Timeless Practice #5
What Is A “Rigorous Curriculum”? Here’s my multi-part definition, in bulleted form:
An inclusive set of intentionally aligned components:
- Clear learning outcomes with matching assessments
- Engaging learning experiences
- Differentiated instructional strategies
- Organized into sequenced units of study
To meet the challenging learning needs of students:
- Comprehend all the standards
- Prepare for a variety of formative and summative assessments
- Demonstrate proficiency on high-stakes state or provincial tests
Educators must have a clear road map to follow throughout the school year. RCD provides that detailed road map to the destination and the high-quality delivery system—the curriculum—for getting there!
Rigorous Curriculum Design (2010) presents a carefully sequenced, hands-on model that curriculum designers and educators in every school system can follow to create a progression of units of study that keep standards, instruction, and assessment tightly focused and connected.
Applicable to every grade, course, and content area, you will learn:
- What a rigorous curriculum is and how to create, sequence, and pace such a curriculum
- Why seeing the “big picture” connections first is essential to beginning curriculum design
- How to lay the foundational steps for designing a rigorous pre-K–12 curriculum
- How to design a grade- or course-specific curricular unit of study, from start to finish
- How to use formative assessments and data analysis to guide instruction before, during, and after each unit
- How leaders can organize, implement, and sustain this model throughout the school and/or school system.
Getting Started With Rigorous Curriculum Design (2012) presents nine first-person stories, written by district leaders, describing how they are successfully implementing the RCD process to redesign their curricula. These district narratives, each the focus of its own chapter, will provide you with “collective wisdom”—insights and ideas to enrich and expand your own implementation of this process:
- Bloomfield Public Schools, Connecticut
- Anaheim City School District, California
- Raytown Quality Schools, Missouri
- McMinnville School District, Oregon
- West Hartford Public Schools, Connecticut
- Barstow Unified School District, California
- Hemet Unified School District, California
- Guilford County Schools, North Carolina
- West Haven Public Schools, Connecticut
All chapters include:
- Why They Started
- How They Started
- Where They Are Today
- Where They Are Going
- Successes and Challenges
- Hard Work and Positive Changes
- Survey Results—What Teachers Are Saying
- Recommendations for Getting Started
Each chapter concludes with a reflection opportunity for the reader to connect each story to one’s particular setting.
BUILD A STRONG CURRICULAR FOUNDATION
Just as it is necessary to lay a strong foundation before erecting a physical structure upon it, so is it necessary to first build a strong foundation before designing a fully realized curriculum. Otherwise, curriculum design teams are erecting a superstructure upon an uncertain base. Here is a list of the five sequential foundational steps
- Prioritive the Standards
- Name the Units of Study
- Assign Priority Standards and Supporting Standards
- Prepare a pacing Calendar
- Construct the Unit Planning Organizer
Why Larry Created Rigorous Curriculum Design
Larry’s Overview of the RCD Model
PART ONE: SEEING THE “BIG PICTURE” CONNECTIONS FIRST
- What is Rigorous Curriculum Design?
- Connecting Curriculum Design to the “Big Picture”
- Overview of Curriculum Design Sequence.
PART TWO: BUILDING THE FOUNDATION FOR DESIGNING CURRICULAR UNITS — 5 STEPS
- Prioritize the Common Core State Standards.
- Name the Units of Study.
- Assign the Common Core State Standards—Priority and Supporting.
- Prepare a Pacing Calendar.
- Construct the Unit Planning Organizer.
PART THREE: DESIGNING THE CURRICULAR UNIT OF STUDY – 12 STEPS
- “Unwrap” the Unit’s Priority CCSS.
- Create a Graphic Organizer.
- Decide the Big Ideas and Essential Questions.
- Create the End-of-Unit Assessment.
- Create the Unit Pre-Assessment.
- Identify Additional Vocabulary Terms, Interdisciplinary Connections, and 21st-Century Learning Skills.
- Plan Engaging Learning Experiences.
- Gather Instructional Resource Materials.
- Recommend Effective Instruction, Differentiation, Intervention, Special Education, and English Language Learner Strategies.
- Detail the Unit Planning Organizer.
- Create Informal Progress-Monitoring Checks.
- Write the Weekly Plan; Design the Daily Lessons.
PART FOUR: IMPLEMENTING THE UNIT OF STUDY—14 STEPS
- Introduce the Unit of Study to Students.
- Administer the Unit Pre-Assessment.
- Score and Analyze Student Data.
- Discuss How to Differentiate Instruction
- Begin Teaching the Unit.
- Administer Progress-Monitoring Checks.
- Differentiate Instruction Based on Progress-Monitoring Checks.
- Schedule Mid-Unit Evaluation of Instructional Strategies.
- Continue Teaching the Unit.
- Continue Modifying and Adjusting Instruction.
- Administer End-of-Unit Assessment.
- Score and Analyze Student Data.
- Enrich, Remediate, and Intervene.
- Reflect on the Unit.
“In his new book, Larry Ainsworth has tackled one of the most complex and difficult aspects of K-12 education and does so in a way that it’s not only rigorous, but intuitive. It is a welcome and needed contribution to the field.”
Robert J. Marzano
CEO, Marzano Research Laboratory
“Sadly, we rarely encounter the terms rigor and curriculum in the same sentence—much less in a school improvement plan. Happily, Larry Ainsworth’s new book provides a curriculum road map that shows educators how to line up standards, instruction, and assessment sensibly. And his approach simply reeks of rigor!”
W. James Popham
Professor Emeritus, UCLA Graduate School of Education
“Rigorous Curriculum Design should be a required course in every teacher education program in the country. Without it, educators will never see the whole picture that makes up their professional career.”
Gary L. Sacket
Aurora Learning Community Association, Fairview, Oklahoma
“Larry Ainsworth has done it again with a book that is at once sophisticated and practical. As a result of Common Core Standards, curriculum redesign is essential for every school and every grade level. This is the book that offers a practical and rigorous way to move from the theoretical ideal of standards to the practical reality of the classroom.”
Douglas B. Reeves, Ph.D.
“This author knows teachers. He recognizes the difficulties of teaching the new generation and of administrators forcing teachers to do too much in so little time. This is one of the many reasons that this book was created. Teachers won’t find an answer to all their classroom and administrative problems in this book, but the fact that the writer sympathizes with teachers in the educational industry and tries to help them hurdle the obstacles that they meet everyday makes this book a companion for teachers. Teachers should use what applies to them in this book and try their best to be open to change one step at a time.” Kay
“Our school district curriculum committee is using this book as a reference and a guide as we delve into the new Common Core Standards. We find it to be well-written, clear, and easy to follow. We are all glad we decided to use this book as a reference tool.” Eva Cornwell
“This is an easy read that clearly explains a process of implementation for standards-based curriculum at the school/district level. Having read the book, I have a better understanding of the “big picture” in regards to Response to Intervention (RtI), Common Core Standards, and 21st century skills.” DE
From Curriculum Design Teams and District Leaders
East Hartford High School Curriculum Design Team, East Hartford, Connecticut:
“Your process is going great! We are enjoying every moment of our work (if you can call it ‘work’). Our first eight documents are comprehensive, clear, and all very strongly based on the standards. Curriculum makes so much sense now!”
“I can’t wait for you to see our final product… these units are quite rich. Our group worked … to make the curriculum accessible to the teachers. More importantly, I believe it is going to be extremely valuable to our students. As I said before, it all makes sense now!”
San Diego ELA Curriculum Design Team, Cohort 1, San Diego, California
“This has been really informative and a great learning process. I really like the layout [of the RCD model] and the way it is organized. I believe that makes it all so much more manageable.”
“Very intense but excellent work. Conversations between grade levels are worth the time. I feel like I’m getting so much more familiar with the Common Core standards and expectations.”
“I feel excited, yet exhausted! It has been a great experience so far.”
San Diego Math Curriculum Design Team, Cohort 1, San Diego, California
“It was great to have a couple of days to look at the standards and familiarize ourselves with them. It was great to see how the standards progressed over the grade levels, especially looking at the grade levels directly above and below our own.”
“The RCD process is well thought out and should result in quality units.”
“Having a wonderful time and everyone working on RCD is great!”
“I absolutely LOVE what we’re doing; it’s so important for our students…”
“It feels really good having a plan and I felt very confident going back to my site and sharing what I had learned. It reduced anxiety levels and made it very doable.”
From District Leaders (Excerpted from Getting Started With Rigorous Curriculum Design)
Assistant Superintendent, Anaheim City School District, Anaheim, California
“As we visited classroom after classroom, the enthusiasm and engagement of the students within the units was amazing. We were pleased to see the increased opportunities for students to engage in supported, oral language rehearsal of concepts and skills within the collaborative nature of the tasks.
“Teachers openly shared that the amount of planning required was more than they expected, but they were bursting at the seams to share success stories of low-performing students surpassing their expectations within the collaborative and authentic tasks.”
Board President, Anaheim City School District, Anaheim, California
“The Common Core standards and the development of specific units have given our district the opportunity to have greater teacher and student engagement. Teachers collaborated in the writing of the units, and students played a role in piloting and testing in each unit to check for effectiveness. I believe that the units will allow for creative flexibility for our teachers and students, and therefore will better prepare students to be independent innovative thinkers ready to take on the 21st-century world.”
Associate Superintendent, Raytown Quality Schools, Raytown, Missouri
“It is a shared feeling among district educators that the Common Core standards combined with Rigorous Curriculum Design will allow us to create and maintain a curriculum process and product that will stand the test of the rigorous performance assessments coming in the next two years. It is inspiring to watch what a dedicated teacher can do when given a strong curriculum, practiced techniques and the freedom and power to innovate.”
Kyra Donovan, McMinnville School District, McMinnville, Oregon
“When we finished the [Rigorous Curriculum Design] overview, the question was simply, ‘Do you, as teachers, want this kind of curriculum?’ ‘Can you see the benefits for yourselves and students?’ The answer was an overwhelming ‘YES!’ In fact, one fifth-grade teacher jumped out of her seat, threw her arms in the air, and said, “Let’s get started!”
“I think the model is a great way to help teachers reach more standards across different subject areas. I like how the performance tasks start at a low Bloom’s level and end at a higher level. I struggle with helping my students reach the “application” level and I think this model will help me get them there.”(McMinnville Teacher)
Director of Teaching and Assessment, West Hartford Public Schools, West Hartford, Connecticut
“West Hartford is a high-performing school district with the vision that high expectations for all learners, rigorous and relevant curriculum, and dynamic teaching inspire a passion for learning and help all students realize their potential. We have always worked in the best interest of our students, but consistency and coherence across the curriculum were not well defined. As a result, the text became the curriculum and the level of rigor and expectations varied across the schools. What we have done this year in adopting the Rigorous Curriculum Design model, prioritizing the Common Core State Standards, and raising rigor and relevance through our units will define our future.
“It was extremely rewarding to see our first units take shape and reflect on how far we had come over a four-month span of time. One participant aptly summed up the experience when stating that the most beneficial part of this process was ‘being able to discuss curriculum with colleagues K–12; seeing the vertical alignment we never have time to see; having time to have meaningful discussions on curriculum.’”
Superintendent, Barstow Unified School District, San Bernardino County, California
“When Barstow Unified School District embraced the Common Core State Standards Initiative, we were fortunate to have developed a relationship with The Leadership and Learning Center to guide us in (the RCD) process. Throughout our ongoing teacher training, their consultants have empowered our teacher leaders in building the best lessons and environments for their classrooms by creating clear and realistic goals for student learning.”
District Leaders, Hemet Unified School District, Riverside County, California
“Our teams understood that in order to meet the needs of our 21st century learners, and the demands of the Common Core State Standards, we needed to do what we had not done before. No longer would we work in grade level/discipline isolation and follow a lock-step program. We were going to design (RCD) curricular units of study that thoughtfully and strategically placed all the pieces together.”
Grade 6 ELA Teacher Leader and Unit Writer, Guilford County Schools, Guilford County, South Carolina
“The (RCD) process was a roller-coaster ride because we really didn’t know what was expected in the very beginning. Previously our units were more topical than conceptual. We no longer have any novel studies in the sixth grade. We had to redefine what is meant by ‘text’ and that has an impact on developing our units. Real-world assessments will take the place of quizzes and tests. That will be a real change!”
A Guilford County high school ELA teacher writer who piloted RCD unit with her students:
“The exemplar unit allowed us to take what we thought would be a difficult standard and successfully teach it to a wide range of learners. Having the resources from the unit allowed me to work creatively with my students to make sure they were each able to complete the tasks at hand. The students enjoyed the engaging scenario, and they were able to branch out well beyond just writing about what they had learned. They were able to use visuals, technology, and their speaking skills, and create a product they were proud to share with other classes.”
Assistant Superintendent, West Haven Public Schools, West Haven, Connecticut
“The difference was noticeable to me immediately. After a brief presentation to the teams, the discourse began. After a while, our visitors, other school districts, and a college professor let us know that they were amazed at the quality of conversation they were hearing around the development of curriculum and its alignment to the Common Core State Standards. The conversations were rich and thoughtful. Teachers were automatically going through the Rigorous Curriculum Design process not only because they had experience with writing curriculum, but also because they understood its meaning. Further, they realize that if we continue on this path, we will be successful.”
A West Haven Leader
“Our curriculum is more focused. It is based on the CCSS, not on the published resources we have. It is integrated. It is meaningful. It allows for differentiated instruction. It encourages both student independence and collaborative work.”