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IrvingISDCurriculumManagementPlanTableofContents
I. Philosophy
● MissionII. VisionforDistrictClassroom
● CoreBeliefsIII. DirectionforCurriculumDesign
● ComponentsofTightandLooseCurriculumManagement○ Tight(Non-Negotiables)○ Loose(AlignedtoTight,butSchoolControlAllowed)
● Format● CurriculumScope● ProgramGuidelines● Objectives● CurriculumAlignment● DefinitionofWrittenCurriculum● DefinitionofTaughtCurriculum● DefinitionofTestedCurriculum
IV. DirectionforCurriculumDevelopment● DesignModel● FiveYearCycleforCurriculumDevelopment&Review● ComponentsofWrittenCurriculum● StagesforCurriculumDevelopment
○ Stage1:ResearchandAssessCurriculum○ Stage2:CurriculumAlignment○ Stage3:CurriculumImplementation&Monitoring○ Stage4:CurriculumEvaluation/Revision
● CurriculumGuidesV. DirectionforCurriculumEvaluationandRevision
● Intent● WrittenCurriculumEvaluationCycle● Timeline
VI. DirectionforCurriculumDelivery● ProfessionalLearning● FocusAreasforPDinIrvingISD● ProfessionalLearningCommunities
○ FocusonLearning○ CollaborativeCulture○ ActionOrientation○ CommitmenttoContinuousImprovement○ ResultsOrientation
● ResponsetoInterventionwithinthePLCModel● AssuringConsistency&Equity
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● Timeline● Monitoring&Coaching:SupportingTeachersinDeliveringtheCurriculum
○ Monitoring○ ContentSupport○ Feedback
VII. DirectionforStudentandProgramAssessment● Philosophy&Beliefs● AssessmentFormat&Components● PurposesandScopewithDiagnostic,Formative,andSummativeAssessments
○ RequiredNationalandStateAssessments○ DistrictCommonAssessments(DCAs)○ STAAR/EOCSimulation○ NationallyNormed-ReferencedAssessments○ UniversalScreener
● DataAnalysis,Disaggregation,&Useofdata○ Campus-Level○ District-Level○ Disaggregation
● ProgramEvaluationandDirectionVIII. DirectionforCommunicationandFeedback
● PurposeandProcesses● Timeline
IX. RolesandResponsibilities● SharedAccountability
○ BoardofTrustees○ Superintendent○ AcademicServicesLeaders○ Principals○ ContentCoordinators/AcademicSpecialists○ Teachers○ Students○ Parents
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SectionI:PhilosophyArealisticattempttodefinethecurriculumneededintheDistrictmustbeanoutgrowthofananalysisofthetypeofcitizenwhofunctionseffectivelyinsocietyandtheproblemsandcharacteristicsofyouth.Thisconceptofcurriculumdictatesthatitissufficientlyflexibletomeetchangingneedsandatthesametimethatitbefirmenoughtogivedirectionandguidancetothelearner.TheSuperintendentshalldirect,throughappropriatestaffandadministrativepersonnel,thedevelopmentofacurriculumbasedonthefollowingprinciples:
1. Theultimategoalshallbetheimprovementofsocietythroughtheperpetuationofthedemocraticstateandnation,theAmericanheritageoftraditions,andfreeenterprise.
2. Thestudentsshallunderstandfundamentals,developbasicskills,andacquiremarketableskills.
3. Asoundcareerandtechnologyprogramshallbeimplementedforstudentsinaccordancewiththeneedsofthecommunity.
4. Thecurriculumshallprovidethebestprogrampossibleinthedevelopmentofhealth,bothphysicalandmental,andevaluativecriteriashallbeusedextensivelyinthecontinuousimprovementofsuchprograms.
5. Thecurriculumshouldprovideforthefullestpossiblegrowthforeachstudentinthefieldoffinearts.
6. Thecurriculumshallprovideforcontinuouseducationaldevelopmentofstudents.7. Thecurriculumshallincludespecificinstructioninthefoundingdocumentsofthe
UnitedStatesandtheprinciplesincludedtherein.Mission TheDistrict,inpartnershipwithfamiliesandthecommunity,resolvestomeettheneedsofstudentsandtocultivatetheskillsoflearning,thinking,andcommunicating.TheDistrictshalleducatestudentsinprekindergartenthroughgrade12throughthedeliveryofacomprehensive,TexasEssentialKnowledgeandSkills(TEKS)-basedcurriculumsothatDistrictstudentscultivatetheskillsoflearning,thinking,andcommunicatingrequiredtobeproductiveandcontributingmembersofsociety.
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SectionII:VisionforDistrictClassroomsEffectiveclassroomsinIrvingISDareplaceswheredistrictandcampusleadersandteachersensurealllearnershaveaccesstoaguaranteedandviablecurriculumwithcustomizedlearningopportunities.CorebeliefsaboutteachingandlearninginIrvingISDinclude:
● HighExpectations-beingintentionalwithafocustoensureallstudentsareexposedtochallenginglearningexperiencesthatleadtodeepunderstandingsofthestandards
● Engagement-designinglearningexperiencesthatincreasecuriosityandattentiontothetask
● ProblemSolving-identifyingandsolvingproblemsbyapplyingappropriateskillssystematically
● SafeEnvironment-organizedandcharacterizedclassroomswithmutualrespectandmeaningfulrelationships
● Collaboration-opportunityformembersofthelearningcommunitytoworkequallytogetherinthelearningprocess
● Rigor-learningexperiencesthatareintellectuallyandacademicallychallenging● Relevance-learningexperiencesthatareconnectedtorealworldexperiences,
problemsandcontexts● ContinuousImprovement-usetheinstructionalimprovementprocessthatcontinuously
progresses
SectionIII.DirectionforCurriculumDesignTheBoardrecognizestheneedforandvalueofasystematic,ongoingprogramofcurriculumdevelopmentandevaluation.ThedesignandimplementationofthecurriculumshallbeconsistentwiththeBoard’sadoptedmissionandapplicablegoals,statelaw,andStateBoardofEducationrules.TheBoarddeemsitessentialthattheadministrationreevaluate,developaprocedure,andmodifyitscurriculumtoprovideacommondirectionforallinstructionalandprogrammaticeffortsandtomeetchangingneedsoftheDistrict.CurriculumdevelopmentandmodificationshallbeanintegralpartoftheDistrict’slong-rangeplanningprocess.Technologyshallbefullyintegratedintothecurriculaandinstructionofschools.Anenvironmenttosupportcurriculumdeliveryshallbecreatedandmaintainedbyallfunctionsoftheorganization.Whileinstructionaldifferentiationisexpectedtooccurtoaddresstheuniqueneedsofspecificstudents,thatinstructionshallbederivedfromasetofcurriculumstandardscommontoallstudents.Thereshallalsobeequitableaccesstothecurriculumforallstudents.Theroleofcurriculumistoprovidealldistrictstaffwitharoadmaptothe“what”istaught,providingintentionalalignmentbetweenstateandnationalstandards,instruction,andassessment.ThecurriculummustFocus(identifywhatisessential)andConnect(reinforcecomplexlearningtomasterywithinandacrossgradelevelsandschools).
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Thecurriculumwill:
● useabackloadingapproachthatusesrequiredexternalassessmentstoderivethecurriculumbydeterminingtestobjectivesandfromthatwritingcurriculumobjectives;
● aligntotherequiredTexasEssentialKnowledgeandSkills(TEKS);● correlatetotheCollegeandCareerReadinessStandards(CCRS);● correlatetotheEnglishProficiencyStandards(ELPS);● prioritizeandbundleessentialstandards;● spiraltoensuremasteryofthetestedstandards;● supportacceleration/enrichment,re-teaching,anddifferentiation;● use the Understanding by Design® framework model to design all lessons for
consistency across all grades and content areas. ComponentsofTightandLooseCurriculumManagementTight(Non-Negotiable)
● Vision,Mission,Philosophy,andGuidingPrinciples● Curriculum(WhattoTeach)-Standards,StudentExpectations,Objectives● IdentifiedEssentialStandards/LearningTargetsbasedontestdata● TEKSalignedinstructionalassessments● UseofAssessments(districtcommonassessments,campuscriterion-referenced
formativeassessmentsforallsubjectsatallgradelevels,diagnostic,progress-monitoring)
● Instructionaldecisionsbasedondata● Identifiedpre-requisiteskills● UsingtheUnderstanding by Design® framework model forallsubjectsatallgradelevels● UseofELLstrategiesforallsubjectsatallgradelevels● UseofAVIDWICORstrategiesforsecondaryeducation● Studentdemonstrationofmasteryinmultipleways● UseofTEKSalignedresourcesonly● Instructionaltimeallotmentforcoresubjectsinelementaryschools● Monitorandrevisecurriculumatidentifiedintervals● Expectationforinterventionandextension(TierIandTierII)
Loose(AlignedtoTight,butSchoolControlAllowed)
● Differentiationofcampuscreatedassessmentformat(formativeassessments)● Processes,procedures,instructionalstrategies● VariedTEKSalignedresources,materials,textbooks,etc..● Differentiation(extension,intervention,remediation)● Multiplemodalitiestodemonstratemasteryoflearning● Teacherlessonplandesign● Studentgrouping● Lessondelivery
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FormatFormattingforallcourseswilladheretoIrvingISD’sexpectationforcurriculumdesignusingtheIrvingISDLearningFrameworkwhichfollowstheUnderstanding by Design® framework model created by McTighe and Wiggins.All lesson designs will include the following components:
● Unit Name ● Timeframe ● Unit Summary ● Transfer Goals ● Understandings ● Essential questions ● Acquisition Skills ● Bundled Student Expectations (TEKS) ● Standards:
○ Texas Essential Knowledge and Skills (TEKS) ○ English Language Proficiency Standards (ELPS)
● Vertical Connections ● Misconceptions ● Academic Vocabulary ● TEKS Aligned Resources ● Assessment Evidence ● Success Criteria ● Learning Experiences ● Intervention and Extension Activities
CurriculumScopeThescopeofthewrittencurriculumisasetofspecificwrittenstudentobjectivesforeverysubjectarea,gradelevel,andcoursetaught.Thedocumentshowstheverticalandhorizontalarticulationofaparticularsubjectaswellasapacingofeachcoursebytheunit.Thedocumentmakesreferencetoreadinessstandards,supportingstandards,andprocessstandardsasdefinedbyTexasEducationAgency(TEA).ProgramGuidelinesAdvancedPlacementcourseswillfollowcourseguidelinesprovidedbytheCollegeBoardandwillhavetheirsyllabiandmaterialsprovidedthroughtheCollegeBoardauditprocess.DualCreditcourseswillfollowcourseguidelinesandsyllabiapprovedbytheDistrictCommunityCollegepartnerforeachcourse.Othercontentareassuchasfinearts,physicaleducation,careerandtechnicaleducation,andlanguagesotherthanEnglishwillcontinuetousethestateTEKSasthefoundationfortheircurriculumdevelopment.Thesecontentareaswillalsobackloadtoappropriateassessmentsandotherperformancestandards.
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ObjectivesTheIrvingISDcurriculumwilladdressallstatestandardswithaheavyemphasisonspecificdistrictessentialstandardsderivedfromSTAARtestdataforeachcontentarea.Thedistrictessentialstandardswillbespriralledthroughoutthecurriculumandassessedoneachdistrictcommonassessment.Studentperformanceonthedistrictcommonassessmentswilldeterminetheneedforcurriculumrevisionsandstandardsre-alignment.CurriculumAlignment
Inthespiritofcontinuousimprovement,andinkeepingwiththegoalsandobjectivesofthedistrict’smissionandvision,IrvingISD’scurriculumwillpromotesuccessforalllearners.Curriculumalignmentisthecoordinationofwhatiswritten,taught,andassessed.ItalsoarticulatestheTexasEssentialKnowledgeandSkillsfromPk-12,aswellasthealignmentofinstructionwithinthedepartmentorgradelevelandfromschooltoschool.Curriculumalignmentprinciplesarereflectedinthecurriculumguides,instructionalresources,staffdevelopment,instructionalpractices,assessments,facilities,andbudgeting.Deepalignmentofcurriculumresultsin:
● Maximumcongruencebetweenteachingandcurrentaswellasfuturetestingsituationsinalldimensionsofalignment;
● Adepthofcontentmasterythatgoesbeyondthestate/nationalassessments;● Expandedcontextsandcognitivetypesinclassroomactivitiesthatanticipatecurrent
andfutureformsofthetestsinuse;● Meetingandexceedingthedemandsofallexternalassessments.
Withanalignedcurriculum,thereiscongruencebothhorizontallyandvertically.Tofacilitatelearnersuccess,itiscriticalthattheyaretaughtthecurriculumwiththesametypeofcontextandcognitivelevelsthatarealignedtoassessments.Itisexpectedthatallcentraladministration,buildingadministration,andteachersarecommittedtotheimplementationofthestandards-alignedwrittencurriculum.Commitmentwillresultinincreasedlearnersuccessthroughadheringtothecomponentsoftightandloosecurriculummanagement
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DefinitionofWrittenCurriculumThewrittencurriculumsupportseducatorsinthedesign,facilitation,andsupervisionoflearning.InIrvingISD,thewrittencurriculumisdesignedtoprovideteachersandstudentswiththeBoard’sexpectationsofwhatstudentsaretolearn.TheBoardexpectsthatlearningwillbeenhancedbyadherencetoacurriculumthatpromotescontinuityandcumulativeacquisitionofskillsandknowledgefromgradetogradeandfromschooltoschool.Thecurriculumshallreflectthebestknowledgeofgrowthanddevelopmentoflearners,anditshallcomplywithstatelawandStateBoardofEducationrules.ThefocusoftheIrvingISDwrittencurriculumshallensure:
1. Emphasisonreadingatgradelevelorabove.2. MasteryofskillsrequiredbytheTEKS.3. Objectivesderivedfromstate,national,andlocalassessments.4. IntegrationofthetechnologyapplicationsTEKSwithinthefoundationcurriculumat
eachgradelevelandafocusonpersonalsafetyforstudentsinadigitalworld.5. TeachingpatrioticcustomspromulgatedbytheU.S.Congressregardingtheflagofthe
UnitedStates.6. Inclusionofthevaluesandprinciplesthatarefundamentaltothecontinuationofafree
society.DefinitionofTaughtCurriculumThetaughtcurriculumiswhatteachersactuallyteachintheclassroom.Itistheresultoftheprocessusedbyteachersanddistrictpersonneltodevelopunitsofstudy,lessonplans,and/orapproachestoinstructionforteachingthewrittencurriculum.ItinvolvestheintentionalbackwardsdesignoflearningexperiencesthatprovidesabridgebetweentheDistrict’swrittencurriculumandtheassessedcurriculum.Theteachingofthecurriculumshallbealignedwiththewrittencurriculumandthetestedcurriculum.Thealignmentofthesethreecomponentsofthecurriculumisessentialtobringaboutahighdegreeofconsistency.Allprograms,includingthoseforspecialpopulations,shallbealignedtotheDistrictcurriculum.Teachersarerequiredtomodifycurriculumand/ortomakenecessaryaccommodationsforstudentstosucceed.Inadditiontotheconsistentdeliveryoftheobjectivesinthecurriculum,instructionaldeliveryshallbebasedonsoundteachingprinciplesgroundedinscientificallybasededucationalresearchorevidence-basedpractice.Instructionalsupervisioneffortsshallfocusonthesesoundteachingprinciples.Thissystematicprocessshallinclude:
1. Establishingaschoolclimatethatcontinuallyaffirmstheworthofallstudents.2. Expectingthatallstudentsperformathighlevelsofcognition.
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3. Ensuringthatallstudentsexperienceopportunitiesforpersonalsuccess.4. Varyingthetimeforlearningaccordingtotheneedsofeachstudentandthecomplexity
ofthetask.5. Havingbothstaffmembersandstudentstakeresponsibilityforsuccessfullearning.6. Analyzingthecontentofeachlearningobjectivesothatinstructionalstrategiesmatch
contentandassessment.7. Sequencingtasksintoahierarchyoflearningskillstomaximizetheeffectivenessof
instructionaldelivery.8. Orientingstudentstotheobjectivestobelearned.9. Assessingstudentmasteryoftheobjectivestodeterminetheneedformovementtoa
newinstructionalobjectiveortheneedtoextend,enrich,orcorrectthatobjective.10. Embeddingtechnologyintoallaspectsofthecurriculumthatarealignedwithacademic
contentandstudentachievementstandards.DefinitionofTestedCurriculumTheassessedcurriculumiswhatistested.Itmeasureshowwellthestudentslearnedthetaughtcurriculumandhowwelltheteachersdeliveredthewrittencurriculum.Assessmentpromoteslearnersuccesswhenusedintentionallytouncovereachlearner’slevelofmasteryandtodeterminethenextstepsininstruction.Educatorsregularlycheckforunderstandingthroughthefrequentuseofformativeandsummativeassessmentstoevaluatestudentprogresstowardmasteryofthewrittencurriculum.Teachersshallconductfrequentassessmentsofstudentsonthecurriculumobjectives.Teacher-madetests,aswellascriterion-referencedinterimassessments,shallbeusedtodeterminepatternsofstudents’achievement.Teachersandadministratorsshallusetestresultstoassessthestatusofindividualstudentachievement,tocontinuouslyregroupstudentsforinstruction,toidentifygeneralachievementtrendsofvariousgroupsofstudents,andtomodifycurriculumdeliveryand/orinstructionaswarrantedbyassessmentresults.Principalsshallreviewassessmentstohelpteachersensurethattheassessmentsarecongruentwiththewrittencurriculumandtoensurethatthelearningneedsofallstudentsareaddressed.Thetestedcurriculumshallincludethefollowingcomponents:
1. State-levelassessmentsasrequired.2. Locallydeveloped,criterion-referenced,interimassessmentsforthecorecontentareas
ateachgradelevel.3. Performance-basedassessmentsofcriticallearningobjectivesasisappropriate.4. Norm-referencedassessmenttocompareDistrictachievementtonationalnorms.
RolesandResponsibilitiesinCurriculumDesignSeeSectionIX
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SectionIV:DirectionforCurriculumDevelopmentDesignModel
In designing curriculum, Irving ISD staff is guided by the Understanding by Design® framework model (McTighe and Wiggins). This model relies on the premises of Backward Design, which articulates desired results to mindfully plan assessment and instruction. The overall design should focus on the big ideas of the targeted content, include assessments that provide fair, valid, reliable, and sufficient measures of the desired results, and effective and engaging learning plans (McTighe and Wiggins). These design standards can be found in the UbD stages:
Thedesignmodelwillprovideteacherswithinstructionalplanningtools,resources,andexpectationsneededtoanswerthefourcriticalquestionsofaProfessionalLearningCommunity:
1.Whatdowewantstudentstoknowandbeabletodo?Wewill...
● Designlessons/unitsofstudyaroundthedistrictcurriculumandobjectives;
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● Diagnosestudentsontheseobjectivespriortoteachingtheobjectivestoestablishteachingattherightlevelofdifficultyforstudents;
● Designactivitiesalignedtotheobjectivesanchoredtoappropriatestudentinstructionallevel;
● Deliveralignedlessonsusingresearchedbasedteachingpractices;2.Howwillweknowifeachstudenthaslearnedit?
Wewill...● Useassessmentsalongthewaytodetermineifstudentshavemastered
theobjectiveorneedfurtherreteachingoracceleration;3.Whatwillwedoiftheydon’tlearnit?
Wewill...● Provideopportunitiesforre-teachinginadifferentwaywithremediation
andre-assessinguntilthestudenthasmasteredtheobjectives;4.Whatwillwedoiftheyalreadyknowit?
Wewill…● Provideopportunitiesforstudentstoextendthelearningwhilekeeping
trackofwherestudentsareintheirlearning.
FiveYearCycleforCurriculumDevelopmentandReview
Content
2018-19
2019-20NewELARTEKS 2020-21 2021-22
NewScienceTEKS2022-23
NewSocialStudiesTEKS
● Reorganizeallcurriculumdocuments
● EnsurealignmentofessentialstandardstoSTAAR
ALL ELAR Evaluate/Review/Revise Science SocialStudies
BuildAssessmentsforallSTAARCoreAreas ALL ALL ALL ALL ALL
English/SpanishLanguageArtsandReading(IncludesGT,PreAP)
ELARPK-5 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
ELAR6-8 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
ELAR9-12 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
Mathematics(IncludesGT,PreAP)
MathPK-5 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
Math6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
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Math9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
SocialStudies(IncludesGT,PreAP)
SocialStudiesPK-5IntegrateintoELAR DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment
SocialStudies6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment
SocialStudies9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment
Science(IncludesGT,PreAP)
SciencePk-5 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise
Science6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise
Science9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise
LanguagesOtherThanEnglish(LOTE)
DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
CareerandTechnologyEducation(CTE)
Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment
FineArts
DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
HealthandPhysicalEducation
DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise
Deepalignmentensuresthatallcomponentsofcurriculumincludethe3C’s:
● content-theconcepts,skills,knowledge,vocabulary● context-howstudentspracticetheirlearningand/ordemonstratemasteryofit
(includestestformats)● cognitivetype-thetypeofthinkingrequiredtocompletetheactivityorassignment
ComponentsofWrittenCurriculumThewrittencurriculum,asdesignedusingtheUnderstandingbyDesign®frameworkmodel,includesobjectives,assessments,prerequisites,suggestedmaterialsandresources,strategiesandapproaches,aswellassuggestedstudentworkandassignments.ThedesignstandardsareincludedintheUnderstandingbyDesign®stages:
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StagesforCurriculumDevelopmentThecurriculumestablishesasystemtoensurethatlearnershaveequitableaccesstolearnthesamesignificantcorecontentataparticularinstructionallevelineveryclassroomacrosstheDistrict.Theimplementationofacurriculumdevelopmentcyclewillsupportcontinuousimprovementforallcurriculumprogramsaswellasimprovedstudentperformance.Allcurriculumprogramswillbecontinuallyupdated,improved,andauditedinordertoengageteachersandlearnersinarigorous,standards-basedcurriculumthatsupportspersonalizedlearning.Stage1:ResearchandAssessCurriculumPurpose:Tousedatatounderstandcurrentstudentachievement,assessexistingprograms,researchbestpractices,andidentifyalignedresourcesto:
● AnalyzeTexasEssentialKnowledgeandSkills(TEKS),assessments,andidentifyinstructionalpedagogyandresourcesthataretightlyalignedtotheperformancestandardsthatsupportabackloadingapproach;
● Recommendevidence-basedinstructionalmaterialsandpedagogytosupportdifferentiatedinstruction,re-teaching,re-assessing,andenrichment;
● Establish/reviseassessmentsystemanddatadriveninstructionalprocess;● Establishacommunicationsystemtoinformallstakeholdersofallcurriculumchanges;
and● Identifyprofessionallearninganddevelopmentneedstosupportteacherpracticesand
scholarlearning.Stage2:CurriculumAlignment:Purpose:Toaligncurriculumtodistrict,state,andnationalstandards,resources,assessments,anddistrictgoalstoensurethatunitsofstudyprovide:
● Identificationoftheessentialstandardsthatarereasonableinnumbersolearnershaveadequatetimetomasterthecontent;
● Lessonsthatspecifythe3C’s:○ Content-concepts,skills,knowledge,vocabulary(what)○ Context-modeofstudentresponse,taskspecifications
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○ CognitiveType-thetypeofthinkingrequiredtocompletetheactivityorassignment;
● CurriculumGuidesthatsupportteachersinplanningtheirinstructionandassessment;● Statementsthatdefinewhatalllearnersneedtoknow,understandandbeabletodo;● Theframeworkofthecurriculumbystatingthemostimportantbigideas,concepts,
misconceptions,andskills;● Connectivityofstandardsinanorderlysequencealongsideinstructionalstrategiesthat
givestudentsampleopportunitiestolearncontentandskillsanddemonstratemasteryinmultipleways;
● Customizedlearningtosupportdifferentiation;and● AssessmentsthatarefullyalignedtoSTAARwhicharealsoalignedtotheessential
standardstaughtintheunitofstudy.Stage3:CurriculumImplementationandMonitoring:Purpose:Toimplementthewrittencurriculum,instructionalpractices,andresourceswhilemonitoringtheimplementationto:
● Developacurriculumdeploymentplanbycontent/gradelevel;● Providetrainingthatwillhelpteachersplanlessonsutilizingthecurriculum;● Ensureprofessionaldevelopmentandsupportnecessaryforeffectiveimplementation
andimprovedlearningforallprincipalsandteachersthatwillsupportstudentlearning;and
● Ensurethealignmentofwritten,taught,andassessedcurriculumthroughmonitoringofdataandprogresstowardgoalsthroughPLC’s,coaching,modeling,andwalkthroughs.
Stage4:CurriculumEvaluation/Revision:Purpose:Toprovideacontinuousprocessatregularintervalstoassesstheeffectivenessofthecurriculuminanycontentareaandgradelevelbysolicitingfeedbackthatensuresthecurriculumsupports:
● Solicitingspecificandtimelyfeedbackforimprovementandsupport;● Alignmenttoallassessments;● Learners’currentandanticipatedneedforknowledgeandskillsineachcontentarea
andgradelevel;● Emergingtrendsandcurrentresearchincontentandmodesofinstruction;● Opportunitiesforcollaborationwithinandacrossdisciplines;● OpportunitiestoexploreTEKSalignedsupplementaryresourcestoenrichtheclassroom
experience,providereal-timeexploration,andapplycompetencies;● Theroleoftechnologyinteachingandlearning;and● Appropriateassessmentstrategies.
CurriculumGuidesCurriculumguidesshallbedevelopedandrevisedregularlybycommitteesofteachersandcurriculumstaffmembers.Theyshallreflectthestatestandardsforcoursesofferedandthesuggestedmethodologyandmaterialsforenrichment.Curriculumisnotintendedtorestrictthe
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initiativeoftheindividualteacher.Itshallbewritteninaformtoensureanunbiasedandunprejudicedpresentationofinformation.RolesandResponsibilitiesinCurriculumDevelopmentSeeSectionIXSectionV.DirectionforCurriculumEvaluationandRevisionIntentThepurposeofcurriculumevaluationandreviewistoanalyzestudentachievementanddeterminetheeffectivenessoftheprogramasitrelatestoimplementingthewritten,taught,andassessedcurriculum. Curriculumevaluationisanongoingprocessthatutilizesmultipledatasourcestodeterminetheextentofalignmentbetweencurriculumandstatestandardsbasedonstudentassessmentdata.WrittenCurriculumEvaluationCycle
● Gradelevel/contentteamswillanalyzeassessmentdatatomakerecommendationsforadjustmentstothecurriculumbasedonresultsofdata;
● Gradelevel/contentteamswillsubmitrecommendationsforcurriculumrevisionsthroughthecontentareacoordinatorstoAcademicServicesandCurriculumExecutiveDirectorforapproval;
● Approveddocumentrevisionsoradjustmentswillbemadeprimarilyduringthesummer,butrevisionstoensuredeepalignmentmaybemadeatanytime;and
● Reviseddocumentswillbepublishedbeforethebeginningofthenextacademicyear.Timeline
CourseArea
YEAR1 YEAR2 YEAR3 YEAR4 YEAR5
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
CORECONTENT
EnglishLanguageArts/Reading √ √ √ √ √
Mathematics √ √ √ √ √
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Science √ √ √ √ √
SocialStudies √ √ √ √ √
STATEENRICHMENT
CareerandTechnology √ √
FineArts √ √
PhysicalEducation √ √
Health √ √
LOTE √ √
Electives √ √
● ThecurriculaforallcorecontentcoursesthatleadtoanassessmentthroughtheTexas
evaluationsystemwillbereviewedattheendofeachacademicyear,followingthereceiptofthestateassessmentscores.Allothercourses,includingfoundationelectivecourses,willbereviewedeveryotheryear.
● ThecurriculawillbemonitoredandrevisedbasedoncampusanddistrictdataobtainedthePLCprocess,curriculumwalkthroughs,districtcommonassessments,alongwithstateandnationaltestdata.
● Curriculaevaluationisconductedacrossallprogramsandcontentareastoensuretaughtcurriculummeetshighstandardsincontent,context,andcognitivelevelsoflearningthatarealignedtostatetestedstandards.
RolesandResponsibilitiesforCurriculumEvaluationandRevisionSeeSectionIX SectionVI:DirectionforCurriculumDeliveryToensurealllearnershaveaccesstoaguaranteedandviablecurriculumwithcustomizedlearningopportunities,allteachersareexpectedtoteachandassessusingthewrittencurriculum.TeachersarealsoexpectedtodifferentiateinstructiontoensuremasterylearningforallstudentsbywayofResponsetoIntervention,aswellasprovidingenrichment/extensionactivitiesafterstudentshaveshownmasteryofthegradelevelTEKS.
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ProfessionalLearningTheprimaryfocusofprofessionallearningistoimproveeducatorpracticeandstudentresults.Continuousimprovementofindividuals,campuses,andthedistrictsdependsonhigh-qualityprofessionallearning.Professionallearningistheprimaryvehicleavailabletoustostrengthentheperformanceofleadersandeducators,andtothesuccessofthedailyworktheydo.TheprofessionallearningcommitmentinIrvingISDisthatthosedesigninglearningopportunitiesforeducatorswillconcentratetheireffortsonassuringthatlearningforeducatorsleadstolearningforstudents.FocusareasforProfessionalLearninginIrvingISDAllsessionsarefocusedonthelargestimpacttostudentsuccessasmeasuredbyJohnHattie’s’EffectSize
● ProfessionalLearningCommunities● Webb’sDepthofKnowledge–Creatingrichlearningenvironmentswhereallstudents
learnathighlevels● LiteracyPK-12● LeadingforResults● NWEAMAP–Datathathelpsstudentslearn,teachersteach,andleaderslead.● SevenStepstoaLanguageRichInteractiveClassroom● TalkReadTalkWrite● BuildingAcademicVocabularySkills● ClassroomBehavioralInfluences
ProfessionalLearningCommunitiesProfessionalLearningCommunities(PLCs)arethemeansbywhichthedistrictprovidesprofessionallearningforteachersinajob-embeddedsetting.PLCsareatthecenterofthecurriculummanagementprocess.ThetermProfessionalLearningCommunitiesreferstotheongoingprocessinwhicheducatorscollaborativelyworkinregularcyclesofcollectiveinquiryandactionresearchinordertoachieveimprovedresultsforthestudentstheyteach.AcriticalassumptionofPLCsisthatthekeytoimprovingstudentperformanceliesinjob-embeddedlearningforalleducators(DuFour,R.,Eaker,R.,&Many,T.2006LearningbyDoing).
TheDistrict’sexpectationsarethatallschoolswillusePLCsasatooltopersonalizeprofessionaldevelopmenttotheneedsofthestaffandtoconnectteacherlearningtoactualstudentresults.PLCteamsconstantlyanalyzewhatishappeningintheclassrooms.Astheschoolmovesforward,everyprofessionalinthebuildingmustengagewithcolleaguesintheongoingexplorationofthefourquestionsthatdrivetheworkofthosewithinaprofessionallearningcommunity:
● Whatdowewantstudentstoknowandbeabletodo?● Howwillweknowiftheylearnedit?● Whatwillwedowhenstudentshavenotlearnedit?
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● Whatwillwedowhenstudentshavealreadylearnedit?Question1-ConcentratedInstruction-Asystematicprocessofidentifyingessentialknowledge,skillsandbehaviorsthatallstudentsmustmastertolearnathighlevelsanddeterminingthespecificlearningneedsforeachchildtogetthere.Question2-ConvergentAssessment-Anongoingprocessofcollectivelyanalyzingtargetedevidencetodeterminethespecificlearningneedsofeachchildandtheeffectivenessoftheinstructionthechildreceivesinmeetingtheseneeds.Questions3&4-CertainAccess-Asystematicprocessthatguaranteeseverystudentwillreceivethetimeandsupportneededtolearnathighlevels(Buffumetal.,2012p.10).PLC’sengagein:
● Unpackingstateandnationalstandards;● Examiningexistingcurriculumandinstructionalresources;● Generatingcommonformativeassessments;● Analyzingstudentlearningdata(fromcommonformative,district,andstatelevel
assessments);● Sharingproveninstructionalpractices;● Planninginterventionstrategiesforstudentswhostruggle;● Planningenrichmentstrategiesforstudentswhohavemasteredthetarget;● Examiningstudentlearningdatainanefforttosystematicallyobserve,support,and
enhancingcurriculumimplementation.InfollowingthePLCprocess,eachcontentareaorgradelevelteamofteachersdeterminesthelearningtargettoassess,agreeonanassessment,useitintheirclassroom,collectstudentwork,analyzeresults,adjustinstruction,andrepeat.Thisstrongfocusonstudentlearningcreatesacommunityofadultlearnersthatholdsthemselvesaccountableforstudentachievementandworkcollaborativelythroughcontinuedprofessionallearning.
● FocusonLearning—schoolsinvolvedinthePLCprocesshaveeducatorsthatworkontheassumptionthathighlevelsoflearningforallstudentsisboththereasonschoolsexistandthefundamentalresponsibilityofeducators.Astheschoolmovesforward,everyprofessionalinthebuildingmustengagewithcolleaguesintheongoingexplorationofthefourcrucialquestionsabovethatdrivetheworkofthosewithinaprofessionallearningcommunity.
● CollaborativeCulture—inPLCschools,collaborationrepresentsaschoolwideprocessinwhichteachersworktogetherinterdependentlyinordertochangetheirclassroompracticeinwaysthatwillleadtobetterresultsfortheirstudents,fortheirteam,andfortheirschool.
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● ActionOrientation:LearningbyDoing—PLCmembersareactionoriented.Theyunderstandthatdeeplearningrequiresexperience,whichrequirestakingaction.InPLCstheprimaryreasonthatteachersworktogetherinteamsandparticipateincollectiveinquiryistoserveascatalystsforaction.
● CommitmenttoContinuousImprovement—acharacteristicofaPLCteamisaconstantsearchforabetterwaytoachievegoalsandaccomplishthepurposeoftheorganization.PLCsengageeachteammemberinanongoingcycleof:
○ collectingevidenceofcurrentlevelsofstudentlearning;○ developingstrategiesandideastobuildonstrengthsandaddress
weaknesses;○ implementingthosestrategiesandideas;○ analyzingtheimpactofthechangestodiscoverwhatworksanddoesnot
work;and○ applyingnewknowledgeinthenextcycleofcontinuousimprovement.
Thegoalisnotjusttolearnanewstrategy,buttocreateacontinuouslearningenvironmentinwhichinnovationandexperimentationarevaluedandwhereparticipationintheprocessistheresponsibilityoftheentirestaff.
● ResultsOrientation—PLCmembersunderstandthatalltheireffortsmustbeassessedonthebasisofresultsratherthanintentions.Thisfocusonresultsleadseachteamtodevelopandpursuemeasurableimprovementgoalsthatarealignedtoschoolanddistrictgoalsforlearning.Itmayalsoresultinthecreationofcommonformativeassessmentsthatareadministeredtostudentsmultipletimesthroughouttheyeartogatherongoingevidenceofstudentlearning.Teammembersusetheresultstoidentifyandaddressprogramconcernsandtodiscoverstrengthsandweaknessesintheirindividualteachinginordertolearnfromoneanother.Mostimportantly,theassessmentsareusedtoidentifystudentswhoneedadditionaltimeandsupportforlearning.FrequentcommonformativeassessmentsareoneofthemostpowerfultoolsusedbyPLCteams.
ResponsetoInterventionwithinthePLCmodelBecausethefocusofaPLCisstudentlearning,itisimportanttoemphasizehowIrvingISDeducatorsshouldrespondwhenstudentsstruggleinschool.Inthefieldofeducation,researchandevidencehaveneverbeenmoreconclusive-responsetointervention(RtI)istherightwaytointervene.Alsoknownasamulti-tieredsystemofsupports(MTSS),RtIisasystematicprocesstoensureeverystudentreceives:
Theadditionaltimeandsupportneededtolearnathighlevels.RtI’sunderlyingpremiseisthatschoolsshouldnotdelayprovidinghelpforstrugglingstudentsuntiltheyfallfar
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enoughbehindtoqualifyforspecialeducation,butinsteadshouldprovidetimely,targeted,systematicinterventionsforallstudentswhodemonstratetheneed.(Buffum,Mattos,&Weber,2012Simplifyingresponsetointervention:Fouressentialguidingprinciples.)
Researcher,JohnHattie,findsthatRtIranksinthetop3educationpracticesproventobestincreasestudentachievement.Whenimplementedwell,RtIhasanexceptionalaverageyearlyimpactrateof1.07standarddeviation(Hattie2012).Basedonlongitudinalstudies,theyearlytypicalimpactrateofaclassroomteacher’sinstructionrangesbetween0.15and0.40standarddeviationgrowth(Hattie,2009).ThismeansaschoolthatsuccessfullyimplementsRtIleveragesaprocessthatisconsiderablymoreeffectivethanaschoolthatleavesituptoindividual,isolatedteacherstomeetstudents’instructionalneeds.Knowingwhatweknowtodayabouthowtobestrespondwhenstudentsstruggle,thereisnodebate:implementingRtIwithinaprofessionallearningcommunityframeworkistherightwork.(Buffum,Mattos,Malone,2018TakingAction)BecauseRtIisproventobethebestwaytointervenewhenstudentsneedadditionaltimeandsupport,schoolsthatfunctionasaPLCshouldnotviewRtIasanewinitiativebutinstead,asdeepeningtheircurrentinterventionpractices.RtIisanessentialpieceofthepuzzletoensurestudentsuccess-PLCisthepuzzle.AssuringConsistency&EquityAsstatedintherolesandresponsibilitiessection,allPLCmemberssharetheresponsibilityofguaranteeinghighlevelsoflearningforallstudents.TheSpecializedLearningServicesdivisionwillensureequityofaccesstograde-levelcurriculumforallstudentsbyprovidinginstructionalstrategiesandresourcesthatallowfordifferentiation,interventionand/orextensionofthecurriculum.AllstudentsinIrvingISDhaveaccesstoaguaranteedandviablecurriculum.
● A guaranteed and viable curriculum (GVC) ensures that all students have an equal
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opportunity to learn (OTL). Each student will have access to an effective or highlyeffectiveteacher,andaccesstothesamecontent,knowledgeandskillsineachsectionorclass.(WhatWorksinSchools:TranslatingResearchintoPractice,Marzano,2003)
● AGuaranteed,ViableCurriculumconsistsofPowerStandardsandPowerIndicatorsthatfullyoutlinethecontent,concepts,andskillsthatareessentialwithinanacademicdisciplineandateachgradeleveltoensureallstudentshavetheopportunitytoachieveproficiency.
● TheGuaranteed,ViableCurriculumprovidesclarityandguidancetoprincipals,teachers,students,andparentsaboutthecorecurriculumanditsessentialcontentandskills.Havingthisdocumentinplace,clearlyindicatingPower(Critical)Standards,PowerIndicators,andacommonlocalassessmentplan,meansthatindividualteachersdonothavetheoptionnottoteachthiscontentandtheseskills,ortoreplacethemwithsomethingelse.
● Viabilitymeansthedistinctlyarticulatedcontentandskillscanbetaughtandlearned(notrushedandcovered)withinthetimeframesavailableduringtheacademicyear.(http://www.ccsuvt.org/curriculum-instruction-and-assessment/curriculum/power-standards-and-indicators)
TimelineCurriculumrefinementisconductedthroughouttheschoolyearbasedonfeedbackandassessmentdatathatfocusonTEKSmastery.Professionallearningsessionsareprovidedtoteachersonanasneededbasisatanytimeduringtheschoolyear.
● June-August:Curriculumwritersdesign/refinealllessonsandassessmentsbasedonstateassessmentdata.
● August:Teachersattendprofessionallearningsessionstolearnaboutthecurriculum.● September-October:Follow-upprofessionallearningoccurs.Curriculummonitoring
begins.● November-December:Curriculummonitoringcontinuesandwritersrefinelessons
basedonassessmentdata.● January-February:Follow-upprofessionallearningoccurs.Curriculummonitoring
continues.● March-May:Curriculummonitoringcontinuesandlessonsarerefinedbasedon
assessmentdata.Monitoring&Coaching:SupportingTeachersinDeliveringtheCurriculumIrvingISDbelievessuccessfulimplementationofthewritten,taught,andassessedcurriculumincludescontinuousmonitoring,support,andfeedback.
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● Monitoring○ District-LevelAdministratorswillmonitorimplementationofthecurriculum
throughmeetings,observations,curriculumwalkthroughs,anddatatalksafterlearningbenchmarkassessments.
○ Principalswillmonitorimplementationofthecurriculumthroughreviewoflessonplans,walkthroughs,observations,anddatatalks.
○ InstructionalCoaches/Specialistswillmonitorimplementationofthecurriculumduringtheunit/lessonplanningprocess.
○ Teacherswillself-monitorimplementationofthecurriculumusingthepacingguides.
● ContentSupport
○ Trainingwillbeprovidedbycoordinatorsandinstructionalcoaches/specialists.○ Resourceswillbeprovidedbydirectorsandcoordinatorsandsharedwith
teachers,instructionalcoaches,academicspecialists,andcampusadministrators.
○ Academicspecialistswillbetrainedinusingthecurriculumtoprovidesupportforteacherswhenplanninglessons.
○ Directors,coordinators,campusadministrators,andacademicspecialistswillworktogethertomeettheneedsofallteachers.
● Feedback
○ AllIrvingISDfacultyandstaffhaveopportunitiestoprovidefeedbackregardingthecurriculum.
○ Changesmade,basedonfeedbackreceived,willbecommunicatedtodistrictadministrators,campusadministrators,andteachers.
SectionVII:DirectionforStudentandProgramAssessmentPhilosophy&BeliefsEffectivedisaggregationanduseofstudentachievementdataarecriticaltoassessingstudentmasteryofthelearningobjectives.Datadriveninstructionoccurswhenassessmentdataareusedtoguideinstructionaldecisionsatthestudent,classroom,grade,campus,anddistrictlevels.
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Theassessedcurriculumshould:● Measurestudentprogress;● Guideteachers’instructionatappropriatelevelsofdepthandcomplexity;● Pre-assessstudents’learninglevelsfordiagnosticpurposes;● Focus/narrowinstructionbyteachingtoobjectivesnotmastered;● Varytheinstructionaltime,setting,and/orpresentationforreteachandenrichment
opportunitiesbasedonstudentachievementdata;● Guideplacementintutoring/specialhelpprogramsbasedonassessmentdata;● Allowopportunitiesforstudentstoacceleratethroughthecurriculumrequirements;● Guidedistrict/campusimprovementofcurriculumalignmentandprogrammatic
decisions;● Identifygeneralachievementtrendsofvariousstudentgroups;and● Communicateprogresstoparents.
AssessmentFormat&ComponentsTheassessedcurriculumshouldincludethefollowingcomponents:
● Ongoingclassroomlevelassessmentofstudentlearninginavarietyofformats;● Avarietyoftoolstoassessstudents,resources,andcurriculum;● Adequatepracticeandassessmentinthetestingformat(context)ofrequiredstate
assessments;● Adistrict-widecriterion-referencedassessmentsystemthatprovidestimely,efficient
assessmentfeedbacktostudents,teachers,andadministrators;● Anassessmentprocessthatallowsstudentstodemonstrateandreceivecreditwithno
priorinstructioninaparticularcourse;and● Aprogramevaluationcomponentthatguidescurriculumredesign,instructional
planning,andprogrammaticdecisionsbasedonstudentachievementwithineachprogramarea.
PurposesandScopewithDiagnostic,Formative,andSummativeAssessmentsRequiredNationalandStateAssessmentsThedistrictadministersallrequiredstateandfederallyrequiredassessmentswhichinclude:
● StateofTexasAssessmentofAcademicReadiness(STAAR)● STAARSpanish● STAARAlternate2● TexasEnglishLanguageProficiencyAssessmentSystem(TELPAS)● NationalAssessmentofEducationalProgress(NAEP)
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DistrictCommonAssessments(DCAs)TheDistrictusesalocally-developedassessmentprogramdesignedtopreparestudentsforsuccesstowardmeetingTEKSandstate-assessmentlearningobjectives.TheseDistrictCommonAssessments(DCAs)arealignedandformattedtoSTAARandtheresultsareenteredintoAWAREfordistrictandcampusdisaggregation.Theassessmentsareadministeredasoutlinedbelow:
Grades Content Timeframe
2nd,3rd,4th&5th Math&Reading 1st,2nd,3rd&4thSixWeeks
4th Writing 1st,2nd,3rd&4thSixWeeks
5th Science 1st,2nd,3rd&4thSixWeeks
6th,7th,&8th Math&Reading 1st,2nd,4th&5thSixWeeks
7th Writing 1st,2nd,4th&5thSixWeeks
8th Science,SocialStudies 1st,2nd,4th&5thSixWeeks
EOC EnglishI,EnglishII,Biology&USHistory
1st,2nd,4th&5thSixWeeks
STAAR/EOCSimulationCampusesadministeraSTAAR/EOCsimulationduringthesecondweekofFebruaryeachyear.TheDistrictwillcopytheassessmentsandanswerdocumentsforcampuses.AlldataisenteredintoAWAREfordistrictandcampusdisaggregation.RemediationplansaredevelopedinordertopreparestudentsforsuccessontheSTAAR/EOCassessments.NationallyNormed-ReferencedAssessmentsNationallynormedassessmentsthatassessskillsandknowledgesuchasTexasSuccessInitiative(TSI),PreliminaryScholasticAptitudeTest(PSAT),ScholasticAptitudeTest(SAT),AmericanCollegeTesting(ACT),ArmedServicesVocabularyAptitudeBattery(ASVAB)andAdvancedPlacement(AP)examsareadministeredbythedistrict.IISDalsousesstandardizedassessmentsintheidentificationprocessforspecificprogramssuchasSpecialEducation,Bilingual/ESL,andGifted&TalentedProgram.Administrationandanalysisofthesespecialassessmentsconstitutesanimportantcomponentoftheinstructionalplanforteachingandlearningthatissystematicallyimplementedinthedistrict.
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UniversalScreenerTheMeasureofAcademicProgress(MAP)areadministeredthreetimeseachyear(BOY,MOY,&EOY)forstudentsingrades2-9forreadingandmath.MAPisalsoadministeredforstudentsingrades5,8&9forscience,andlanguageforstudentsingrades4&7.PrincipalsandteachersusetheMAPassessmentdatatodevelopindividuallearningplansforstudents.DataAnalysis,Disaggregation,&UseofDataCampus-LevelStudentassessmentanddataanalysisatthecampus-levelisfacilitatedbycampusprincipalsinpartnershipwiththeirsupervisors.CampusstaffalsoanalyzesdatathroughtheuseofProfessionalLearningCommunities(PLCs)toguideinstructionalplanningandtoensuremasteryofthecurriculum.InIrvingISD,PLCswillmeetregularlyandaddressthefollowingquestionsforeachlearningcycle/expectation:
● Whatdowewantstudentstoknowandbeabletodo?● Howwillweknowiftheylearnedit?● Whatwillwedowhenstudentshavenotlearnedit?● Whatwillwedowhenstudentshavealreadylearnedit?
District-LevelStudentassessmentanddataanalysisatthedistrict-levelisfacilitatedbytheDeputySuperintendentofAcademicServicesandtheAcademicServicesleadershipteam.Curriculumdeficiencieswillbeidentifiedandplansforappropriaterevisionsaremade.TheExecutiveDirectorofCurriculumandInstructionleadstheContentInstructionalCoordinatorsinadjusting/revisingthecurriculumasneeded.DisaggregationTheIrvingISDdisaggregatesdatatoidentifytargetstudentexpectationsthatneedimprovementandtodeterminewhichstudentsorstudentgroupsareexperiencingdifficultiesinlearning.AcademicServicesstaff,principalsandteachersdeterminecausalfactorsforstudentperformanceandworkcollaborativelytoaddressidentifiedneeds.Possiblefactorsforpoorstudentperformancetobeconsideredareasfollows:
● Gaps/Inadequaciesinthecurriculum;● Misalignmentamongthewritten,taughtandassessedcurriculum;● Lackofpriorknowledge/foundationskills/proficiencyinsupportingstandards;● Needforimprovedinstructionaldesignand/ordelivery.
ProgramEvaluationandDirectionThetestedcurriculumwillbeevaluatedasdataisdisaggregatedtoidentifythestrengthsandweaknessesofthewrittencurriculum.Allweaknesseswillleadtocurriculumrefinement.Possiblelook-forsare:
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● Isperformanceconsistentacrossallschoolsandstudentpopulations?● Arethereanyanomaliesinthedata?● Wereprofessionallearningopportunitiesadequate?● Isthereevidenceoffidelityincurriculumimplementationandmonitoring?● Isthewrittencurriculumwellalignedtotestedstandards?● Areinstructionalstrategiesappropriateandeffective?● Wastheassessmentvalidandreliable?● Wastheassessmentalignedwithcontent,context,andcognitivetype?
SectionVIII:DirectionforCommunicationandFeedbackPurposeandProcessesTheIrvingISDCurriculumManagementPlancommunicatesintentanddirectionfortheDistrictintheareasofcurriculumandinstructioninthefollowingways:
● Itconnectsthewritten,taught,andtestedcurriculuminamannerthatunifiestheDistrictaroundacommonvisionandmission.
● ItbecomesacatalystforstartingatransformationalprocessforchangingthecultureoftheDistrict,thecorework,andtherelationshipbetweenthepeoplewithintheorganizationwhodothework.
● Itultimatelybuildsacultureofcollaboration.TeacherswillhavetheopportunitytoparticipateinprofessionallearningtounderstandthevariouscomponentsofthecurriculumthroughLearn2InspireProfessionalLearningSessionsandPLCs.Thecurriculumsitehasafeedbacklinkthatallowsteacherstoprovidefeedbackregardingthecurriculumatanytime.TheExecutiveDirectorofCurriculum&InstructionandtheContentCoordinatorsreceivethefeedbackandmakechangestothecurriculum,ifnecessary.TimelineTheCurriculumManagementPlanwillbesharedwiththeIrvingISDcommunityinSeptember.
SectionIX:RolesandResponsibilitiesSharedAccountabilityClearrolesandresponsibilitiesforteachingandlearninghavebeendeterminedtoensurethattheIrvingISDwritten,taught,andtestedcurriculumisaligned,implemented,monitored,andsupportedinacoherentandeffectivemanner.Successfuldesign,development,evaluation,delivery,implementation,andsupportofthewritten,taught,andassessedcurriculumistheresultofkeystaffknowingandunderstandingtheirparticularrolesandresponsibilities.InIrvingISDeveryoneisresponsibleforthesuccessofourcurriculumbecausewhenitcomestoensuringsuccessforeachstudent-AllMeansAll.
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BoardofTrusteeswill:
● Establishpoliciestodirectandsupportongoingcurriculumdevelopmentandevaluation;● Adoptabudgetthatprovidesforthedevelopment,implementation,andtraining
neededtoeffectivelydeliverthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandsupportthe
curriculummission.TheSuperintendentwill:
● DevelopandrecommendpoliciesforadoptionbytheBoard;● Establishprocedurestoguidecurriculumdesign,delivery,andevaluationinaccordance
withBoardpolicyandfederalandstatelaws;● Ensureafunctionaldecision-makingstructureisinplacetoimplementthispolicy;and● Providesupporttocampus-leveladministratorsintheirrolesofimplementingand
monitoringthecurriculum.● AssisttheBoardincreatingandrevisingrequiredpoliciestoensureacomprehensive
curriculummanagementsystem;● Providesupporttodistrictleaders,campusleaders,andteachersintheirrolesof
implementingandmanagingthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandsupportthe
curriculummission.AcademicServicesLeaderswill:
● Implementfederal,state,andlocalpoliciesandprocedures;● Providelocaltrainingandresourcesneededtoimplementcurriculum;● Conductregularevaluations,bothformativeandsummative,oftheimpactof
professionaldevelopmentonlearnerachievement;● Conductdataanalysisforcurriculumrevisions;● AnalyzedataandpreparereportsforstaffandBoardconsideration;● Providesupportforcampus-leveladministratorsinmonitoringthe
implementationofthecurriculum;
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● Alignavailableresourcestothedistrictcurriculum;● Createcurriculumdesignteamsconsistingofcontentcoordinatorsandselectedkey
teacherswhoareresponsiblefordevelopingthewrittenandassessedcurriculumfortheDistrict;and
● ImplementtheCurriculumManagementPlan,providingexpertiseasrequired.Principalswill:
● Monitortheimplementationofthewritten,taught,andtestedcurriculumthroughvariousmethodsincludingwalk-throughobservations;
● Translatetheimportanceofeffectivecurriculumandinstructionalpracticesonaregularbasis;
● Observeclasses,monitorlessons,andevaluateinstructionalandassessmentmaterialsutilizedontheircampus;
● Observeclassesandensuretheuseandeffectivenessoftechnologyintegrationintocontent;
● Developaworkingknowledgeofthecurriculumcontentforallsubjects/coursestoeffectivelymonitorthedeliveryofthecurriculum;
● Developaworkingknowledgeofthecurriculumscopeandsequencematricesforallsubjects/courses;
● Reviewandinterpretassessmentdata,andplanforimprovementofassessmentresults;● UpdatetheCampusImprovementPlan(CIP)toreflecttheimplementationofanaligned
curriculum;● Monitorimplementationofthewritten,taughtandassessedcurriculumtoensure
effectiveinstructionaldelivery;● Conductregularclassroomwalkthroughsandprovidefeedbackforteachersbasedon
classroomwalkthroughs,studentwork,andstudentassessmentdata;● Helpparentsunderstandtheirroleinsupportingthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theirworksupportsthecurriculummission.
ContentCoordinators/AcademicSpecialistswill:● Analyzeandinterpretdatatouseinmakinginstructionaldecisions;● Communicatecurriculumrevisionstocampuseducatorteams;● Attendcurriculumplanningmeetings;● Providejob-embeddedprofessionallearningforeducatorstosupportthecurriculum;● Shareandmodelbestinstructionalpractices;● Communicatetheimportanceofeffectivecurriculumandinstructionpracticesona
regularbasis;● Workwithcurriculumdesignteamsandcontentcoordinatorstoplananddeliver
professionaldevelopmentandtrainingtofacilitatetheimplementationofthewrittencurriculum;
● Monitorimplementationofthecurriculumthroughclassroomobservationsandinstructionalcoaching;
● Provideongoingreviewandfeedbackoflearningexperiences;
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● Participateinthecollectionofdata,feedback,andrevisionofdistrictcurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theirworksupportsthecurriculummission.
Teacherswill:● Teachthecurriculumaswrittenandprovidedifferentiatedinstructionbasedoninternal
andexternalassessmentdatatoensureTEKSmasteryforallstudents;● Teachthecurriculumwithavarietyofinstructionaltoolsandstrategiesforassessing
studentmasteryofcurriculumobjectivesandtestedTEKS;● Frequentlyassessanddocumentstudentmasteryofcurriculumobjectives;● Modifycurriculumorinstructiontoensurestudentsuccessbasedonstudentdata;● Provideaccommodationstomeetindividualstudentneeds;● Usetechnologythroughoutinstructiontoensurethatstudentsgaininformationliteracy
skills;useonlineresourcesforresearch;developgreaterlevelsofcollaboration,inquiry,analysis,creativity,andcontentproduction;andimprovetheacademicachievementofallstudents;
● Developadeepunderstandingofthewritten,taughtandassessedcurriculum;● Engagestudentsinthelearningprocess;● Assessanddocumentstudentmasteryofcurriculumobjectivesandmodifyinstruction
toensurestudentsuccess;● Providefeedbacktostudentsonacontinuousbasistohelpstudentsunderstandneeds
andnextstepssothattheyhavecontroloftheirownlearning;● Encourageparentstosupportstudentlearning;● Participateinthedistrict/campusprofessionaldevelopmentdesignedtosupportthese
functions;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theirworksupportsthecurriculummission.
Studentswill:● Beactiveparticipantswhoareengagedinthelearningprocess;● Understandtheirlearningstrengthsandneeds;● Meetorexceedlearningrequirementsbasedonthedistrictcurriculumandstandards;
and● Recognizetheimpactthattheirbehaviorhasontheirownlearningandthelearningof
others.Parentswill:
● Knowtheirchild’steacher(s);● Attendmeetingsthatprovidethemwithinformationabouttheschoolbyattending
parent/teacherconferences;● Keepupwiththeirchild’sprogressreports,reportcards,andtestdata;and● Establishandmaintainapositiveattitudetowardtheschool,personnel,andthe
educationalprocess;