• Managing Curriculum Design and Alignment: Audit Level I Training

    A comprehensive, in-depth overview of the Curriculum Management Improvement Model (CMIM)


    Supporting student learning through Quality Curriculum Design, Assessment, and Alignment

Holly Kaptain picture
  • Tuesday through Thursday
    June 23 - 25, 2020

    Location: CCIU
    455 Boot Road 
    Downingtown, PA 19335

    Time: 8:00 a.m. to 3:00 p.m. 

    Target Audience: All district staff working with curriculum.

    Enroll today

     

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    Click here to enroll today! This three-day intensive overview of the basic principles of curriculum design, assessment, and instructional alignment introduces participants to an entirely new way to view curriculum and all the system-level components required to effectively manage its design and delivery in schools. Also the first step in understanding curriculum auditing and the CMSi Curriculum Audit, this approach is designed to keep student learning and its improvement at the forefront of all district and school-level decision making.

    Holly J. Kaptain is the Chief Executive Officer of Curriculum Management Solutions, inc. (CMSi), owner of the Curriculum Management Audit that was developed by Fenwick English in 1979. A former teacher, project coordinator, research and teaching assistant, and curriculum writer, Dr. Kaptain now consults widely in the areas of curriculum evaluation, design, and development, and on instructional strategies for economically and linguistically diverse populations.

    Topics for exploration:

    • What is the role of policy, plans, governance, and administration in managing student learning?
    • What is the importance of curriculum alignment and how do we achieve it?
    • What minimum components are needed in ka quality written curriculum?
    • What is the most important purpose of curriculum?
    • How does curriculum design impact student achievement, even for underperforming students? What are system-level processes and
    • procedures that connect curriculum to classroom instruction?
    • What is the proper role and purpose of assessment?
    • How can we know if we have the “right” data and feedback?
    • Why is equity important? How do we support it?
    • Why do we monitor instruction?
    • What should we look for during classroom visits? What is most critical?
    • How do we move forward in improving system functions to ensure higher student achievement? 

    Includes workshop materials, coffee, and lunch.