JMT Collaboration

COVID-19 Edition

Big picture
To help support all districts in our JMT region during the COVID-19 pandemic, Genesee Valley Educational Partnership, Monroe One, Monroe 2-Orleans, and Wayne-Finger Lakes have collaborated to create multiple professional learning opportunities. These will be available at no cost to the end of August 2020.

Prioritizing Standards: The First Step in Creating Guaranteed and Viable Curriculum Out of Curricular Chaos

Over the past two decades, educational reform has manifested in the standards

movement. These reform efforts have had a tremendous impact on education in New

York, as massive lists of standards have been reconsidered, reimagined, and revised--

usually paring down the “list” of essential learning by grade level. However, despite

these efforts from the state level, the depth and breadth of the standards are still too

great to teach, assess, re-teach, and re-assess all of the content standards, equally,

at any given grade level. To mitigate these issues, local educational agencies can

engage in a process of prioritizing the content standards. Prioritizing standards

simply means acknowledging that some standards, when considering the content and

skills articulated within the standard, have a much greater impact on students’

readiness for the next level, transfer over time and across disciplines, and reflect the

most important outcomes on external examinations.


This professional learning will provide district, building, teacher leaders, and

teachers with the necessary baseline for the why, the what, and the how of

prioritizing standards. This video and supporting slides are primarily based on the

work of Larry Ainsworth who has employed this process over twenty-plus years of

action research.

Aligning the Intended, Enacted, and Assessed Curriculum Chunk 1: Operationalizing Prioritized Standards

Okay...so standards have been prioritized, now what? The answer is-- operationalize the standards. Ainsworth (2015) argues, "As educators analyze and deconstruct the standards, they really get to know exactly what they need to teach and what students need to learn. The standards become less daunting." Through the process of operationalizing the standards, teams of teachers intimately get to know the demands inherent in content standards and dissect them in a systematic manner as a means for effectively translating the standards for their students. This professional learning will provide district, building, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing standards. This webcast and supporting slides are primarily based on the work of Larry Ainsworth who has employed this process over twenty-plus years of action research.


This is an ongoing professional learning opportunity. Participants may register and complete this session anytime through August 31, 2020 (at your convenience).

Aligning the Intended, Enacted, and Assessed Curriculum Chunk 2: Deriving Learning Intentions from Prioritized Standards

So, you've prioritized the standards, as well as operationalized them in a manner to come to shared agreements regarding what the standards mean within educator teams. Both of these acts were part of grappling with the intended curriculum. Now it is time to start the movement toward the enacted curriculum by focusing on deriving learning intentions from the operationalized standards. Learning intentions let students know "exactly where they are headed in the learning journey" (Ainsworth, 2015, p. 90).


This professional learning will provide district, building, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing and operationalizing standards. This video and supporting slides are primarily based on the work of Larry Ainsworth who has employed this process over twenty-plus years of action research.


This is an ongoing professional learning opportunity. Participants may register and complete this session anytime through August 31, 2020 (at your convenience).

Aligning the Intended, Enacted, and Assessed Curriculum Chunk 3: Creating Success Criteria Aligned to Learning Intentions

As we continue down the path from intended to learned curriculum, it is important to note where we have already been. We have addressed what students should know and be able to do by prioritizing and operationalizing the standards. Additionally, we have begun to set the foundation for the enacted curriculum by translating the jargon of the standards into clarified learning intentions for the students-- these "provide guidance to the teacher about what to teach, help learners be aware of what they should learn...and form the basis for assessing what the students have learnt” (Hattie, 2009, p. 162-163). To further flesh out the enacted curriculum, we are going to create success criteria, aligned to the clearly developed learning intentions, that will clearly articulate "what we [instructors] are looking for...what is the criteria for judging whether the learning intention has been achieved.” (Hattie, 2009 as cited in Ainsworth, 2015, p. 63).


This professional learning will provide district, building, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing standards, operationalizing standards, and deriving learning intentions from standards. This Webcast and supporting slides are primarily based on the work of Larry Ainsworth who has employed this process over twenty-plus years of action research.


This is an ongoing professional learning opportunity. Participants may register and complete this session anytime through August 31, 2020 (at your convenience).

Aligning the Intended, Enacted, and Assessed Curriculum Chunk 4: Designing Tasks to Reflect Success Criteria and Ensure Learning

The final step in this professional learning series, focusing on the path from intended to learned curriculum, is Designing Tasks to Reflect Success Criteria and Ensure Learning. This professional learning opportunity considers the importance of high-quality tasks as assessment opportunities. As such, alignment will be contextualized as attending to validity, which is a major indicator of assessment quality. This professional learning will provide district, building, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing standards, operationalizing standards, deriving learning intentions, creating success criteria derived from standards. This video and supporting slides are primarily based on the work of Larry Ainsworth who has employed this process over twenty-plus years of action research. This is an ongoing professional learning opportunity. Participants may register and complete this session anytime through August 31, 2020 (at your convenience).

Genesee Valley Educational Partnership

Director of Professional Learning Services, Patrick Whipple

Monroe 2-Orleans BOCES

Assistant Superintendent for Curriculum, Instruction and Professional Development, Marijo Pearson

Wayne-Finger Lakes BOCES

Director of Staff Development, Jessica Sheridan