CLI’s full-service contract begins with 20 days of on-site service, and increases as the district progresses through the CLI Model. A CLI consultant works regularly on-site with your staff, guiding you through every step of the model. Additionally, the consultant provides off-site services such as preparing agendas, providing template examples, and reviewing curriculum and assessment documents as requested by the district. Consultant may also plan staff development activities. In between the on-site visits, the consultant and district leaders have continued communication via email and telephone.
- The consultant provides training on key points of the CLI Model. Your staff may complete assignments in-between visits.
- The consultant schedules visits during your regularly scheduled in-service days. Such training might include one of our two- or three-day workshops.
- Work days may be customized according to your district’s curriculum, instruction, or assessment needs.
As a cost-saving measure, multiple districts sometimes join together to create a CLI network called a consortium. Some states already have smaller districts working together in organized, cooperative groups that are ready-made consortiums. Member districts of the CLI consortium participate jointly, with representatives on both the Curriculum Coordinating Council and Subject Area Committees. A CLI consultant guides the council and committees through all steps of the CLI Model. For smaller districts who have limited staff or funding, the consortium option is a great fit. CLI has experience working with this approach and facilitates school improvement so the positive results are reflected for each member district.
Is Your Curriculum Coordinator wearing TOO MANY HATS?
The job description for curriculum coordinators has changed immensely since we began the era of state standards and related assessments. Although, as the title indicates, coordinating the district’s curriculum is still a primary responsibility, today’s curriculum coordinators usually find their days also filled with tasks such as conducting training, serving as a resource for current trends, ordering materials, coordinating committees, interpreting guidelines, preparing grants, tracking and interpreting data, and serving as a liaison to state departments by overseeing state testing procedures and handling all the necessary paperwork.
CLI has found one of the biggest problems for school districts today is that curriculum coordinators must “wear so many hats” they are overwhelmed. With too much to accomplish, nothing gets done really well. And this problem is exacerbated in districts too small to be able to hire a full-time coordinator. In these districts, the responsibilities described above are added to the already-long lists of district and building administrators. CLI offers two types of service to provide this much-needed assistance: 1) The CLI consultant serves as the Curriculum Coordinator for the district, and 2) CLI works in partnership with the Curriculum Coordinator.
CLI Consultant as the Curriculum Coordinator
Many smaller school districts are not able to provide a position of curriculum coordinator, primarily for financial reasons. In most of these locations, the duties of a coordinator are either assumed by the superintendent, or spread among the superintendent and building principals. Any administrator who has been in that situation knows it is not very practical. For example, the administrator begins a meeting with Subject Area Committee members, only to be called out for important phone calls, parent requests, disciplinary problems, or other immediacies that leave committee members frustrated and wondering what to do next. It is absolutely true that administrators need to be instructional leaders. However, small-district administrators “wear so many hats” they must make choices about the order and priority of tasks. As a result, curriculum matters frequently are assigned to committees with little or no administrator leadership and no specific direction for the committees to follow.
CLI can help these school districts by providing the leadership and the step-by-step processes necessary for creating quality curriculum, instruction, and assessments that are all aligned. Administrators are still involved – they serve on the governing council, are liaisons for subject committees, and provide the interactive and facilitative support needed for implementation issues and accountability. However, the CLI consultant trains each committee in the processes, works with each chairperson to create the agendas, guides the groups through each step of the CLI Model, and keeps administrators informed of progress. The consultant keeps thorough notes, and provides monthly and/or year-end summaries for the council and School Board.
Obviously, the CLI consultant is not in the district full-time, so duties are limited to those described in the paragraph above, and those listed in the left tab titled “Full-Service Contract.” As you can see, these services comprise a major portion of most curriculum coordinator’s assignments, and are much more cost-effective because the consultant is not a district employee. The costs for a full-service contract are considerably less than most coordinator salaries, plus there are no employee benefits involved.
CLI Consultant as Partner with the Curriculum Coordinator
Oftentimes, when CLI and school districts begin their partnerships together through a Full-Service Contract, the districts’ curriculum coordinators are slightly fearful. They wonder if they are being replaced or if they’ve been found inadequate in their roles. It doesn’t take long for them to realize exactly the opposite is true. CLI consultants work hand-in-hand with curriculum coordinators, to guide them through each step of the CLI Model. The model’s step-by-step processes provide for an organized and timely means of addressing issues of curriculum, instruction, assessment, and all the related matters such as training, trends, materials, grading and reporting, use of data, and so forth.
The CLI consultant’s job is not to replace the coordinator, but to provide training and support for the coordinator – not only to implement the model’s processes, but so the coordinator can carry them on successfully long after the service contract has ended and the consultant is no longer working with the district. Curriculum coordinators appreciate the CLI consultant’s knowledge, understanding, and helpfulness, and recognize how the consultant helps them grow professionally and personally. Contact CLI to learn more about how we work in partnership with a district’s curriculum coordinator.
Need a place to share and organize your curriculum? CLI now offers a new Google Site Template that we call our Online Curriculum Hub. The site arrives to your Google Site list pre-populated with over 100 pages ready for curriculum management in your district. Our site template is especially designed for those districts using the CLI Model and Google Apps for Education. The Online Curriculum Hub is currently an add-on product for client districts and former client districts. However, if your district is very interested in this product, please contact us to discuss your curriculum development and storage needs.
Below is a screenshot of our site template, which may be viewed by invitation only:
The CLI Model is thoroughly detailed and documented with samples, videos, and guidelines in our four online notebooks: Developing Local Curriculum: A Comprehensive Guide, Implementing Standards in the Classroom, Creating Effective Outcome Assessments, and Foundations of the CLI Model. These resources are an available option for client districts.
We prepare specialized workshops that will meet your individual district’s needs based on our areas of expertise. These trainings include consultant-participant interaction, and detailed materials with hands-on practice. Popular topics include the following:
Designing Valid Assessments and Using them Well
Participants will identify characteristics of valid assessments and use assessment principles to create, score, and evaluate aligned assessments.
Day 1: Explore assessment literacy in current terms.
- Summative vs. Formative Assessment
- Types of assessments (Selected response, Constructed response, Product, Performance)
- Validity vs. Reliability
Evaluate assessments for validity (alignment). Identify methods to increase reliability of each type of assessment. Rubrics and other scoring tools.
Day 2: Administration Guidelines, Proficiency Criteria, Validating assessments
Writing Measurable Learning Targets to Create Instructional Units
Provides professional development for skills to write high rigor, measurable learning targets to define units of study within a course.
- What is a measurable learning target
- How to use verbs to indicate rigor
- Outcome and components training with quiz
- Outline course and turn it into outcomes and components
Develop a Scoring Guide to Measure Student Learning on a Unit of Instruction
Participants will develop tools to score assessments reliably using techniques appropriate to assessment task.
- How to use rubrics to determine reportable grades
- Developing proficiency scales
- Methods to establish inter-rater reliability
- Establish expectations for acceptable student performance
- Use the validation process to process data to improve assessments
Structuring a District Assessment System to Generate Usable Data to Guide Improvement Efforts
Evaluate the usability of assessment data with your peers. You’ll use a systematic plan to create a District Assessment System that provides usable data, and will create a long range plan for continuous improvement in curriculum, instruction, and assessment.
Managing Transformational Change
Evaluate methods to create a culture in which change is viewed as an on-going practice. Explore methods to empower teachers to implement alternative methods of instruction, assessment, and classroom management.
- Order of change — 1st, 2nd, 3rd
- Systemic vs. systematic
Bell curve for implementing change
Barriers to successful change
Steps to planning for successful change
Identifying steps to the desired culture
Grading in a Results-based Environment
Grading practices vary as much as teaching styles within a district. We’ll analyze the benefits of unifying grading practices, determine how much unification is necessary, and create a plan to begin the work. You’ll also have the opportunity to review samples of grading policies and report cards to get an idea of what it might look like in your district.
Setting Mastery Expectations
Not to be confused with Mastery Learning. We’ll clarify the differences between mastery and Mastery Learning and ask you to think about how setting district or school expectations for mastery can help with decision-making regarding curriculum, instruction, and assessment. You’ll begin the process by analyzing research and samples of mastery statements and will draft one for your district or school.
Using Data to Evaluate Instructional Design
Determine critical elements of a great instructional plan and make connections between assessment data and the effectiveness of a lesson. You’ll use a planning structure that puts an emphasis on what students should know and be able to do.
Effective Methods of Instruction
Effective Methods of Instruction (EMI): Curriculum
This seminar is designed for persons without professional teacher-education training who plan to teach classes or workshops in an educational setting. It is a one-day seminar scheduled for eight hours, with appropriate rest and lunch breaks included. Participants in the seminar will design the curriculum for their classes/training sessions, including course descriptions, high-achievement unit outcomes, and knowledge and skill components.
Effective Methods of Instruction (EMI): Assessment
This seminar is designed for persons without professional teacher-education training who plan to teach classes in an educational setting. It is a one-day seminar scheduled for eight hours, with appropriate rest and lunch breaks included. Participants must have completed Effective Methods of Instruction: Curriculum before taking this course and must bring one completed curriculum document to this seminar. Participants in the seminar will create outcome and component assessments and criteria aligned with their approved curriculums. They will evaluate their assessments in terms of alignment and guidelines for test construction and administration.