The components of curriculum alignment generate the need for support in three areas: content, instruction and assessment. Curriculum supervisors engage educators in content processes, instructional processes and practices and assessment processes and practices.
Benefits to Districts:
|Participants utilize tools, templates and resources to fully unpack each content statement/cluster/standard to identify the rigor, depth and breadth of learning inherent in each statement. Participants are taught the process with the expectation that the work will be on-going in the district within a specific time frame. Feedback on the quality of “unwrapping standards” products will be provided formatively throughout the process.|
|Unit Mapping||Unit templates, training, models, resources, and critical feedback are utilized to develop a curriculum built on units that are paced horizontally for the academic school year with attention to assessments. Refinement of unit development, is an on-going process. Feedback on the quality of unit products will be provided formatively throughout the process.|
|Assessment and Instruction||Based on the philosophy of “Understanding by Design” (Wiggins & McTighe), teachers engage in assessment and instruction development complemented by Formative Instructional Practices (FIP). Additionally, the training focuses assessment and instruction aligned to the rigor and depth identified in Ohio’s Learning Standard. The training will address assessment and instructional practices that utilize technology and performance as required by the Ohio State Assessments. Feedback on the quality of instructional and assessment products will be provided formatively throughout the process.|
|The entire curriculum alignment process is supported by resources that have been vetted by the School Improvement Department. Teachers will have on-going access to research-based tools, models, materials, etc. to support their learning and work.|
|Vertical and Horizontal Alignment||The curriculum alignment process will ensure a seamless curriculum that transitions students from grade to grade. The spiraling nature of curricula and scaffolding needs are embedded in the training as teachers engage in developing curriculum on a K-12 continuum.|
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