c urriculum a lignment p rocess overview:. o the fast team developed cap in order to: enable an...
TRANSCRIPT
CURRICULUM
ALIGNMENT
PROCESS
Overview:
o The FAST team developed CAP in order to: Enable an interschool cooperative effort that creates consistent
curricular practices for writing across the curriculum, critical skills development, key vocabulary, transitional expectations that align with WV’s Literacy Standards and the Next Generation Content Standards and Objectives.
Create seamless transitions in progressions from one grade to the next and within grade spans.
Provide opportunities for interschool and intra-school collaboration.
Close Gaps in curriculum and Assess Standards-based instruction Determine a data system to monitor progress. Promote Total School Involvement!
ALIGNMENT PURPOSE
11 10
9
K 1
2 3
4 5
6 7
8
12
Colle
ge an
d Car
eer R
eadin
ess
Expectations
Vocabulary
Skill
ALIGNMENT
C. A. P. NextGen
Pre-k
Start on Time – End on Time
Everyone Participates
No Finger PointingBe Here, NowOther Norms?
NORMS FOR GROUP WORK
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Pair2 and Share
CAP Data Collection Process:
An Overview to organize the analysis activity
What is the most commonly heard concern from teachers about the grade level(s) before them?
past p
rese
nt
future
Step1: Present Alignment (4 parts)
Horizontal Collaboration time scheduled.Review your Current Grade Level teaching
position (the Present), and complete the progression document for that grade level by comparing the Performance Descriptors to the skills, vocabulary, concepts, and expectations necessary for students to master the content standard objectives.
Review, refine, and align the evidence for their own grade.
Rationale: This allows teachers the opportunity to horizontally share progression of skills, vocabulary, concepts, and expectations.
Work in the
Completing the CAP Progression Document
Part 1: Focus on the First Column – Critical Skills
Step 1
CAP Progression Documents:
Used for Data Collection Individual Curriculums are
Analyzed and Prioritized according to the Critical Skills, Key Vocabulary, and Concepts Students need to Enter and Exit each Grade, and how it aligns to the Next Gen CSO’s and the Literacy Shifts.
Creates documentation for Vertical and Horizontal discussions/collaboration on the most Critical Skills, Vocabulary, and Concepts.
TOOL KIT
All Progression docs are categorized by the CSO groupings
In addition, the Math docs are divided into their respective grade-band CSO groupings
E.G. Elementary, Middle, Math I, Math II, Math III, and Math IV to account for the diff erences of CSO groupings.
MATH PROGRESSION DOCUMENT
Next Gen CSO’s (available online, Teach 21)
TOOL KIT
Example CAP Progression Doc: 3rd Grade Civics
1. Teachers review and rank the Next Gen CSO’s for the Action words.
As you extract and prioritize the verbs from the WV Next Generation CSO’s, ask yourself:
What Skills are detrimental to the learning continuum (deal breakers) if the students have not mastered them by the end of the year?
CRITICAL SKILLS GUIDING QUESTION
Completing the CAP Progression Document
Part 2: Focus on the Second Column
Key Vocabulary and Concepts
Step 1
QUICK EXAMPLE ON THE IMPORTANCE OF VOCABULARY:
Compose a statement of confutation using hypophora regarding common uses of synechdoche as effective or ineffective
forms of casual discourse. Be sure to refrain from any usage of litotes or
hyperbole.
(2 minutes to complete – I’ll collect when time is up.)
Next Gen CSO’s (available online, Teach 21)
Tool Kit
TOOL KIT
Professional Experience
Draw from your years of personal experience in the classroom
You know what has been eff ective for student achievement
Example CAP
Progression
Doc: 3rd Grade Civics
2. Teachers review and list key vocab and concepts.
As you extract and list the vocab and concepts from the WV Next Generation CSO’s, ask yourself:
What Vocabulary and Concepts make up the common language of the classroom?
VITAL VOCABULARY AND CONCEPTSGUIDING QUESTION
Completing the CAP Progression Document
Part 3: Focus on the Third Column
Evidence of Mastery
Step 1
Performance Descriptors for Mastery
: These quick references of what students
must be able to Know, Understand, and Be Able to Do were designed to give teachers true direction to facilitate instruction that guides students toward Mastery of the Next Gen CSO’s.
Each Grade level specifi c poster includes:- All 4 Core subjects and performance
descriptions for mastery for the respective CSO categories
- A list of the 3 Literacy Shifts in ALL Content Areas
- Helpful hints for developing Text-Dependent Questions
- RESA 6 FAST team contact info.
TOOL KIT
TOOL KIT
Professional Experience
Draw from your years of personal experience in the
classroom
You know what has been effective for student
achievement
Example CAP
Progression Doc:
3rd Grade Civics
3. Teachers extract language from the Performance Descriptors for Mastery and from their own expertise/experience for
evidence of justifying mastery level work.
After the Skills, Vocabulary, and Concepts have been prioritized, ask yourself:
What evidence will you accept to demonstrate mastery?
EVIDENCE OF MASTERYGUIDING QUESTION
Completing the CAP Progression Document
Part 4: Focus on the Fourth Column
The Link: What should students knowwhen they enter and exit your grade level?
Step 1
TOOL KIT
Next Generation CSO Crosswalk to 21st
Century CSOs
Created to support transition from the old standards to the WV Next Gen CSO’s.
Provide accurate information relevant to additions, deletions and shifts in curriculum content.
TOOL KIT
Professional Experience
Draw from your years of personal experience in the
classroom
You know what has been effective for student
achievement
Example CAP
Progression Doc:
3rd Grade Civics
4. Finally, the link between grade levels is established, reviewed, and, if
necessary, revised.
Ask yourself:
What do you want students to know when they Enter your grade level?
What should they know when they Exit?
THE LINK BETWEEN GRADE LEVELS
Step 2: Alignment, Past Future
Vertical Collaboration time scheduled.Grade Level will be divided - collaborate
with the Past and the Future.Note similarities and differences in priority
skills, vocabulary, concepts, and expectations.Reach consensus on Progression Document.Rationale: This allows teachers the
opportunity to examine the necessary skills, vocabulary, concepts, and expectations students need to progress from one grade level to the next.
; Hear the Look at the
TOOL KIT
Professional Experience
Draw from your years of personal experience in the
classroom
You know what has been effective for student
achievement
Example CAP
Progression Doc:
3rd Grade Civics
4. Finally, the link between grade levels is established, reviewed, and, if
necessary, revised.
Step 3: Reconvene with the Present
Horizontal Collaboration revisited.Completion of Initial grade specific
Progression Document.Rationale: This allows teachers the
opportunity to provide direct input on the necessary skills, vocabulary, concepts, and expectations students need to enter their grade level.
Update the
TOOL KIT
Professional Experience
Draw from your years of personal experience in the
classroom
You know what has been effective for student
achievement
Example CAP Progression Doc: 3rd Grade Civics
1. Teachers review and rank the Next Gen CSO’s for the Action words – the “Verbs”.
2. Teachers review and rank key vocab and concepts.
3. Teachers extract language from the Performance Descriptors for Mastery and from their own expertise/experience for evidence of justifying mastery level work.
4. Finally, the link between grade levels is established, reviewed, and, if necessary, revised.
In order to ease the data collection process, the CAP Progression Documents will be placed on MS Offi ce 365.
Benefits: K – 12 th alignmentReal-time sharing and template updates Allows for collaboration throughout the year.Access from anywhere via the Internet
MS 365 FOR DIGITAL ACCESS/SHARING (SUGGESTED)
Review Process and Reflection
past
pre
sent
future
Step 2Understanding the Past
Step 2Adjusting to the Future
Step 1Reviewing the Present
Step 3Completing the Present
Related Arts CAP ProtocolElementary: Related Arts teachers will join
an assigned grade level group(s) to discuss the gaps they experience in the students’ skill sets. Related Arts will regroup during Steps 2 & 3 to discuss and document course specific needs.
High School: Related Arts teachers will collaborate to discuss the gaps they experience in the students’ skill sets. During Step 2, move to assigned groups. During Step 3, to discuss and document course specific needs.
Middle: Depending on grade span, choose Elementary or High School protocol, or a combination of both.
Resource Integration Worksheet
Gives classroom teachers the ability to share skills, vocabulary, and concepts for integration and reinforcement in resource classrooms.
As we go through the process in Programmatic Groups, these questions will be points of discussion.
Step 1. Which Tools were most useful? How did you use the tools? Any adjustments needed?
a. NextGen WVCSOs b. CAP Progress Document c. Performance Descriptors Mastery Charts/Bookletd. Professional Experience e. Crosswalks
Step 2. Are there any surprises? Do you see any adjustments for your grade level?
Step 3. What follow-up is needed to embed the CAP Process within your school/County? Have you identifi ed obstacles as you integrate/implement the CAP Process in your school/county?
CAP REFLECTIVE QUESTIONS
“…BE THE CHANGE YOU WANT TO SEE...”
~GANDHI
3 Power Point Presentations - CAP Overview- CAP General Session- CAP Programmatic Levels
CAP Overview Graphic Organizer: Steps 1-3Annotated Social Studies Sample, CAP Progression DocProgression docs for all 4 Core SubjectsPerformance Descriptors for Mastery booklet pdfCAP Script Norms and Personality Compass PointsPair and Share worksheet Resource Integration Worksheet
AVAILABLE CAP RESOURCES
Keys to Success
Principals/Administrators are an integral to process
Continual Collaboration: Both Horizontal & Vertical
Teacher Professional Experience is a KEY Tool in this process • They know their students. • Experience knows what works!
Revisit and update CAP on a scheduled basis
THANK YOU!
Nick Zervos…………………………….Execut ive D i rec to [email protected] ce: 304 – 231 – 3804
Mar ian Ka j fez………………………….Di rec to r o f P [email protected] ce: 304 – 231 – 3806
J oe Pao lo………………………………..Di rec to r o f Spec ia l Educat [email protected] ce: 304 – 231 – 3823Cel l : 304 – 312 – 2210
Mary Kay Re is inger………………..Coord ina to r o f Schoo l Improvementmreis [email protected] ce: 304 – 231 – 3817
J on Po l l ock……………………………..Coord ina to r o f Cur r i cu lum and Ins t ruc t ionjpol [email protected] ce: 304 – 231 – 3830Cel l : 304 – 312 – 9676
Chery l Tuba…………………………….Techn ica l Ass i s tance and Suppor t Spec ia l i s [email protected] ce: 304 – 231 – 3818
Rick Redd……………………………….Techn ica l Ass i s tance and Suppor t Spec ia l i s [email protected] ce: 304 – 231 – 3808