Curriculum Sample Instructions and Template

Curriculum Sample Instructions and Template

Whoneedsto use thisform?

Charter schoolswith a current letter grade of “C”.

Why?

Curriculumsamplesprovidea representationofaEducational Program alignedtothe New Mexico Common Core State Standards and the New Mexico Content Standardsandto themethodsof instruction described in thechartercontract,and asamended.ThecurriculumsamplesallowtheCharter schoolto demonstrateitscapacity todevelop acurriculumalignedto thesestandardsand designedtoimprovepupilacademicachievement.

Directions

For each gradelevelbeingadded,providecurriculum samplesforReading,Writing,and Math using theCurriculumSampleTemplate.Reading and Writing standards may beaddressed ina singleEnglish LanguageArts (ELA)curriculumsample.Ifrequesting 4th, 7th, and/or 11th grade,providea Sciencecurriculumsample.

Howmany pagescana curriculum sample have?

Each curriculum sampleaddressing a singlecontentareamaynotexceed8pages.IftheReading and Writingcurriculumsamplesfora gradelevelaresubmittedasa singleELAcurriculum sample,theELAcurriculumsamplemaynotexceed 12 pages.The8pagelimitation (or12 pagelimitation foran integratedELAsample)includesthecompleted curriculumsampletemplatefields,summativeassessmentitems,andscoringinformation includedforreview.

Which standardsmay beused?

Each curriculum samplemustaddressatleastonestandard from a contentarea(Reading,Writing,Math,orScience)forthegradelevelrequested.Ifmorethanonestandard isaddressed ina curriculum sample,indicateonestandard thatisinstructed and assessedto masterytobethe focusofreview byputting(M)beforethestandard number.

Reading—EachReading/ELAcurriculumsamplemustidentifyasthefocusofreviewonestandard fromtheReading strand (eitherReading forLiteratureorReading for InformationalText),not toincludeRL.10 or RI.10, OR one of the additional 15% of state-specific standards in ELA which focus on cultural responsiveness.

Writing—EachWriting/ELAcurriculumsamplemustidentifyasthefocusofreviewonestandard fromtheWriting strand (TextTypesand Purposesonly—W.1,W.2,orW.3) OR one of the additional 15% of state-specific standards in ELA which focus on cultural responsiveness.

Mathematics—EachMathematicscurriculumsamplemustidentify onestandardfrom Mathematicstobethefocusof review,alongwith theStandard(s)forMathematicalPracticeaddressed by theinstructionalstrategiesandstudentactivitiesinthecurriculumsample.Standards forMathematicalPracticemaynotbethefocus of review,butshould beidentified by numberwhen addressed in theinstructionalstrategiesandstudentactivities.Ifanyhighschoolgrade(9–12)istobeadded,theCharter schoolwillprovidefourcurriculumsamplesrepresenting thefourStaterequired high schoolcoursesin Mathematics(Algebra,Geometry,AlgebraII or itsequivalent,andan additionalcoursewithsignificantmath content).

Science—A Sciencecurriculumsamplemustbesubmitted forchartersrequestingaddition of4th, 7th, and/or 11th grade.Each Sciencecurriculumsamplemustidentify oneperformancestandard(PS)fromaSciencestrand (Strands2–3only).Strand 1(Scientific thinking and practice)maynotbethefocusof review,butshould beidentified bynumberwhen addressed in theinstructionalstrategiesand studentactivities.

Whataboutstandardswith several components?

Each curriculum samplemustprovideinstructionand studentactivitiessufficienttoallowastudenttheopportunityto masterthestandard identified forreview,with assessmentitemsand scoring sufficienttoallowthatstudentto clearlydemonstratemastery.Certain standardsincludemultiplecomponentsthatdescribean amountof contentand/orskillknowledgethatmightbedifficulttofullyaddresswithin thepagelimitationsdescribed above.

Ifthestandardhastwo orfewer componentsidentified bylower-caseletter(e.g.3.NF.2below),thesamplemustaddressthecompletestandard including theoverallbroad standard description (doubleunderlinedbelow)and allcomponents.

Ifthestandard includesmore than twocomponentsidentified bylower-caseletter(e.g.4.W.1 below),theCharter schoolisrequiredtoaddresstheoverallbroad standard description (doubleunderlined below)andnotfewerthan two components(e.g.4.W.1,b.and d.,underlinedbelow).Thecomponentsidentified forreviewmustaddressgrade-levelrigor(seeWhatisrigor?below).

What isrigor?

For theReading and Writingcurriculumsamples,therequirementsincludeaddressing thegrade-levelrigordefined bythelisted standard. For thepurposesof thisrequest,grade-level rigor istheexpectation setbyNew Mexico’s Common Core State Standards and New Mexico’s Content Standardsthatincludes a levelofcontentand/orskillsthestudentmustmasteratthatgradelevel.Theincreased rigorateachgradelevelcan beidentified bythechangesin thestandard description from thesamestandard atthepriorgradelevel.

For theMathematics curriculumsamples,therequirementsincludeaddressing thegrade-levelrigordefinedbythelisted standard. Forthepurposesof thisrequest,grade-level rigoristheexpectation setbyNew Mexico’s Common Core State Standards and New Mexico’s Content Standardsthatincludesa levelof conceptualunderstanding,proceduralskillandfluency,and applicationthestudentmustmasteratthatgradelevel,asdefinedbythestandard description.

Administrative Completeness Checklist

Anadministrativelycompletecurriculumsampleincludesthefollowing:

☐ / PageLimits

• Each curriculum samplemustbeno morethan8pagestotal.Thepagelimitincreasesto 12pagestotalwhen combining Reading and Writing into oneintegratedELAcurriculumsample.

☐ / Template

• Theattached CurriculumSample Templatemustbeused forallcurriculumsamplesubmissions.

☐ / Fonts

• Fontsmustbeno lessthan10point.

☐ / GradeLevel

• Thecurriculumsamplemustidentifythegradelevelofthatsample.

☐ / ContentArea

• Thecurriculumsamplemustidentifythecontentareaofthatsample.

☐ / CourseTitle(ifrequestinganygrade(s)between9–12)

• Thecoursetitlemustbeprovided.

☐ / Alignmentto Educational Program

• Describehowtheinstructionalmethodsfound in thelesson(s)align tothe Educational Program described inthechartercontractand asamended.

☐ / Standard identified tobethefocusofreview

• IncludeStandard number.
• Iflesson(s)address(es)morethanonestandard orstandard includesmultiplecomponents,refertoWhatstandardsmaybe used?orWhataboutstandards with several components?above.
• Thefocusof reviewisdesignated withthebolded(M).
• Reading: onestandard fromtheReading strand (eitherReading forLiteratureorReading forInformationalText),nottoincludeRL.10 or RI.10, OR one of the additional 15% of state-specific standards in ELA which focus on cultural responsiveness.
• Writing: onestandard fromtheWriting strand (Text Typesand Purposesonly—W.1,W.2,orW.3), OR one of the additional 15% of state-specific standards in ELA which focus on cultural responsiveness.
• Mathematics: onestandard fromMathematicstobethefocusof review,alongwith theStandard(s) forMathematicalPracticeaddressed by theinstructionalstrategiesand studentactivitiesinthecurriculum sample.Standards forMathematicalPracticemaynotbethefocusof review,butshould beidentified by numberwhen addressed in theinstructionalstrategiesand studentactivities.Ifanyhigh schoolgrade(9–12)is to beadded,theCharter schoolwillprovidefourcurriculum samplesrepresenting thefourStaterequired high schoolcoursesinMathematics(Algebra,Geometry,AlgebraIIor itsequivalent,and an additionalcoursewithsignificantmath content).
• Science:oneperformanceobjective(PO)froma Sciencestrand(Strands3–6only)

☐ / Fulldescriptionof standard identified asthefocusof review
☐ / ListofMaterialsand Resourcesrequired
☐ / Descriptionof InstructionalStrategiesand Student Activitiesbylesson
☐ / A minimum ofthreeSummativeAssessmentItemsforeach ofthefollowing contentareas—Reading,Writing,Mathematics,andScience(ifapplicable)
☐ / Theanswerkey orscoring rubric(whicheverapplicable) foreach SummativeAssessmentItemincludingpointvaluesand howpointswillbeawarded
☐ / An acceptablescoreindicating mastery ofthestandard for review

Substantive Completeness Checklist

A substantively completecurriculumsampletemplatewilldo thefollowing:

☐ / InstructionalStrategies

• DescribetheInstructionalStrategies,lesson bylesson,thatwould clearlyprovidestudentswithopportunitiesto engageinthegrade-levelrigordefined in thestandard identifiedasthefocusof review.

☐ / StudentActivities

• DescribetheStudentActivities,lessonbylesson,thatwould clearlyprovidestudentswithopportunitiesto engageinthegrade-levelrigor,defined in thestandard identified asthefocusof review.

☐ / SummativeAssessmentItems

• Provideanopportunity forstudentsto completetheSummativeAssessmentItems.TheseSummativeAssessmentItemsareassessedindependentlyand areseparatefrom instructionand guided or independentpractice.

☐ / SummativeAssessmentItems

• ProvideatleastthreeSummativeAssessmentItemsforeach contentarea—Reading,Writing,Mathematics,and Science (ifapplicable)
• Answerkey(s)and/orscoring rubric(s),clearlydescribing, for each SummativeAssessmentItem,componentstobescored andhowpointswillbeawarded,thattakentogetheraccuratelymeasurestudentmastery of theapplication ofthecontentand/orskillsasdefined bythe

grade-levelrigorin thestandard identified forreview.

• Mastery oftheapplicationof thecontentand/orskillsasdefinedbythegrade-levelrigorin thestandard identified forreviewisclearlydemonstratedbyan identified acceptablescoreorcombinationof identified acceptablescores.

☐ / Educational Program

• ProvideInstruction,StudentActivities,and SummativeAssessmentItemsthatare clearlyconsistentwithEducational Programoutlined in thechartercontractand asamended.

Curriculum Sample Template—8 PagesMax.(12 pages for integrated ELA sample). Instruction Pages above should be deleted before submission.

Grade Level / Content Area
Course Title (grades 9–12 Only)
Alignment to Program of Instruction
Describe how the methods of instruction found in this sequence of lessons align to the Program of Instruction described in the charter contract and as amended.
Standard Number and Description
The standard number and description (see instructions) of the standard being instructed and assessed to mastery in the curriculum sample. If more than one Standard is listed for a content area, one is clearly identified as the focus of review by having (M) before the standard number.
Materials/Resources Needed
List all items the teacher and students will need for the entire sequence of instruction (excluding common consumables).
Lesson(add as needed) / Instructional Strategies—Describe the Instructional Strategies, lesson by lesson, that would clearly provide students with opportunities to engage in the grade-level rigor defined by the Standard identified as the focus of review. / Student Activities—Describe the Student Activities, lesson by lesson,that would clearly provide students with opportunities to engage in or master the grade-level rigor defined by the standard identified as the focus of review.
Indicate alignment of Student Activities to the standard/component identified as the focus of review and specific Standard(s) of Mathematical Practice.
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2
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S.A. / Provide an opportunity for students to complete the Summative Assessment Items. These Summative Assessment Items are assessed independently andare separate from instruction and guided or independent practice. In the Student Activities column, describe the Summative Assessment Items that will allow students to demonstrate mastery of the rigor of the standard/components identified as the focus of review, and the context in which the items will be administered.

Summative Assessment Items and Scoring:

Provide below, at least three Summative Assessment Items for each content area, with answer key(s) and/or scoring rubric(s), clearly describing, for each Summative Assessment Item, components to be scored and how points will be awarded, that together accurately measure student mastery of the application of the content and/or skills as defined by the grade-level rigor in the standard identified for review. Mastery of the application of the content and/or skills as defined by the grade-level rigor in the standard identified for review is clearly demonstrated by an identified acceptable score or combination of identified acceptable scores.

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