Curriculum refers to Curriculum selected Stakeholders about: Readability/ level of text Group/System Peer group response to what is taught. scientific researched Core curriculum curricular demands books and other resources Presence of Core Scope and sequence based Support curricula used for supplemental Target student group Curriculum would be included Readability implemented with and intensive instruction response to curricular Universal behavior here as well as pacing level/difficulties of tests integrity demands Supplemental teaching materials expectations/PBIS within and between integration of Variety of practice Expanded core curriculum (e.g. Staff training in curriculum topics. “Things to Look For” and supplemental and opportunities community skills, study skills) Percentage of students at “Ask About” intensive curriculum, as Allowance for peer sharing/ Flexibility for teacher to modify curriculum benchmark/meeting Is curriculum appropriate mentoring during work Use of data-based decision making grade level expectations appropriate for time Philosophical orientation of curriculum Long-range direction for student? Scope and sequence of Student/peer response to (e.g. whole language, phonics, direct instruction textbooks and other curricular materials instruction) Alignment to standards Consider: resources Types of student Expectations of district for pacing Instructional sequencing of performance options: how /coverage of curriculum philosophy/approaches objectives Permanent products are students expected to Content/outcomes of course Instructional materials teaching methods (e.g. books, worksheets, demonstrate the Modifications of benchmarks made for Stated outcomes for the materials provided curriculum guides) skill/standards? students course of study difficulty Readability of textbook and other Benchmarks/ Standards presentation resources Individual length Prerequisite skills/prior understanding Accommodations format needed for success Curriculum Supplementary instruction relevance Allowable repetition for Interventions mastery/understanding Access to instruction Technology integration (time, attention, behavior, Cultural competency/relevance of the attendance) curricular content to student Instructional materials demographics Arrangement of the content/instruction
Curriculum Curriculum refers to what is taught. Scope and sequence would be included here as well as pacing within and between topics. Is curriculum appropriate for student? Consider: sequencing of objectives teaching methods materials provided difficulty presentation length format relevance Group/System Presence of Core Curriculum Universal behavior expectations/PBIS Staff training in curriculum Percentage of students at benchmark/meeting grade level expectations Long-range direction for instruction Alignment to standards Instructional philosophy/approaches Instructional materials Stated outcomes for the course of study Individual Accommodations Supplementary instruction Interventions Access to instruction (time, attention, behavior, attendance) Instructional materials Arrangement of the content/instruction Curriculum selected scientific researched based implemented with integrity integration of supplemental and intensive curriculum, as appropriate Scope and sequence of textbooks and other resources Permanent products (e.g. books, worksheets, curriculum guides) Benchmarks/ Standards Stakeholders about: Core curriculum Support curricula used for supplemental and intensive instruction Supplemental teaching materials Expanded core curriculum (e.g. community skills, study skills) Flexibility for teacher to modify curriculum Use of data-based decision making Philosophical orientation of curriculum (e.g. whole language, phonics, direct instruction) Expectations of district for pacing /coverage of curriculum Content/outcomes of course Modifications of benchmarks made for students Readability of textbook and other resources Prerequisite skills/prior understanding needed for success Allowable repetition for mastery/understanding Technology integration Cultural competency/relevance of the curricular content to student demographics Peer group response to curricular demands Target student group response to curricular demands Variety of practice opportunities Allowance for peer sharing/ mentoring during work time Student/peer response to curricular materials Types of student performance options: how are students expected to demonstrate the skill/standards? Readability/ level of text books and other resources Readability level/difficulties of tests “Things to Look For” and “Ask About”
ICEL%20RIOT%20Matrix%20January%202015%20(1).docx