Indicator+3.1+(Research)

__**Indicator 3.1 - Curriculum (RESEARCH)**__

**3.1 Develops and implements curriculum based on clearly-defined expectations for student learning**
//**"A guaranteed and viable curriculum is the number one school-level factor impacting student achievement."**//  //**(Robert Marzano) **//

__**Standards-Based Instruction (Understanding By Design)**__ > **acceptable level?** (Wiggins & McTighe, 1998) >
 * **What do my students need to know and be able to do?**
 * **How will I know what they know and are able to do?**
 * **What curriculum and instructional opportunities will the students need to be sufficiently prepared to perform at an**
 * [[file:AN INTEGREATION OF Backwards Planning.docx]]
 * [|Research - Aligning Instruction and Standards] (Aligning instruction vertically with the standards; action principles)

//**"In all cases, for teachers to identify and activate the explicit connections between instruction and standards,and therefore improve student performance, they must be involved in the process of making those alignments" (Applebee, 1996; Koppang, 2004; Langer, 2001).**//

**__Standards-Based Instruction (by discipline)__**
 * __[|Sample Social Studies Unit Using Standards] __ (Technology-Based History Unit using Standards - Explorers Through Time)

__**Step Up to Writing Research** __
 * [[file:Step up To Writing Research_Base.pdf]]

__**21st Century Learning Skills** __
 * [|Thinkfinity] (F ree, comprehensive digital learning platform designed to improve learning in traditional settings and beyond the classroom by providing high-caliber content and professional development needed to improve student achievement – anytime, anywhere, at no cost)
 * [|Essential Job Skills] (Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce)
 * [|Partnership for 21st Century Skills] (P21 and its members provide tools and resources to help fuse the 3Rs and 4Cs (Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation).

__**Curriculum Mapping**__
Curriculum mapping is a process for recording what content and skills are actually taught in a classroom, school, or district during a longer period of time. The data provide an overview, rather than a daily classroom perspective, of what is actually happening over the course of the school year (Jacobs, 1997a).
 * [|Creating a Timely Curriculum] (Interview with Heidi Hayes Jacobs)
 * [|Curriculum Mapping and Effective Instruction] (Virginia Department of Education Study)
 * [|Curriculum 21]
 * [|Curriculum Mapping Terminology] (Types of maps, map elements, alignments, seven-step review process, common review focuses)
 * [|Curriculum Mapping 101]

**__Standards and Assessment__**
 * [|Helping Standards Make the Grade] (Criterion-referenced standards; differentiated grading criteria)

__<span style="background-color: #d7d9fe; font-family: Arial,Helvetica,sans-serif;">**RESOURCES** __
 * __[|Standards-based Instructional Planning - Module 1]__ (Setting the Context for Standards-based Instruction)
 * __[|Standards-based Instructional Planning (Module 2)]__ (Cal State - Traditional vs. Standards-based Instruction)
 * [|Standards-based Instructional Planning Research (Module 3)] (Developing Indicators of Classroom Practice to Monitor and Support School Reform and Research Notes - Chicago Study: Students Rise to Challenging Assignments)
 * [|Standards-based Instructional Planning Research (Module 4)] (Using Student Work to Set Performance Standards and Develop a Scoring Guide)
 * [|Standards-based Instruction (Module 5)] (Selecting Exemplars and Writing Commentary on Student Work)
 * [|Standards-based Instruction (Module 6)] (Putting Together the Instructional Unit)

__**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Citations: **__
<span style="font-family: Arial,Helvetica,sans-serif;">Guskey, Thomas R. (2001). Helping standards make the grade. Educational Leadership 59 no1 20-7 S Jacobs, Heidi H. (2003, 2004). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership 61 (4) 12-15 Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of "backwards planning" unit design with the "two-step" lesson planning framework. //Education//, //130//(2). retrieved from:Academic Search Premier, October 11, 2011. //Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.// ** __Essential Questions__ **
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; line-height: 25px;">//**3.1 a -**// **//How does the school ensure that its curriculum is based on clear and//** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; line-height: 25px;">**//measurable//** //**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; line-height: 25px;">expectations for student learning? **//
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 25px;">**//3.1 b - How does the school ensure that current written curriculum documents are aligned to state and national standards or curriculum required by the governing body?//**
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 25px;">**//3.1 c -//** **//How does the school ensure effective implementation of the curriculum so that teachers know what they are expected to teach in each grade level or course?//**
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 25px;">**//3.1 d - How is the curriculum evaluated and revised on a regular basis?//**