Curriculum Writing

Goal

To ensure continuous improvement of student learning by maintaining a relevant, responsive, and equitable guaranteed and viable curriculum steeped in the values of personalized competency-based learning.

• We've collaborated as a horizontal and vertical team and/or PLC, and no work was done in isolation

• We have reviewed data to understand our strengths and opportunities for improvement (Step 1)

• We have a completed curriculum template form for every course in our content area built on standards (Step 2)

• We have an accurate Framework for thinking about our content area to display to our community (Step 3)

• We have updated our Report Card (as needed) (Step 3)

• We have made proficiency scales for each of our essential outcomes (Step 4)

• We have a scope and sequence connected to essential outcomes and standards  (Step 5)

• We have selected a resource that best meets our needs (Step 6)

Writing a Proficiency Scale

NOTE: If you have 10 essential outcomes for your course, you must have 10 proficiency scales.  If after writing a scale you notice that it is similar to another scale you already wrote with a few minor changes, this is a clue that these two outcomes should be combined.

1. Identify the Target:

   • Start with a specific essential outcome. This is your overall learning goal.

   • Pinpoint the related standards that contribute to that outcome. These standards provide the detailed knowledge and skills students need to demonstrate.

2. Define "Proficient" (Meeting the Standard): THIS IS THE TARGET 🎯

   • Carefully analyze the language of the standards. What does it look like when a student has met the expectations?

   • Write a clear, concise description of what "proficient" performance looks like for that essential outcome. This becomes the "meeting" or "3" level on your scale.

   • Consider:

     • What specific skills should students demonstrate?

     • What level of accuracy or complexity is expected?

     • What evidence will show proficiency?

3. Establish "Exceeding" (Above the Standards):

   • NOTE: Leave the language in the box as provided.

   • Think about how a student could go beyond the basic expectations outlined in the standard. 

   • Use the DOK wheel to find the verb that best describes the next level higher

   • Consider:

     • Can students apply the skills in new or complex situations?

     • Can they demonstrate deeper understanding or higher-level thinking?

4. Define "Approaching" (Nearly Meeting the Standard):

   • Think about what a student might be able to do if they are close to meeting the standard, but not quite there.

   • Describe the "approaching" level. This becomes the "2" level.

   • List essential vocabulary that students will need to know, not every word, the essential ones.

   • Consider:

     • What parts of the standard are they demonstrating?

     • What standards do they get, what others have they not yet mastered?

     • What are the areas where they are struggling?

     • What support might they need?

5. Establish "Beginning" (Below the Standard):

   • NOTE: Leave the language in the box as provided.

   • Think about what a student might be able to do if they are just beginning to understand the concept.

Provide Examples and Evidence:

5. • For each level of the scale, provide examples of student work or specific behaviors that demonstrate that level of performance.

   • This helps make the scale more concrete and useful.

   • Review and Refine:

     • Test the proficiency scale with student work and teacher feedback.

     • Make adjustments as needed to ensure the scale is accurate and useful.

     • Ensure that the scale is aligned with the essential outcome, and the source standards.

Example (Simplified):

Essential Outcome: Students will explain how characters' actions contribute to the plot of a story.

Standards: (Related reading comprehension standards)

Proficiency Scale:

• 4 (Exceeding): Student analyzes how characters' actions contribute to the plot, including complex motivations and subtle influences, and can compare those actions to other texts.

• 3 (Meeting): Student explains how characters' actions contribute to the main events of the plot, using evidence from the text.

• 2 (Approaching): Student identifies some characters' actions but struggles to explain how they connect to the plot.

• 1 (Beginning): Student identifies characters but does not explain their actions or their connection to the plot.

• FORCE COPY Template

  • Completed template for 3rd Grade Math Numbers and Operations

• Protocol

• Worksheet

Common Formative Assessment additional resources if you have additional time

• FORCE COPY Developing an Assessment

• Assessment Writing Guidance