Office of Instruction, Assessment and Curriculum
Building a Strong Foundation Curriculum Work
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Curriculum Development
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Curriculum Adoption
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ISPs
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Study the Standards
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The Rhode Island Department of Education (RIDE) has designed a program to respond to the needs expressed around standards-based curriculum, instruction, and assessment statewide.
The focus of this work is the core content areas: Mathematics, Science, English Language Arts, and Social Studies.
It began as the Mathematics Science Partnerships (MSP) Grant with cohorts in mathematics and in science, and has since expanded through use of Race to the Top funds.
It seeks to increase instructional coherence at all levels of the system by aligning curriculum, instruction, and assessment to each other and to the state standards (including Common Core and the RI GLEs/GSEs):
Projects:
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focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills; and
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develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science.
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For more information about intensive curriculum development, click here, or click on a cohort name below for details.
Curriculum work takes place over a two year period (except for Cohort 1, which is 3 years).
In year one, the cohort develops a standards-based scope and sequence for the chosen content area (currently math or science).
In year two, the cohort develops units of study aligned to the scope and sequence.
Teachers participates in sessions and employ the Professional Teaching Model to create lessons for the units of study.
After development, both pieces are implemented for a year and revised as needed.
Once the scope and sequence and units of study have reached a certain level of finality, both components will become available through the to-be-created instructional management system for other districts to adopt ( click here for information about the guided adoption process).
Intensive work requires a very high commitment from each district involved in a cohort.
All principals and district administrators are required to be involved.
At least two teachers per grade level (or one per school) are required to be involved in the development of the scope and sequence and of the units of study.
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Math Cohort 1
LEAs: Cumberland, Lincoln, Woonsocket
School Years: 2009-10, 2010-11, 2011-12
Funding: MSP (Year 1), Race to the Top (Year 2)
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Math Cohort 2
LEA: Warwick
School Years: 2010-11, 2011-12
Funding: MSP
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Math Cohort 3
LEAs: Chariho, East Greenwich, Exeter-West Greenwich, Jamestown, Narragansett, New Shoreham, North Kingstown, South Kingstown, Westerly
School Years: 2011-12, 2012-13
Funding: Race to the Top
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Math Cohort 4
LEAs: Barrington, Bristol-Warren, Little Compton, Newport, Portsmouth, Tiverton
School Years: 2012-13, 2013-14
Funding: Race to the Top
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Social Studies Cohort 1
LEAs: Burrillville, Cumberland, Lincoln, Smithfield, Woonsocket
School Years: 2013-14, 2014-15* *(alternative funding)
Funding: Race to the Top
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Science Cohort 1
LEA: Cranston
School Years: 2009-10, 2010-11, 2011-12
Funding: MSP
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Science Cohort 2
LEAs: Portsmouth, Bristol-Warren, Little Compton, Tiverton
School Years: 2010-11, 2011-12
Funding: MSP
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Science Cohort 3
LEAs: Central Falls, Beacon Charter School, Blackstone Valley Charter School, Segue Charter School
School Years: 2012-13, 2013-14
Funding: Race to the Top
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ELA Cohort 1
LEAs: East Providence, Pawtucket
School Years: 2011-12, 2012-13
Funding: Race to the Top
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ELA Cohort 2
LEAs: Foster, Glocester, Scituate, Warwick
School Years: 2013-14, 2014-15* *(alternative funding)
Funding: Race to the Top
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For more information about the guided adoption process,
click here, or click on a project name below for details.
Once each set of model curriculum and its units of study has been implemented and finalized, it will be available for other districts to adopt through the to-be-created instructional management system.
Adoption work includes: research of the standards, examination of existing scope and sequence, and thoughtful consideration of LEA resources and culture. The final product is a standards-aligned, district-viable curriculum done over a condensed period of time.
There are currently two pilot cohorts of districts who are currently working through a guided adoption process: Science Cohort 1 is adopting the Math Cohort 1 scope and sequence and units of study and aligning it to the CCSS for Mathematics; the Math Cohort 1 districts are adopting the Science Cohort 1 scope and sequence and units of study.
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