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=Presentation: Curriculum Alignment at ISS=

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=The Process for integrating Standards and Benchmarks into our IB Framework:= Adapted/ partially copied from NCREL. For full information:[| http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm]

Synopsis
The first step of integrating standards into the curriculum is developing a curriculum framework. We have this already in our IB Frameworks - so this is done! //"A complete framework provides information needed to make decisions about the content, the sequences of activities, the selection of instructional strategies and techniques that are likely to be effective, appropriate assessment practices, and other specifics of the curriculum.... A framework is like the broad sketches of an architect's plan. The framework (IB) gives an initial picture of the program and is based on certain specifications. The architect's plan has to fulfill certain requirements. At the same time, the more specific details are left to the contractors (AC/HoDs) and the carpenters (teachers). Everyone knows there will be modifications as the framework is developed and implemented, but there should be some fidelity to the original intentions, specifications, and design." (p. 86)//
 * ===Step 1===

Examine the various standards available and adopt, adapt, or create the standards to be emphasized in the curriculum framework. This means identifying the components of our framework - the things we value. This was also largely done by the IB already, and by identifying our subject "strands" we have completed this phase.
 * ===Step 2===

Identify our Performance Standards - which we have from the IB in the form or expectations/objectives - done! Marzano and Kendall (1996) state that a performance standard "describes a specific use of knowledge and skills; it is not a description of knowledge, but a description of some application of it" (p. 13).
 * ===Step 3===

Identify the content (standards and benchmarks - Level 3 and 4). Partially we can get this out of the IB guides/DP criteria and partially we will need to look at other documents to inform ourselves.
 * ===Step 4 (This is our big focus now) ===
 * Standards will be concept-based (meaning an understanding is defined - they do not contain performance level verbs)
 * Benchmarks are as described below (they will contain performance-based verbs - Bloom's, if they are not declarative)

There are different kinds of benchmarks, as we discussed in relation to the nature of the different subject areas. A benchmark is a "detailed description of a specific level of student performance expected of students at particular ages, grades, or developmental levels," notes the National Center for Research on Evaluation, Standards, and Student Testing (1999). "Benchmarks," add Marzano and Kendall (1996, p. 15), "describe the specific developmental components of the general domain identified by a standard." Marzano and Kendall (1996) identify three categories of content standards and benchmarks: procedural, declarative, and contextual:


 * **Procedural:** these are based on "procedural knowledge, the skills and processes important to a given content area" (p. 12). Examples of procedural standards are: "performing long division, setting up an experiment, [and] editing an essay" (p. 12).
 * These will be used when there is a pure "skills" strand - like an ATL or a skill that applies to any part of a subject (ex. English- the writing process or Math- problem solving)


 * **Declarative:** these are based on "declarative knowledge, [which] can be thought of as 'information' and usually involves component parts. For example, knowledge of the concept of 'democracy' includes understanding that decisions are made by the people, each person has a single vote, votes are weighted equally, and so on" (p. 12). Examples of declarative standards include: "understanding the concept of a numerator, knowing what an amoeba is, [and] knowing the conventions of punctuation" (p. 12).
 * These are linked to our "subconcepts". They should not be fact-driven.
 * In some subjects there are no real concepts identified...however by changing the language slightly in the standards that start with "students will understand...." we can get at the conceptual understanding embedded in it.


 * **Contextual:** these are based on contextual knowledge--"knowledge in context, information, and/or skills that have particular meaning because of the conditions that form part of their description" (p. 12). Examples of contextual knowledge include: "modeling numbers using number line, classifying organisms, [and] using appropriate tone and style for a selected audience" (p. 12). They add:

"//Like the declarative/procedural distinction, this contextual knowledge is basic; a 'piece' that cannot be further reduced without loss of important information. For example, modeling numbers using a number line involves a procedural part (the process of modeling) and a declarative part (the concept of numbers). However, the two combined are greater than the sum of the individual parts. The combination represents a basic unit of knowledge important to the domain of mathematics. The process of modeling in this context has specific characteristics that it does not have in other contexts, and the characteristics of numbers that are highlighted in the modeling process are probably not highlighted quite so specifically in any other environment." (p. 12)//


 * These are the types of benchmark statements we are using in the "service disciplines", ie. the arts, Languages, and math. They combine the skills and concepts, and we are using them only as benchmarks, not as standards.

We must continually ask ourselves:
 * //What are the critical skills and knowledge that we want students to be able to know and to do? (to reach the identified standards in our framwork and to reach the DP criteria)//
 * //What is developmentally appropriate for students at these grade-level groupings?//

Develop the planning model - we have this already given to us by the IB -done! U//nits and lessons are developed by considering all components of the curriculum framework and determining how the activities and strategies will help students understand necessary concepts and gain new skills to successfully meet ISS/IB learning goals.// .....and we'll leave the rest for another day!!!!! (analysis of alignment, etc etc)
 * ===Step 5===