Adapting Prescriptive Curriculum for All Learners Dr Melanie

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Adapting Prescriptive Curriculum for All Learners Dr. Melanie Caughey University of Louisiana at Lafayette

Adapting Prescriptive Curriculum for All Learners Dr. Melanie Caughey University of Louisiana at Lafayette 26 February 2019 Funded by Jacob K. Javits Grant, U. S. Department of Education PR/Award #S 206 A 140034

Background

Background

Fidelity of Implementation (FOI) • How well the delivery of an intervention follows a

Fidelity of Implementation (FOI) • How well the delivery of an intervention follows a program model as it was intended by the developers • Reported as degrees (high, moderate, low) • High fidelity means less chance of incorrect inferences

Dimensions and Types of FOI Dimensions Types • Exposure • Structural • Quality of

Dimensions and Types of FOI Dimensions Types • Exposure • Structural • Quality of delivery • Process • Participant responsiveness • Program differentiation • Adherence

Updated (Century et al. , 2010) Structural Instructional Process Developers’ intentions about the curriculum

Updated (Century et al. , 2010) Structural Instructional Process Developers’ intentions about the curriculum design and organization Developers’ intentions for teachers and students Exposure Quality of Delivery Participant Responsiveness Program Differentiation Adherence

Research Question • Why do teachers adapt research-based curriculum? • How are teachers adapting

Research Question • Why do teachers adapt research-based curriculum? • How are teachers adapting the research-based curriculum? • How are their adaptations related to factors that have been identified in prior literature as affecting fidelity of implementation?

Findings

Findings

Why Adapt? Structural Amount of support School culture, morale, and norms Scheduling and timing

Why Adapt? Structural Amount of support School culture, morale, and norms Scheduling and timing Classroom organization

Why Adapt? Negative Instructional-Process Satisfaction/Unwilling to change Negative beliefs Lack of content knowledge Lack

Why Adapt? Negative Instructional-Process Satisfaction/Unwilling to change Negative beliefs Lack of content knowledge Lack of student engagement

Why Adapt? Positive Instructional-Process Dissatisfaction Buy-in Positive beliefs Student engagement

Why Adapt? Positive Instructional-Process Dissatisfaction Buy-in Positive beliefs Student engagement

How Do We Adapt? Additions Background materials Activities Amount of time • Additional material

How Do We Adapt? Additions Background materials Activities Amount of time • Additional material • Review material • Mini-lessons • Technology • Connections to other class activities • Publishing • Extra time

How Do We Adapt? Subtractions Activities • Entire activity • Part of an activity

How Do We Adapt? Subtractions Activities • Entire activity • Part of an activity Materials • Formative assessments • Questions/information Lessons • Did not teach entire lessons

How Do We Adapt? Material Delivery • Supplies • Order • Content Grouping •

How Do We Adapt? Material Delivery • Supplies • Order • Content Grouping • Did not use grouping • Individual to group/whole class • Group to whole class • Whole class to group/individual Writing • Verbal to written • Written to verbal

How Can We Make Good Adaptations?

How Can We Make Good Adaptations?

Questions to Ask 1. What are the design principles/key concepts of the curriculum? •

Questions to Ask 1. What are the design principles/key concepts of the curriculum? • CLEAR Curriculum • • Differentiated instruction Depth & complexity Schoolwide Enrichment Literary focus • Promoting PLACE—place-based readings & writing assignments • Guidebooks—Louisiana standards

Questions to Ask 2. What are acceptable ways to modify these design principles? •

Questions to Ask 2. What are acceptable ways to modify these design principles? • Should be clearly written out

Questions to Ask 3. Is the adaptation respectful of the students’ needs?

Questions to Ask 3. Is the adaptation respectful of the students’ needs?

Questions to Ask 3. Is the adaptation respectful of the students’ needs?

Questions to Ask 3. Is the adaptation respectful of the students’ needs?

Questions to Ask 3. Is the adaptation respectful of the students’ learning needs?

Questions to Ask 3. Is the adaptation respectful of the students’ learning needs?

Adaptation • Teachers are going to adapt curriculum by making additions, subtractions, and delivery

Adaptation • Teachers are going to adapt curriculum by making additions, subtractions, and delivery adjustments • Teachers had multiple reasons for adapting the curriculum but time was a pervasive factor

Alignment with State Standards • Writing modifications attributed to changes in state testing requirements

Alignment with State Standards • Writing modifications attributed to changes in state testing requirements • Importance of standards like writing may impede or enhance the FOI of curriculum implementation • This does not mean it will increase the students’ test scores or enhance their learning in any way

Benefits of Teaching Up • When advanced curriculum was implemented in the general education

Benefits of Teaching Up • When advanced curriculum was implemented in the general education classroom and is aligned with state tests, teachers feel that the curriculum has the potential to help ALL students succeed • Only reported challenge was when students were more than two grade levels below in reading, which is when teachers made positive changes by adding more scaffolding

Recommendations

Recommendations

Before We Commit… • Connect comprehensive data on teachers’ fidelity to student outcomes •

Before We Commit… • Connect comprehensive data on teachers’ fidelity to student outcomes • Positive modifications more important than strict adherence • Consider further study of the relationship between resources, training, and fidelity • What is the intention? • How to avoid negative modifications

Questions? Thank you! melanie. caughey@louisiana. edu

Questions? Thank you! melanie. caughey@louisiana. edu