Rice Lake Area School District Curriculum Guidebook...curriculum mapping process. It is important to...

Rice Lake Area School District

Curriculum Guidebook

Barb Sparish DIRECTOR OF INSTRUCTION & LEARNING

2

Rice Lake Area School District Curriculum Guidebook

Table of Contents Curriculum Mapping .................................................................................................................................. 3

Backwards Design ....................................................................................................................................... 5

Wisconsin Statutes ...................................................................................................................................... 6

Six-Year Curriculum Renewal Cycle ........................................................................................................ 7

Curriculum Renewal Cycle (Proposed) .................................................................................................... 8

Six-Year Curriculum Renewal Cycle ...................................................................................................... 10

Year 1 – Current Reality ...................................................................................................................... 10

Year 2 – Write Curriculum Maps ....................................................................................................... 11

Year 3 – Common Summative Assessments and Resource Selection ............................................... 12

Materials Review ............................................................................................................................... 14

Year 4 – Assessment for Learning ....................................................................................................... 16

Year 5 – Instructional Strategies ......................................................................................................... 17

Year 6– Curriculum Maps Updated.................................................................................................... 18

New Course Procedure and Timeline ...................................................................................................... 19

Payment Guidelines .................................................................................................................................. 21

List of Measurable Verbs Used to Assess Learning Outcomes ............................................................. 22

Sample Unit (from Curriculum Companion) ......................................................................................... 24

Curriculum Companion Basics................................................................................................................ 26

3

Curriculum Mapping

Curriculum models that have existed in schools are often outdated and do not reflect what is

actually being taught in the classrooms. Curriculum documents were created, put in ring binders,

and given to staff. It was hoped that this was what was taught in the classrooms, but in reality

there was often little connection to the classroom practices. Most of the time the ring binder

(curriculum) sat on a shelf and was not looked at until the next curriculum revision cycle.

Curriculum was many times written by a select few and reflected their intentions, but not the

reality of what was occurring in all classrooms.

Curriculum mapping provides a process-oriented model that involves every teacher and

encourages collaboration and reflection. It is flexible to allow for the changing needs of school

districts. Most importantly, curriculum mapping relies on the expertise of all teachers.

The curriculum map is valuable, but the process of curriculum mapping is equally valuable and

will lead to more effective schools. The tenets of effective schools: collaboration, reflective

inquiry, shared purpose, teacher and student learning, and program coherence are all part of the

curriculum mapping process.

It is important to understand that curriculum mapping is not just another task; rather, it is a vital

part of the several other initiatives. As schools face higher accountability; data and curriculum

go hand-in-hand, allowing teachers to see the big picture. The goal of No Child Left Behind

legislation is to improve student achievement by making strong connections to standards and

curriculum, especially in reading and math. New teachers need an easily understood and usable

curriculum. On the other end of the spectrum, when veteran teachers retire they take a vast

amount of knowledge with them. Curriculum maps provide a process and means to share the

years of experience and knowledge.

A metaphor for the tools of curriculum mapping is a tool belt. (taken from Getting Results with

Curriculum Mapping edited by Heidi Hayes Jacobs pp. 11-12)

The belt is the calendar that organizes the tools.

The belt buckle allows for adjustable pacing throughout the school year.

The content hammers in the standards – the nails.

The mapping tool drills in essential questions for authentic probing and learning.

The pliers (skills) hold the content, standards, and assessment together.

The screwdriver turns the content into knowledge.

The measuring tape can be used to assess student buildings (products).

4

Curriculum mapping is a living, breathing, ever-changing history of PK-12 student learning. Mapping is

work and takes time, but the improvement in student as well as teacher learning is worth the time.

5

Backwards Design

“To begin with the end in mind means to start with a clear understanding of your destination. It

means to know where you’re going so that you better understand where you are now so that the

steps you take are always in the right direction.” – Steven R. Covey, The Seven Habits of High

Effective People.

Backwards design is an instructional design method invented by Grant Wiggins and Jay

McTighe. Backwards design begins with the end in mind. What understandings do students

need to know?

There are 3 stages in the Backwards Design Model.

1. Identify Desired Results

a. What should students know, understand, and be able to do?

b. What is worthy of understanding?

c. What enduring understandings are desired?

2. Determine Acceptable Evidence

a. How will we know if students have achieved the desired results and met the

standards?

b. What will we accept as evidence of student understanding and proficiency?

3. Plan Learning Experiences and Instruction

a. Define knowledge, skills, and procedures students need to master

b. Define materials

c. Define learning/teaching scenarios

Steps

1. Decide on the themes, understandings, and essential questions for the unit

2. Design a summative assessment for the end of the unit

3. Align the unit to the Wisconsin Adopted Standards

4. Choose resources for the unit

5. Make revisions and refinements to the curriculum as needed

6

Wisconsin Statutes

By Wisconsin State Statute 121.02 (1) (k) 1, 2, 3 school districts must:

1. Maintain a written, sequential curriculum plan in at least 3 of the following subject areas:

reading, language arts, mathematics, social studies, science, health, computer literacy,

environmental education, vocational education, physical education, art and music. The

plan shall specify objectives, course content and resources and shall include a program

evaluation method.

2. Maintain a written, sequential curriculum plan in at least 3 additional subject areas

specified in subd. 1.

3. Maintain a written, sequential curriculum plan in all remaining subject areas specified in

subd. 1.

To meet this statute, the Rice Lake Area School District will utilize an ongoing curriculum

renewal process. Curriculum is a vital part of the educational process. It is not something that is

completed and then not looked at again, but should be reviewed and updated yearly. Curriculum

renewal will be a collaborative process involving all members of a department or grade level.

Each year in the cycle, several required activities are to be completed by a curriculum team.

These activities should be completed during the assigned curriculum professional development

time. If additional time is needed to complete the activities, that time must be approved by the

Director of Instruction and Learning (see payment guidelines – page 11).

The six year curriculum renewal process will assure that one major content area is revised or

developed in a given year. This has several benefits: the model will facilitate effective and

fiscally responsible use of the district’s resources; budget allocations for supplies and materials,

textbooks and staff development can be focused on the successful implementation of the

revisions; the phased approach will allow teachers to concentrate on one subject area at a time.

7

Six-Year Curriculum Renewal Cycle

Year 1

Current Reality

Year 2

Write Curriculum Maps

Year 4 Assessment for

Learning

Year 3

Common Summative

Assessments and Resource Selection

Year 5 Instructional

Strategies

Year 6

Update Curriculum Maps

8

Curriculum Renewal Cycle (Proposed)

Year 1 –

Current

Reality

Year 2 – Write

Curriculum

Year 3 –

Common

Summative

Assessments

and Resource

Selection

Year 4 –

Assessment for

Learning

Year 5 –

Instructional

Strategies

Year 6 –

Update

Curriculum

Maps

2015-

2016

Science K-12

ELA K-4

CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Music

ELA 5-12

World Languages

School Counseling

Math K-12

Social Studies K-

12

Physical Education

K-12

Writing initial

maps

2016-

2017

Social Studies K-

12

Physical

Education K-12

Science K-12

ELA K-4

CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Music

ELA 5-12

World Languages

School Counseling

Math K-12

2017-

2018

Math K-12

Social Studies K-

12

Physical Education

K-12

Science K-12

ELA K-4 (yr 3-4)

CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Music

ELA 5-12

World Languages

School Counseling

2018-

2019

World Languages

School

Counseling

Math K-12

Social Studies K-

12

Physical Education

K-12

Science K-12 CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Music

ELA K-12

2019-

2020

World Languages

School Counseling

Math K-12

Social Studies K-

12

Physical Education

K-12

Science K-12 CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Music

ELA K-12

9

2020-

2021

CTE

(Agriculture, Art,

Business, Family

and Consumer

Science,

Technology

Education)

Health

4K

Music

World Languages

School Counseling

Math K-12

Social Studies K-

12

Physical Education

K-12

Science K-12

2 years in

instructional

strategies

2021-

2022

ELA K-12 CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

World Languages

School Counseling

Math K-12

Social Studies K-

12

Physical Education

K-12

2 years in

instructional

strategies

Science K-12

2022-

2023

Science K-12 ELA K-12 CTE (Agriculture,

Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

Math K-12

2 years in

instructional

strategies

World Languages

School Counseling

Social Studies K-

12

Physical Education

K-12

2023-

2024

Social Studies K-

12

Physical

Education K-12


Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

World Languages

School Counseling

2 years in

instructional

strategies

Math K-12

2024-

2025

Math K-12

Social Studies K-

12

Physical Education

K-12


Art, Business,

Family and

Consumer Science,

Technology

Education)

Health

4K

10

Six-Year Curriculum Renewal Cycle

Year 1 – Current Reality This year focuses on research and investigation. The curriculum team will complete the

following:

Date

Completed

Year 1 - Tasks

Review the Wisconsin Adopted State Standards

Research trends or shifts in areas of emphasis

Review test data (WKCE, Badger, ACT Aspire, ACT, STAR, Common

Summative Assessments)

o To determine what students know and are able to do

o To determine areas of strengths and weaknesses of program

Establish target goals (benchmarks) for course/grade level

o 15-20 maximum

Analyze current maps

o Identify overlaps

o Identify gaps

o Vertical and horizontal articulation in the program

Determine how many common instructional units will be developed

o Enter unit title, when taught, duration, and unit overview into

Curriculum Companion

Update course description (High School only)

Visit exemplar schools (if desired and necessary)

The curriculum team, with assistance from the Director of Instruction and Learning, will develop

realistic due dates for the completion of each assignment. A written documentation of the

completion of the year 1 assignments will be completed by the curriculum team and turned into

the Director of Instruction and Learning.

11

Year 2 – Write Curriculum Maps Year 2 focuses on writing of the curriculum maps and approval by the Board of Education

Curriculum Committee and the full Board of Education. A list of measurable verbs used to assess

learning outcomes is found on pages 12 and 13. The curriculum team will complete the

following:

Date

Completed

Year 2 - Tasks

Write curriculum to include:

o Units

o Standards

o Knowledge (What does the student need to know to master the

standard(s)?)

o Skills (What procedure does the student need to apply for mastery

of the standard(s)?)

o Understandings (What understandings are foundational for

mastery of the standard(s)?)

o Evidence of Student Mastery (What could this look like in

student work?)

o Vocabulary (What are terms in the standard(s) that are essential

for the teacher to interpret in order to get students to grade level

mastery?)

o Activities

o Assessments

Common Summative Assessments

Formative Assessments

o Resources

Resources currently being used

Note: new resource selection will be in year 3

Curriculum approved by Board of Education Curriculum Committee

(No later than the May Board of Education Curriculum Committee

meeting)

Curriculum approved by Board of Education

(No later than the June Board of Education meeting)


realistic due dates for the completion of each assignment. A written documentation of the



12

Year 3 – Common Summative Assessments and Resource Selection Year 3 focuses on implementation of curriculum with emphasis on summative assessment.

Professional development on summative assessment will be provided if necessary. The

curriculum team will complete the following:

Date

Completed

Year 3 - Tasks

Adjust curriculum as needed

(Written rationale for proposed changes must be provided to the Director

of Instruction and Learning)

(Add resources to Curriculum Companion)

Train on the use of Assessment of Learning (summative assessment) if

needed

Revise/write common summative assessments (attach/upload summative

assessment into Curriculum Companion)

Work on and continue to update curriculum maps

Identify and choose resources

(Written rationale must be completed and turned into the Director of

Instruction and Learning.) Director of Instruction and Learning will

obtain preview samples from vendors based on the rationale of the

curriculum team

o Director of Instruction and Learning will set up meetings with the

vendors and curriculum teams

o Teachers will be allowed to use samples in their classrooms

Resource selection must be completed by April 1st

o Resource selection will be presented to the Board of Education

Curriculum Committee in April

o Resource selection will be presented to the Board of Education in

May

Professional development on new resources

o In the summer an overview training on the resources will be

provided

o Follow-up training will be provided based on the resource quote


realistic due dates for the completion of each assignment. The Director of Instruction and

Learning along with principals and instructional coaches (literacy and math), will lead teachers

in the total articulation of the curriculum in the classroom. The Director of Instruction and

Learning will be responsible for facilitating necessary staff development opportunities. This

may include in-district or out-of-district opportunities. Resources will be reviewed and selected

13

in year 3 of the curriculum renewal cycle. The procedure for selecting resources will be

comprehensive in nature. A written documentation of the completion of the year 3 assignments,

along with any rationale for curriculum changes and the rationale for resources to be purchased,

will be completed by the curriculum team and turned into the Director of Instruction and

Learning.

14

Materials Review

An extensive review of new resources to be purchased will be conducted. Minimally the

following questions must be answered and submitted to the Director of Instruction and Learning.

Questions: To what extent … Answer (use additional sheets if needed)

Is the resource aligned to Wisconsin/Rice

Lake Area School District’s Adopted

Standards?

Is the resource aligned with state testing?

Does the resource emphasize quality

literacy instruction?

Does the resource emphasize connection to

other curricular areas?

Does the resource emphasize effective

instructional practices?

Does the resource provide opportunities for

varying individual needs (SPED, ELL,

GT)?

Is the resource appropriate for the age and

grade level for which it will be used?

Is the resource user friendly for students?

15

Is the resource organized in a logical

manner?

Is student assessment an integral part of the

instructional process?

Does the resource integrate technology?

Is the resource user friendly for teachers?

Does the resource provide adequate support

material for the teacher?

Does the material present the content in a

nondiscriminatory manner to all students?

Additional questions specific to content

area:

16

Year 4 – Assessment for Learning

Year 4 focuses on implementation of curriculum with emphasis on formative assessment.

Professional development on formative assessment will be provided if necessary. The

curriculum team will complete the following:

Date

Completed

Year 4 - Tasks

Analyze benchmarks and student success

Adjust curriculum as needed



Train on the use of Assessment for Learning (formative assessment) if

needed

Write common formative assessments (attach/upload formative

assessment into Curriculum Companion)



Learning along with principals and instructional coaches (literacy and math) will lead teachers in

the total articulation of the curriculum in the classroom. The Director of Instruction and

Learning will be responsible for facilitating necessary staff development opportunities. This

may include in-district or out-of-district opportunities. A written documentation of the



17

Year 5 – Instructional Strategies Year 5 focuses on developing quality instructional strategies to further the implementation of the

curriculum. The curriculum team will complete the following:

Date

Completed

Year 5 - Tasks

Identify instructional strategies to implement curriculum

Professional development on instructional strategies

Analyze effectiveness of instructional strategies



Learning will be responsible for facilitating necessary staff development opportunities on

specific instructional strategies. This may include in-district or out-of-district opportunities.

A written documentation of the completion of the year 5 assignments will be completed by the

curriculum team and turned into the Director of Instruction and Learning.

18

Year 6– Curriculum Maps Updated Year 6 focuses on monitoring the implementation of curriculum. The curriculum team will

complete the following:

Date

Completed

Year 6 – Tasks

Continue to monitor curriculum, instruction, and assessment

Adjust common summative assessments as needed



Adjust curriculum maps as needed

o Units

o Standards

o Knowledge

o Skills

o Understandings

o Evidence of Student Mastery

o Activities

o Assessments

Common formative assessments

Common summative assessments

o Resources


realistic due dates for the completion of each assignment. Principals will directly monitor the

implementation of the curriculum into the classrooms. A written documentation of the

completion of the year 6 assignments, along with any rationale for curriculum changes, will be

completed by the curriculum team and turned into the Director of Instruction and Learning.

19

New Course Procedure and Timeline

New courses which support the District’s goals, align to the Wisconsin/Rice Lake Area School

District Adopted Standards, and are based on student needs, will be approved on a two-year pilot

basis. The procedure for new courses will be:

1. Approval in Concept – No later than November 10

o The initiator(s) and a building administrator will meet with the Director of

Instruction and Learning to present the course for initial review.

o The presentation should include a general description of the course, title, content,

student audience, and need.

o The Director of Instruction and Learning will:

Approve the course, in concept, to complete the remaining steps in the

New Course Procedure; or

Ask for clarification prior to approval; or

Involve additional staff in the review process as needed.

2. Needs Assessment

o A need for the course must be identified.

o A needs assessment should include:

How the course supports the District’s goals.

How the course connects to Wisconsin/Rice Lake Area School District

Adopted Standards.

How the course supports content area curriculum.

o Appropriate department must consider the needs assessment information and

agree that the proposal has merit.

3. Administrative Review

o The building administrator must review the New Course Proposal Form and

attach the needs assessment documentation to ensure that proponents of the

course have demonstrated needs and that the course does not have negative

implications for other programs or courses.

o If the course involves additional hardware, software, or media support, the

Technology Coordinator must review the New Course Proposal Form.

o If the course involves special needs students, the Director of Pupil Services must

review the New Course Proposal Form.

o If the course involves a student fee for supplies or materials or has liability

implications beyond normal classroom activities, the Business Manager must

review the New Course Proposal Form.

4. Submit Proposal – No later than December 15

o The building administrator submits the proposal to the Director of Instruction and

Learning.

o The Director of Instruction and Learning submits the proposal to the

Superintendent for final review.

o The Superintendent submits the proposal to the Board of Education.

5. Notification of Approval – February 1 of the year prior to implementation

20

o The building administrator will receive written notification of course approval.

6. Course Evaluation – February 1 of second year of course’s “pilot basis”

implementation.

o The building administrator and appropriate teaching staff will conduct a study of

the course effectiveness to include:

Student achievement data relating to the Wisconsin/Rice Lake Area

School District Adopted Standards to which the course is aligned

Parent survey

Student survey

o Results of the evaluation will be presented to the Director of Instruction and

Learning.

o A determination will be made by the Director of Instruction and Learning and the

Superintendent as to the proposed course becoming a permanent part of the

adopted curriculum.

o The Superintendent will inform the Board of Education.

For further information regarding new course proposals see Board of Education Policy #331,

Board of Education Rule #331, and Exhibit #331.

21

Payment Guidelines

These guidelines apply to the curriculum writing process.

1. Whenever possible existing curriculum in-service time will be used prior to paying for

curriculum writing, resource selection, or professional development.

2. The Director of Instruction and Learning must approve any additional time needed to

complete the curriculum writing, resource selection, or professional development and will

be paid in one of two ways.

a. Substitutes will be hired for curriculum writing, resource selection, or

professional development for up to four (4) days in a school year.

b. Curriculum writing, resource selection, or professional development will be paid

at the curriculum pay rate ($15.00) per hour for a set number of hours

determined by the Director of Instruction and Learning.

22

List of Measurable Verbs Used to Assess Learning Outcomes

Bloom's Taxonomy of Educational Objectives (1956): Cognitive Skills

A group of educators, led by Benjamin Bloom, identified a hierarchy of six categories of

cognitive skills: knowledge, comprehension, application, analysis, synthesis and

evaluation. As students learn, they start with the knowledge level and progress through the

hierarchy. Thus, advanced courses should include skills at a higher level than introductory

or basic skills courses. Below you will find a web-resource as well as a list of measurable

verbs to assist you in writing course objectives and assess learning outcomes.

Knowledge Level: The successful student will recognize or recall learned information.

list record underline

state define arrange

name relate describe

tell recall memorize

recall repeat recognize

label select reproduce

Comprehension Level: The successful student will restate or interpret information in their

own words.

explain describe report

translate express summarize

identify classify discuss

restate locate compare

discuss review illustrate

tell critique estimate

reference interpret reiterate

Application Level: The successful student will use or apply the learned information.

apply sketch perform

use solve respond

practice construct role-play

demonstrate conduct execute

complete dramatize employ

23

Analysis Level: The successful student will examine the learned information critically.

analyze inspect test

distinguish categorize critique

differentiate catalogue diagnose

appraise quantify extrapolate

calculate measure theorize

experiment relate debate

Synthesis Level: The successful student will create new models using the learned

information.

develop revise compose

plan formulate collect

build propose construct

create establish prepare

design integrate devise

organize modify manage

Evaluation Level: The successful student will assess or judge the value of learned

information.

review appraise choose

justify argue conclude

assess rate compare

defend score evaluate

report on select interpret

investigate measure support

24

Sample Unit (from Curriculum Companion)

26

Curriculum Companion Basics

Curriculum Companion Website: www.currcompanion.com

There is a link off the Rice Lake Area School District Staff Intranet page.

1. On the login in page you will need to enter your username (email address) and password

(if you cannot remember your password, contact Barb Sparish).

http://www.currcompanion.com/

27

2. Once you login, click on the All Subjects tab.

3. Once you click on the All Subjects tab, your courses will appear. If they do not appear

select the Find Courses tab on the left side of the page.

28

4. Click on the blue Course Title and the curriculum map will appear.

5. UNITS: To add units click the Green Plus Sign.

29

6. Name the unit and click Add.

7. To add the When Taught, Duration, and Unit Overview, hover over a topic and click

edit

30

8. Click Add New Content

9. Click the Paper Icon which will open a dialogue box for you to type in. Remember to

click save when done. Repeat this for the areas of When Taught, Duration, and Unit

Overview.

31

10. STANDARDS: The next step will be to add Standards to the Unit. Click on

Standards

32

11. Click on the standards you would like to align to (i.e., Common Core State Standards,

State Standards).

12. Click the Green Plus Sign to open the drop down menu of standards.

33

13. You can select standards from a list or from another course you have developed.

14. If you chose Select to add from a list of standards, you will then need to select the

standard from the drop down menu.

34

15. Click each Standard that aligns to the unit and click Done.

16. KNOWLEDGE: Next you will need to click on the Knowledge tab.

35

17. Click on the Edit tab.

18. Click on Add New Content (green plus sign.)

36

19. Click on the Paper Icon.

20. Type in content and click Save.

37

21. Continue steps 16 through 20 for Skills, Understandings, Evidence of Student

Mastery, Standards Vocabulary, Activities, Assessments, and Resources.

Updated 07/24/2015

Rice Lake Area School District Curriculum Guidebook...curriculum mapping process. It is important to...

Documents

Transcript of Rice Lake Area School District Curriculum Guidebook...curriculum mapping process. It is important to...