Developing a Scope and Sequence for an ESOL Curriculum ABE Directors’ Meeting April 29 and 30, 2015 Lisa Baroletti Stewart, Janice Batista, Janet Fischer, and Ashley Hannah, Dori McCormack, and Jane Schwerdtfeger

Massachusetts Department of Elementary and Secondary Education 2 Goals for Today  The essential elements of an ESOL scope and sequence  Methods for developing a scope and sequence  Helpful materials to support your work  ESOL colleagues/PD providers share their advice to participants  Q&A

Standards-Based Curriculum

Standards are the Foundation for Learners in Meeting their Goals Standards + Learner Goals Standards are compiled to become Outcomes Outcomes determine what you’ll assess

Scope and Sequence? Curriculum?  Scope and Sequence is a component of curriculum that is a big-picture view of what the plan for instruction is at the class level:  what is important for students to learn (content, skills)  organized into unit themes/topics/essential questions and brief description of what will be covered in each  sequenced and within the amount of teaching time available, and

Scope and Sequence? Curriculum?  Curriculum contains a scope and sequence  Curriculum may also contain:  Program mission and beliefs  Philosophy of teaching or teaching techniques  Tools for teachers to use in class placement  Needs assessments  Instructional activities  Resources for planning instruction (e.g., ESE Model Curriculum Units, ReadWorks.org, Odell)  Research that informs instruction

Scope and Sequence Can give information to teachers in two ways: 1.Overall scope and sequence that guides all classes; makes clear the transitions from one level to next 2. Scope and sequence for each level made up of instructional units (coordinated series of lesson plans that build content knowledge and skills...As in the following slide:

8 Scope: SPL 0-7 for six NRS Levels; other skills and/or standards Scope: SPL 0-7 for six NRS Levels; other skills and/or standards Beginning of a Sequence Beginning ESOL 500 Intermediate ESOL 600 Advanced ESOL 700 Further Sequencing: Units of Instruction Lesson Plans within a Unit of Instruction

Massachusetts Department of Elementary and Secondary Education 9 Standards Alignment for ESOL Programs The Scope and Sequence aligns to the MA ABE Curriculum Framework for ESOL:  The standards and benchmarks for the Reading, Writing, Speaking, and Listening Strands  The standards within the Navigating Systems, Developing Strategies and Resources for Learning, and the Intercultural Knowledge and Skills Strands  The CCR Standards

Massachusetts Department of Elementary and Secondary Education 10 CCR Standards: Relationship to ESOL  Use the ESOL Frameworks for ABE as the primary source for alignment  Use the CCR Standards to support ELL’s goal achievement related to opportunities for college and careers as secondary source of alignment  Incorporate the CCR Standards where applicable and supportive of ELL’s next steps

Massachusetts Department of Elementary and Secondary Education 11 How to Begin? How to Enrich?  Assess program strengths and needs in the curriculum development process  Develop an action plan  Use the Scope and Sequence Template to: Start with drafting a scope and sequence for one level (big picture) and then complete units OR Start with drafting/revising units for one level to fill in a scope and sequence Look at what you have been teaching and use the ESOL and/CCRSAE standards to determine outcomes for each class level

Massachusetts Department of Elementary and Secondary Education 12 How to continue?  Pilot / implement the units and scope and sequence, review, and revise as needed.  If programs have not developed a scope and sequence as part of their overall curriculum, do this first before fleshing out the rest of your curriculum.  Assess your Scope and Sequence:  See Handout  Use the Checklist and Action Plan

Sample ESOL Scope and Sequence Template  Scope and Sequence Template  How Can it be Used?  Explanation of the Components  Sample of an ESOL Scope and Sequence  Blank Template for Program Use  Find this template shortly on ources.html ources.html

What Does the Process Look Like in a Program?  ESOL PD Providers contracted with the SABES Center for ESOL PD share their processes and suggestions: Wednesday:  Lisa Baroletti Stewart, Boston Public Schools  Janet Fischer, Lawrence Public Schools

What Does the Process Look Like in a Program? Thursday:  Ashley Hannah, College Bound Dorchester  Janice Batista, Framingham Public Schools

What Does the Process Look Like in a Program?  Why?  “Forward” vs. “Backward” Design  Build from what you have  Textbooks  Thematic Units

Massachusetts Department of Elementary and Secondary Education 17 What’s Next? Based on your Program Self-Assessment…  What elements of a curriculum scope and sequence do you have already?  What do you still need to develop?  What is your plan?  Contact The SABES Center for ESOL PD if you need help or advice

Comments? Questions? Please let us know your comments and questions.  Dori McCormack, Director of SABES Center for ESOL Professional Development  Jane Schwerdtfeger, Curriculum Specialist, Thank you!