Professional Documents
Culture Documents
CurriculumManagementPlan
________________________________________________________
Curriculum&InstructionDepartment
________________________________________________________
Dr.TommyWallis Dr.TeressaVoltz
Superintendent AssistantSuperintendent
BryanISD Curriculum&Instruction
BryanISD
101NorthTexasAvenueBryan,TX77803
RevisedMay2015
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TableofContents
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DistrictVision......3
DistrictMission.......3
DistrictGoals..........3
DistrictCorePrinciples......3
SectionICurriculumManagementPlanPhilosophy.......4
SectionIICurriculumManagement........8
SectionIIICurriculumExpectations.....13
SectionIVInstructionalExpectations......18
SectionVTestedCurriculum.....24
SectionVIRolesandResponsibilities.....26
GlossaryandReferences..33
Exhibits......37
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BryanIndependentSchoolDistrict
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OurVision:
ChildrenFirst,Always...TheBryanWay.
OurMission: BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschool
graduationandpostsecondarysuccess.
OurGoals:
1.Meettheeducationalneedsofeverystudentbycontinuallyaddressinginstructionand
learningsoallstudentsreachtheirmaximumpotential.
2.Recruitandretainahighqualityworkforcetosupportstudentsuccess.
3.Optimizeresourcestosupportdistrictgoalsandstudentsuccess.
4.Maintainanddevelopqualityfacilitiesthatsupportstudentsuccess.
5.ProactivelyimprovecommunicationandperceptionofBryanISDbyengagingthestudents,
communityanddistrictemployees.
OurCorePrinciples:
1. Everystudentwillbeunconditionallyaccepted,supportedandcelebrated.
2. BryanISDemployeeswillpromotethedistrictinapositiveway.
3. Wewillprovideasafeandsecurelearningenvironment.
4. Districtleaderswillprovidesupportforstaff.
5. AllBryanISDemployeeswillbeheldaccountable .
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ThefollowingplanwasdevelopedbytheBryanISDCurriculumand
InstructionDepartmentCadre#1.
(
seeExhibit#23CMPMembersandProcess
)
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SectionI:BryanISDCurriculumManagementPlanPhilosophy
PurposeStatement
TheBryanISDcurriculummanagementplanisdesignedtoincreasestudentlearningbyguiding
theeducationalexperiencesthatensurehighschoolgraduationandpostsecondarysuccess.
Thepurposeofthisplanistocoordinateeffortsindesigning,developing,anddelivering
curriculumthatisalignedfromschooltoschoolandfromclassroomtoclassroomtomeetthe
needsofadiversestudentpopulation.Theplanoutlinestheexpectationsandprocedures
regardingthewrittencurriculum(guides),thetaughtcurriculum(resourcesandinstruction),and
theassessedcurriculum(assessments)inaccordancewithBoardregulation.
CurriculumVision
VisionStatement
TheBryanISDCurriculumManagementPlanwillprovideafoundationforstudentcentered
instructionthatisbasedonanaligned,focused,standardsbasedcurriculum.Asafoundation
forallothercomponentsoftheplan,thecurriculumphilosophy,vision,beliefstatements,and
PortraitofaGraduateweredeveloped.
PortraitofaGraduate
BryanISDgraduatesarelifelonglearnerswho
demonstratemasteryofrequiredcurriculumandskills.
prepareforcollegeandworkforceopportunities.
set,worktoattain,andevaluatepersonalgoals.
exhibitahealthy,balancedlifestyle.
BryanISDgraduatesareaccomplishedcommunicatorswho
collaborateeffectivelywithothersfromdiversebackgrounds.
listenandrespondrespectfullyandempathetically.
contributetogroupeffortwithideas,suggestions,andhardwork.
usemultimediaandtechnologytoolsinprofessionalandpersonal
situations.
BryanISDgraduatesareinnovativethinkersandleaderswho
showperseveranceandresilienceinthefaceofadversity.
thinkcriticallyandanalyticallytoacquireandapplynewknowledge.
employhigherorderthinkingandsoundreasoning.
facilitateconsensusandnegotiatesolutions.
adapttonewsituationsandchallenges.
BryanISDgraduatesareconscientiouscitizenswho
exhibitselfdiscipline,honesty,respect,andintegrity.
initiateandacceptpersonalaccountabilityforactions.
valueandparticipateinthedemocraticprocess.
understandthevalueandrewardsofwork.
servethecommunitythroughvolunteerismandcivicactivities.
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CurriculumPhilosophy
DefinitionofCurriculum
BryanISDdefinescurriculumastheknowledge,skills,attitudes,andprocessestobetaught
andlearnedattheappropriatelevels.Acomprehensivecurriculumprovidesawrittenplanto
guidethedesignofstudentexperiencesforlearning,developmentandgoalattainment.
PhilosophyStatement
Curriculumdevelopment,implementation,andevaluationshallincludethefollowingaligned
components:thewritten,thetaught,andtheassessedcurriculumasfollows:
BeliefStatements
Curriculumdesigned,developed,andimplementedinBryanISDshouldbecenteredaroundthe
followingcorebeliefs:
Webelieve
1. allstudentscanlearnanddeserveaqualityeducation.
2. instructionshouldbedifferentiatedinordertobeappropriateforall
learners.
3. thedistrictscomprehensivecurriculumshouldbeaccessibleandfollowed
byallstakeholderswithfidelityinordertoalleviaterandomvariation.
4. districtcurriculumshouldbeorganizedinalogicalframeworkwithclearly
statedexpectationsthatarebaseduponbestpractices.
5. strongTierIinstructionisessentialandthatteachersplayanactiverole
indeterminingthesuccessfulimplementationofthecurriculum.
6. thedistrictcurriculumshouldbetightlyalignedtothestatestandards
includingtheTexasEssentialKnowledgeandSkills(TEKS),English
LanguageProficiencyStandards(ELPS),CollegeandCareerReadiness
Standards(CCRS),andTechnologyApplicationTexasEssential
KnowledgeandSkills(TATEKS)eliminatinggapsasstudentsmatriculate.
7. thedistrictcurriculumguidesinstructionincludingthelevelofrigor,
pacing,andsequencing.
8. communicationwithparentsandthecommunityhelpsdrivestudent
success.
9. thewritten,taught,andtestedcurriculumistheframeworkforcontinuous
improvement.
10. teachersshoulddifferentiateinstructiontomeettheneedsofstudents
withintheconfinesoftheestablishedcurriculum.
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11. assessmentsalignedtothewrittencurriculumwillmeasurestudent
mastery.
12. thecurriculumisafluiddocumentthatshouldberevisedregularlybased
onperformancedataandstakeholderfeedback.
13. asuccessfulcurriculumandinstructionalprogramrequiresthateveryone
inthedistrictcommitsto,andadvocatesfor,thesamegoals.
14. highlevelsofstudentachievementarethebenchmarksforeffective
curriculumdesignandinstructionaldeliveryofthecurriculum.
15. implementationofthecurriculumrequiresappropriateprofessional
developmentforteachersandadministrators.
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SectionII:CurriculumManagement
ExecutiveSummary
ThissectionoutlinesthemanagementprinciplesgoverningthecreationofcurriculuminBryan
ISD.Theseprincipleshelpcoordinatethedevelopmentofthewritten,taught,andassessed
components,whichguidethedeliveryofinstruction.
KeyPoints
BoardRegulation,EG(REGULATION),directsadministrationtodevelopanarticulated,
writtencurriculumforallcontentareas.
CurriculumMissionStatement
BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschoolgraduationand
postsecondarysuccess.Wewillprovidecurriculum,assessments,andinstructionalprograms
alignedtothestatestandardsandassessmentsinordertomeettheeducationalneedsofevery
student.Administrators,instructionalleaders,andteacherswillworkcollaborativelytoensure
thatbothdesignanddeliveryofthewritten,taughtandtestedcurriculumisinalignment
throughoutthedistrict.Teacherswilluseavarietyofresearchbasedinstructionalstrategiesto
activelyengagestudentsinactivitiesthatpromoteconceptualunderstanding.Teachers,
instructionalleaders,andadministratorswillbeprovidedprofessionaldevelopmenttoenhance
andsupportinstructionaldeliveryofthecurriculumandtomeetthedifferentiatedneedsofall
students.Studentachievementdatawillbeusedtoevaluateandimproveallaspectsofthe
curriculumandinstructionalprogram.
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CurriculumModel
ThecurriculummodelusedbyBryanISDisbasedonFenwickEnglishsalignmentmodelthat
includesthreecomponents:written,taught,andassessedcurriculum.Withtheuseof
wellwrittencurriculumdocuments,thedistricthascreatedacoherentsystemthatcanbe
managedandcontrolledforqualitypurposesandimprovementovertime.Thedocumentsare
alignedtostatestandardsandstateassessments,whichareimplementedbyteacherswho
havebeentrainedtodeliverthecurriculumthroughalignedprofessionaldevelopment.
CurriculumDefinitions
Curriculumalignment
isthedegreetowhichthewritten,taught,andassessedcurriculumis
congruent.Itisalsotheextenttowhichthecurriculumisusedtoguidedecisionsabout
assessments,materials,textbooks,strategies,programming,groupingpatterns,professional
development,facilities,andbudgeting.Ifthereisalignmentofthecurriculum,thereis
systemicagreementandconnectedness,bothhorizontallyandvertically.Thisprovidesa
coherentsystemthroughwhichstudentsmatriculateandreducestheeffectsofrandom
variation.
Writtencurriculum
isdefinedasthosestandards,goals,andobjectivesthatstudentsareto
achieveandteachersaretoteach.Itcontainsobjectiveswhicharealignedtothestate
curriculumframework,whichincludestheTEKS,ELPS,CCRS,TATEKS,district/campus
developedassessments,suggestedtimeframes,examplesofstrategies,grouping
arrangements,programs,alignedresources,correlationstostateassessments,andother
districtusedassessmentssuchasAdvancedPlacement,InternationalBaccalaureate,
SAT/ACT,aswellasanyassessmentassociatedwithendofcourse,certifications,and
licensures.
Taughtcurriculum referstoinstruction,andtheprocessbywhichtheteachersplan,
organize,anddeliverinstructionalstrategiesforteachingthewrittencurriculum.Teachersare
requiredtodeveloplessonplansandimplementbestpracticeswhenteachingthewritten
curriculum.
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Testedcurriculum
isthatportionofthewrittencurriculumthatisassessed,bothformallyand
informally,toevaluatestudentprogresstowardmasteryofthewrittencurriculum.BryanISDis
accountableforstudentsachievingthepassingstandardonstateassessments,curriculum
basedassessments,andlocalbenchmarks.
CurriculumManagement
ThefollowingprinciplesarebasedupontheCurriculumManagementAuditstandards(see
Exhibit2 .AuditCurriculumGuideCriteriaRubric )andarerootedinthetheoryofrationalityand
qualitycontrol.AccordingtoEnglish(1988)," arationalorganizationdevelopsgoals,translates
themintoactivitiesthatarecongruentwiththegoals,portionsitsresourcesbasedongoal
priorities,andtranslatesbothintotangiblejobstobeperformedandsubsequentlyevaluated.
Baseduponfeedbackobtainedfromevaluation,thecycleisrepeateduntilthedesiredresults
areobtainedatthelowestpossiblecost"( p.329).Overtime,whenthiscycleissystematically
repeated,theorganizationachievessustainedimprovementinresults.Suchanorganization
haspurposeandinstitutesmanagementprinciplestohelpmaintainwhatDemingreferredtoas
"constancyofpurpose"andqualitycontrolofproductsandservices.
CurriculumManagementPrinciples
Curriculumdevelopmentisdynamicandincludesprocessesforthemanagement,
development,anddeliveryofthecurriculum.
Curriculumdevelopmentreflectsthebestunderstandingofthegrowthand
developmentoflearnersinachangingsociety,theneedsofthecommunity,
researchbasedpractices,statelaw,andStateBoardofEducationrequirements.
StandardsandstudentexpectationsarebasedupontheTEKS,ELPS,andCCRS,and
provideaframeworkforthedevelopmentofacoresetofnonnegotiableand
measurablelearnerobjectives/studentexpectationsthatareverticallyandhorizontally
aligned.Theresultsarewellarticulatedscopeandsequencedocumentsforallcontent
areasandgradelevelsthatguidedecisionsaboutteachingandlearning.
Curriculumdocumentsarealignedandaccessible.
Curriculumisassessedbyformativeandsummativeassessmentsatthecampus,
classroom,andindividualstudentlevel.
InstructionalManagementPrinciples
Teachersarerequiredtousethedistrictsassignedcurriculum.
Classroominstruction,includinginstructionforspecialpopulationgroups,shallbe
alignedtothedistrictcurriculumtoincludeallskillsandcontentrequiredbythe
standardsbasedscopeandsequenceforthecoursebeingtaught.
Teachersselectinstructionalresourcessuchastextbooks,software,community
resources,andothermaterialsbaseduponareviewprocesstoensurealignmenttotheir
requireddistrictcurriculum.
Professionallearningisdesignedandimplementedtopreparestaffmembersto
effectivelydelivertheprescribedcurriculumanddifferentiateinstructionbasedupon
identifiedneedsofstudents.
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AssessmentManagementPrinciples
Studentassessmentdataisdisaggregated,distributed,andusedto
guideteachers'lessondesignandinstructionatappropriatelevelsof
depthandcomplexity.
planforstudentlearning.
directcontinuousdistrict/campusimprovement.
modifyinstruction.
makeprogrammaticdecisions.
communicatestudentperformanceprogresstoparents.
Districtcurriculumwillbeassessedtoevaluateitsoveralleffectivenessanditscapacity
toproducedesiredstudentachievementresults.Thiswillbeachievedthroughtheuseof
alignedbenchmarkandcurriculumbasedassessments.
Assessmentdataisusedasthebasisforqualitycontrolofthesystem.
SeeBISDAssessmentPlanforfurtherdetailsandinformation.
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SectionIll:CurriculumExpectations
ExecutiveSummary
ThispartoftheCurriculumManagementPlanfocusesonthewrittencurriculumandthe
criteriausedbythedistricttodevelop,customize,and/orrevisecurriculum.
KeyPoints
All district curriculum documents are aligned to the Texas Essential Knowledge and
Skills (TEKS) and includestandards thatarearticulatedfromPK12,sequencedbased
upon grading periods, nonnegotiable for teacher use, and measurable based on
districtassessments.
BryanISDprovidespublicaccesstosixweeksataglancedocumentsincore
curriculumareas.
BryanISDprovidespublicaccesstoverticalalignmentdocuments,scopeand
sequencedocuments,sixweeksataglancedocuments,TEKSnavigationaltool
documents,TEKSauditdocuments,districtbasedassessments,andpacingcalendars
incorecurriculumareas.
Curriculumfornoncorecourseswillbedevelopedtoaddresscoursepacingand
horizontalalignmentbasedonanongoingproductionschedule.
ThePortraitofaGraduatewillhighlighttheintentofthecurriculum.
Allcurriculumandadoptedresourcedecisions,includingbutnotlimitedtotheeliminationor
additionofprograms,courses,andextensivecontentalteration,shallbesubjecttoBoard
approval.Sincethecurriculumisasystemdecision,notacampusoremployeedecision,
curriculumproposalsfromemployeesshallbepresentedfirsttocentraladministration.Ifthe
proposalisacceptableatthatlevel,itshallthenbepresentedtotheBoard(see
Exhibit1.EG(REGULATION) .
TheWrittenCurriculum
Learningwillbeenhancedbyadherencetothedistrict'swritten,aligned,andarticulated
curriculumthatpromotescontinuityandcumulativeacquisitionofskillsandknowledgefrom
gradetogradeandfromschooltoschool.Thecurriculumshouldreflectthebestknowledge
andresearchregardingthegrowthanddevelopmentoflearnersthecontentrequirementsas
setforthbythestate,local,andnationalstandardsofthevariouscontentdisciplines
considerationoftheuniqueandspecialneedsofstudentswhoattendtheBryanIndependent
SchoolDistrictandstakeholderinputforpreparingitsstudentstomeetsociety'sdemandsfor
awellpreparedandcompetitivecitizenryforthe21stCentury.
ThePK12curriculumshallbebasedonacoresetofnonnegotiableandmeasurablestudent
expectations/objectivesandskillsmandatedbythestatethatpreparestudentstobecollege,
technicalschool,orworkforcereadyandtoberesponsiblecommunitymembers.
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ComponentsoftheWrittenCurriculum
BryanISDscurriculumisalignedtoensurethatstudentsarepreparedtobesuccessful
learners.DistrictdevelopedscopeandsequencedocumentsforgradesK12inthefourcore
areaswillbefollowed.Curriculumdocumentsforelectivesandcoursesofferedin
PreAdvancedPlacement(PreAP)andAdvancedPlacement(AP),finearts,and
health/physicaleducationwillbedevelopedbythecurriculumwritingcommitteescomposedof
selectedteachers,instructionalcoaches,curriculumcoordinatorsanddirectors.Thedistricts
CTEcourseswillfollowtheTEKSprovidedbytheTexasEducationAgency.Alldocumentsin
thefourcoreareasarehouseddigitallyintheEduphoriaForethoughtcurriculum
managementsystemandGoogledocuments.
BryanISDCurriculumComponents
Curriculum
DocumentContents DocumentPurpose
Component
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DevelopmentandDistributionoftheWrittenCurriculum
TheBoardexpectsthataconsistent,managedcurriculumwillbefollowedacrossthedistrict.
Teachersareexpectedtoteachthecurriculumofthedistrict.Thecurriculumisdesignedto
provideteachersandstudentswiththeBoardsexpectationsofwhatstudentsaretolearn.The
developedcurriculumwillensurethefollowing:
Thecurriculumwillemphasizereadingandwritingatgradelevel.
Thecurriculumwillprovideformasteryofgradelevelstandardsinmathematics,science,
andsocialstudies.
Thecurriculumwillpreparestudentsforstateandnationalassessments.
DevelopmentandRevision Subjectareawrittencurriculumandinstructionalguidesshallbe
developedforallgradelevelsandsubjectsinthedistrict.Thefollowingareexpectationsforthe
developmentofthecurriculum:
Thecurriculumisdevelopedwithinthedistrictbythecurriculumwritingcommittees
composedofselectedteachers,instructionalcoaches,curriculumcoordinatorsand
directors,andisbasedonstatestandardsandresearchbasedbestpractice.
Developedandrevisedcurriculumwillfollowtheuniformcomponentformatestablished
bythedistrictscontentcoordinators.Cosmeticandutilitychangestothecomponent
formatwillbesuggested,discussedandagreeduponpriortotheoccurrenceofrevision
workimpactingthefollowingschoolyear.
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RevisionstothecurriculumwillbemadebasedonstateTEKSrevisions,assessment
data,andstakeholderfeedback.Curriculumdocumentsforthecoreareaswillberevised
annuallybasedonfeedbackobtainedfromteachersandendusersasfollows:
Teacherswillbegiventheopportunitytosubmitfeedbackandrevision
suggestionsatleasttwiceperschoolyear.
Feedbackandsuggestionswillbereviewedbycontentareaexpertsincluding
contentcoordinatorsandinstructionalcoaches.
Warrantedcurriculumchangeswillbemadeinwritingpriortoimplementationin
thefollowingschoolyear.
Mandatedordirectedrevisionswilloccurfollowingthetimeframeindicatedbythe
directive.
Majorcurriculumrevisionswilloccurbasedonthescheduleoftheimplementationof
neworrevisedstatestandards.Thescheduleofcurriculumrevisionwillbebasedon
stateexpectationsanddistrictneeds.(seeExhibit
6.FiveYearCurriculumImprovement
Plan)
Anannualcurriculumupdateandrevisionsummarywillbepreparedbythedirectorof
CurriculumandInstructionandsubmittedforboardapprovalpriortothebeginningof
eachschoolyear.
TechnologyApplicationsTEKSandTechnologyIntegrationActivitiesshallbeincludedand
developedforeachcorecontentareaatgradelevelsK8.Thefollowingareexpectationsforthe
integrationintothecurriculum:
TheTechnologyApplicationTEKSwillbealignedtothecorecontentunitandincluded
ontheTEKSNavigationalTooldocumentbeginningwithgrades68.
DigitalLearningresourcesandexampleactivitieswillbeembeddedintheResource
sectionoftheTNTbeginningwithgrades68.
Exampleactivitieswillbewrittenaccordingtothelessonplanningtemplateformat(Ex:I
Do...YouDo...WeDo).
Instructionalresourcessuchastextbooks,software,andothermaterialsshallbeselectedbased
uponitsalignmentwiththecurriculumobjectivesandcurriculumprioritiesofthedistrict.
Staffdevelopmentshallbedesignedandimplementedtopreparestaffmemberstoteachthe
designedcurriculumandshalluseeffectivechangeprocessesforlongtermstandardization.
Distribution Subjectareawrittencurriculumandinstructionalguidesshallbemadeavailable
digitallyforallgradelevelsandsubjectsinthedistrict.Thefollowingareexpectationsforthe
distributionofthecurriculum:
Thecurriculumdocumentsareavailablefordistrictstakeholdersinawebbasedformat.
Teachersshallaccessthewebbasedcurriculumdocumentstodevelopdailylesson
plans.
Parentswillhaveaccesstosixweeksataglancecurriculumdocumentsviathedistrict
websiteoruponrequesttoaschooladministrator.
ThedistrictcurriculumdocumentsaredevelopedforandusedbyBryanISDemployees
only.
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SectionIV:InstructionalExpectations
ExecutiveSummary
Instructionisdefinedascurriculumplusteaching.ThroughCurriculumDevelopmentEG
(Regulation)
theBoardofTrusteesspecifiesthatteachersarerequiredtousethedistrict
curriculumastheirprimarysourceofinstructionaldirection.Theremustbeassurancethat
teachersandtheircolleaguesareworkingtowardacommonsetofstudentobjectivesas
evidencedbywalkthroughsandlessonplanreview.ThissectionoftheCurriculum
ManagementPlandelineatestheinstructionalexpectationsandhowprofessionallearning
opportunitieswillbeprovidedtobuildthecapacityofteachersinprovidingqualityinstruction
forstudents.
KeyPoints
Teachersarerequiredtousethedistrictcurriculumastheirprimarysourceof
instructionaldirection.
Teacherswillaccessthewrittencurriculumandinstructionalcomponentssupporting
thecurriculumthroughthewebbasedsystemtodevelopdailylessonplans.
Lessonplanningoccursattheteacherlevel,ismonitoredforcompositionbyprincipals
andinstructionalleadersandwillincluderesearchbasedcomponentsthatfocuson
whatisnecessaryforstudentstolearnthecurriculumathighlevelsofengagement.
Effectivelessonplanningiscentraltoeffectiveinstruction,butisnottheonly
contributingfactortostudentachievement.
Effectiveuseofstudentachievementdataiscriticaltotheattainmentofthedistrict's
goalsforstudentlearningandisusedtoguideinstructionaldecisionmaking.
Aqualityprofessionallearningprogramisessentialforbuildingcapacitywithinschools
sothereishighcompetencyandhighcommitmentamongprofessionalstafftothecore
workofteachingandlearningandcontinuousimprovementofthesystem.
Professionallearningneedstobedesignedtomeettheneedsofteachersbasedon
whereteachersareintheirprofessionalcareer.
Professionallearningmustbeplannedtoenhancestudentlearningofthecurriculum.
Lessonplanningoccursattheteacherlevelandismonitoredbycampusadministrators
adheringtotherequiredcomponentssetbythedistrict.
Administratorsshallworkwithteacherstomaintainconsistencybetweenthewritten
curriculumandthecurriculumobjectivesactuallytaughtandtested.
Allprograms,includingthoseforspecialpopulationstudents,shallbealignedtothe
districtcurriculumandbeintegratedintheirdeliveryapproach.
Itisexpectedthatinstructionaldeliverywillbebasedonsoundteachingprinciples
groundedineducationalresearchandsupportsthedistrictsmission.
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ComponentsofLessonDesign
Districtcurriculumandinstructioncomponentsshallserveastheframeworkfromwhicha
teacherwilldevelopindividuallessonplansandapproachestoinstructionthatwillservethe
studentsparticularneedsataparticulartime.Theguidesshallbeusedtomapalogical
sequenceofinstruction.Thesequenceofinstructionshouldbeplannedkeepinginmindthe
allottedminutesperclassperiodasdefinedbythebellschedulesforsecondaryschoolsand
the
ElementaryMasterScheduleTimeRequirements (SeeExhibit11,ElementaryMaster
ScheduleTimeRequirments).
Lessonplanningisacognitiveandintellectualeventwhereteachersareengagedand
collaboratewithcolleaguestoproducedesiredlearningoutcomes.Teachersshould
purposefullyplanforengaginglessonsusing activecognitiveengagement(ACE) (SeeExhibit
12,ACEDefinition).Formativeassessments,suchas MasteryChecks (SeeExhibit8,
MasteryChecksDefinition)shouldbeuseddaily.Alllessonsrequireteacherplanningbut
thoseinvolvinglowperformingstandardsrequiremoreextensiveplanning.Therefore,BISD
usestwobasiclessonplanformats:TheComponentsofaGeneralLessonPlananda
LessonPlanforLowPerformingSEsareoutlinedbelow.
Itistheexpectationthatlessonplansarewrittenforeachinstructionaldayfollowingoneof
thetwoplans.Teacherswillchoosethelessonplanformatbasedonstudentachievement
data.
ComponentsofaGeneralLessonPlan
StudentExpectation(s)/ELPS
LearningObjective(Ican)
Verb(s)
ELPS
LanguageObjective(Iwill)
AcademicVocabulary
KeyQuestions
BellRinger
KeyLearningActivities(Ido,Wedo,Youdo5E)
Optional:Stations/Centers
Optional:MeaningfulHomework,BuildingBackground
InstructionalDesignCharacteristicsandProcesses
TheDistricthasseveralexpectationsoftheteachingandlearningprocess.Theremustbe
assurancethatteachersandtheircolleaguesareworkingtowardacommonsetofstudent
standards/objectives.Allfacultymembershavearesponsibilitytoteachtothecurriculum
standards/objectives.Principalsshallensurethatoptimumuseismadeofthecurriculum,
instructionaltime,alignedresources,andthelessonplanningtoolthatisprovidedto
teacherstoaccesstheirrespectivecurriculumdocumentsandassessments.
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Whenplanningforunitsofinstruction,teachersandinstructionalleadersshouldfollow
researchbasedpractices.Theuseofaplanning/learningcyclemodelsuchastheone
exemplifiedbythedistrictsCoherencyCycleallowsteacherstousebackwardsdesignto
buildunitsofinstructionthatarebasedonstatestandards.RefertoCoherencyCycle
graphicinExhibits.
CoherencyCycle (SeeExhibit4,CurriculumandCoherencyCycle)
Planningtoolssuchas "ThePlanningPlacemat" (SeeExhibit5,PlanningPlacemat)canbe
usedtoassistteachersinthealignmentofinstructiontotheappropriaterigorlevelofthe
TEKS/SEtaughtinaunit.
Allprograms,includingthoseforspecialpopulationstudents,shallbealignedtothedistrict
curriculumandsupportstudentsassignedtothevariousprogramsintheacquisitionofthe
requiredcontentandskillsformastery.Thiswillnecessitateintegrationandcollaborationby
teachersassignedtothevariousprogramsastheyworkwiththeregulareducationteachersin
providingappropriateinterventionsforstudents.
Thecurriculumdocumentswillprovideascopeandsequencewithtimeallocationsthatwill
providedirectiontoteachersinthelessonplanningprocess.Instructionwillconsistently
addressthestatestandardsandbebasedonsoundteachingstrategiesandpedagogy.
Instructionalsupervisioneffortswillbealignedwiththeseresearchbasedteachingstrategies
andprincipalswilluseanapprovedwalkthroughdocument( WalkthroughForm )tomonitor
deliveryofthecurriculumaswellasprovideinstructionalinformationforthestateappraisal
system.
Otherfactorsthatcontributetoeffectiveteacherplanningandtostudentachievementinclude
establishingaschoolclimatethatisconducivetolearning.
havingbothinstructionalstaffmembersandstudentstakeresponsibilityfor
learning.
implementingresearchbasedpractices.
expectinghighlevelsoflearningforallstudents.
ensuringthatallstudentsexperienceopportunitiesforpersonalsuccess.
initialteachingtotheobjectivesthatprovidesvariedapproaches,adequatepractice
time,andmultipleopportunitiesforlearningandsuccess.
teachingtheobjectivesusingtheappropriategroupingarrangementsandstrategiesfor
differentiation.
basinginstructionaldecisionsonstudentachievementdata.
matchinginstructionalstrategiesandassessmentstotheobjectives.
forthosewhoattainmastery,providingprogressiontoamorechallenginglevelfor
studentswhodemonstratemasteryoftheobjectives.
forthosewhodonotattainmastery,providingcorrectivesand/orusingdifferent
strategiesuntilmasteryisattained.
usingtechnologyasatooltoteachandlearntherequiredcurriculum.
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DataDrivenInstructionandLearning
EffectiveuseofstudentachievementdataiscriticaltotheattainmentoftheDistrict'sgoalsfor
studentlearningthatarespecifiedinthewrittencurriculumandintheDistrict's
Portraitofa
Graduate (SeeExhibit3,PortraitofaGraduate).Assessmentdataisusedtoguide
instructionaldecisionmakingtoensuremasteryofthecurriculumandcanbeobservedinthe
followingways:
Studentprogresstowardmasteryofthestatestandardsismonitoreddailythroughthe
useofmasterychecks.
Preassessmentandplacementassessmentsareusedtodeterminestudents'learning
levelsfordiagnosticpurposes.Ex.UniversalscreenersandSRI.
InstructionistargetedbyteachingtoTEKS/SEandSTAARreportingcategorieswhere
masteryhasnotyetbeendemonstrated.
Flexiblegroupingandregroupingofstudentsareusedwithintheclassroombased
uponstudentassessmentdata.
Instructionaltime,grouping,and/orpresentationarevariedfordifferentiationbasedon
studentassessmentdata.
Assessment/achievementdataiscommunicatedtostudentsandparentsintimely
fashion.
Studentsandparentsareencouragedtoworkwithteacherstoestablishlearning
targets/goalsforstudentsinordertoachievemasteryofthecurriculum.
Usingdailyinclassremediation,extendedtimetutorialsandotherinterventionsto
provideneededassistancetostudentswhohavenotdemonstratedmastery.
Dataisusedtoidentifygeneralperformancetrendsacrossthedistrictforthepurpose
ofcurriculumandinstructionalimprovements.
Instructionalprogramsareevaluatedandimprovedbasedonstudentperformance
dataandotherrelevantdata.
ProfessionalLearning
Aqualityprofessionallearningprogramisessentialforbuildingcapacitywithinschoolsso
thereishighcompetencyandhighcommitmentamongprofessionalstafftothecoreworkof
teaching,learning,andcontinuousimprovement.Schoolswithhighcompetencyand
commitmentlevelsembracetheconceptofprofessionallearningcommunitiesasaphilosophy
andprocesstoestablishacollaborativeculturewithafocusonstudentachievement.Effective
professionallearningeffortsincludehighqualityongoingdevelopmentwithintensivefollow up
andsupport.Inaddition,themosteffectiveprofessionallearningmodelsincorporateprocesses
thatareresearchbasedanddesignedtoengageadultlearners.
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23
Deliveryofaqualitywrittencurriculumrequiresallstakeholderstobeinformedregardingthe
characteristicsofthecurriculumcomponentsandimplementationexpectations.Thedistrictwill
providestaffdevelopmentforprincipals,instructionalcoaches,returningteachersandnew
teacherstoensureasharedvisionregardingtheuseofcurriculumcomponents.Additionally,
staffdevelopmentwillbeprovidedforteachersonresearchbasedapproachestoeffective
instruction.Wherepossible,adifferentiatedmodelofprofessionaldevelopmentwillbeusedto
efficientlyaddressteachergrowthintheirprofessionalcareer.Curriculumrelatedstaff
developmentwillinclude,butmaynotbelimitedto
researchbasedlearningopportunitiesinhowtodesignanddeliverastandardsbased
alignedcurriculum.(
CoherencyCycle ),
BISDGuidelinesforTeachersPLC
inductiontrainingfornewteachersandadministrators.
mentoringandcoachingforallnewteachersandadministrators.
followupandsupportforeffectiveimplementationofjobembeddedlearning.
opportunitiesforteachers,instructionalcoaches,andadministratorstoattainnew
learningandtoshareideasandinstructionalstrategies.
Plannedprofessionallearningthatcommunicatesthegoals,componentpurposeandkey
featuresofthewrittencurriculum,willservetoenhanceteacherefficacyinimplementation.
Further,thistypeofprofessionaldevelopmentwillpromotemasteryofthecurriculumand
therebyenhancestudentlearning.
AdetaileddescriptionofthedistrictsprofessionaldevelopprogramcanbefoundintheBryan
ISDProfessionalDevelopmentPlan.
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SectionV:TestedCurriculum
ExecutiveSummary:
Thecomprehensivedistrictassessmentprogramestablishesappropriatemeasuresfor
determiningtheeffectivenessofcurriculardesignandinstructionalprogrammingatdistrict,
campus,andclassroomlevels.Itincludesbothformativeandsummativeassessments.Bryan
ISDsformativeassessmentsaremodeledafterbestpracticesdelineatedintheworkof
Stiggins,English,Bloom,MarzanoandPopham.Theseassessmentsservetoprovidedata
usedtodrivedecisionsatalllevelsfromstudenttocampustodistrict,ensurethatstudentsare
recipientsofinstructionanchoredinaguaranteedcurriculumthatprovidesinstructioninall
studentexpectationsprovidedbythestatestandards,ensurethatstudentsarerecipientsof
instructionofaviablecurriculumtaughtinalignmentwiththedistrictsscopeandsequence.
Summativeassessmentsinformteachersandstudentswhethertheintendedlearningoccurred
attheendofaunitorcourseofstudy.Bothtypesofassessments,whendoneproperly,are
powerfulcatalystsforimprovedlearningonthepartofbothstudentsandteachers.
KeyPoints
Formativeandsummativeassessmentsarealignedtothewrittencurriculumandareusedin
planningforlearninginthetaughtcurriculum.Bothshouldbeincorporatedintoa
comprehensiveassessmentpolicyandplanthatincludes
avarietyofassessmentinstruments,surveys,andreviews(i.e.,districtbased
assessments,Benchmarks,STAAR/EOC,DRA/EDL,TPRI/TejasLEE,TELPAS,
UniversalScreeners).
asystemfordeveloping,selecting,purchasing,storing,administering,analyzing,and
reportingresultsofcurriculumbasedassessments,benchmarks,stateandnational
assessments.DistrictBasedAssessmentProgramDescription
(SeeExhibit7,
District
BasedAssessmentProgramDescription )
,
DistrictBasedAssessmentFAQ ,
(SeeExhibit
9,
DistrictBasedAssessmentFAQ201516 )DistrictBasedAssessmentOral
AdministrationFAQ,(SeeExhibit10, DistrictBasedAssessmentRecordingFAQ ).
adistrictcalendarofassessmentsthatareusedtoprovidedatafordecisionmakingand
calendaring.
proceduresthatdelineaterolesandresponsibilitiesforassessmentsatthedistrictand
campuslevel.
aprocessandplanforadministeringonlineassessmentsincludingSRI,ISIP,Edgenuity,
TELPAS,STAARApractice,etc.
abudgettosupportthecomprehensiveassessmentprogram.
aplanfordeliveringprofessionallearningtoteachersandadministratorsresponsiblefor
theimplementationofthedistrictassessmentprogram.
ablueprintofeachdistrictbasedassessmentthatwillbeadministered.(SeeExhibit14,
SampleDistrictBasedAssessmentBlueprint )
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SectionVI:RolesandResponsibilities
ExecutiveSummary
InthissectionoftheCurriculumManagementPlan,thevariousstakeholdershavebeen
identifiedandthoughtfulconsiderationhasbeengiventodelineatewhateachofthesegroups
dotocontributetothesuccessfuldesignanddeliveryofanalignedcurriculum.
KeyPoints
TheBoardofTrusteesthroughitspolicymakingroleisresponsibleforestablishing
policiesandsupportingregulationstodirectandsupportongoingcurriculum
developmentandevaluation.
TheSuperintendentisresponsiblefortheimplementationoftheBoard'spoliciesand
districtregulationswhichincludethedevelopmentandimplementationofcurriculum.
Thecentraladministrationisresponsibleforthedevelopment,assessment,and
implementationofdistrictcurriculum.
Thecampusprincipalisthekeytoimplementingandmonitoringthedeliveryofthe
curriculum .
Teachersareresponsibleforeffectivelyplanning,delivering,andassessingthedistrict
curriculum.
Studentsareresponsibleforactivelyparticipatingintheteaching/learningprocess.
Parentsareactivepartnerswithteacherssothateachoftheirchildrenmeetsthe
BryanISDPortraitofaGraduateprofile(SeeExhibit3,BryanISDPortraitofa
Graduate ).
TheFinancialOfficerwillensurethatthedistrict'sbudgetreflectstheorganization's
goalsandprioritiesforcurriculumandinstructionprogramming.
RolesandResponsibilitiesforCurriculumManagement
Curriculummanagementisasystemfunctionthatrequiresspecificityregardingthe
organizationalstructure,procedures,processes,staff,worktaskstobeperformed,andfinances
allocatedtowardfulfillingtheschool'sprimaryfunction
.
Rolesandresponsibilitiesforthekey
stakeholdersregardingcurriculummanagementshallincludethefollowing:
TheBoardofTrustees will
adoptpoliciesandsupportregulationstodirectandsupportongoingcurriculum
developmentandevaluation.
approverecommendationsfromthesuperintendentregardingcurriculumscopesand
sequencesandadoptmultipleinstructionalresourcesforteacherusewithinthe
constraintsofstatelawandSBOErules.
approveabudgetthatprovidesadequatefundingforstaffdevelopmentthatfocuseson
curriculumdesignanddeliveryforincreasedstudentachievement.
demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theBoardsupportscurriculumwork.
communicatetoitsconstituentstheBoardscurricularexpectations.
fund,throughthebudgetprocess,adequateresourcestoimplementthecurriculum.
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TheSuperintendent will
implementthepoliciesoftheBoard.
recommendthatcentralstaffishiredtodevelop,assess,andmanagecurriculum.
enforcetheuseofDistrictcurriculum.
ensurethatafunctionaldecisionmakingstructureisinplacetocarryoutthis
administrativeregulation.
ensurethatamasterlongrangeplanisinplaceforcurriculumdevelopment,revision,
programevaluation,andstudentassessment.
implementthemasterlongrangeplan,providingtechnicalandexpertassistanceas
required.
assistprincipalsinmonitoringimplementationofthecurriculum.
recommendabudgettosupportcurriculumdesignanddeliverywork.
requirethatadministrativeregulationsandmanagementplansaredevelopedand
followed.
ensurethatafunctionalorganizationalstructureisinplacetomanagecurriculum
designanddeliveryfunctions.
reportannuallytotheBoardconcerningcurriculumdesignanddeliveryprogress.
beresponsibleforsystemcoherencyandcapacity.
TheAssistantSuperintendentofCurriculumandInstruction will
overseethedevelopmentofaplanforcurriculummanagement,development,
customization,revision,andevaluation.
establishcurriculumregulations ,
guidelinesandpriorities.
meetwithCurriculumandInstructiondirectorsweekly.
overseetheassessmentofcurriculum.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampuses.
TheDirectorofCurriculumandInstructionwill
developaplanforcurriculummanagement,development,customization,revision,and
evaluation.
establishcurriculumregulations ,
guidelinesandpriorities.
providetechnicalandexpertassistanceaswellastra i
ningandresourcesneededto
implementthecurriculum.
ensurethatCurriculumandInstructioncoordinatorsremainupdatedoncurriculum
expectationsandinitiatives.
overseetheInstructionalCoachingProgram.
overseetheassessmentofcurriculum.
establishdistricttestingcalendar.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampuses.
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DirectorsofBilingualandSpecialEducationwill
supporttheplanforcurriculummanagement,development,customization,revision,
andevaluation.
supportthecurriculumregulations
,
guidelinesandpriorities.
i
providetechnicalandexpertassistanceaswellastraningandresourcesneededto
implementthecurriculum.
ensurethatCurriculumandInstructioncoordinatorsremainupdatedoncurriculum
expectationsandinitiatives.
overseetheInstructionalCoachingProgramasrelatedtoBilingualandSpecial
Education.
supporttheassessmentofcurriculum.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessmentswithregardtoBilingualandSpecialEducationstudents.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampusesinaccordancetoBilingualandSpecialEducationprogramguidelines.
DirectorofProfessionalDevelopmentwill
supporttheplanforcurriculummanagement,development,customization,revision,
andevaluation.
designandimplementaprofessionaldevelopmentplanthatsupportsthecomponentsof
thecurriculummanagementplan.
supportthecurriculumregulations ,
guidelinesandpriorities.
collaboratewithC&Iassistantsuperintendent,directors,contentcoordinators,principals
andteacherstodevelopaprofessionaldevelopmentprogramthatensuresadequate
trainingofdistrictprofessionalsonthedistrictcurriculum.
provideopportunitiesfornewteachersandnewadministratorstodevelopaclear
understandingofthedistrictcurriculum.
Thecontentcoordinatorswill
implementtheplanforcurriculummanagement,development,customization,revision,
andevaluation.
implementthecurriculumregulations ,
guidelinesandpriorities.
providetechnicalandexpertassistanceaswellastra i
ningandresourcesneededto
implementthecurriculum.
insuretheimplementationofcurriculumthroughtheInstructionalCoachingProgram.
guidetheassessmentofcurriculum.
establishandmaintaindistricttestingcalendar.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampusesinatimelymanner.
ensurethatrequiredassessmentsareprovidedfortranslationinatimelymanner.
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Thecampusprincipalwill
serveastheprimaryinstructionalleaderforcampusstaffandberesponsiblefor
managingandmonitoringtheimplementationofthedistrictcurriculum
byobservingteachingandlearningineachclassroom.
bymonitoringlessondeliveryandevaluatingassessmentmaterialsusedonthe
campus.
monitorthequalityofworkthatteachersassigntostudentsandlookforevidence
ofthedesigncharacteristicsofhighstudentengagement.
conferencewithindividualteachersand/orteams.
conveytheimportanceofcurriculumdeliveryandinstructionalbestpracticesona
regularbasis.
developaworkingknowledgeandconductaperiodicreviewofthedistrictcurriculumfor
allsubjects/coursesrepresentedattheassignedcampus.
communicateregularlywiththeC&IDepartmentregardingdistrictcurriculumand
instructionexpectations.
providecampusbasedprofessionallearningthatimprovescurriculumdeliveryand
studentperformance.
provideopportunitiesforteacherstodiscussandshareideasandstrategiesthrough
professionallearningcommunities.
providecampuslevelopportunitiesforstakeholderinputondistrictcurriculum.
monitorcurriculumthroughcurriculumplanningmeetingsorreviewsofminutesofsuch
meetings.
useassessmentdataincollaborationwithteacherstocontinuouslyimprovestudent
performanceanddevelopappropriateinterventionsandcampusimprovementinitiatives.
use,asaminimum,formalobservations(generally45minutesinlength)andfrequent
walkthroughobservationsutilizingthedistrict'sapprovedwalkthroughtemplate
(
WalkthroughForm )tomonitorthedeliveryofcurriculum.
participateinprofessionallearningofferingstoeffectivelycarryoutinstructional
leadershipresponsibilities.
communicatetoparentstheirroleinsupportinglearningfortheirchildren.
demonstrateanunderstandingofthecurriculummanagementplanandtheirrolewithin
theplan.
Theinstructionalcoacheswill
serveasthe instructionalcontent
leaderforcampusstaffandberesponsiblefor
managingthedeliveryofthedistrictcurriculum.Thiswillbedonethrough
observingteachingandlearningineachclassroom.
monitoringlessondeliveryandassessment.
modelingeffectiveinstructionatleast4timesperweek.
monitoringthequalityofworkthatteachersassigntostudentsandlookfor
evidenceofthedesigncharacteristicsofhighstudentengagement.
conferencingwithindividualteachersand/orteamsweekly.
conveytheimportanceofcurriculumdeliveryandinstructionalbestpracticesona
regularbasis.
possessaclearunderstandingofthedistrictcurriculumforassigned
subjects/courses/contentareas.
communicateregularlywiththeC&IDepartmentregardingdistrictcurriculumand
instructionexpectations.
providecampusbasedprofessionallearningthatimprovescurriculumdeliveryand
studentperformance.
provideopportunitiesforteacherstodiscussandshareideasandstrategiesthrough
professionallearningcommunities.
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useassessmentdataincollaborationwithteacherstocontinuouslyimprovestudent
performanceanddevelopappropriateinterventionsandcampusimprovementinitiatives.
use,asaminimum,thedistrict'sapprovedinstructionalcoachwalkthroughtemplate.
(
WalkthroughForm )tomonitorthedeliveryofcurriculum.
participateinprofessionallearningofferingstoeffectivelycarryoutinstructional
leadershipresponsibilities.
communicatetoparentstheirroleinsupportinglearningfortheirchildren.
demonstrateanunderstandingofthecurriculummanagementplanandtheirrolewithin
theplan.
demonstrateanunderstandingandcommitmenttothedistrictcurriculumalignment
process.
Theteacherswill
beresponsibleforeffectivelyteachingthedistrict'swrittencurriculum.
deliverclassroominstructionbydevelopinglessonplansandrecordingthemin
Eduphoria.
designlessonstoensurehighstudentengagement.
determineanddocumentstudentmasterybyusingavarietyofassessmentsincluding
masterychecks,curriculumbasedunitassessments,benchmarks,stateandnational
assessments.
collaboratethroughprofessionallearningcommunitiesforthepurposeofimproving
studentlearning.
involvestudentsinthelearningprocessthroughtheuseofavarietyofstrategiesand
groupingarrangements.
useassessmentdatatodeterminestudentproficienciesandareasofneedand
communicatethosetostudents,parents,andprincipal.
differentiateinstructionbasedonstudentperformancedatatoprovideopportunitiesfor
studentstodemonstratemasteryofcurricularobjectives.
participateinprofessionallearningdesignedtoimproveclassroominstructionand
developteacherleadership.
demonstrateanunderstandingandcommitmenttothedistrictcurriculumalignment
process.
participateincurriculumdevelopmentandevaluationactivitiesasappropriate.
Thestudentswill
recognizetheimportanceoftheiractiveengagementinthelearningandassessment
process.
understandandarticulatetheirlearningstrengthsandneeds.
articulateandapplythelearningobjectiveswithinarequiredunitofstudy.
cometoclasswithallthenecessarylearningtools.
activelyengageinthelearningprocess.
usedataresultstoestablishlearninggoals.
meetorexceedlearningrequirementsbasedonthedistrictcurriculum.
recognizetheimpacttheirbehaviorhasontheirownlearningandthelearningofothers.
setgoalsfortheirownlearningandaspiretomeetthecriteriaof BryanISD
the Portrait
ofaGraduate.
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Theparents will
partnerwithteachersandadministrators.
establishhighexpectationsforlearningandnurturethedesiretobealifelonglearner.
beactivelyinvolvedintheirchild'seducationby
knowingtheirchild'steacher(s).
attendingmeetingsthatprovideparentswithinformationabouttheschool.
attendingparent/teacherconferences.
keepingupwiththeirchild'sprogress,reportcards,andtestdata.
makingcertainthattheirchildcompleteshomeworkassignments,andthattheir
childgoestoclasspreparedforlearningwithallthenecessarylearningtools.
helptheirchilddevelopgoodstudyhabits.
supportschoolpoliciesincludingthedisciplinemanagementplan.
establishandmaintainapositiveattitudetowardtheschool,personnel ,
andthe
educationalprocess.
makeeveryefforttoaddressthephysical,emotional,andhealthcareneedsoftheir
child.
TheAssistantSuperintendentofBusinessServices will
ensurethattheDistrict'sbudgetreflectstheorganization'sgoalsandpriorities.
useaprogrambasedbudgetingprocessthatisbasedongoals,priorities,need,cost
benefit,andperceivedconsequencesiffundingrequestiswithheldorreduced.
demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theworkissupportedthroughthebudgetaryprocess.
beabletotrackcostandbenefitanalysistoprogramsandservices.
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Glossaryand
References
RevisedMay2015
34
GlossaryofTerms
Alignment Theagreement(match)ofthewritten,taught,andtested
curriculumtheverticalalignmentreferstoagreementthroughout
thePK12system:horizontalalignmentreferstoagreement
withinagradelevelorcourse
Articulate Thecurriculumisfocusedandconnectedverticallyfromone
gradeleveltothenextorfromoneschooltothenext.
CoherencyCycle Modelforplanninginstructionalunitsandlessonsthatallows
teacherstousebackwardsdesigntobuildunitsofinstruction
thatarebasedonstatestandards.
ContextAlignment Teachinthewaytheskillsaretestedtheformatortesting
protocolstudentsmustfollowforsuccessonanassessment.
Curriculum Theknowledge,skills,attitudes,andprocessestobewritten,
taught,andtestedattheappropriatelevels/areasorcourses.
CurriculumAlignment Teachwhatistestedtheskills,knowledge,andinformation
requiredofstudentsforsuccessonanassessment.
DataDisaggregation Theactoftakingtestitemsandbreakingthemintosmaller
components,skills,knowledge,andcontentforteachingin
smallerpiecesandfromwhichtoadjustthecurriculumorthe
workplansothatteachingchangesasaresult.Suchchanges
mayincludeorexcludedifferentcontent,mayspendmoretime
oncertainareastoteach,andmayalterthescopeand/or
sequenceofcurricularcontent.
DatadrivenInstruction Theuseofstudentachievementdataandotherlearningdatato
guideinstruction,setgoals,andmonitorprogramsand
curriculum.
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seeingrelationshipsbetweenandamongideasin/withinthe
topic,discipline,and/ordisciplinesexaminingrelationshipsin,
between,andacrossdisciplinesovertime,andfrommultiple
pointsofview.
Instruction Focusedandconnectedteachingtheprocessusedbythe
teacherstoimplementthecurriculum.
PlanningPlacemat Aplanningtoolusedduringthecoherencycycletoassist
teachersinthealignmentofinstructiontotheappropriaterigor
leveloftheTEKS/SEtaughtineachunit.
ScopeandSequence Referstowhatitisstudentsaretolearn(scope)andtheorderin
whichthosearetobetaught(sequence).
TaughtCurriculum Referstothedeliveryofthewrittencurriculum.Itistheprocess
thatisusedbyteacherstodevelopunitsofstudy,lessonplans,
and/orapproachestoinstruction.
TestedCurriculum Thatportionofthewrittencurriculumthatisassessed,both
formallyandinformally,toevaluatestudentprogresstowards
masteryofthewrittencurriculum.
WrittenCurriculum Thestandards,goals,andobjectivesthatstudentsareto
achieveandteachersaretoteach.Itcontainsobjectives,which
arealignedtodistrictdevelopedassessments,suggested
timeframes,examplesofinstructionalstrategies,aligned
resources,correlationstoSTAAR,andascopeandsequence.
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36
References
Clark,ElizabethA.Managingthetasks:thesystemworldinbalancewiththelifeworldof
schools.leadersofLearners:TXASCD,2009.
Deming,W.Edwards(1986).OutoftheCrisis.MITPress.
ISBN .
0911379010OCLC
13126265
.
English,FenwickW.,andLarryE.Frase,DecidingWhattoTeachandTest:
Developing.Aligning.andAuditingtheCurriculum.ThousandOaks,CA:CorwinPress,
Inc.,2000.
English,FenwickE.,LarryE.Frase,WilliamK.Poston,Jr.,TheCurriculumManagement
Audit:ImprovingSchoolQuality.Lancaster,Pennsylvania:Technomic
Publication,1995.
CurriculumAuditing.
English,FenwickW.(September1988). Lancaster,PA:Technomic
Popham,James(2013)ClassroomAssessment:WhatTeachersNeedtoKnow.
Pearson.ISBNI0:0132868601
Stiggins,Rick.(2011).Pearson.ISBN10:0132685884
Wiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.ASCD.ISBN10:
0131950843
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37
Exhibits
RevisedMay2015
38
Exhibits
Exhibit1:CurriculumDevelopmentEG(Regulation) linktodocument
Note: Curriculumandinstructionareintegralpartsofapublicschoolsystem.The
statescurriculumstandards,calledtheTexasEssentialKnowledgeandSkills(TEKS),are
periodicallyupdatedbytheStateBoardofEducation(SBOE).Beforetheadoptionofamajor
curriculuminitiative,includingtheuseofacurriculummanagementsystem,theDistrictmustuse
aprocessthatisinaccordancewithstatelaw.
CURRICULUMDEVELOPMENTANDDELIVERYMANAGEMENT
ThedesignandimplementationofthecurriculumwillbeconsistentwiththeBoardsstated
curriculumcompetenciesandobjectivesandwithapplicablestaterequirements.Thecurriculum
willbeplannedandcoordinatedtoprovideacommondirectionofactionforallinstructioninthe
District.TheSuperintendentwillrecommendallnewandrevisedcurriculumtotheBoardfor
approval.
CurriculumModel:
BeforeBoardadoption,theDistrictscurriculumwillbereviewedbyaprocessthat:
1. Includesteacherinput
2. IncludesameetingoftheBoardatwhichinformationregardingtheinitiativeis
presented,includingthecostoftheinitiativeandanyalternativesthatwereconsidered
and
3. ProvidesmembersofthepublicandDistrictemployeeswiththeopportunityto
commentontheinitiative.
InformationonallDistrictinitiativesdesignedtoimprovestudentlearningwillbepresentedto
theBoardforperiodicreviewalongwithinformationregardingtheeffectoftheinitiativeinterms
ofstudentlearning.
TheBoardwillofficiallyadoptthecurriculumgoals,objectives,andinstructionalresources,as
needed.Adoptiondateswillbestatedonthecoverofeachguide.
CURRICULUMPHILOSOPHY
Theprimarypurposeofeducationistoimpartbasicknowledge,concepts,processes,and
attitudesnecessaryforstudentstosuccessfullyfunctioninsociety,whilerecognizing
characteristicsuniquetoeachstudentandprovidingaprocessfordevelopmentandexpression
ofeachstudentsinnatepotentialandtalents.
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39
Thecurriculumwillbedesignedandimplementedusinganapproachwiththefollowing
premises:
1. Allstudentswillhaveaccesstoahighqualitycurriculumthatwillenableallstudents
toaccessmultipleavenuesfollowinghighschoolgraduationincludingahightech
workforce,communitycollege,oruniversity.
2. Allstudentsarecapableofachievingexcellenceinlearningtheessentialsofformal
schooling.
3. Successinfluencesselfconceptselfconceptinfluenceslearningandbehavior.
4. Theinstructionalprocesscanbeadaptedtoimprovelearning.
5. Schoolscanmaximizethelearningconditionsforallstudentsthroughclearlystated
expectationsofwhatstudentswilllearn,highexpectationsforallstudents,shortand
longtermassessmentofstudentachievement,andmodificationsbasedonassessment
results.
6. SuccessfulstudentlearningandmasteryofTEKSmustbebasedonappropriate
educationalexperiencesatanappropriatelevelofchallengetoensuremaximumstudent
achievement.
7. Highlevelsofstudentachievementarethebenchmarksforeffectivecurriculum
designanddeliveryofinstruction.
ThegoalsoftheDistrictwillbemultidisciplinaryinnatureandwillfocusonthedeliveryofthe
Districtsmission.[SeeAE(LOCAL)]
PLANNEDANDWRITTENCURRICULUM
TheBoardexpectslearningtobeenhancedbyadherencetoacurriculumthatpromotes
continuityandcumulativeacquisitionofskillsandknowledgefromgradetogradeandfrom
schooltoschool.Thecurriculumwillreflectthebestknowledgeofthegrowthanddevelopment
oflearners,theneedsoflearnersbasedonthenatureofsociety,thedesiresoftheresidents
andtaxpayersoftheDistrict,statelaw,andSBOErules.
Thecurriculumwillemphasizereadingatgradelevelandmasteryofthebasicskillsofwriting
andmathematics.
Curriculumobjectiveswillbederivedfromstateandnationalassessments.
ThecurriculumwillbedesignedtoprovideteachersandstudentswiththeBoardsexpectations
ofwhatstudentsaretolearn.TeacherswillbeexpectedtoteachthecurriculumoftheDistrict.
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TheDistrictwilldevelopandimplementwrittencurriculaandinstructionalguidesforallgrade
levelsandsubjectsintheDistrictwiththeexpectationthat.:
1. TheDistrictwilldocumentallcurriculainwriting
2. TheDistrictwillreviewcurriculumonaregularcycleandupdateasnecessary
3. Teacherswillhaveaccesstoguidesandwillusetheobjectivesintheguidestodevelop
dailylessonplansand
4. Administratorswillworkwithteacherstomaintainconsistencybetweenthewritten
curriculumandthecurriculumobjectivesactuallytaughtbyprovidingtargeteddiscussions
duringlessonplanningaswellprofessionaldevelopment.
TheDistrictwillselectinstructionalresources,textbooks,technologicalresources,andother
instructionalmaterials,basedupontheirconformitytothecurriculumobjectivesandprioritiesof
theDistrict.[SeeEFAandEFAA]
Afocusedstaffdevelopmentplanwillbedesignedandimplementedtopreparestaffmembers
toteachthedesignedcurriculum,principalstofacilitateandmonitorthecurriculum,andparents
toassiststudentsinthelearningofthecurriculum.Thestaffdevelopmentwillfocuson
researchbasedapproachestoteachingandalternativewaysforteacherstoviewtheir
responsibilitiesandbeaseffectiveaspossible.
THETAUGHTCURRICULUM
Thecomponentsofthewrittenperformancebasedcurriculumare:
Graduationrequirements,whicharedefinedbytheSBOEandbytheDistrict,that
dictatethecoursesstudentsneedtocompletetograduatefromhighschool.The
programorendorsementplanrequiresevidenceofcertaincoursesthathavebeen
successfullycompletedtodemonstratethatthegraduationexitcompetencieshavebeen
met.[SeeEIF]
Levelorcourseobjectivesthatdescribestandardsinspecifictermsofwhatstudents
willbeabletodoattheendofayear/semester/levelinaparticulararea.Benchmark
standardswillbeestablishedasarecognizedqualityofstudentperformancedeemed
acceptableataparticularlevelorcourse.Curriculumbasedassessmentsbuiltaround
benchmarkstandardswillbeusedtodetermineacquisitionandmasteryofthelearning.
Subjectareawrittencurriculumguideswillbedevelopedforallgradelevelsorinterdisciplinary
subjectsintheDistrict.TheseguideswillbederivedfromtheDistrictsphilosophyandbeliefs
andwillrepresenttangibleoperationalbridgestoandfromthem.Theguideswillberevisedand
readoptedbytheBoardeveryfivetosevenyears,ormoreoftenasnecessary.Theguideswill
containthefollowingcomponents:
MissionstatementoftheDistrict.
CurriculumphilosophyoftheDistrict.
Graduationrequirementsbasedonapplicableprogram.
Ascopeandsequencechartforuseindesigninginstructionattheappropriatelevelof
difficultyforalllearners.
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41
Levelorcourselearnerobjectivesderivedfromthecontentstandardsforthesubject
areaatallinstructionallevels,whichidentifythespecificcontentskills,attitudes,
concepts,andprocessestobetaught.
CorrelationoflearnerobjectivestoTEKSandDistrictcriterionreferencedtestsaswell
asstandardizedtestsandstatetests,andnationaltests.
Correlationofobjectivestoavailableinstructionalresources,adoptedtexts,andother
supplementalmaterials.
Relevantmodificationsandenrichmentlearnerobjectivesandstrategiesaswellas
interdisciplinaryapproaches,whenappropriate.
Alignedsuggestedinstructionalstrategiesforeachobjective.
Recommendedtimeallocationsforcurriculumareasandtimerangeobjectives.
Progressreportingprocedures.
Accesstothecurriculumguidesincompletesetswillbeavailabletoallteachers.
Anoverviewofthecurriculumusedateachschoolwillbeavailabletothepubliconlineatthe
districtwebsiteforreviewandreference.
Instructionwillbeconsistentindeliveringcurriculumobjectivesandwillbebasedonsound
teachingprinciplesgroundedineducationalresearch.
THETESTEDCURRICULUM
TheSuperintendentordesigneewillestablishwithDistrictstaffassessmentapproachesfor
determiningtheeffectivenessofinstructionalprogrammingattheDistrict,campus,and
classroomlevels.Assessmentswillmeasuretheextenttowhichstudentsareachievingand
maintainingmasteryofcurriculumobjectivesandtheextenttowhichinstructorsareeffectively
conveyingthecurriculumintheclassrooms.
Districtstaffwilldesignanduseavarietyofassessmentapproachesindeterminingthe
effectivenessoftheplannedandwrittencurriculum,thetaughtcurriculum,andinstructional
programs.
TeacherswillconductassessmentsbasedontheDistrictsassessmentschedule.
Teachermadetests,aswellasstandardizedcriterionreferencedtests,willbeusedto
determinepatternsofstudentachievement.Teachersandsupervisorswillusetestresultsto
assessthestatusofindividualstudentachievement,tocontinuouslyregroupstudentsfor
instruction,toidentifygeneralachievementtrendsamongvariousgroupsofstudents,andto
modifycurriculumandinstructionaswarrantedbyassessmentresults.
Principalswillreviewassessmentstoensuretheyarealignedwiththewrittencurriculum.
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ROLESANDRESPONSIBILITIES
BOARD
TheBoardwill:
1. Approvethecurriculumscopesandsequencesandadoptmultipleinstructional
resourcesforteacherusewithintheconstraintsofstatelawandSBOErules[See
EFAA]
2. Providefundingforstaffdevelopmentthatfocusesoncurriculumdesignanddeliveryfor
increasedstudentachievement
3. CommunicatetoitsconstituentstheBoardscurricularexpectationsand
4. Fund,throughthebudgetprocess,adequateresourcestoimplementthecurriculum.
CENTRALADMINISTRATION
TheSuperintendentordesigneewill:
1. EnforcetheuseofDistrictcurriculum
2. Ensurethatafunctionaldecisionmakingstructureisinplacetocarryoutthis
administrativeregulation
3. Ensurethatamasterlongrangeplanisinplaceforcurriculumdevelopment,revision,
programevaluation,andstudentassessment
4.Implementthemasterlongrangeplan,providingtechnicalandexpertassistanceas
requiredand
5.Assistprincipalsinmonitoringimplementationofthecurriculum.
PRINCIPALS
Principalswill:
1. Monitortheimplementationofthecurriculum
2. Communicatetheimportanceofeffectivecurriculumandinstructionpracticesona
regularbasis
3. Observeclasses,monitorlessons,andevaluateassessmentmaterialsusedonthe
campusand
4. Use,asaminimum,thefollowingbasicstrategiestomonitorcurriculum:
a. Formalobservations(generally45minutesinlength)andfrequentwalkthrough
observations.
b. Curriculumplanningmeetingsorreviewsofminutesofsuchmeetings.
c. Periodicreviewofcurriculumdocuments.
TEACHERS
Teacherswill:
1. TeachtheDistrictcurriculum
2. Frequentlyassessanddocumentstudentmasteryofcurriculumobjectives,modifying
instructiontoensurestudentsuccessand
3. Participateincurriculumdevelopmentandrevisionactivities.
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43
BUDGET
TheadministrationwillensurethattheDistrictsbudgetreflectsfundingdecisionsbasedonthe
Districtseducationalgoalsandpriorities.Thebudgetdevelopmentprocesswillensurethat
goalsandprioritiesareconsideredinthepreparationofbudgetproposalsandthatany
decisionsrelatedtoreductionsorincreasesinfundinglevelsareaddressedinthoseterms.
[SeeCE]
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44
Exhibit2:AuditCurriculumGuideCriteriaRubric
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45
Exhibit3:BryanISDPortraitofaGraduate
BryanISDPortraitofaGraduate
MissionStatement
BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschool
graduationandpostsecondarysuccess.
PortraitofaGraduate
BryanISDgraduatesarelifelonglearnerswho
demonstratemasteryofrequiredcurriculumandskills
prepareforcollegeandworkforceopportunities
set,worktoattain,andevaluatepersonalgoals
exhibitahealthy,balancedlifestyle
BryanISDgraduatesareaccomplishedcommunicatorswho
collaborateeffectivelywithothersfromdiversebackgrounds
listenandrespondrespectfullyandempathetically
contributetogroupeffortwithideas,suggestions,andhardwork
usemultimediaandtechnologytoolsinprofessionalandpersonalsituations
BryanISDgraduatesareinnovativethinkersandleaderswho
showperseveranceandresilienceinthefaceofadversity
thinkcriticallyandanalyticallytoacquireandapplynewknowledge
employhigherorderthinkingandsoundreasoning
facilitateconsensusandnegotiatesolutions
adapttonewsituationsandchallenges
BryanISDgraduatesareconscientiouscitizenswho
exhibitselfdiscipline,honesty,respect,andintegrity
initiateandacceptpersonalaccountabilityforactions
valueandparticipateinthedemocraticprocess
understandthevalueandrewardsofwork
servethecommunitythroughvolunteerismandcivicactivities
BryanISD2015
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46
Exhibit4:CurriculumandCoherencyCycleofPlanning
BryanISD2015
RevisedMay2015
47
Exhibit5:PlanningPlacemat
Planning Placemat
The Planning Placemat is a tool used during the Coherency Cycle to assist teachers
in the alignment of instruction to the appropriate level of rigor of the TEKS/SE
taught in each unit. This process, based on Robert Marzanos backwards design,
begins with each teacher taking and analyzing the unit assessment to help them
become better acquainted with the expectations of the unit. Campuses are
expected to ensure that units of instruction are appropriately aligned and
taught to the level of the rigor required in the standard.
BryanISD2015
RevisedMay2015
48
Exhibit6:5YearCurriculumImprovementPlan
ProposalforCurriculumImprovementPlan
Year1 Year2 Year3 Year4 Year5
201415 201516 201617 201718 201819
ELA
ReviseTNTs ReviseTNTs NewSEs Rev.TNT* Rev.TNT*
Secondary TNT*forall forall forall
Revisefinalsfor
all.
TNT*updatedversion**AnynewcoursestartsonTNT*ColorCode:
Red:
Yearofimplementation
ofnewSEs,
Green:
UpdatedversionofTNT* Blue:
revisionworkonnewTNT*Pink:
revisionofprevious
TNTs
RevisedMay2015
49
Exhibit7:DistrictBasedAssessmentProgramDescription
Definition: The district based testing program centers around curriculum based
assessments that serve as formative evaluations of student learning. These formative tests
are used by all teachers in a subject at the same grade level to monitor student progress on
TEKS/SE in the course curriculum. Bryan ISD core content areas of ELA, Math, Science, and
Social Studies participate in the district based assessment program. District based
assessments will not be comprehensive and will only focus on a few SEs.
Rationale:
BISDs assessment program, modeled after best practices in education, serves
to
provide data used to drive decisions at all levels from student to campus to district
ensure that students are recipients of instruction anchored in a guaranteed
curriculum that provides instruction in all SEs provided by the state standards.
ensure that students are recipients of instruction of a viable curriculum taught in
alignment with the districts scope and sequence
RevisedMay2015
50
RevisedMay2015
51
Exhibit8:MasteryChecksDefinition
Mastery Check
Definition
: A mastery check is a brief, end-of-instruction check that is used to
determine student mastery of the learning objective.
Rationale
: The use of mastery checks provides daily formative assessment data
that can be used to identify and repair gaps in student learning. Research shows
that students who receive immediate remediation are able to repair their learning
more efficiently than those who receive delayed intervention.
1-2 questions
Not a warm-up
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52
Exhibit9:DistrictBasedAssessmentFAQ20152016
FAQDistrictBasedAssessmentsfor20152016
Audience :Principals,testingcoordinators,teachers,andinstructionalcoaches
Purpose :Communicateregardingthedistricttestingprogramchangesforthe20152016
schoolyear.
Whataredistrictbasedassessments?
Districtbasedassessmentsarecoursespecific,STAARlikeformativeassessments.These
assessmentswillbe1012questionsinlengthtargetingspecificstatestandards. These
assessmentswillbegiveneachsixweeksfollowingthedistricttestingcalendar.Nontested
gradelevelsmayhavefewerthan6districtbasedassessmentperyear.
WhyaretheDistrictBasedAssessmentsunavailableforpreviewingduringthe201516
schoolyear?
Districtbasedassessmentswillbeunavailabletoteacherspriortothetestingdateinorderto
simulatestatetestingconditionsandtoavoidanytendencytoteachtothetest.UsingtheSE
toplaninstructionwillhelpteachersfocusontherigoroftheSEratherthanthespecifictest
item.Testconfidentialitywillbetterensuredataiscollectedundercomparableconditions.
HowwilltheDistrictBasedAssessmentsgettomycampus?
TheassessmentswillbesenttotheBryanISDPrintShopbythecontentcoordinators.Once
printed,assessmentswillbedeliveredtocampusesafewdayspriortothetestdatedesignated
onthedistrictselementaryandsecondarydistrictbasedassessmentcalendars.
Arecampusesreceivingclasssetsoroneforeverychild?
CampuseswillfilloutthenumberofteststheyneedontheGoogleformprovidedbyPrintShop.
Campuseswillbechargedforthecostofprintingofdistrictbasedassessments.Campusesare
responsibleforprintingtheappropriatereferencefortheassessments.
Wherewillthetestsbehousedwhentheyarriveonthecampus?
Testswillbedeliveredtothecampustestingcoordinatorordesignee.Thecampustesting
coordinatorshouldsecurethetestsinalockedstoragecabinetuntildayofdelivery.Aprocess
shouldbedevelopedbythecampussoteachershavethetestsnolaterthanthemorningofthe
testadministrationtoensureconfidentialityofthetests.Teacherswillsignaconfidentiality
statementpriortothefirstunitassessment.
WhendoIgivethedistrictbasedassessment?
Thedistrictbasedassessmentwillbegivenwithinonedayofthetestingcalendardate.Tests
canbegivenonedaybeforeoronedayafterthescheduleddate.Districtbasedassessment
questionsshouldbedeliveredtostudentsasnovelitems.Thequestionsshouldnotbereviewed
withstudentsinadvanceofadministeringthetest.
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53
Whenwillthedistrictbasedassessmentsbegraded?
Awaredocumentsshouldbescannedinatimelymanner.Multiplechoiceassessmentsshould
bescannedby5:00PMthedayfollowingthescheduledtestdate.Assessmentswithshort
answer/essayportionsshouldbescannedandscoredwithinthreeschooldaysafterthe
calendaredtestdate.
WhatifIhaveastudentthatisabsentandIneedtoscantheirtestintoAWAREafterthe
AWAREtestingwindowisclosed?
TeachersshouldcontacttheirInstructionalCoachandtheInstructionalCoachwillcontactthe
appropriateContentCoordinatortoreopenthetestingwindow.
Candistrictbasedassessmentsbeusedforretestingormakeuptests?
No.TheseSTAARlike,1012questiontestscontainsecureassessmentitemswhichshouldnot
beusedforretestingormakeuptests.Teachersinneedofadditionalqualityassessmentitems
shouldcontacttheirinstructionalcoachorcontentcoordinator.
Afterstudentshavetakenthedistrictbasedassessment,howlongshouldthetestbe
keptonfile?
Firstsemesterdistrictbasedassessmentsshouldbekeptonthecampusthroughtheendof
January.Secondsemesterdistrictbasedassessmentsshouldbekeptoncampusthroughthe
endofJune.Campusesshoulddevelopproceduresfordisposingoftheconfidentialtestsina
propermanner.
Canparentsreviewthedistrictbasedassessments?
Testsshouldbereadilyavailableincaseaparentwantstoreviewatestafteritisadministered.
See EFLegal
policy.Thereshouldbeacampuscheckoutprocedureinplaceiftestsaresent
homewiththestudentforparentreview.
HowdoteachersknowtheSEsthatwillbeassessedoneachDistrictBased
Assessments?
Districtbasedassessmentblueprintswillprovidethe StudentExpectations(SEs) thatare
assessedonthedistrictbasedassessments.Blueprintscanbeaccessedthroughthe
curriculumfolder.ForfurtherclarificationoftheSEs,teachersshouldrefertotheTEKS
NavigationalTools(TNTs).TherearealsolinkstosampleSTAARquestionsandmastery
checks.
Willthenewpolicyfordistrictbasedassessmentsapplytoallassessmentsorjustthe
onesprovidedbythedistrict?
Onlythedistrictprovidedassessmentsforthefollowinggradelevelsandsubjectareasbelow
willbeunavailableforpreviewingpriortotheadministrationofthetest.
18Math,AlgebraI
18ELA,EnglishI&II
15SLA
18Science&Biology
68SS&USHistory
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HowwillthedistrictbasedassessmentsbescoredinAWARE?
ForAWARE,thepassingstandardwillbesetat70percentandtherewillnotbeanAdvanced
Levelindicatorentered.Thegradeastudentmakesonthedistrictbasedassessmentisthe
gradethatshouldbeenteredintoAWARE.Seebelowforgradingguidelines.
Isitarequirementforadistrictbasedassessmentgradetobeenteredasamajorgrade
inthegradebook?
No,Student scores on district based assessments may be used as a replacement grade to
take the place of a
lower test score. The district based assessment should not lower the
students overall average.
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55
Exhibit10:DistrictBasedAssessmentsRecordingFAQ
DistrictBasedAssessmentsOralAdministrationFAQ
Whyisthedistrictcreatingprerecordeddistricttests?
Sincedistrictbasedtestswillnotbeavailableforteachersinadvance,theremaybeatime
constraintforteacherswithstudentsrequiringanOralAdministrationaccommodation.Inthe
past,someteachershaveprerecordedanoralversionofthetest,andthismaynolongerbe
feasible.Inordertohelpteachers,therewillbeprerecordedversionsofthedistrictbasedtests
madeavailableforteachers.
TheC&IdepartmentwillreceivefeedbackontheDistrictBasedTestsPreRecorded
processfromthe1stsixweeksandmakeadjustmentsifnecessaryforthe2nd6thsix
weeks.
Sincedistrictbasedtestsareunavailableforpreviewing,howwillcampuseshavetimeto
recordthedistrictbasedtestsfororaladministration?
DistrictbasedassessmentswillbeavailablethroughKurzweilforstudentsneedingoral
assistancesoseparaterecordingswillnotbenecessary.
Ifacampusoptstorecordtheirowndistrictbasedtests,howwilltherebeenoughtime
torecorddistrictbasedteststhatareunavailableforpreviewing?
StudentswhowillbetakingSTAARAshouldbeexposedtocomputergeneratedoral
administrationusingtheKurzweilprogram.StudentswhowillhaveStandardOralAdministration
shouldbeprovidedoralreadingbycertifiedpersonnel.
IfastudentisabsentduringthetestingwindowwhentheisavailableinKurzweil,how
willhe/shebeabletoreceiveoraladministration?
Thestudentcanreceiveoraladministrationthroughateacher.
RevisedMay2015
56
Exhibit11:ElementaryMasterScheduleTimeRequirements
These times are minimum requirements daily. ( for 4th grade Reading/Writing should be a 1
hour / 1 hour time split)
Intervention time for Tier II is included in the content time.
Recommended times for Math and LA are blocked and should not be interrupted by other
content areas.
Calendar time should not be included as math time.
State PE requirements are a minimum of 135 minutes per week. Time requirements may be
gained
through structured activity during a school campus' daily recess also.
RevisedMay2015
57
Exhibit12:ACEDefinition
Definition
: Active Cognitive Engagement is the consistent and continual involvement of
the mind of a student with the learning objective. The purpose is to maintain or extend
student knowledge through interactions with others and worthwhile tasks.
Rationale
:Learning occurs when a students mind is engaged. The goal is to have students
plugged in to learning.
Evidence of engagement :
Teachers know students are engaged when they can
produce an overt response to a covert mental activity . Teaching with ACE requires
periodic, overt evidence of processing the information. See specific examples below:
Color, cut, (1) Students cut and sort shapes by (1) Students color holiday pages.
& paste the number of sides. (2) Students cut (2) Students cut and paste for an
and sequence sentences in extended time to keep them busy.
chronological order.
Direct Teacher talk is timed. When the timer Students face forward and look at
Instruction goes off, students process what they the teacher while he or she talks.
have heard.
Group work Every group member has a job that is Students complete a worksheet at
tied to the objective. For example, a table in groups. One person
students have cards to sort. Each finds all the answers and then
group member places their cards in shares it with the others.
the correct category upon group
agreement.
Taking (1) Students write a summary (1) Students copy straight from
Notes statement periodically. (2) Students board or projector (2) Students
verbally process their notes by copy vocabulary definitions from
explaining the meaning to their the dictionary.
neighbor.
RevisedMay2015
58
BryanISD2015
Exhibit13:DistrictWalkthroughForm
RevisedMay2015
59
RevisedMay2015
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Exhibit23:
Cadre#1CurriculumManagementPlanMembersandProcess
Cadre#1Members:
ColleenAdamsSecondaryCurriculumCoordinator,BilingualPrograms
KristenBeesawSecondaryELACurriculumCoordinator
JoLynBrickerElementaryELACurriculumCoordinator
JanyceKinleyK12SocialStudiesCurriculumCoordinator
DebbieRichardsK12ScienceCurriculumCoordinator
MarilynRosasDirectorofBilingualEducation
MaryRussElementaryMathCurriculumCoordinator
AlmaVelezElementaryCurriculumCoordinator,BilingualPrograms
TeressaVoltzAssistantSuperintendentofCurriculumandInstruction
RevisedMay2015