Evaluating

COMPETENCIES 2050.01.3 : Evaluating Curriculum Alignment The graduate evaluates the alignment of curriculum to relevant standards in order to identify gaps and avoid unnecessary duplication. ****Grade level and subject Area: 2nd grade humanities/ English**** INTRODUCTION It is important for curriculum to align with academic standards in order to avoid any gaps or unnecessary duplication within and across grade levels. In this task, you will evaluate the vertical alignment of a concept or unit of instruction in the prior, current, and next grade or level. You will also reflect on how to work with your team to ensure horizontal alignment of a curriculum for a specific grade or level. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). Vertical Alignment A. Gather the curriculum map or curriculum materials for a concept or unit of instruction in the prior, current, and next grade or level in your subject area and then do the following: 1. Describe the curriculum, including the following: • current grade or level • concept or unit of instruction • standards that correspond to the prior grade or level • standards that correspond to the current grade or level • standards that correspond to the next grade or level 2. Describe the learning progression across the three grades or levels. 3. Discuss a potential gap or redundancy in knowledge or skills across the three grades or levels. 4. Suggest two improvements to the current grade or level curriculum to better align vertically with the prior or next grade or level curriculum. Horizontal Alignment B. Discuss how you would work with a team of teachers in your school or district who all teach the same grade or level in a specific subject area to ensure that there is horizontal alignment for the curriculum unit identified in part A1, by doing the following: 1. Discuss the steps your team would take to ensure horizontal alignment of the curriculum resources for the unit. 2. Discuss the steps your team would take to ensure horizontal alignment of the instructional strategies for the unit. 3. Discuss the steps your team would take to ensure horizontal alignment of the assessments for the unit. C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC SOE PROFESSIONAL DISPOSITIONS AND ETHICS: NOT EVIDENT The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. A1:CURRICULUM UNIT INFORMATION: NOT EVIDENT A description of the curriculum is not provided. APPROACHING COMPETENCE The description of the curriculum does not include 1 or more of the given points. COMPETENT The description of the curriculum includes each of the given points. A2:LEARNING PROGRESSION: NOT EVIDENT A description of the learning progression is not provided. APPROACHING COMPETENCE The learning progression does not align with 1 or more of the standards from part A1, or 1 or more of the 3 grades or levels are not addressed. COMPETENT The learning progression aligns with all of the standards from part A1, and each of the 3 grades or levels are addressed. A3:POTENTIAL GAP OR REDUNDANCY: NOT EVIDENT A discussion of the potential gap or redundancy is not provided. APPROACHING COMPETENCE The potential gap or redundancy is not based on the knowledge or skills of the corresponding standard(s). COMPETENT The potential gap or redundancy is based on the knowledge or skills of the corresponding standard(s). A4:SUGGESTED IMPROVEMENTS: NOT EVIDENT 2 suggested curriculum improvements are not provided. APPROACHING COMPETENCE 1 or both of the suggested improvements are not to the current grade or level curriculum. Or 1 or both of the suggested improvements would not better align vertically with the prior or next grade or level curriculum. COMPETENT Both suggested improvements are to the current grade or level curriculum and would better align vertically with the prior or next grade or level curriculum. B1:HORIZONTAL ALIGNMENT OF RESOURCES: NOT EVIDENT A discussion of the steps to ensure horizontal alignment of curriculum resources is not provided. APPROACHING COMPETENCE The steps would not plausibly ensure horizontal alignment of curriculum resources. Or the discussion does not address the curriculum unit identified in part A1. COMPETENT The steps would plausibly ensure horizontal alignment of curriculum resources for the curriculum unit identified in part A1. B2:HORIZONTAL ALIGNMENT OF INSTRUCTIONAL STRATEGIES: NOT EVIDENT A discussion of the steps to ensure horizontal alignment of instructional strategies is not provided. APPROACHING COMPETENCE The steps would not plausibly ensure horizontal alignment of the instructional strategies for the unit. Or the discussion does not address the curriculum unit identified in part A1. COMPETENT The steps would plausibly ensure horizontal alignment of the instructional strategies for the curriculum unit identified in part A1. B3:HORIZONTAL ALIGNMENT OF ASSESSMENTS: NOT EVIDENT A discussion of the steps to ensure horizontal alignment of the unit assessments is not provided. APPROACHING COMPETENCE The steps would not plausibly ensure horizontal alignment of the unit assessments. Or the discussion does not address the curriculum unit identified in part A1. COMPETENT The steps would plausibly ensure horizontal alignment of the assessments for the curriculum unit identified in part A1. C:APASOURCES NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. D:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.