Guaranteed & Viable Curriculum
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Guaranteed & Viable Curriculum Understanding the why and the what within a Guaranteed and Viable Curriculum. Intensive. Supplemental. CORE. Guaranteed & Viable Curriculum. Objectives:. Each viewer will:. Know what is meant by guaranteed and viable curriculum.

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Guaranteed & Viable Curriculum

Understanding the why and the what within a Guaranteed and Viable Curriculum

Intensive

Supplemental

CORE


Guaranteed & Viable Curriculum

Objectives:

Each viewer will:

Know what is meant by guaranteed and viable curriculum.

Understand what educational systems, attitudes, and practices support a guaranteed and viable curriculum.

3.Be able to articulate three ways to support the practices that are fundamental to a guaranteed and viable curriculum.


Instructional Decision Guaranteed & Viable Curriculum

The instructional decision making process begins with all students having access to a guaranteed and viable curriculum provided by the school through CORE instruction.

CORE


Guaranteed & Viable Curriculum

Assessment data are gathered on a regular basis and each student’s response to instruction is evaluated.


Students with additional instructional needs are provided supplemental and CORE instruction.

CORE

Supplemental

Those students with significant needs are provided intensive instruction in addition to the CORE instruction.

CORE

Intensive


Struggling Students

AcceleratedStudents

Working to Achieve High Expectations for ALL Students

Grade Level Expectation


Performance is monitored and students flow from one cycle of instruction to another as indicated by data. ALL students receive instruction to address their unique learning needs.

Intensive

Supplemental

CORE


When time and support are

regarded as constants,

LEARNING

will be the variable.


In the instructional decision making process LEARNING is the constant.

Time and support become the variables.

The school learning community provides opportunities until essential learning occurs.


When a school has a

guaranteed and viable curriculum,

it means that the learning and skills considered essential are considered essential for ALL students, and the school is set up to ensure that essential learning occurs for ALL.


What has to be in place for districts to carry out this guarantee?


One

Textbook

Driven

The entire learning community has a clear understanding of the concept of curriculum.

Curriculum is the standards and benchmarks or learning determined to be essential for ALL students.


When educators embrace this concept of curriculum, instead of asking, “how can I cover all the material in this textbook?”

the question becomes

“What materials should I use and what instructional opportunities must I provide to ensure that ALLof my students reach the benchmarks set for the course or grade level that I teach?”


Two

The curriculum (standards and benchmarks) for each grade level and course must be:

  • clearly written,

  • thoroughly communicated,

  • measurable,

  • rigorous enough to challenge each student, and

  • relevant.


Last, but not least, there must be

ALIGNMENT.


Intended Implemented

Attained

Three

Alignment

Benchmarks

Instruction

Assessment


Three

Alignment

3rd

10th

K

1st

2nd

4th

5th

7th

8th

9th

11th

12th

6th


The curriculum must also be VIABLE.

In a standards driven curriculum, “VIABILITY means ensuring that the articulated curriculum content for a given course or grade level can be adequately addressed in the TIME available.”

What Works in Schools, 2003, p. 25


In the instructional decision making process, these three components work together and are synchronized.

Guaranteed and Viable Curriculum

Data-based Decision Making

Assessment


In What Works in Schools, Robert Marzano writes. . .

“synthesis of research data reveals that a guaranteed and viable curriculum is the school-level factor that has the most impact on student achievement yet it is probably the hardest to implement.”


Guaranteed & Viable Curriculum

Whatever It Takes, Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek

What Works in Schools, Translating Research into Action, Robert Marzano


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