CURRICULUM COMPACTING Portland Public Schools FebruaryMarch 2009 1

CURRICULUM COMPACTING Portland Public Schools February/March 2009 1

The Big Picture-Differentiating in Mixed-Ability Classrooms Differentiation Strategies Grouping Options Tiered Lessons & Assignments Questioning Compacting Curriculum and Depth & Complexity 2

The Challenge n n n Students come at different readiness levels Students learn at different rates Students have different styles of learning Students have varying interests Students have a variety of needs 3

Meeting Needs of All Learners • How do you know the rate and level of your students? • How are you adjusting your instruction based on the information you receive about student rate and level of learning? 4

Word Association: Compact n Visualize and Illustrate n Think of associations for Compact 5

Today’s Objectives n n n What is Curriculum Compacting? How? When? Who? Why use Curriculum Compacting? Resources 6

What is Curriculum Compacting? (Reis and Renzulli) n Instructional strategy q q n n … streamlines the grade-level curriculum allows more time for challenging work Designed to make appropriate adjustments in rate or level for students in any area or gradelevel. Not just for gifted learners. q eliminates redundancy or work that may be too easy for any student 7

• Identify Curricular Need • Assess content and skills prior to and throughout instruction • Discover that students already meet or exceed standard • Compact the Regular Curriculum: provide opportunity for sufficient evidence at the student’s level of proficiency • Keep Records (get the student involved). 8

Two Kinds of Curriculum Compacting Basic Skills Compacting Content Compacting Spelling, Math Facts, Language Arts Basic Skills Pre-testing or other quick pre -assessments are used to document proficiency. Social Studies, Science, Literature, Math Applications, and Problem-Solving Students may already know some material or may be able to read advanced material or master objectives more quickly. Pre and Formative assessment data may come from teacher observation, journal entries, writing assignments, Socratic Seminars… 9

MOST DIFFICULT FIRST can be an example of basic skills or content compacting Before giving an assignment, start by determining which items are the most difficult examples of the entire task. Offer the whole class the explanation and opportunity to try the most difficult first. Students who are successful in the completion of the most difficult and demonstrate proficiency with this work are given time to explore the content more in depth. 10

The Score is the Score: Demonstration of Proficiency n Once a student demonstrates proficiency, the “score” or “value” at that point can serve as a final score for that standard or unit. 11

Tiering n Teachers modify content/activities into 2 -3 progressive levels of depth and complexity Compacting n n n Information, routine practice, and/or skills are eliminated from the curriculum that a student has already mastered A student works at a more rapid pace Alternative activities are provided 12

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THE COMPACTOR (Renzulli) n n n Assess the area(s) of strength Document mastery Provide alternate activities for enrichment and/or acceleration Set working conditions for alternate activities Provide a personal study project agreement Student keeps log of extension workmanagement 14

Student’s Name: ________________ Areas of Strength Documenting Mastery Alternate Activities -pre-assessment -the results w/ specificity “More & harder work!” “No, thanks!” Choice! 15

Student’s Name: ________________ Areas of Strength Mathfacts Documenting Mastery Alternate Activities -Quiz -90 -100% Will work with class on days they learn concepts not mastered Will work on alternate math enrichment activities on other days 16

Student’s Name: ________________ Areas of Strength Rapid reader with very good comprehension Documenting Mastery Alternate Activities -Teacher observation on previous assignments -Answer comprehension questions/problems -Show teacher -Read assignment -Do questions -Choose from a menu 17

Student’s Name: ________________ Areas of Strength Science: Relationship of the sun, moon and earth (standard): seasons Documenting Mastery Alternate Activities Students uses a model to show the tilt of the earth causes differential heating of the earth’s surface which in turn causes the seasons as the earth revolves around the sun Student will explore an astronomy area of choice from the choice board 18

Write the first chapter and the general outline of a historical novel based on the time period we are studying. All aspects of the characters, location, and setting must be accurately portrayed within the time period in which it is set. Create enough questions from our curriculum for the class to use in its next College or Academic Bowl game. Give your questions to the teacher to use. Be sure the answers are included. Illustrate or demonstrate several articles of clothing that would have been worn by 5 characters in a novel about this time period. Discover how schools were run during this time period. Teach a lesson to the class in the same style that would have been used at this particular time. Student Choice Study The Timetables of History by Bernard Grun. Design a way to make your classmates aware of what was going on in the rest of the world during a significant period of American history. Create a newspaper that contains stories and features about actual events written in ways authentic to the period of time we are studying. Compare and contrast 2– 3 novels written about the same time period and determine which version is closest to the ways in which events actually happened. Understand ways in which the expansion of multiculturalism in America has impacted our politics and literature. Winebrenner-Differentiating Content for Gifted Learners in Grades 6 -12: CD of extension menus and guides by content areas 19

WHEN should a teacher compact the curriculum? When pre and ongoing formative assessments indicate that a student (or several students) demonstrates proficiency in the skill or content which is the instructional focus. 20

WHO are candidates for Compacting? →Already meets or exceeds standard →Consistently finishes tasks quickly →Mistakes are careless in nature →Brings outside materials to class →Tests well (despite average or below class work) →Consistently performs high in an academic area →Questions show advanced familiarity with the material →Interest in pursuing alternate or advanced topics -Starko 21

Tools for Compacting Curriculum n n n Assessments (Pre, Ongoing, Formative, Summative) Tiered Lesson Templates “The Compactor” Menus of Challenging Activities Working Agreements or Learning Contracts Student Planning Guide 22

WHY? n n n Dramatically reduces redundancy and challenges students to new heights of excellence Makes work particularly relevant for underachieving students Unless students are consistently challenged, they will loose motivation to learn 23

If you want to know more … • Kingore, Bertie (2007) Reaching All Learners: Making Differentiation Work. Professional Associate Publishing. • Reis, S. M. & Renzulli, J. S. (2005). Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students. Prufrock Press. • Starko, A. J. (1986). It’s About Time. Creative Learning Press. • Winebrenner, S. (2001) Teaching Gifted Kids in the Regular Classroom. Updated edition. Free Spirit Press. • Winebrenner Differentiating Content for Gifted Learners in Grades 6 -12: CD of extension menus and guides by content areas 24