curriculum management at the point of delivery

Curricu

Delive

Curriculum

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 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.

Connecting the DotsWe must build

a RATIONAL System comprised of goals that are:ClearValidMeasureable

sProfessional

Learning

Walkthrough

Template

Program Evaluation

Lesson

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 MANAGEMENT PLAN

Curriculum Management Plan is a comprehensive

document that provides direction for the design, delivery,

evaluation, and management of the curriculum.

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

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 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 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.

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.

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

OBJECTIVE 2

Discuss the requirements for curriculum delivery and professional learning.

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 POLICY

Delineated in Policy

Statement EG (LOCAL)

“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?

THE LESSON PLAN – PLANNING FOR LEARNING

DEVELOP CURRICULUM DOCUMENTS

Audit Criteria

for Curriculu

m Adequacy

BIRDVILLE ISD CURRICULUM DEVELOPMENT, CUSTOMIZATION,

AND REVISION CYCLES

Develop

Customize

Revise

What Is Taught?Tightly held curriculum

How Is It Being Taught?Identify best practices that are supported and implemented system

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

Click here to see how Birdville ISD tiers learning

OBJECTIVE 3: ASSESSMENT PRACTICES

DAVID HOLLAND

OBJECTIVE 3

Define the assessment practices and use of data for continuous improvement.

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

Curriculum

Common assessme

Reteach/ Redesign

Content, Context, Cognition

ASSESSMENT FOR LEARNING MODEL

Unit 1

Common assessme

Regroup, Reteach, Redesign

Unit 2 Unit 3 Unit 4

Dist CBA

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

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

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

Statement EK (LOCAL)

See Exhibit # 8 in CMP

LProfessional

Learning

GIFTED AND

TALENTED

SPECIAL EDUCATION

Curriculum ContentAreas

CTEPROGRAM

EVALUATION

Written

Taught Tested

Continuous Improvement ModelElizabeth A. Clark, Ed. D.

OBJECTIVE 4: ROLES AND RESPONSIBILITIES

JOE CAMMARATALORENE OWNBY

OBJECTIVE 4

Discuss the roles and responsibilities of all stakeholders.

OBJECTIVE 4: ROLES AND RESPONSIBILITIES OF LEADERS IN

BIRDVILLE ISD Board of Trustees Superintendent Central Office Principal Teachers Students Parents Financial Officer

Statement EG (LOCAL)

IT’S ALL ABOUT…

Leaders are the

designated “keepers of the vision”.

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

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

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

Roles and Responsibilities: Clarification Activity

See Handout

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

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

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

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

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.

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!

What’s Different?Expectatio

Teacher

Classroom

What are the implications for Birdville ISD?

MONITORING AND REFLECTING

Monitoring & Coaching

Reflective Practice About Lesson Design & Results

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.

curriculum management at the point of delivery

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