IX. Glossary Glossary of Terms The following definitions are referenced in the book, Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum, written by Fenwick W. English. a district administered assessment given on a predetermined schedule (i.e. grading Benchmark -- periods, twice a year) which meets the requirements for content, context and cognitive alignment. rests on the central assumption of meaning that the district will Curriculum Management control – continue to exist; direct, maintain, or change its operations to ensure success; and charge people with specific roles and responsibilities based upon allocated resources that are designated for specific functions, tracked, and documented. Another important assumption is that the system is rational. This means that it is organized to accomplish specific goals and objectives. Thus, management entails doing what is necessary to improve itself over time and to take the necessary actions to alter what people do so as to bring about conformance to its overall goals and objectives. Curriculum management includes controlling random variation around the teaching and learning process so that student performance consistently improves over time. Curriculum is the work plan or developed by or for teachers to use in classrooms by which the – content, scope, and sequence of that content, and to what extent the methodology of their teaching, is defined and configured. Instruction is influenced by or by” a work plan (or curriculum), it becomes instruction. It is – “guided curriculum plus teaching. It is also focused and connected teaching that adheres to the curriculum and all formal testing scenarios (and tests). Coordination of curriculum refers to the lateral or horizontal focus and connectivity of curriculum in a – school environment. Curriculum evaluation whether or not children have learned that which the curriculum –assessing indicated should be taught. Curriculum design or development refers to the act of creating curriculum via specification or a – template (i.e. criteria or requirements a curriculum must fulfill or include) which include state law, state testing, national goals, and local priorities. Curriculum delivery refers to the act of implementing the curriculum which will include teaching, – monitoring, supervision, and reconnecting of test data back to the curriculum so it reflects changes brought about by identified shortcomings from the test. Curriculum Alignment the match, fit, or congruency between the written, taught, and tested – curriculum; vertical alignment refers to agreement throughout the PK-12 system; horizontal alignment refers to agreement within a grade level or course.
IX. Glossary Glossary of Terms The following definitions are referenced in the book, Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum, written by Fenwick W. English. Benchmark -- a district administered assessment given on a predetermined schedule (i.e. grading periods, twice a year) which meets the requirements for content, context and cognitive alignment. Curriculum Management – rests on the central assumption of control meaning that the district will continue to exist; direct, maintain, or change its operations to ensure success; and charge people with specific roles and responsibilities based upon allocated resources that are designated for specific functions, tracked, and documented. Another important assumption is that the system is rational. This means that it is organized to accomplish specific goals and objectives. Thus, management entails doing what is necessary to improve itself over time and to take the necessary actions to alter what people do so as to bring about conformance to its overall goals and objectives. Curriculum management includes controlling random variation around the teaching and learning process so that student performance consistently improves over time. Curriculum – is the work plan or developed by or for teachers to use in classrooms by which the content, scope, and sequence of that content, and to what extent the methodology of their teaching, is defined and configured. Instruction – is influenced by or “guided by” a work plan (or curriculum), it becomes instruction. It is curriculum plus teaching. It is also focused and connected teaching that adheres to the curriculum and all formal testing scenarios (and tests). Coordination of curriculum – refers to the lateral or horizontal focus and connectivity of curriculum in a school environment. Curriculum evaluation –assessing whether or not children have learned that which the curriculum indicated should be taught. Curriculum design or development – refers to the act of creating curriculum via specification or a template (i.e. criteria or requirements a curriculum must fulfill or include) which include state law, state testing, national goals, and local priorities. Curriculum delivery – refers to the act of implementing the curriculum which will include teaching, monitoring, supervision, and reconnecting of test data back to the curriculum so it reflects changes brought about by identified shortcomings from the test. Curriculum Alignment – the match, fit, or congruency between the written, taught, and tested curriculum; vertical alignment refers to agreement throughout the PK-12 system; horizontal alignment refers to agreement within a grade level or course.
BISD_Curriculum_Plan.docx