behaviors:
Teacher Behaviors:
Student Behaviors:
Student Behaviors:
C/I/A-27
Shift in Teaching and Learning Activity

View the video clip of Kelley, another eighth-grade
social studies teacher, and record your
observations.
Discuss at your table what behaviors you observed.
C/I/A-28
Teacher/Student Behaviors
Cheryl
Kelley
Teacher Behaviors:
Teacher Behaviors:
Student Behaviors:
Student Behaviors:
C/I/A-29
Four Critical Elements of Curriculum,

Instruction, and Assessment
Thinking at high cognitive levels and making
connections within and across disciplines
Addressing the varied needs and
characteristics of all learners
Assessing student progress
Alignment of learning objectives
C/I/A-30
Curriculum: What
(state, district,
campus, teacher)
Quality
Student
Performance
Instruction: How
(instructional attributes,

(state, district, teacher)
Addressing the Varied Needs and

Characteristics of All Learners
Thinking at High Cognitive Levels and Making Connections

C/I/A-31
Curriculum: What
(state, district, campus,
teacher)
Quality
Student
Performance
Instruction: How



C/I/A-32
Blooms Taxonomy
On a separate sheet of paper, list the levels of
Blooms Taxonomy in order from least to most
difficult.
Write a brief definition for each level.
Compare with a partner.
Compare your work with another pair.
C/I/A-33
Blooms Taxonomy
Level
Definition
C/I/A-34
Original Terms
New Terms
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
(BasedonPohl,2000,LearningtoThink,ThinkingtoLearn,p.8)
C/I/A-35
Change in Terms
The names of six major categories were changed from noun to verb
forms.
As the taxonomy reflects different forms of thinking and thinking is an
active process verbs were more accurate.
The subcategories of the six major categories were also replaced by
verbs
Some subcategories were reorganized.
The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking and
was replaced with the word remembering instead.
Comprehension became understanding and synthesis was renamed
creating in order to better reflect the nature of the thinking described
by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 8)
C/I/A-36
Change in Emphasis
More authentic tool for curriculum planning,
instructional delivery and assessment.
Aimed at a broader audience.
Easily applied to all levels of schooling.
The revision emphasizes explanation and
description of subcategories.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10)

C/I/A-37
Higherorderthinking
Blooms Revised Taxonomy

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
C/I/A-38
Development of State Curriculum

TEKS
(SSGr. 4)
Analyze the causes, major events, and

effects of the Texas Revolution, including
the battles of the Alamo and San Jacinto.
(SSMiddle)
Analyze causes of the American

Revolution, including mercantilism and
British economic policies following the
French and Indian War.
(SSHigh)
Evaluate the limits on the national and state

governments in the U.S. federal system
and explain why this new form of federalism
was adopted instead of a unitary system.
C/I/A-39
Blooms Taxonomy and TAKS/TEKS Activity

In pairs and using the TAKS/TEKS
document, H-C/I/A-16, identify the
level of Blooms taxonomy of the
TAKS and TEKS.
Discuss with your table group.
C/I/A-40
Structure of Knowledge
Theory
Principle
Generalization
Concepts
Concepts
Topic
Topic
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
H. Lynn Erickson
Adapted from Structure of Knowledge
C/I/A-41
Examining the Structure of Knowledge

Theory:
Is a conceptual idea that is yet to be proven.
Principle:
A form of generalization, but is a truth that

holds consistently through time.
Generalization:
Connection/relatedness of two or more

concepts.
Concept:
An organizing idea, represented by one or

two words. Examples have common
attributes.
Topic:
A category of study with a body of related

facts to be learned.
Fact:
A statement of truth.
H. Lynn Erickson
Adapted from Structure of Knowledge
C/I/A-42
Examining the Structure of Knowledge,

Continued
EXAMPLE
LEVEL
Theory
Migration is a psychologically-driven response to meet an

internal need.
Principle/
Generalization
People migrate to meet a variety of needs. Migration may

lead to new opportunities or greater freedom.
Concept
Topic
Westward Movement
Fact
Early American settlers migrated west. Early American

settlers looked for new opportunities.
migration
needs
opportunity
freedom
fromH.LynnErickson
C/I/A-43
8th Grade Mathematics TEKS and the

TEKS
Theory
8.2 (ad) The student selects and uses

appropriate operations to solve problems and
justify solutions.
People use formal and informal reasoning to solve problems.
Generalization Reasonable solutions can be justified.

Concept
Reasonableness
Solutions
Relationships
Justification
Topic
Number operations
Fact
Addition and multiplication are additive properties.

Multiplication by a constant factor can be used to represent
proportional relationships (e.g., a=1.4x).
C/I/A-44

Locate the envelope on your table labeled 8th Grade
Mathematics TEKS.
Place the two additional examples of the 8th grade
mathematics TEKS into the blank columns by sorting
them according to the Structure of Knowledge.
C/I/A-45

8.3 (ab) The student
identifies proportional
relationships in problem
situations and solves
problems.
8.5 (ab) The student makes

connections among various
representations of a
numerical relationship.
Patterns show relationships that
Patterns show relationships that

can be used to make predictions.
Concepts
Relationships
Patterns
Representations
Solutions
Sequence
Relationships
Topics
Percents
Algebraic Expressions
In proportional relationships: when

one variable changes the other
variable changes to the same
degree in the same way.
Algebraic equations represent

proportion relationships. Tables
and graphs may represent
algebraic expression.
TEKS
Generalization can be used to make predictions.
Facts
C/I/A-46
Structure of Knowledge Across the

Core Content Areas
Locate the envelope labeled Structure of Knowledge
Across the Content Areas.
Using the contents of the envelope, determine the
facts, topics, concepts and generalizations for each
of the following TEKS:
Social Studies 8.24 (a-e)
Science 8.6
Language Arts 8.12 (a, c, f, g, h, j)
C/I/A-47
Structure of Knowledge Across the

Core Content Areas
SS 8.24 (a-e)
SS 8.6 (Biology 12)
ELA 8.12
Principle/
Generalization
Similarities and differences

between and among people
influence relationships.
Differences between and
among people can create
conflict.
There is a relationship of
mutual influence between
organisms and their
environment.
Interdependence occurs
among living systems.
Forms of written texts have

distinguishing characteristics.
Different types of texts serve
different purposes.
Concepts
Influence
Relationships
Conflict
Patterns
Influence
Relationships
Systems
Interdependence
Conflict
Relationships
Change
Conflict in American Society
Ecosystems in the Northern

Hemisphere
American Literature During the

Civil War
TEKS
Topics
Facts
Organisms are organized into Uncle Toms Cabin by Harriet

Conflict between white
species.
Beecher Stowe was a novel
settlers and Native Americans
Organisms
depend
on
unique
written to influence public
led to forced migration of the
resources to survive.
opinion concerning slavery.
American natives.
Species vary from ecosystem Proponents of states rights
to ecosystem.
and abolitionists both used
written texts to explain their
views and influence public
opinion.
C/I/A-48
Structure of Knowledge and

TEKS/TAKS Activity
In pairs and using the Social Studies
TEKS/TAKS document, identify the
level of complexity for 8.1 and 8.24
using the Structure of Knowledge.
Discuss with your table group.
C/I/A-49
Using the Analysis Tool

Locate one copy of the Analysis Tool handout in
the participant notebook.
Find the red dots in your table materials.
Based on your analysis of the TEKS and TAKS
objectives, place a red dot on the Analysis Tool
grid for TEKS statement 8.1 and 8.24.
C/I/A-50
Level of Difficulty
ti
rea
ng
g
tin
a
al u
Ev
g
zin
y
l
a
An
(8.1)
(8.24)
ing
y
l
p
Ap
rs
de
n
U
m
Re
ing
d
ta n
e ri
b
em
ng
Facts
Topics
Concepts
Level of Complexity
Generalizations
/
Principles
Analysis Tool:
Blooms Taxonomy and Ericksons Structure
of Knowledge
C/I/A-51
Continuous Improvement in State-level

Curriculum and Assessment
Curriculum
Assessment
State
Adopted
State
Adopted
Instruction
C/I/A-52
The Structure of Knowledge:

Classroom Application
Locate the two examples of classroom social
studies units (H-C/I/A-2526; H-C/I/A-2730).
After reviewing the two examples, identify the
level of difficulty and level of complexity of the
units and place a blue dot for each on the
Analysis Tool handout.
C/I/A-53
Level of Difficulty
ti
rea
ng
g
tin
a
al u
Ev
g
zin
y
l
a
An
(B)
ing
y
l
p
Ap
rs
de
n
U
m
Re
ing
d
ta n
n
e ri
b
em
(A)
Facts
Topics
Concepts
Level of Complexity
Generalizations
/
Principles
Analysis Tool:
of Knowledge
C/I/A-54
Data Collection Activity

Review the case study of Cheryl pp. 22-42
and the case study of Kelley on pp. 43-60
in the data packet.
Record some of your observations on the
data collection charts.
Share your observations with a partner.
C/I/A-55
Data Collection Charts

Cheryl
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
Potential Professional Development:
C/I/A-56

Kelley
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-57
Video Activity
View the videotape of Cheryl and Kelley and
review the case studies.
Determine the level of difficulty and level of
complexity of the various classroom
assignments, sample tests, and lesson plans.
C/I/A-58
Level of Difficulty
ti
rea
ng
g
tin
a
al u
Ev
g
zin
y
l
a
An
(Cheryl)
ing
y
l
p
Ap
rs
de
n
U
m
Re
ing
d
ta n
e ri
b
em
(Kelley)
ng
Facts
Topics
Concepts
Level of Complexity
Generalizations
/
Principles
Analysis Tool:
of Knowledge
C/I/A-59

many elements.
C/I/A-60
CIA as It Relates to Me
What are the implications of

thinking at high cognitive
levels and making
connections for my campus?
Implications
My Responsibility
HighCognitive
What is my responsibility as
an instructional leader in this
area?
C/I/A-61
Curriculum: What
teacher)
Quality
Student
Performance
Instruction: How



C/I/A-62
That students differ may be inconvenient,

but it is inescapable. Adapting to that
diversity is the inevitable price of
productivity, high standards, and fairness
to students.
Theodore Sizer
Horaces Compromise: The Dilemma of the American High School. 1984
C/I/A-63
Looking with New Eyes

What are some characteristics of approaching student
needs with a focus on weaknesses?
What are some characteristics of approaching student
needs with a focus on strengths?
What are the implications of addressing student needs
from each vantage point?
C/I/A-64
Varied Needs and Characteristics of ALL Learners

Identifying Needs and Characteristics
Addressing Needs and Characteristics
C/I/A-65
Special Student Activity

Identify the needs and characteristics of your
special student, with one item per sticky note.
As a table group, discuss the needs of your
special students.
C/I/A-66

Academic/
Learning
Social/
Emotional
Physiological
C/I/A-67
Special Student Activity

Cluster the identified student needs and
characteristics by commonalities.
Review the work of the other table groups.
C/I/A-68

Academic/
Learning
Social/
Emotional
Physiological

Content
Process
Product
Through a range of classroom and management strategies
Through a range of support services

C/I/A-69
What Is Meant by Differentiation?

Differentiation of instruction is a way of thinking
about teaching and learning that advocates
beginning where individuals are rather than
following a prescribed plan of action.
It is a teacher reacting responsively to a learners
needs.
The teacher does not try to differentiate everything
for everyone every day. Thats impossible, and it
would destroy a sense of wholeness in the class.
Adapted from Tomlinson
C/I/A-70
Ways to Differentiate?
Content
Process
Product
C/I/A-71
Importance of Serving Varied Learners

Without large numbers of classrooms
where teachers are skilled in meeting
varied learners where they are and
moving them ahead briskly and with
understanding, the number of frustrated
and disenfranchised learners in our
schools can only multiply.
Tomlinson and Allan
Leadership for Differentiating Schools and Classrooms
C/I/A-72

Academic/
Learning
Social/
Emotional
Physiological

Content
Process
Product
Through a range of instructional strategies
4-Mat
5E Model of Instruction
Centers
Choice Boards
Compacting
Contracts
Content mastery
Co-teachers
Cooperative Learning
Flexible Grouping
Group Investigation
Independent Study
Jigsaw
Learning Contract
Mentorships/Apprenticeships
Portfolios
Problem Based Learning
Stations
Tiered Activities
Varied Questions
Through a range of support services

Helping teachers
Instructional specialists
Mentors
C/I/A-73
Meeting the Needs of

Your
Special Student
Place the name of your special student on a sticky
note.
Using the chart, select one of the classroom
strategies that you feel would help to meet your
students needs and characteristics.
C/I/A-74

Cheryl
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-75

Kelley
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-76
Video Activity
Review the case studies for Cheryl and Kelley
using this critical element as a filter.
View the video clips of Cheryl and Kelley.
Record your observations.
C/I/A-77

many elements.
C/I/A-78

addressing varied needs and
characteristics for various
systems, including my
campus?
Implications
My Responsibility
HighCognitive
AddressingNeeds
area?
C/I/A-79
Curriculum: What
teacher)
Quality
Student
Performance
Instruction: How



C/I/A-80
Seeing the Connection

Assessment of Student Progress is
an integral and essential part of the
Continuous Improvement Process.
C/I/A-81
Inclusion of Students and

of Subjects Tested
Development of the State Assessment System
KS
A
T
03
0
2
AS
A
T 90
19
MS
A
TE 982
1
BS
A
T 80
19
Level of Difficulty
C/I/A-82
Continuous Improvement Process

Needs Assessment
Data collection
Analysis
Goals &
Objectives
Summative
Evaluation
Ongoing
Formative
Evaluation
Quality
Strategies &
Activities
Student
Performance
Professional
Development &
Sustained Support
Implementation
Who?
What?
What do we need?
C/I/A-83
Role of Assessment
Assessment isnt something that comes at
the end of a unit to find out what students
learned; rather it is todays means of
understanding how to modify tomorrows
instruction.
Assessment always has more to do with
helping students grow than with cataloging
their mistakes.
Tomlinson (1999)
The Differentiated Classroom
C/I/A-84
When developing or selecting

assessments:
Identify the PURPOSE,
and then
Identify the METHOD.
C/I/A-85

Formative assessment:
Summative assessment:
C/I/A-86
Types of Classroom Assessments

Brainstorm examples of classroom
assessments that teachers can use.
Indicate if they are formative or summative.
If the assessment is formative, how will it
impact instruction?
C/I/A-87
Assessment Implementation
How do instructional leaders
ensure appropriate, effective use
of formative and
summative assessments?
C/I/A-88
Begin with the End in Mind

Thinking First as an Assessor
Based on the state assessment, what
are the students needing to learn and at
what level?
How will I differentiate to meet varied
needs and characteristics?
What performance tasks will best
support learning and focus the
instructional work?
What would be the evidence of student
learning?
Against what criteria will I evaluate the
work?
How will I be able to distinguish between
those who really understand and those
who dont?
What misunderstandings are likely?
How will I check for those?
Thinking Then as a Designer

What would be interesting and
revealing activities to help assure this
learning?
What resources and materials are
available?
What will students be doing in and out
of class? What assignments will be
given?
How will students earn a grade (and
can it be justified to their parents)?
Did the activities work? Why or why
not?
Adapted from Wiggins and McTighe, Understanding by Design

C/I/A-89
Assessment and Planning

How will teachers make the shift
from thinking as a designer to
thinking as an assessor?
C/I/A-90
Assessing Student Progress Activity

Examine each teachers lesson plan, assessments,
and associated TEKS.
Cheryl: Lesson Plan, p. 30
Assessment, p. 32
TEKS 8.8(c)
Kelley: Lesson Plan, p. 50

Assessment, pp. 52-53
TEKS 8.8(b)
Look at the relationship between the purpose and

method of assessment.
Record your observations on the data collection
sheets.
C/I/A-91

Cheryl
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-92

Kelley
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-93
Level of Difficulty
ti
rea
ng
Cheryls Formative
Cheryls Summative
g
ti n
a
al u
Ev
g
zin
y
l
a
An
Kelleys Summative
ing
y
l
p
Ap
rs
de
n
U
m
Re
ing
d
ta n
Kelleys Formative
ng
e ri
b
em
Facts
Topics
Concepts
Generalizations
/
Principles
Level of Complexity
Analysis Tool:
of Knowledge
C/I/A-94

many elements.
C/I/A-95

assessing student progress
for various systems, including
my campus?
area?
Implications
My Responsibility
HighCognitive
AddressingNeeds
Assessing
C/I/A-96
Curriculum: What
teacher)
Quality
Student
Performance
Instruction: How



C/I/A-97
Curriculum Alignment
State
District
Campus/
Classroom
C/I/A-98
continuous and systematic improvement
results when all the aspects of the system
are aligned with the goal of enhancing
student performance.
Peter Senge
The Fifth Discipline
C/I/A-99
Alignment
Fenwick English
C/I/A
I
A
C/I/A-100
Doctrine of No Surprises
Deep alignment is a comprehensive approach to
teaching and learning that goes beyond any single
measure of the curriculum taught or learned. . .is
based on what we call the doctrine of no surprises,
that is, children will not be taken by surprise with any
form of assessment because alignment is an integral
part of the instructional program, not an add on.
Fenwick English
Deep Curriculum Alignment
C/I/A-101
Alignment Activity
Examine Cheryls and Kelleys lesson plans,
homework assignments, and assessments.
Cheryl: p. 30-36
Kelley: p. 50-59
Refer to handout p. H-C/I/A-48 for the TEKS and
TAKS.
Cheryl: 8.8 (b,c) and 8.30 (d,e)
Kelley: 8.8 (b)
Plot the level of curriculum/instruction/assessment
for each teacher (red/green/blue) using an analysis
for each.
C/I/A-102
Level of Difficulty
ti
rea
ng
g
tin
a
al u
Ev
g
zin
y
l
a
An
ing
y
l
p
Ap
rs
de
n
U
m
Re
ing
d
ta n
e ri
b
em
ng
Facts
Topics
Concepts
Level of Complexity
Generalizations
/
Principles
Analysis Tool:
of Knowledge
C/I/A-103

Cheryl
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-104

Kelley
Critical
Element
Evidence
Implications
Thinking at
High Cognitive
Levels
Addressing
Varied
Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
C/I/A-105
Curriculum and assessment alignment is a

moral issue. If the adults dont do what
needs to be done the consequences of
their negligence fall most heavily on those
students who are most dependent on the
school as their source of academic learning
namely the children of the poor.
Lawrence Lezotte
Learning for All
C/I/A-106
Seeing the Connections: Alignment

Think about the first three critical elements we
have discussed.
What do you think is the relationship of alignment
to the other three elements in C/I/A?
What evidence do you see of these relationships?
C/I/A-107

many elements.
C/I/A-108

what we have discussed in
alignment for state, district,
and campus?
area?
Implications
My Responsibility
HighCognitive
AddressingNeeds
Assessing
Alignment
C/I/A-109

Quality
Continuous Improvement Planning Process
Student
Performance
Data Sources for Data-driven Decision-making
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
C/I/A-110
Self-Assessment/Reflection
Based on the Curriculum, Instruction,
and Assessment component, what
additional knowledge and skills do you
need for continuous improvement?
C/I/A-111
Instructional Leadership Development Framework

for Data-driven Systems
CULTURE
Learner-Centered
High Expectations
Curriculum/Instruction/
Assessment
Organizational
Management
Communication
and Community
Partnerships
Collaborative
Supervision
QUALITY
STUDENT
PERFORMANCE
Professional
Development
ETHICS AND INTEGRITY
C/I/A-112

Curriculum Assessment Instruction

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Curriculum Assessment Instruction

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CURRICULUM / INSTRUCTION /

CURRICULUM / INSTRUCTION / ASSESSMENT

Instructional Leadership Development Framework

ETHICS AND INTEGRITY

CURRICULUM / INSTRUCTION / ASSESSMENT

Lone Star Middle School Data Review

on pages 18 through 21.

Discuss at your table what the data

CURRICULUM / INSTRUCTION / ASSESSMENT

Lone Star Middle School Site-Based

CURRICULUM / INSTRUCTION / ASSESSMENT

Lone Star Middle School Data Review

CURRICULUM / INSTRUCTION / ASSESSMENT

Lone Star Middle School

CURRICULUM / INSTRUCTION / ASSESSMENT

Continuous Improvement Process

CURRICULUM / INSTRUCTION / ASSESSMENT

Continuous Improvement Planning Process

Data Sources for Data-driven Decision-making

Communication and Community Partnerships

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Develop an awareness of multiple

CURRICULUM / INSTRUCTION / ASSESSMENT

Teaching and Learning are

CURRICULUM / INSTRUCTION / ASSESSMENT

Assessment: To what extent

CURRICULUM / INSTRUCTION / ASSESSMENT

A Shift in Teaching and Learning

CURRICULUM / INSTRUCTION / ASSESSMENT

A Shift in Teaching and Learning

Texas Perspective on the Shift in Teaching and Learning

Adapted from various Texas Education Agency documents

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Objectives and Goals

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Effective monitoring enables the teacher to have a

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Shift in Teaching and Learning Activity

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Shift in Teaching and Learning Activity

CURRICULUM / INSTRUCTION / ASSESSMENT

CURRICULUM / INSTRUCTION / ASSESSMENT

Four Critical Elements of Curriculum,

CURRICULUM / INSTRUCTION / ASSESSMENT

Assessment: To what extent

Addressing the Varied Needs and

Alignment of Learning Objectives

Thinking at High Cognitive Levels and Making Connections

Assessing Student Progress

CURRICULUM / INSTRUCTION / ASSESSMENT

Assessment: To what extent

Addressing the Varied Needs and

Alignment of Learning Objectives