Curriculum Management at the Point of Delivery

Curriculum Management at the Point of Delivery
Systems and Processes for Managing curriculum Curriculum Management Curriculum Data Collaboration

CURRICULUM. DATA. COLLABORATION.
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.

Connecting the Dots We must build a RATIONAL System comprised of goals that are: Clear Valid Measureable CURRICULUM. DATA. COLLABORATION.

Curriculum Development Cycle Professional Learning
RTI Curriculum Development Cycle Professional Learning Program Evaluation A Coherent Curriculum and Instruction System Course Additions Resource Referrals Walkthrough Template Lesson Plan Template New Systems and Processes: Professional Development, Course Additions, Resource Referrals: both purchased and teacher-created (required, recommended, suggested list), C&I Structure: vertical and horizontal teams, etc. exhibit 9 and Curriculum Development Cycle, New processes for administering assessments (CBAs) RTI Technology: technology standards for classrooms (equipment, software), purchasing Inventory Process

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.

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. CONNECT. LEAD. INFLUENCE.

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.

Contents: Curriculum Management Plan Curriculum Management Plan (CMP)
Curriculum Expectations District Expectation for Teaching Curriculum District Expectations for Assessing Curriculum Curriculum Development and/or Customization Process Roles and Responsibilities Financial Support Automated Management System (if applicable) Glossary of Terms References Exhibits See Curriculum Management Plan (CMP) CONNECT. LEAD. INFLUENCE.

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
All students are capable of achieving excellence in learning the essentials. Success influences self-concept and student efficacy, which influences learning and behavior. The instructional process can be adapted to improve learning. Schools can maximize the learning conditions for all students. CURRICULUM. DATA. COLLABORATION.

Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge. High levels of student achievement are the benchmarks for effective curriculum design and instructional delivery of the curriculum. Creating a learning organization is a hallmark to organizational success. CURRICULUM. DATA. COLLABORATION.

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. CURRICULUM. DATA. COLLABORATION.

Portrait of a Graduate 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

ACTIVITY 1.1 GRAPHIC ORGANIZER
PART 1. CURRICULUM MANAGEMENT PART 2. CURRICULUM DELIVERY PART 3: ASSESSMENT PART 4: INSTRUCTIONAL MANAGEMENT DIRECTIONS: After each section of the presentation, record the salient points.

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. As teachers plan, they should include research-based components that focus on what is needed for students to learn the curriculum at high levels of engagement. Vertical and horizontal curriculum teams will work with content coordinators to identify examples of these components that can be loaded into Forethought. Lesson planning is an integral part of instructional effectiveness, but there are other contributing factors. Establishing a school climate that is conducive to learning, expecting high levels of learning for all students, differentiating with appropriate grouping arrangements and strategies, allowing students to progress to a more challenging level once mastery is demonstrated and having both students and teachers take responsibility for learning are jut a few of the factors that can also affect instructional delivery. We have a renewed commitment to aligning professional learning so that it will support instruction of the standards and meet the needs of teachers regardless of where they are on the continuum. Hen this alignment occurs, the expected outcome will be that all students will be successful. CURRICULUM. DATA. COLLABORATION.

Delineated in Policy Statement EG (LOCAL)
Curriculum Policy Delineated in Policy Statement EG (LOCAL) See Exhibit #1 in CMP In EG Local policy, the curriculum will be taught and teachers will access the curriculum through the use of an automated curriculum management system. We are all familiar with this graphic, but an important point to make with teachers is the tight alignment between the written and tested and the written and taught. The looser alignment (flexibility) lies between the tested and taught. How they get students to experience successful learning of the taught curriculum is something they should determine based on individual needs. CURRICULUM. DATA. COLLABORATION.

The lesson plan – planning for learning
“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? In essence, it all boils down to teachers planning for learning and our capacity to support them in their efforts. CURRICULUM. DATA. COLLABORATION.

Develop Curriculum Documents
Audit Criteria for Curriculum Adequacy, See Exhibit #2 in CMP This document is the rubric the C & I team is using to evaluate the curriculum on which we are working (Fenwick English Curriculum Audit). While it is not all about getting a “good grade” (score 15), that kind of score would be a strong indicator that the curriculum we have designed is sufficient for teachers to be equipped to deliver instruction effectively to all students. While the material found in Forethought will be in the 2-3 score range of each criterion on the rubric currently, I want to remind everyone that the volume of resources, assessment items, and other documents will be minimal this year. Content coordinators will be working diligently to build/add to the curriculum, and teachers will see it grow over time. Your support of this process will be very important as teachers discover that some of the resources that were available in CCO have not yet been aligned with a standard and loaded into Forethought. They will be able to plan lessons using the template with or without all the each of the components being fully developed. CURRICULUM. DATA. COLLABORATION.

Birdville ISD Curriculum development, Customization, and revision Cycles Develop Customize Revise On the wall are a couple of examples of what the curriculum cycles look like in BISD content areas. Right now, the tasks will basically be the same each cycle until we get a good handle on our curriculum in Forethought. Once that is accomplished, it is likely that courses may move to a three-year revision cycle or something like that. Remember that this is a journey, not a destination. It will likely be 3-5 years in the process. See Exhibit #12 in CMP CURRICULUM. DATA. COLLABORATION.

Professional Learning
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 What Do Teachers Need to Improve Instruction? Professional Development Needs Following the Rick DuFour 4-question model, we have written similar questions to guide decisions regarding professional learning. As you consider professional learning for your campus in addition to those provided by the district, it will be important that you follow the same decision-making process. GO TO NEXT SLIDE… Professional Development Plan

Click here to see how Birdville ISD is managing the scope and purpose of professional learning What you will see and hear are examples of how Birdville ISD is managing the scope and purpose of professional learning. There is a process that will be followed around pre-determined goals so there is focus, connectivity, and equity throughout the system. Capacity will be increased around what the district has determined to be necessary for delivering an aligned curriculum.

Click here to see how Birdville ISD tiers learning This next video is an example of how professional learning courses can be tiered based upon the notion of beginning, intermediate, and advanced levels. Content coordinators are in the process of identifying tiered professional learning in each area. Once that work is completed, we will add a component in Workshop so that teachers will know on which tier each professional learning session is located. POST SAMPLE POSTER FROM ONE CONTENT AREA.

Objective 3: Assessment Practices David Holland
CURRICULUM. DATA. COLLABORATION.

Objective 3 Define the assessment practices and use of data for continuous improvement. CURRICULUM. DATA. COLLABORATION.

OVERVIEW Part V. Expectations for assessing the curriculum Purpose and use of assessments Characteristics of a comprehensive assessment program Types of assessments Assessment for learning model Assessment calendar Aware update

PURPOSE AND USE OF ASSESSMENTS EG (LOCAL)
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

COMPREHENSIVE ASSESSMENT PROGRAM
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

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 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

ASSESSMENT FOR LEARNING MODEL
Curriculum PLC Content, Context, Cognition Reteach/ Redesign PLC PLC Regroup/ Reteach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 Formative assessment (FA) FA FA Instructional Unit 1

ASSESSMENT FOR LEARNING MODEL
PLC PLC Regroup, Reteach, Redesign Dist CBA Common assessment CA CA CA FA FA Unit 1 Unit 2 Unit 3 Unit 4

DISTRICT ASSESSMENT SCHEDULE 2012-13
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

TAKS released grade 11 in February window RtI Assessments/Universal Screeners Same basic design as Literacy – ISIP (K-5), TMFSA (7) Math – OYs (K-2), SPS (3-5), MSTAR (6-8) Semester exams Common exams produced by teachers with coordinator facilitation Produced, scanned and scored at campus level

STAAR-like assessments Produced 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

EDUPHORIA! AWARE Replaces EdSoft/D2SC as assessment system Reporting and data analysis State and national assessment data are now loaded Local assessments will not be migrated Basic video training available through webpage Wholesale teacher training beginning in January with Trailblazers

Scanning will move to campuses
EDUPHORIA! AWARE Local assessments Scanning will move to campuses Scanners 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

Objective 3: New Policies, Structures, and Processes in Birdville ISD
Purpose of Assessment: Drive Instruction Evaluate Programs Measure Student Progress Align Curriculum Delineated in Policy Statement EK (LOCAL) See Exhibit # 8 in CMP CURRICULUM. DATA. COLLABORATION.

Curriculum Content Areas Professional Learning
RTI Curriculum Content Areas Professional Learning SPECIAL EDUCATION BILINGUAL/ESL CTE GIFTED AND TALENTED TECHNOLOGY PROGRAM EVALUATION Policy EK (LOCAL) is very specific and intentional about the district implementing a program evaluation process that is done on a yearly basis. It also speaks to the process of evaluating newly initiated programs or pilot programs before they become standardized across the system. Already, there is a template and a process for conducting program evaluation. One of the responsibilities of the Assessment Council will be to establish a program evaluations cycle. The Assessment Plan that is being developed at this time will contain the process, the cycle, composition of a program evaluation team, and the template that will be used.

Plan ACT Do Study QC PLC Written Taught Tested
Alignment is tentative. It will not happen without collaboration, data, and continuous improvement. PLC = Continuous Improvement. There are also three big ideas that PLC’s promote and try to enhance. These ideas are based upon the Effective Schools Research in that schools should ensure that all students learn and have a results orientation. DuFour has added that this is best done in a culture of collaboration where teachers are working together to analyze data, improve teaching, and provide support systems for students, particularly those students who require more support from the system. The continuous improvement model on this slide illustrates what DuFour is saying as well as the notion of alignment. In order for there to be a tight alignment, teachers must meet and work collaboratively around the curriculum, looking at data to address students’ learning needs, and adjust instruction so that students master the curriculum. This is a continuous improvement process that is driven by data and the curriculum standards. Teachers are responsible for aligning instruction and responding to students based upon what the data show. Study Continuous Improvement Model Elizabeth A. Clark, Ed. D. CURRICULUM. DATA. COLLABORATION.

Objective 4: Roles and Responsibilities Joe Cammarata Lorene Ownby
CURRICULUM. DATA. COLLABORATION.

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) See Exhibit #1 in CMP In EG Local policy, the curriculum will be taught and teachers will access the curriculum through the use of an automated curriculum management system. CURRICULUM. DATA. COLLABORATION.

Leaders are the designated “keepers of the vision”.
It’s All About… Leaders are the designated “keepers of the vision”. CURRICULUM. DATA. COLLABORATION.

Who are the leaders and what is required?
Central Level Campus Level We are not talking about adversarial relationships. We are talking about collaboration. Dr. Clark – when we come together in a meeting and we get up from the table we all must do what we agreed upon. If you do not, your integrity will be in question. We are partners. This is not adversarial. We are a system, not a confederacy of schools. We are in this together. You should be out in the classrooms and it is not about supervision. Classroom Level CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of the Board of Trustees
Adopt policies to direct and support ongoing curriculum development, customization and evaluation. Approve recommendations from superintendent regarding curriculum and state approved instructional resources. Approve a budget that provides adequate funding for the development, implementation, and training needed to effectively design and deliver the curriculum. CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of the Board of Trustees
Provide funding for the automated management system and adequate instructional resources to implement the curriculum based on system data Demonstrate an understanding of the curriculum management plan and articulate how the Board supports curriculum work. Communicate to constituents the Board’s curricular and student expectations. CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of the Superintendent
Implement the policies of the Board Recommend that central staff is hired to develop, assess, and manage curriculum Ensure that a functional organizational structure is in place to manage curriculum design and delivery functions Recommend a budget to support curriculum design and delivery work Require that administrative regulations and management plans are developed and followed Report annually to the Board concerning curriculum design and delivery progress Be responsible for system coherency and capacity CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities: Clarification Activity
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. See Handout #1

Roles and Responsibilities of Central Office
Develop a comprehensive long-range plan for curriculum management, development, customization, revision, and evaluation Prepare a recommended budget Recommend staff to be hired Establish curriculum regulations, guidelines and priorities Organize and facilitate committees to develop, customize, review, and evaluate curriculum Oversee the assessment of curriculum Conduct program evaluations and communicate results Provide technical and expert assistance as well as training and resources needed to implement the curriculum Provide support to principals in their role of implementing and managing the curriculum on their campuses CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of Principals
Serve as the primary instructional leader of teacher leaders and be responsible for managing the delivery of the curriculum Translate the importance of curriculum delivery and instructional best practices Develop a working knowledge of the curriculum Observe teaching and learning in each classroom Monitor lesson design and assessment through the use of Eduphoria Monitor the quality of work that teachers assign to students Interview and conference with teachers and teams Meet with campus/district curriculum and instructional staff Provide campus-based professional learning that improves curriculum delivery and student performance CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of Principals
Provide opportunities for teachers to discuss and share ideas and strategies through professional learning communities. Use assessment data in collaboration with teachers to continuously improve student performance and develop appropriate interventions and campus improvement initiatives. Use, as a minimum, the district’s approve walk-through template to monitor the delivery of curriculum. Participate in professional learning offerings to effectively carry out instructional leadership responsibilities Help parents to understand their role in supporting learning for their children Demonstrate an understanding of the curriculum management plan and articulate how their work supports the curriculum vision. CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of Teachers
Be responsible for effectively teaching the district’s written curriculum. Deliver classroom instruction by using lesson plans in Eduphoria and customizing them as appropriate to ensure high student engagement Determine student mastery by using a variety of assessments including common assessments, district curriculum-based assessments/benchmarks, state and national assessments. Collaborate through professional learning communities for the purpose of improving student learning CURRICULUM. DATA. COLLABORATION.

Roles and Responsibilities of Teachers
Involve students in the learning process through the use of a variety of strategies and grouping arrangements. Use assessment data to determine student proficiencies and areas of need and communicate those to students, parents, and staff. Differentiate instruction based on student performance data to provide opportunities for students to demonstrate mastery of curricular objectives. CURRICULUM. DATA. COLLABORATION.

Try the Role Clarification activity with your teachers in August!
Roles and Responsibilities of Teachers 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. Try the Role Clarification activity with your teachers in August! CURRICULUM. DATA. COLLABORATION.

What are the implications for Birdville ISD?
What’s Different? Expectations Teacher What are the implications for Birdville ISD? Classroom CURRICULUM. DATA. COLLABORATION.

Monitoring and Reflecting
Monitoring & Coaching Reflective Practice About Lesson Design & Results See Exhibit #6 in CMP

Monitoring Curriculum Delivery
These are examples of how a district begins to define the instructional expectations based upon curriculum delivery. Teachers are required to “Plan for Learning” using a lesson plan template. Administrators use a walk-through template that is aligned to the lesson planning template. Once these documents have been designed and communicated as expectations for curriculum delivery and monitoring, the district uses this as a basis of provided professional learning. As you examine these examples, what types of professional learning would the district need to provide? Click here to watch video

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.

Curriculum Management at the Point of Delivery

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