Questions++for+the+31st

As per Johns suggestion... here is a working platform. I have copied Barbara's contributions below, and added my answers to other questions. Others are welcome to collaborate and add their comments.

** RESPONSE TO RFI **

** 1. What are the necessary components for a standards-based curriculum model? **  · __Success in College, Career, and Participation in Democratic Society:__ A standards-based curriculum model for New York State must prepare students for success in college and career as well as active participation in our democratic society. An ideal curriculum engages students as active learners, not passive recipients of a body of knowledge. · __Development of Understanding and Ability to Learn on Own:__ The curriculum must focus on essential content and skills, with the expectation that students will go beyond the accumulation of knowledge to the development of understanding and the ability to learn on their own. · __Continuum of Development:__ The curriculum must be based on a continuum of development from Pre-K to Grade 12, within the context of Pre-K – 16 education. The curriculum should be coherently sequenced so that students are expected to build on previous knowledge, understanding, and skills at each grade level to develop more complex understandings and more independence in their ability to learn. · __Depth over Breadth:__ A model curriculum should be based on depth of learning, not breadth. · __Interweaving of Content and Skills:__ Every curriculum model, no matter what subject area, must be comprised of an interweaving of content and skills. Research speaks that for long-term retention, content should be taught interwoven (integrated) rather than in isolation. · __Student Information Fluency Outcomes:__ By integrating a coherent continuum of information fluency skills into every curriculum, New York State will ensure that students develop the ability to find and make sense of information, evaluate and interpret different points of view, draw their own conclusions, create authentic applications of their knowledge to new situations, and participate responsibly and safely in the digital environment. · __Embedded Formative Assessments:__ Formative assessments should be integrated throughout the curriculum to guide instruction. These assessments should allow teachers and students to see the learning progress in both content and skills so that any issues can be addressed immediately and students maintain their forward momentum. · __Self-Reflection:__ A model curriculum includes the teaching of metacognition skills to students so that they are actively and continuously engaged in reflecting on their own learning. The curriculum might include self-assessment questions to provoke students to think about their own acquisition of new understandings and skills. (see sample questioning guides : [] [] ) · __Differentiation for Students with Disabilities and English Language Learners:__ A model curriculum does not set lower expectations for students with learning challenges. Instead, the curriculum offers extra resources for support, suggested differentiation of activities and strategies, and opportunities for spiraling and substantive practice.
 * __Embedded Information Fluency Skills:__ In addition to subject-specific skills, every model curriculum should have embedded information fluency skills that cut across all disciplines and include inquiry, critical thinking, literacy, technology, and digital citizenship skills.

** 2. What criteria make a standards-based curriculum model exemplary? What exemplary models currently exist? ** The following criteria should be met by exemplary curriculum models: · Rigorous expectations for development of understanding about core ideas and application to new situations (not memorization of facts) · Coherent, spiraled development from grade to grade · In-depth content, rather than broad coverage · Integration of content and skills · Embedded information fluency skills (inquiry, literacy, technology, critical thinking, and digital citizenship) in every content area and at every grade level · Connection of Pre-K – 12 curriculum to college expectations · Student outcomes measurable by projects and performances rather than by rote-memory tests · Assignments guided by Essential Questions – EQ’s – Questions which inspire student discovery with the content goal in mind. This fosters an environment of discovery, rather than a stand and deliver model.

New York State is fortunate that New York school librarians have already developed an exemplary model of a K-12 Information Fluency Continuum, complete with grade-by-grade benchmark skills and formative assessments at each grade level. This Continuum has been aligned with the Common Core Standards and with national American Association of School Librarian (AASL) and ISTE Standards.

** 3. How can the curriculum models instill higher expectations for both teachers and students of all levels in New York State? ** An effective curriculum model will provide the framework for teachers to develop substantive instruction that focuses on essential ideas and questions in the content areas and essential skills of learning. Students will be expected to do the learning, not to absorb facts delivered by their teachers. An exemplary curriculum will result in student application of what they have learned to create their own products and to share those products with others. No longer will it be sufficient for students just to graduate. With a curriculum model, students will be expected to develop the understanding and skills to succeed in college, to embark on a successful career, and to participate in the public exchange of ideas. The curriculum model will lead to authentic, real-world work before students leave the protected environment of their K-12 education. Built in to a curriculum model is a new vision for assessment. No longer will it be a measure of successful learning for students simply to pass a test. In the new curriculum paradigm, students must demonstrate their learning in creative and thoughtful ways. Teachers will be challenged (and excited) to create assignments that connect learning in school with real-world applications. Both teachers and students will develop sophisticated information and thinking skills that will prepare them to evaluate and use the flood of information and technology tools at their fingertips.

_ **4)** **To support the use of successful curriculum models in the classroom, what technological resources are required?** Real world curriculum models, require real world tools—real world resources. These real world resources will evolve so we need to require in terms of function.   · Internet connections which are adequate to support flat-world research (ebooks accessed through smart phones, “apps” for libraries and information tools to be encouraged rather than discouraged, media resource libraries that are freely available need to be ‘streamable’, etc.)    · “Smart classrooms” that are able to speak the language of the digital learner are needed. To disconnect the hyper-connected sets them back and closes the door to learning—a lost opportunity.    · Accommodate rather than Equip. Many institutions are worried about the use of cell phones within the classroom and they are overlooking a research tool in the pocket. The Horizon report for libraries claims that within 3 years, students will arrive in the classroom with their “equipment” in their pocket or backpack. In addition to funding equipment upgrades, we need to focus on accommodating what student own, thus fostering a rich technological environment that mirrors the real world.

 · **What educational technology tools would be needed to support instruction in the classroom as the curriculum model is implemented?** According to the Common Core, //“// //The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.” // With media taking a prominent role in both the gathering of information and the presentation of new knowledge products, it is recommended that schools be equipped with: (function oriented) · Projection / presentation stations · Internet connect-ability · Media creation stations (Library media centers) · Writing centers (libraries and computer labs)
 * Internet stations in libraries to support distance learning course offerings

· Information stations (libraries) · Collaboration stations (libraries, information commons) · Think Tanks Media cannot be the focus but rather the goal of creation and synthesis of new knowledge. “The ability to write sound logical arguments” requires research and thought—rather than memorization of content. To quote the Common Core: “ //written analysis and presentation of findings is so often critical.”  // Consider redesigning the learning model to accommodate intention rather than a “teacher station.” In Japan, there is one large room, where all teachers have desks for preparation. All classrooms meet in centers. Art Center, music centers, information center, etc.

5) **What types of formative instruction/assessment tools, strategies, and related professional development should be included or embedded in the curriculum models to support classroom teachers**? Built in to a curriculum model is a new vision for assessment. No longer will it be a measure of successful learning for students simply to pass a test. In the new curriculum paradigm, students must demonstrate their learning in creative and thoughtful ways. Teachers will be challenged (and excited) to create assignments that connect learning in school with real-world applications.

· If curriculum models define minimum core content vocabulary, then these terms can be pre and post assessed innovatively. Those terms can be imbedded into instruction and discovery models to lend meaning and lasting understanding to the core vocabulary. · Core content vocabulary can be expected for demonstrated use in media presentations, printed materials, written documents, and other knowledge products. The formal “test” can be reversed. The pen and paper test can be given in the beginning when the student hasn’t studied and expects to fail. This pre-assessment gives the student a working document to make sense of. · Innovative assessment models using many variable electronic tools as they evolve should be taught then launched. Such current examples would include:

What types of professional development should be embedded in the curriculum models to support teaching and learning communities?

6) What are the essential components included in the curriculum models to provide differentiated instruction to all learners, including students in various subgroup populations (such as: English Language Learners (ELLs), Students with Disabilities (SWDs), gifted and talented, economically disadvantaged, etc.)?

7) **What types of tools or protocols are available or could be developed for administrators to use to determine if the curriculum models are being implemented with fidelity?** A fidelity checklist could be developed. This checklist would list the key Common Core anchor standards . Teachers would be required to demonstrate or document that their instruction included characteristics including:   · Assignments reflect real world problems    · Assignments are not answerable on Google.    · Provide opportunities for both short and long term sustained research assignments    · Allow students to demonstrate independence    · “experience” learning    · Synthesize information into a “proposal”    · Synthesize information into a media presentation    · Synthesize content to solve mathematical issues.    · Gather relevant information, assess for credibility and accuracy.    · Write arguments to support claims · Present information and supporting evidence as the CC requires. · Allows students to collaborate to discuss, solve and create. · Connects to real world issues. · Was core content vocabulary learned and demonstrated?

** What tools or protocols are available or could be developed for principals and/or other instructional leaders to assess improved instructional practice? ** > 
 * Acknowledging that teachers are not ready on all fronts will allow principals the opportunity to ask for instructional goals. (“ The standards appropriately defer the many remaining decisions about **//what and how//** to teach to states, districts, and schools”)
 * Instructional goals for “what” is taught and “how” to teach could be locally decided, required, and reviewed --specifically for curriculum change. These goals could be tied to the assessment results targeting weak assessed areas.

8) ** How might the resources of public television libraries and cultural education institutions be leveraged in building the curriculum models? ** ** (i.e: http://vital.thirteen.org/vital2td.html), **   · A New York Virtual library platform, much like NOVEL, could be developed for educational purposes.    · Leveled electronic resources could be accessed (elementary, middle, high).    · Teacher resources aggregated in one web location. – Video, NY Heritage Collection, archives, iTunes University, and other free resources on the web could be aggregated into one portal available to all. This would reduce duplication of efforts.

• Role of the school librarian in finding, organizing, making accessible digitized information that supports the curriculum; a point person to other cultural institutions. • School librarians are in the Center of curriculum mapping for entire curriculum

9) **What qualities and characteristics would an effective web-based Instructional Management System (IMS) for administrators and teachers possess? Basic characteristics should include rich and robust information accessible any time, any place**. Online or blended learning should include:  · The Essential Questions/projects should mirror real work situations.    · Collaborative discussion forums    · Inquiry based learning or Problem based    · Require information to be infused, investigation, evaluation, synthesis    · Require technology (beyond the operating PC) to be infused.    · Knowledge product creation (performance assessment) rather than multiple choice, or in addition to multiple choice (recall). · Benchmark assessments - scaffolded tasks – to insure against plagiarism and procrastination. Major assignment tasks are actually broken down into sub tasks and assessed at intervals. · Online platform should imbed a video introduction component to connect visually, in a virtual world.

<span style="display: block; font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">10) What process could be used to develop English Language Arts courses for grades 9, 10 and 11 which include required and recommended texts (fiction and nonfiction) and written assignments, aligned to end-of-year course assessments?

<span style="display: block; font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">11) What process could be used to capture examples of exemplary spiraled and sequenced curriculum-related materials from districts? For example, a text-based lesson which includes formative assessment strategies; differentiation; modifications for students with disabilities and English language learners; and embedded professional development. <span style="color: #42b857; display: block; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">School library systems are a natural here, offer professional development and can be clearinghouses. <span style="color: #42b857; display: block; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">The library cuts across all curriculum so that our collection of examples would warehouse all subject areas <span style="color: #42b857; display: block; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;"> <span style="color: #42b857; display: block; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">School library System Directors in the BOCES and Big Cities partner with curriculum leaders in all content areas k-12 to insure that best practices in teaching, instruction and curriculum design are available through both the regional and statewide network. <span style="color: #42b857; display: block; margin: 0in 0in 0pt 0.5in; text-align: justify; text-indent: -0.25in;">School Library Systems establish partnerships and collaborate with Teacher Centers, Regional Guidance Networks and Special Education Groups to insure that not only best practices but also unique instructional resources are available for all learners including students at risk.

12) What performance metrics should be used to measure the effectiveness of the curriculum models, embedded formative assessments, and embedded professional development in year one of implementation? Year two? Year three? Year four?