Curricu
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Curriculum
Data
Collaboration
Curriculum Management
OBJECTIVE 1: CURRICULUM
MANAGEMENT AND CURRICULUM
MANAGEMENT PLAN
ELIZABETH A. CLARK
CURRICULUM. DATA. COLLABORATION.
OBJECTIVE 1
Define curriculum management in Birdville ISD and how the Curriculum Management Plan will be used.
CURRICULUM. DATA. COLLABORATION.
CURRICULUM MANAGEMENT AND CURRICULUM MANAGEMENT PLAN
Assumes the district is in control and will continue to
exist by doing the following:• Direct, maintain, or change its operations to ensure
success; • Charge people with specific roles and
responsibilities; • Allocate and track resources to support the work.
CURRICULUM. DATA. COLLABORATION.
CURRICULUM. DATA. COLLABORATION.
Connecting the DotsWe must build
a RATIONAL System comprised of goals that are:ClearValidMeasureable
Cou
rse
Ad
dit
ion
sProfessional
Learning
RTI
Walkthrough
Template
Program Evaluation
Lesson
Pla
n
Tem
pla
te
Curriculum Developm
entCycle
Resource
Referrals
A Coherent
Curriculum and
Instruction System
CURRICULUM MANAGEMENT DESIGN TASKS
Develop, evaluate, and revise curriculum documents, making them accessible and user-friendly throughout the system
Design an assessment system that is robust, aligned to STAAR, with systematic processes in place so that data results are consistently used to improve the teaching and learning process
Design and implement a delivery system to control random variation where all stakeholders understand their role and are trained to work collaboratively
Design and implement quality assurance measures and a continuous improvement process that is consistently implemented throughout Birdville ISD for the purpose of controlling random variation within the system
CURRICULUM. DATA. COLLABORATION.
CURRICULUM MANAGEMENT PLAN
Curriculum Management Plan is a comprehensive
document that provides direction for the design, delivery,
evaluation, and management of the curriculum.
CURRICULUM. DATA. COLLABORATION.
CONNECT. LEAD. INFLUENCE.
Curriculum Management Plan
The curriculum management plan communicates intent and direction for the district in the area of curriculum and instruction. It also connects the written, taught, and tested curriculum in a manner that unifies the district around a common vision and mission. It becomes a catalyst for starting a transformational process for changing the culture of a district, the core work, and the relationships of the people within the organization who do the work.
To develop a curriculum management plan, curriculum philosophy, vision, beliefs, and a Graduate Portrait are developed as a basis or foundation for all other components of the plan.
PURPOSE: CURRICULUM MANAGEMENT PLAN
• Establishes guidelines and procedures for the development, revision, deletion, enrichment, and evaluation of the written curriculum in all subject areas.
• Provides for an ongoing cycle of curriculum examination
• Serves as an interface with other major district plans and processes so that the work of the district is collaborative, coordinated, coherent, and consistent with the vision, mission, and goals of the district.
• Becomes the work plan for the central office
CURRICULUM. DATA. COLLABORATION.
CONNECT. LEAD. INFLUENCE.
Contents: Curriculum Management Plan
1. Curriculum Management Plan2. Curriculum3. Curriculum Expectations4. District Expectation for Teaching Curriculum5. District Expectations for Assessing Curriculum6. Curriculum Development and/or Customization Process7. Roles and Responsibilities8. Financial Support9. Automated Management System (if applicable)10.Glossary of Terms11.References12.Exhibits
SeeCurriculu
m Management Plan (CMP)
CURRICULUM. DATA. COLLABORATION.
Curriculum Vision
Provide an aligned, articulated, and assessed curriculum that provides the foundation for all students to learn, succeed, and compete in an ever-changing and dynamic world.
CURRICULUM. DATA. COLLABORATION.
Curriculum Philosophy
1. All students are capable of achieving excellence in learning the essentials.
2. Success influences self-concept and student efficacy, which influences learning and behavior.
3. The instructional process can be adapted to improve learning.
4. Schools can maximize the learning conditions for all students.
CURRICULUM. DATA. COLLABORATION.
Curriculum Philosophy
5. Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge.
6. High levels of student achievement are the benchmarks for effective curriculum design and instructional delivery of the curriculum.
7. Creating a learning organization is a hallmark to organizational success.
CURRICULUM. DATA. COLLABORATION.
Curriculum Philosophy
8. Parental and community involvement is fundamental to building a community where learning is valued, public education is supported, and partnerships are forged in an effort to provide: a safe, orderly learning
environment challenging curriculum quality educational programs, and successful learning experiences for
each student.
Exhibit 3
Birdville ISD graduates will be academically and socially prepared for success in post-secondary studies and employment as productive members of a changing global society.
See Exhibit #3 in CMP
Portrait of a Graduate
DIRECTIONS: After each section of the presentation, record the salient points.
PART 1. CURRICULUM MANAGEMENT
PART 2. CURRICULUM DELIVERY
PART 3: ASSESSMENT PART 4: INSTRUCTIONAL MANAGEMENT
ACTIVITY 1.1 GRAPHIC ORGANIZER
OBJECTIVE 2: CURRICULUM
DELIVERY AND PROFESSIONAL
LEARNING
DONNA SOLLEY
CURRICULUM. DATA. COLLABORATION.
OBJECTIVE 2
Discuss the requirements for curriculum delivery and professional learning.
CURRICULUM. DATA. COLLABORATION.
OBJECTIVE 2
Teachers are required to use the district curriculum as their primary source of instructional direction.
Teachers will access the written curriculum and instructional components supporting it through the automated curriculum management system.
Teachers will plan lessons using the district approved template that offers flexibility for teachers to select the most appropriate model for them.
Professional learning needs to be designed to meet the needs of teachers based on where they are in their professional careers.
Professional learning is a means to an end and must be planned to enhance student learning of the curriculum.
CURRICULUM. DATA. COLLABORATION.
CURRICULUM POLICY
Delineated in Policy
Statement EG (LOCAL)
CURRICULUM. DATA. COLLABORATION.
See Exhibit #1 in CMP
“What am I doing to ensure students will learn?”
Strategies:“What are the students doing to process information?”
Structures:“How do I organize the classroom for active student engagement?”
Procedure:What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner?
CURRICULUM. DATA. COLLABORATION.
THE LESSON PLAN – PLANNING FOR LEARNING
DEVELOP CURRICULUM DOCUMENTS
Audit Criteria
for Curriculu
m Adequacy
,
See Exhibit #2 in CMP
CURRICULUM. DATA. COLLABORATION.
BIRDVILLE ISD CURRICULUM DEVELOPMENT, CUSTOMIZATION,
AND REVISION CYCLES
Develop
Customize
Revise
See Exhibit #12 in CMP
CURRICULUM. DATA. COLLABORATION.
What Is Taught?Tightly held curriculum
How Is It Being Taught?Identify best practices that are supported and implemented system
wide
How Do We Know It is Being Taught?Determine monitoring requirements for curriculum delivery and student
engagement
PROFESSIONAL LEARNING
What Do Teachers Need to Improve Instruction?
Professional Development Needs
Professional Development Plan
Click here to see how Birdville ISD is managing the scope and purpose of professional learning
PROFESSIONAL LEARNING
Click here to see how Birdville ISD tiers learning
PROFESSIONAL LEARNING
DIRECTIONS: After each section of the presentation, record the salient points.
PART 1. CURRICULUM MANAGEMENT
PART 2. CURRICULUM DELIVERY
PART 3: ASSESSMENT PART 4: INSTRUCTIONAL MANAGEMENT
ACTIVITY 1.1 GRAPHIC ORGANIZER
OBJECTIVE 3
Define the assessment practices and use of data for continuous improvement.
CURRICULUM. DATA. COLLABORATION.
Part V. Expectations for assessing the curriculumPurpose and use of assessmentsCharacteristics of a comprehensive assessment program
Types of assessmentsAssessment for learning model
Assessment calendarAware update
OVERVIEW
Measure student progress
Direct and focus planning for instruction
Inform students about their learning
Indentify needs for improvement planning
Evaluate efficiency and effectiveness of curriculum and programs
Communicate progress to the Board, parents and community
PURPOSE AND USE OF ASSESSMENTS EG (LOCAL)
Aligns with written curriculum
Balances use of formative, interim and summative assessments
Covers at least 80% of the curriculum
Systematizes the development and administration of assessments and the reporting and analysis of assessment data
Evaluates student learning and instructional programs
COMPREHENSIVE ASSESSMENT PROGRAM
Formative Summative
Assessment cycle
Short cycle Medium to long cycle
Level of use Classroom Classroom, campus, district
Primary purpose Inform decisions about instruction
Evaluate students (e.g. grades) or programs (e.g. accountability ratings)
Type of adjustment made
Instructional Curricular
Timing of adjustments
During primary instruction
After all instruction
Examples Ticket out, Think-Pair-Share, bell ringer
Semester exam, STAAR
Formative Interim Summative
Assessment cycle
Short cycle Medium cycle Medium to long cycle
Level of use Classroom Classroom, campus, district
Classroom, campus, district
Primary purpose Inform decisions about instruction
Inform decisions about curriculum alignment, design, delivery and effectiveness
Evaluate students (e.g. grades) or programs (e.g. accountability ratings)
Type of adjustment made
Instructional Curricular and instructional
Curricular
Timing of adjustments
During primary instruction
After primary instruction
After all instruction
Examples Ticket out, Think-Pair-Share, bell ringer
Unit test, district benchmark, CBA
Semester exam, STAAR
Lesson 1
Instructional Unit 1
Formative assessmen
t (FA)
Regroup/ Reteach
Lesson 2 Lesson 3 Lesson 4
FA FA
PLC
PLC
PLC
Curriculum
Common assessme
nt
Reteach/ Redesign
Content, Context, Cognition
ASSESSMENT FOR LEARNING MODEL
Unit 1
Common assessme
nt
FA
CA
FA
CA CA
Regroup, Reteach, Redesign
Unit 2 Unit 3 Unit 4
PLC
Dist CBA
PLC
ASSESSMENT FOR LEARNING MODEL
Curriculum-based Assessments (CBAs)
Interim assessments (assess the curriculum)
Three times per year (Oct, Jan, Apr/May)
Approximately 20 items (one class period)
District produced from existing and purchased items with teacher input
District produces booklets and answer docs, campus scans and scores
Spanish and modified versions available electronically
DISTRICT ASSESSMENT SCHEDULE 2012-13
TAKS released grade 11 in February window
RtI Assessments/Universal ScreenersSame basic design as 2011-12
Literacy – ISIP (K-5), TMFSA (7)Math – OYs (K-2), SPS (3-5), MSTAR (6-8)
Semester examsCommon exams produced by teachers with coordinator facilitation
Produced, scanned and scored at campus level
DISTRICT ASSESSMENT SCHEDULE 2012-13
STAAR-like assessmentsProduced by coordinators with teacher input
Will approximate depth and complexity, but probably not length
Delivered electronically to campuses in January
Campus decision as to whether, how, and when to administer
DISTRICT ASSESSMENT SCHEDULE 2012-13
Replaces EdSoft/D2SC as assessment system
Reporting and data analysisState and national assessment data are now loaded
Local assessments will not be migratedBasic video training available through webpage
Wholesale teacher training beginning in January with Trailblazers
EDUPHORIA! AWARE
Local assessmentsScanning will move to campusesScanners and dedicated computers to be delivered and set up: Elem = 1, MS = 2, HS = 3
Aware may be used to store, scan and score common campus assessments
Campus decision Coordinator scans or teachers scan Scanner location
Training for campus coordinators forthcoming
EDUPHORIA! AWARE
OBJECTIVE 3: NEW POLICIES, STRUCTURES, AND PROCESSES IN
BIRDVILLE ISD
Purpose of Assessment:Drive InstructionEvaluate ProgramsMeasure Student ProgressAlign Curriculum
Delineated in Policy
Statement EK (LOCAL)
CURRICULUM. DATA. COLLABORATION.
See Exhibit # 8 in CMP
BIL
ING
UA
L/
ES
LProfessional
Learning
RTI
GIFTED AND
TALENTED
SPECIAL EDUCATION
TEC
HN
OLO
GY
Curriculum ContentAreas
CTEPROGRAM
EVALUATION
Written
Taught Tested
Continuous Improvement ModelElizabeth A. Clark, Ed. D.
CURRICULUM. DATA. COLLABORATION.
DIRECTIONS: After each section of the presentation, record the salient points.
PART 1. CURRICULUM MANAGEMENT
PART 2. CURRICULUM DELIVERY
PART 3: ASSESSMENT PART 4: INSTRUCTIONAL MANAGEMENT
ACTIVITY 1.1 GRAPHIC ORGANIZER
OBJECTIVE 4
Discuss the roles and responsibilities of all stakeholders.
CURRICULUM. DATA. COLLABORATION.
OBJECTIVE 4: ROLES AND RESPONSIBILITIES OF LEADERS IN
BIRDVILLE ISD Board of Trustees Superintendent Central Office Principal Teachers Students Parents Financial Officer
Delineated in Policy
Statement EG (LOCAL)
CURRICULUM. DATA. COLLABORATION.
See Exhibit #1 in CMP
IT’S ALL ABOUT…
Leaders are the
designated “keepers of the vision”.
CURRICULUM. DATA. COLLABORATION.
Who are the leaders and what is required?
CentralLevel
Campus
LevelClassroom
LevelCURRICULUM. DATA. COLLABORATION.
1. Adopt policies to direct and support ongoing curriculum development, customization and evaluation.
2. Approve recommendations from superintendent regarding curriculum and state approved instructional resources.
3. Approve a budget that provides adequate funding for the development, implementation, and training needed to effectively design and deliver the curriculum.
Roles and Responsibilities of the Board of Trustees
CURRICULUM. DATA. COLLABORATION.
4. Provide funding for the automated management system and adequate instructional resources to implement the curriculum based on system data
5. Demonstrate an understanding of the curriculum management plan and articulate how the Board supports curriculum work.
6. Communicate to constituents the Board’s curricular and student expectations.
Roles and Responsibilities of the Board of Trustees
CURRICULUM. DATA. COLLABORATION.
1. Implement the policies of the Board2. Recommend that central staff is hired to
develop, assess, and manage curriculum3. Ensure that a functional organizational
structure is in place to manage curriculum design and delivery functions
4. Recommend a budget to support curriculum design and delivery work
5. Require that administrative regulations and management plans are developed and followed
6. Report annually to the Board concerning curriculum design and delivery progress
7. Be responsible for system coherency and capacity
Roles and Responsibilities of the Superintendent
CURRICULUM. DATA. COLLABORATION.
Roles and Responsibilities: Clarification Activity
See Handout
#1
In June, many of you worked to clarify the verb, content, and evidence of adherence to the roles and responsibilities of the Central Office and Principals.
Let’s review what you had to say.
1. Develop a comprehensive long-range plan for curriculum management, development, customization, revision, and evaluation
2. Prepare a recommended budget3. Recommend staff to be hired4. Establish curriculum regulations, guidelines and
priorities5. Organize and facilitate committees to develop,
customize, review, and evaluate curriculum6. Oversee the assessment of curriculum7. Conduct program evaluations and communicate
results8. Provide technical and expert assistance as well
as training and resources needed to implement the curriculum
9. Provide support to principals in their role of implementing and managing the curriculum on their campuses
Roles and Responsibilities of Central Office
CURRICULUM. DATA. COLLABORATION.
1.Serve as the primary instructional leader of teacher leaders and be responsible for managing the delivery of the curriculum
2.Translate the importance of curriculum delivery and instructional best practices
3.Develop a working knowledge of the curriculum4.Observe teaching and learning in each classroom5.Monitor lesson design and assessment through
the use of Eduphoria6.Monitor the quality of work that teachers assign
to students7.Interview and conference with teachers and
teams8.Meet with campus/district curriculum and
instructional staff9.Provide campus-based professional learning that
improves curriculum delivery and student performance
Roles and Responsibilities of Principals
CURRICULUM. DATA. COLLABORATION.
10.Provide opportunities for teachers to discuss and share ideas and strategies through professional learning communities.
11.Use assessment data in collaboration with teachers to continuously improve student performance and develop appropriate interventions and campus improvement initiatives.
12.Use, as a minimum, the district’s approve walk-through template to monitor the delivery of curriculum.
13.Participate in professional learning offerings to effectively carry out instructional leadership responsibilities
14.Help parents to understand their role in supporting learning for their children
15.Demonstrate an understanding of the curriculum management plan and articulate how their work supports the curriculum vision.
Roles and Responsibilities of Principals
CURRICULUM. DATA. COLLABORATION.
1. Be responsible for effectively teaching the district’s written curriculum.
2. Deliver classroom instruction by using lesson plans in Eduphoria and customizing them as appropriate to ensure high student engagement
3. Determine student mastery by using a variety of assessments including common assessments, district curriculum-based assessments/benchmarks, state and national assessments.
4. Collaborate through professional learning communities for the purpose of improving student learning
Roles and Responsibilities of Teachers
CURRICULUM. DATA. COLLABORATION.
5. Involve students in the learning process through the use of a variety of strategies and grouping arrangements.
6. Use assessment data to determine student proficiencies and areas of need and communicate those to students, parents, and staff.
7. Differentiate instruction based on student performance data to provide opportunities for students to demonstrate mastery of curricular objectives.
Roles and Responsibilities of Teachers
CURRICULUM. DATA. COLLABORATION.
8. Participate in professional learning designed to improve classroom instruction and develop teacher leadership
9. Demonstrate an understanding and commitment to the curriculum alignment process which includes aligning instruction contextually and cognitively
10.Participate in curriculum development, customization, revision and evaluation activities as appropriate.
Roles and Responsibilities of Teachers
CURRICULUM. DATA. COLLABORATION.
Try the Role Clarification activity with your teachers in August!
CURRICULUM. DATA. COLLABORATION.
What’s Different?Expectatio
ns
Teacher
Classroom
What are the implications for Birdville ISD?
MONITORING AND REFLECTING
Monitoring & Coaching
Reflective Practice About Lesson Design & Results
See Exhibit #6 in CMP
Click here to watch video
MONITORING CURRICULUM DELIVERY
Excellence in teaching is the single most powerful influence on student achievement. Therefore, it is what they know, do, and care about that
translates into excellence.
Transforming Schools
“Transformation begins with leaders who are passionately committed to the idea that the core business of schools is to ensure that students are provided engaging, intellectually challenging experiences in school. “
Phil Schlechty CURRICULUM. DATA. COLLABORATION.