Q&A Hero

Q: The development of metacognitive strategies, thinking skills, and procedural knowledge is called ___________________knowledge.

Q: Identify the four characteristics that every member of a curriculum development team should have.

Q: Assessing Constituent satisfaction is important to the curriculum process. Who are the constituents?

Q: When two or more disciplines are taught together in the same course, the course is called______________________________________.

Q: The total set of organized learning experiences at a given level of schooling is called a __________________.

Q: True or False: A student survey should ask students their opinions about whether they are learning meaningful things that will help them in the future. a. True b. False

Q: True or False: One focus of the future is focus on the global economies. a. True b. False

Q: True or False: The precision of a pacing guide timeline is site specific. a. True b. False

Q: True or False. A Needs-responsive curriculum should help students develop a global perspective. a. True b. False

Q: True or False. Excessive curriculum correlation can lead to restrictive restraints on teachers. a. True b. False

Q: True or False. If it is found that a particular curriculum goal is not sufficiently addressed it is still not appropriate to add a course requirement. a. True b. False

Q: True or False. In surveying courses to see where curriculum goals are addressed, only required courses are considered. a. True b. False

Q: True or False. When dealing with assessment, standards are converted to outcome statements. a. True b. False

Q: True or False. In many low-performing schools the most common instruction develops declarative knowledge. a. True b. False

Q: True or False. The curriculum development team can provide briefings on the status of curriculum within the district a. True b. False

Q: True or False. Externally mandated curricula reviews are not useful, but internal reviews are useful. a. True b. False

Q: True or False. There is no intellectual reason for continuing subject area courses. a. True b. False

Q: True or False. Hicksville High school had a course combining English, social studies, and music. The course is an example of an interdisciplinary course. a. True b. False

Q: True or False. The future and the curriculum will be impacted with new laws limiting immigration. a. True b. False

Q: Adolescent Needs and Curricular responses include: A. Understanding physical changes and new health units B. Increasing levels of cognitive development and inclusion of concrete and abstract learning C. Moral development and service learning D. Nonthreatening environment and more cooperative learning and less competition

Q: Experts predict the future will be marked by the following developments. A. interconnected global society B. Less information C. Complicatedness D. Narrowed curriculum

Q: When schools implement longitudinal data systems (SLDS), they will not be able to do which of the following? A. Measure the growth students make each year B. Evaluate which curriculum reforms make a difference C. Link student growth to teachers D. Close schools that are ineffective

Q: Curriculum pacing guides do not attempt to cover which of the following? A. Sequencing, B. Content, skills, assessments within grade levels, C. Overview of vertical alignment D. Organized information.

Q: Adolescent needs include: A. Response to Intervention (RtI) B. Reading recovery C. Developing greater physical coordination D. Regular assessment

Q: If, when assessing curriculum, there is general dissatisfaction with the results among all constituent groups the best course of action would be to: A. Eliminate the project because it failed B. Analyze data to see what the problem is and correct it C. Find a rationale to use in explaining the failure, but continue D. Ask central administration for help

Q: In looking at data relative to constituent satisfaction we should find A. Exactly the same result for each constituent group B. Great divergence in the result for each constituent group C. Similar, but not exact, results for each constituent group D. Significant differences with the student group

Q: In seeking constituent satisfaction the term constituent refers to all of the following except A. Teachers B. Students C. Parents D. Administration

Q: One approach to the needs-responsive curriculum is to conduct a survey with the faculty. The other approach is: A. Conduct in-depth interviews with students B. Survey parents C. Empower the parents association to provide data D. Consult with district administration

Q: School leaders are coming to know the importance of data-driven instruction (Ravitch, 2010). The collection of data can make a major difference in school reform by accomplishing all but which of the following tasks: A. Identifying root causes of problems B. Utilizing hunches and hypotheses with facts concerning changes that are needed C. Assessing needs to target curriculum services and issues D. Aligning school and district data with state data bases

Q: If a CDT is established to determine student needs the CDT should include: A. Two district administrators B. One faculty member C. One or more building administrators D. Two parents

Q: With respect to time allocations at the upper elementary grades there should be A. language arts, 1.5 hours a day B. mathematics 1.5 hours a day C. social studies, 1 hour a day D. science, 1 hour a day

Q: When it comes to allocating school resources there are four major questions to consider including: A. Evenly divided among all departments or grad levels B. Divided based upon the number of students C. Divided based on educational priorities D. Divided based on size of department

Q: If a faculty survey demonstrates that several departments expect students to have certain skills, there are three options that will solve the problem. Which of the following is not an appropriate solution? A. Develop a new course to teach the skills B. Have one department assume primary responsibility C. Each department should teach the skill D. Initiate the skill earlier so when students arrive at the grade level they will have the skill.

Q: In evaluating a matrix derived from a faculty survey on addressing curriculum goals, which of the following is not an appropriate question? A. Is each curriculum goal adequately addressed? B. Are all curriculum goals addressed equally? C. Are we avoiding unnecessary duplication? D. Is each appropriately developed and reinforced from grade to grade?

Q: One way of differentiating between a curriculum goal and an educational goal is to involve the faculty in a survey in which A. Discuss the issues at a faculty meeting B. At a meeting vote based on a discussion C. Involve parents and community in the discussion D. Summarize the results of discussion in a "paper"

Q: Which of the following is most likely an educational goal rather than a curriculum goal? A. Students will develop a sense of world geographic relationships B. Students will develop a sense of justice C. Students will develop competence in mathematics D. Students will develop expository writing skills

Q: In developing an assessment agenda there are several questions that must be asked including: A. How long is the total program? B. What are the requirements of NCLB? C. What levels of schooling should be examined? D. What is the budget?

Q: Dynamic knowledge relates to all of the following except A. Metacognitive strategies B. Cognitive processes C. Thinking skills D. Declarative knowledge

Q: Curriculum development teams A. Contain about 6 members B. Composed of community members C. Work directly with the board of education D. Work with publishers to develop appropriate material for the district

Q: Schooling in low-performing schools is frequently dominated by A. Large number of new teachers B. Emphasis on memorization C. Insufficient number of supervisors and administrators D. Excessive interference by parents

Q: The results collated in the matrix should be reviewed by the leadership team, keeping all but which of these questions in mind: A. Is each curriculum goal reflected in state or Common Core Standards or Benchmarks? B. Is each goal aligned from grade to grade? C. Are we avoiding unnecessary duplication and overlap from subject to subject and from grade to grade? D. Does each required subject seem to be making an adequate contribution to the curriculum goals of the school?

Q: Some goals might be achieved primarily through the extracurricular program, which of the following is not an example? A. Develop a positive self-image B. Acquisition of knowledge, intellectual skills, understanding C. Value own ethnic identity D. Accept people of other ethnic groups.

Q: The Educational Policies Commission of 1952 suggested a ninth grade student should spend A. Two periods a day for learning about personal interests B. Two periods a day for health and physical education C. One period a day for language arts D. One period a day for mathematics

Q: Marie asserts that all of the coursework, K-12, represents the program of studies for the school district. Marie is A. Correct B. Incorrect, it represents the course of study C. Incorrect, program of studies relate to a grade level D. Incorrect, program of studies relates to a level of schooling

Q: In terms of building the curriculum database, what should you consider about community resources, students, faculty, schools, and other resources?

Q: What is meant by "community-based learning" and how is it different from traditional learning?

Q: Why is it important that appropriate resources be provided for any curriculum change?

Q: It has been stated that effective curriculum planning should always involve needs assessment. Why, or why not, is this true?

Q: According to Noyce, Perda, and Traver there are three things the district must do after the needs assessment. Identify and explain the three things.

Q: Once completed and approved, what can a district-planning calendar be used for?

Q: What types of data would be important to analyze in determining curricula needs and why.

Q: Many school systems have technology goals. Are these curricula goals?

Q: A new teacher concludes that the educational goals are actually the national standards in the various subject areas. Evaluate that conclusion.

Q: Identify and explain the forces that caused a shift in curriculum leadership after 2003. In your essay explain the types of changes that took place.

Q: Seven groups were included among those who should serve on district curriculum councils. The groups included district supervisors, secondary school principals, and elementary school principals. Do you think this is reasonable in any size district? Why?

Q: Proponents of a standardized curriculum frequently point to it being more economical and efficient than a curriculum that allows variation. Construct an essay explaining why this may be so.

Q: Fenwick English suggested only two levels where curriculum decisions should be made are the state level and the district level. Evaluate that position stating your reasons.

Q: Explain how you would carry out the various specific planning activities using the Goal-Based Curriculum Planning Model.

Q: Describe how to establish a planning framework using the Goal-Based Curriculum Planning Model.

Q: Describe the process of organizing g for planning using the Goal-Based Curriculum Planning Model.

Q: When implementing PLCs, the educational leaders should communicate _____________ ____________ of the plan.

Q: Explain the guidelines for alignment of educational goals with curricular fields.

Q: Curriculum leaders should _________ teacher in developing instructional plans based on curriculum guides.

Q: Identify five of the items that should be on every district planning calendar.

Q: A curriculum database for a school, with respect to that school, would contain information about courses offered with enrollments, extracurricular activities and ___________________________________________.

Q: After leadership and structure is determined it is important to develop a curriculum ____________.

Q: School districts today are not just focusing on the core curriculum, district and state issues, but also on a_______________________.

Q: In general, curriculum leadership roles are assigned to both the school and the district, but there are two categories within each area general, and ________________________.

Q: In addition to various curriculum councils the superintendent may appoint a ______________ to deal with major issues.

Q: Identify five of the seven groups that should be represented on a district curriculum advisory council.

Q: Identify the two areas where most alterable decisions are made.

Q: Identify, in sequence, the three steps in establishing a planning framework when using the Goal-Based Curriculum Planning Model.

Q: What is curriculum planning?

Q: True or False. A principal or building leaders has one role during the change process. a. True b. False

Q: True or False. Once the essential components of a PLC are understood, a building administrator can develop a strategic plan to put the change in place. a. True b. False

Q: True or False. Curriculum leadership occurs both at the district and school level. a. True b. False

Q: True or False. There are eight types of items that should be included in a district planning calendar. a. True b. False

Q: True or False. A curriculum data team can be beneficial in translating national and state standards into academic performance standards. a. True b. False

Q: True or False. All educational goals are curriculum-based. a. True b. False

Q: True or False. Leadership and planning are common threads in successful K-12 curriculum a. True b. False