Yes, the end of the school year is in sight. Teachers are worried about finishing the curriculum, checking in books, taking posters off the walls, entering grades, and all of their other year-end tasks. Administrators are ticking items off of their unique building goal lists and sending out reminders and…
We’ve all heard it. Kids talking about their schedules like this, “Yes! I’m going to get an A in math this year because Ms. So-and-so is so easy!” Or, “Dangit, science is going to be so hard. I got Mr. Tough-stuff, and he doesn’t let anything slide.” As teachers, you…
Many of our school districts have begun work with proficiency scales, a tool introduced by Robert Marzano and Marzano Research to determine levels of student learning. One benefit of including proficiency scales in your curriculum, instruction, and assessment work is that both the teacher and student can use them. Let’s…
In a recent conversation, a principal at a Curriculum Leadership Institute (CLI) client district expressed concern about the sixth-grade math team. The district received state test results and it was clear that the sixth-grade students, as a whole, underperformed on one specific state standard. Unsure of the correct course of…
Analysis of relevant elements of the Every Student Succeeds Act (ESSA) suggests topics of discussion for the CLI district’s curriculum coordinating council. Although those who prepared ESSA say the act places most responsibility for establishing provisions to ensure school accountability on states, many stipulations included at the federal level do…
“Curriculum” is discussed on a daily basis in conversations within schools among administrators, teachers, support staff, and outside stakeholders. Strangely enough, it is a term that carries fundamental misconceptions that make those conversations difficult. Unless everyone involved in the conversation has the same definition for curriculum, what is said and…
When thinking about mastery and student learning over time, it is almost impossible not to think about reassessment. Philosophically, if you believe in allowing students to retake assessments, you may struggle with the application of this belief in actual classrooms. The question is not whether students shall be allowed to…