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Curriculum Management Plan 2012-2013

Instructional Services Department

Curriculum & Instruction Office Central Office

3413 Summerhill Road 4241 Summerhill Road Texarkana, Texas 75503 Texarkana, Texas 75503

903.793.7561 903.794.3651

www.txkisd.net

http://www.txkisd.net/�

TISD Curriculum Management Plan 2

Table of Contents

District Philosophy .................................................................................................3 District Mission Statement .....................................................................................3 District Goals .........................................................................................................3 1. Philosophical Framework of Curriculum Design ............................................4 2. Roles and Responsibilities ........................................................................ 5-6 3. Direction of Curriculum Development ........................................................ 7-8 4. Curriculum Review Cycle ..............................................................................9 5. Curriculum and Instruction Review Process ................................................ 10 6. Format and Components ............................................................................. 11 7. Standards .................................................................................................... 12 8. Assessment ................................................................................................. 13 9. Professional Development .......................................................................... 14 10. Monitoring the Curriculum ........................................................................... 15 Glossary of Terms ......................................................................................... 17-18 Appendices A District Calendar ......................................................................................... 19 B Textbook Adoption Forms B.1 Textbook Evaluation and Selection ............................................... 19-20 B.2 Textbook Recommendation ................................................................ 21 B.3 Texas Textbook Proclamation Summary ...................................... 22-23 C Assessment C.1 Assessment Calendar ................................................................... 24-28 C.2 Matrix of Elementary Assessment Tools ............................................. 29 C.3 Matrix of Secondary Assessment Tools .............................................. 30


Texarkana Independent School District

District Philosophy All students can learn and are expected to learn. The education of our youth is a shared responsibility of the school, the family, and the community. All groups should be focused on the pursuit of excellence in education.

Mission Statement Texarkana Independent School District will provide an exceptional education for all learners in a quality environment which nurtures the intellectual, social, cultural and physical development of each student’s overall well-being. District Beliefs

We believe that our strength lies in the cultural and socio-economic diversity of our students.

We believe that all children can succeed—no exceptions—and we will strive to provide a personalized education that maximizes the potential for each student.

We believe that a guaranteed and viable curriculum is the most effective strategy to impact student achievement.

We believe that a competent, committed, and caring staff is essential to a quality education.

We believe that community trust and support are critical to the success of our district.


1. Philosophical Framework for Curriculum Design

The essential purpose of a school system is to educate all students to high levels through quality teaching and learning. The Texarkana Independent School District is committed to continuous improvement of the teaching and learning process so that students will have the knowledge, skills, concepts, processes, and attitudes to function successfully in society. In TISD, the curriculum will be designed and delivered using an approach that includes the following premises:

1. All students are capable of striving towards excellence in learning. 2. Success influences self concept; self-concept influences learning and behavior. 3. The instructional process can be adapted to improve learning. 4. Schools can maximize the learning conditions for all students through clearly stated expectations

of what students will learn, high expectations for all students, short- and long-term assessment of student achievement, and modifications based on assessment results.

5. Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge to ensure maximum student achievement.

6. High levels of student achievement are the benchmarks for effective curriculum and instruction. The purpose of the Texarkana Independent School District Curriculum Management Plan is to provide a framework for the alignment of the written, taught, and tested curriculum. This comprehensive plan provides the structure to ensure quality control of the designed and delivered curriculum, internal consistency, and resources necessary to address the district’s mission and goals. The plan also conveys the procedural intent of the district leadership with respect to curriculum development, adoption, implementation, evaluation, and revision. It provides clear direction for students, parents, teachers, and administrators in the system, establishing a framework that outlines guidelines and procedures for the design, delivery, monitoring, and evaluation of curriculum.


2. Roles and Responsibilities

All district staff members are responsible for ensuring that all students learn the district’s curriculum and demonstrate achievement at high levels. As a function of responsibilities, certain roles can be specified, although the responsibilities are not limited to those listed. Board of Trustees The Board will:

Adopt goals that provide a well-balanced curriculum resulting in improved student learning; Establish policies to direct and support ongoing curriculum development and evaluation; Adopt a budget that provides for the development, implementation, training, and evaluation of

curriculum; Authorize the implementation and review of a strategic plan for the district that identifies

community expectations of curriculum; Communicate to its constituents the Board’s curricular expectations.

Superintendent The Superintendent will:

Implement board policies related to curriculum; Annually report to the Board concerning implementation; Oversee the work of district staff in accomplishing their responsibilities.

Superintendent and District Curriculum Staff The Superintendent or designee will:

Ensure that a master long-range plan is in place for curriculum development, revisions, program evaluation, and student assessment;

Implement the master long-range plan, providing technical and expert assistance as required; Approve the District’s curriculum, based on input from teachers; Provide district-wide professional development needed to implement the curriculum; Provide materials and design instructional programs that deliver district curriculum effectively; Support principals and teachers in their roles of delivering and managing curriculum and

professional development; Provide support for analysis and interpretation of assessment data.

Principals Principals will:

Develop a working knowledge of the curriculum content for all subjects/courses to effectively monitor delivery of the curriculum;

Translate the importance of effective curriculum and instruction practices on a daily basis; Monitor the delivery of the district curriculum through the following basic strategies:

a. Walk-through observations b. Data Walks c. Formal classroom observations d. Periodic review of lesson plans and curriculum documents

Ensure effective instructional delivery; Collaborate with individuals and learning teams; Work with teams to review and interpret assessment data, set goals, and plan for continuous

improvement of achievement; Update Campus Improvement Plans to support effective curriculum management; Ensure that student progress in achievement is reported regularly to parents in an

understandable manner; Facilitate and participate in professional development.


2. Roles and Responsibilities (continued)

Teachers Teachers will:

Deliver the District curriculum, using strategies most effective for the students; Assess student learning with a variety of classroom, district, and state assessments; Use assessment data to drive instructional decisions; Involve students in the learning and assessing process; Involve parents in the learning process; Communicate strengths and weaknesses to students, parents, and others as appropriate; Participate in district, campus, and personal professional development.

Students Students will:

Be an active partner in the learning and assessing process; Understand their own learning strengths and weaknesses; Meet or exceed learning requirements based on the District curriculum and standards; Exhibit behavior that is conducive to learning for self and others.

Parents Parents will:

Be valued partners in the learning process; Accept a shared responsibility working with the teacher in the learning process; Support the development of academic, communication, life, and technology skills.


3. Direction of Curriculum Development

The curriculum will be developed, implemented, and evaluated based on a 6-phase implementation schedule. Phase 1 – Research & Systemic Planning for CScope

Instructional Services (IS) staff members will participate in a pilot training program of CSCOPE training modules 1-4 developed and presented by ESC VIII staff to deepen knowledge and understanding of the CSCOPE curriculum management system.

IS staff members will develop a process for implementation of the CSCOPE system throughout the district.

Phase 2 – Orientation Workshops

IS staff members will create an introductory training workshop to introduce and provide an overview of the CSCOPE management system to district personnel.

IS staff members will conduct introductory workshops for all district administrators and summer training workshops for all core area teachers in the implementation of CSCOPE.

Phase 3 – Initial Trainings

Region VIII ESC staff members will train TISD administrative staff using CSCOPE training modules 1-4.

IS staff members will train TISD core area teachers using CSCOPE training modules 1-4. IS staff members will lead training sessions focusing on the analysis of state standards. In these

sessions, teachers will: Identify the readiness and supporting standards established for the STAAR assessment

program, analyze the content of the TEKS, for which students must demonstrate understanding at

the appropriate cognitive level in order to adequately meet the standard, analyze the cognitive levels through the verbs of the TEKS to determine the level at

which students are expected for perform in order to adequately meet the standard, and participate in a vertical alignment study with content specificity and cognitive specificity.

Phase 1

Phase 2

Phase 3 Phase 4

Phase 5

Phase 6


3. Direction of Curriculum Development (continued)

Phase 4 – Implementation Year 1 (Mechanical Stage to Routine Stage)

Implementation will begin with learning to access and navigate the CSCOPE system and with a document study of the CSCOPE components.

Teachers will transition from the TISD locally-developed documents to the CSCOPE documents. In this first year of implementation, the district realizes that implementation for most teachers will be on the mechanical level, where instructional staff members use the curriculum exactly as it has been presented to them. As teachers continue to learn the curriculum and become accustomed to it, the curriculum should become more routinely imbedded in practice.

Phase 5 – Implementation Year 2 (Routine Stage to Refinement Stage)

In this phase, the CSCOPE reconciliation process will be implemented. Curriculum-based assessments also will be implemented through campus expectations

concerning the use of the CScope unit assessments. Campus principals will establish these expectations and will reach agreement throughout the district on the implementation of the CBAs.

In this second year of implementation, teachers should begin moving to the refinement stage, as they move from basic competence to expertness through continuous experimentation and reflection. Teachers in the refinement stage synthesize different types of previous learning in order to create new learning for themselves.

Phase 6 – Implementation Year 3 (Refinement Stage to Integration and Renewal Stages)

In this phase, the reconciliation process will be refined and standardized throughout the district. CBAs will become a district expectation, and the IS staff will provide professional development in

the use of formative and summative assessments, in the types of assessment, in effective questioning strategies, and in the effective use of performance indicators.

IS staff will provide professional development in the process of calibrating student work to state standards to ensure grade level instruction.

IS staff will introduce the CSCOPE customization process to teachers. Continuous Improvement

Using a model of continuous improvement, the IS team will emphasize the analysis of a variety of student data to promote data-driven instructional decisions. This model will include a cycle of evaluation for curriculum, instruction, and assessment.

All new instructional staff will be trained in the phases of curriculum development outlined above.


4. Curriculum Review Cycle

The curricula for all state foundation courses that lead to an assessment through the Texas testing system will be reviewed at the end of each academic year, following the receipt of the state assessment scores. All other courses, including foundation elective courses, will be reviewed every other year. The cycle of review will be as follows:

Course Area Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Foundation English Language Arts – Core English Language Arts – Core Electives Mathematics – Core Mathematics – Core Electives Science – Core Science – Core Electives Social Studies – Core Social Studies – Core Electives State Enrichment Career and Technology Fine Arts Health Physical Education Languages other than English Local Electives

This review cycle is for planning purposes. The cycle will be modified to reflect any changes in the state assessment system or in the Texas Essential Knowledge and Skills.


5. Curriculum and Instruction Review Process

Curriculum review, including analysis and evaluation of teaching and learning, is a district expectation. For core subject areas which follow the CSCOPE curriculum, this process will include curriculum reconciliation at the end of each grading period and a formal evaluation of the instructional process. For state enrichment subject areas and state foundation elective courses, the curriculum review cycle will include aligning, writing, and revising curriculum. Instructional Planning Process The TISD Instructional Planning Process includes three cycles: before the academic year begins, before each grading period begins, and after each grading period ends. For this process, teachers are allotted planning time to meet as professional learning communities and engage in a review and analysis of curriculum and instruction. The following appendices include detailed information about the instructional planning process:

Appendix E.1 : Instructional Planning Process Overview Appendix E.2: Instructional Planning Reconciliation Process – Before the Year Begins Appendix E.3: Instructional Planning Process – Before the Grading Period Begins Appendix E.4: Instructional Planning Process Questions – Before the Grading Period Begins Appendix E.5: Instructional Planning Process – After the Grading Periods Ends Appendix E.6: Instructional Planning Process Questions – After the Grading Period Ends

Aligning and Writing Curriculum During this phase, district and campus staff review the district philosophy, mission, and goals, as well as the curriculum design philosophy. Grade level or course teams will meet to analyze the assessment data and to make recommendations for adjustments to the curriculum according to the results of the data. Teams will consider issues of mastery and complexity of learning within their grade level or course. Following these meetings, subject area committees will consider the recommendations of these teams and will review and revise the curriculum for horizontal and vertical alignment with respect to the data. Revising Curriculum In accordance with the curriculum review cycle, teams will submit recommendations for curriculum revisions to the subject area committees. Document revisions or adjustments, such as clarification of objectives, resource references, or suggested activities will be made during the summer and before August 1. All documents will be published before the beginning of the next academic year. Adopting and Implementing Textbooks and Instructional Materials The District will follow the state adoption cycle for review and purchase of textbooks and materials. Teacher committees will use district criteria to evaluate the state adopted resources in comparison to the district objectives. This will be completed between October and March of each year. A selection will be made based on the tightest alignment between materials and district objectives and on the effectiveness of teaching materials. Materials will be recommended to the Board of Trustees during the spring semester for district adoption and will be implemented the following academic year. Arrangements for training in the use of the materials will be made prior to the start of the next academic year. Textbook evaluation forms are provided in Appendix B.


6. Format and Components of Curriculum Documents

Requirements for Quality Curricular Control

(1) A rigorous written curriculum, in clear and consistent form, for application by teachers in classrooms or related instructional settings

(2) A rigorous taught curriculum that is shaped by and interactive with the written one (3) A rigorous assessed curriculum that is linked to both the taught and written curricula and that

includes the tasks, concepts, and skills for student learning (4) Technology, used for instruction, assessment, management, and the support of teaching and

learning, is also an integral component.

Curriculum Documents Curriculum documents consist of the following: ▪ Vertical Alignment Documents – These documents present aligned standards (including the

TEKS knowledge and skill statement and student expectations) among grade levels. Each standard includes specificity for each student expectation so instruction and standards are truly aligned between and among grade levels.

▪ Year at a Glance (YAG) – The Year at a Glance is designed to present a quick snapshot of the entire year’s instructional plan.

▪ TEKS Verification Matrix – This matrix ensures that all of the state standards are fully

accounted for in the CSCOPE curriculum system.

▪ Instructional Focus Document (IFD) – These documents logically group the specified standards into coherent units of instruction. They include a rationale to explain why the standards are bundled together, misconceptions, performance indicators, academic vocabulary, concepts, and key understandings.

▪ Performance Indicators – Performance Indicators are evidence of student attainment of and/or progression toward an identified standard(s).

▪ Unit Tests – Unit tests assess the specified student expectations as noted on the Instructional Focus Document. These assessments include a variety of items, including ones which are written in the format of the state assessment.

▪ Exemplar Lessons – Exemplar Lessons provide a comprehensive resource of exemplar instructional activities. Based on the 5E model, the lessons are designed to ensure that students meet the performance indicators determined for the specified standards.

▪ District Benchmark Assessments – Benchmark assessments measure student mastery of state tested standards. These assessments are sources of data that are the basis for instructional decisions. They guide teachers’ instruction at appropriate levels of depth and complexity and also guide district and campus improvement of curriculum alignments and programmatic decisions.


7. Standards

The primary function of a school system is to produce increased student learning over time. This requires a school system to establish a clear, valid, and measurable set of pupil standards for learning. It is the expectation of the District that learning will be enhanced by adherence to an aligned, articulated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. With this expectation, the PK-12 curriculum will be based on a core set of objectives that are clearly articulated and aligned to the graduate profile and to state standards in each discipline and/or course of study. Standards will be used to formulate measurable objectives that are set into a workable framework for teachers. In the Texarkana Independent School District, these desired student learning expectations begin with the essential knowledge and skills specified by the State of Texas (TEKS). In the core subject areas, vertical alignment teams analyze each knowledge statement in the TEKS and review the specificity added to each student expectation so that teachers will have a clear understanding of what students should know and be able to do on each grade level or in each course. These specified student expectations are the guiding force for curriculum, instruction, student assessment, and the teacher’s delivery system.


8. Assessment

Assessment Management Principles Effective disaggregation and use of student achievement data are critical to assessing student mastery of the learning objectives. Data driven instruction occurs when assessment data are used to guide instructional decisions at the student, classroom, grade, campus, and district levels. The assessed curriculum should:

▪ Measure student progress; ▪ Guide teachers’ instruction at appropriate levels of depth and complexity; ▪ Pre-assess students’ learning levels for diagnostic purposes; ▪ Focus/narrow instruction by teaching to objectives not mastered; ▪ Vary the instructional time, setting, and/or presentation for reteach and enrichment opportunities

based on student achievement data; ▪ Guide placement in tutoring/special help programs based on assessment data; ▪ Allow opportunities for students to accelerate through the curriculum requirements; ▪ Guide district/campus improvement of curriculum alignment and programmatic decisions; ▪ Identify general achievement trends of various student groups; and ▪ Communicate progress to parents.

Assessment Components The assessed curriculum should include the following components:

▪ On-going classroom level assessment of student learning in a variety of formats ▪ A variety of tools to assess students, resources, and curriculum ▪ Adequate practice and assessment in the testing format (context) of required state assessments ▪ A district-wide criterion-referenced information management system that provides timely, efficient

assessment feedback to students, teachers, and administrators ▪ An assessment process that allows students to demonstrate and receive credit with no prior

instruction in a particular course ▪ A program evaluation component that guides curriculum redesign, instructional planning, and

programmatic decisions based on student achievement within each program area Notes:

See Appendix C.1 for the current District Assessment Calendar. See Appendices C.2 and C.3 for a matrix of assessment tools. See the TISD Assessment Plan for more additional information.


9. Professional Development

The program for professional development is focused on continuous improvement of instructional strategies and is designed to provide teachers with the tools and knowledge needed to teach the written curriculum. Professional development will provide for the following:

▪ Research-based training opportunities in the design and delivery of curriculum ▪ Induction training for new teachers ▪ Mentoring and coaching for all teachers ▪ On-the-job application of learning with follow-up and support ▪ Opportunities for teachers to share ideas and strategies ▪ The expectation that learning and improving is part of the job.

Note: See the TISD Professional Development Plan for additional information.


10. Monitoring the Curriculum

Curriculum monitoring is an evaluation process that occurs during every phase of the curriculum development cycle. All instructional staff members are responsible for monitoring the curriculum to ensure that the written, taught, and tested curricula are aligned. Teachers monitor through continuous evaluation of student performance data. Teachers identify the instructional needs of individual students and of groups of students and then modify instruction based on these needs. Throughout the year, teachers track the written curriculum, making notations for possible revisions to the written curriculum. Subject area departments or campus teams use data as a basis for collaboration and planning. As the instructional leader of the campus, the principal has the primary responsibility for monitoring the implementation of the written curriculum. Monitoring should occur through the following:

▪ Analysis of district and state assessment data ▪ Review of lesson plans and curriculum documents ▪ Individual conferencing ▪ Department or campus team meetings ▪ Classroom walk-throughs ▪ Formal observations

Campus curriculum coaches also are critical staff members in the monitoring process by stressing the importance of the written curriculum, by ensuring that resources are available, and by providing needed staff development in collaboration with School Improvement. District administrators monitor the curriculum through data analysis and provide periodic reports to the Superintendent and the Board of Trustees that project actions and summarize accomplishments.


Glossary of Terms

Curriculum

Curriculum in Texarkana ISD is defined as the knowledge, skills, concepts, processes, and attitudes to be taught and learned at the appropriate levels/area or in courses in our schools. The word curriculum refers to what is written, taught, and tested. Curriculum Alignment

Curriculum alignment is the coordination, or horizontal alignment, of what is written, taught, and tested within a course, within a grade level, and from school to school. It also is the articulation, or vertical alignment, of the curriculum from PK-12. Written Curriculum

Written curriculum is defined as those standards, goals, and objectives students are to achieve and teachers are to teach. It contains knowledge, concepts, and skills which are aligned to state standards; developed assessments; suggested timeframes; and aligned resources. Taught Curriculum

Taught curriculum refers to the delivery of the written curriculum. It is the process that is used by teachers to develop units of study, lesson plans, and/or approaches to instruction for teaching the written curriculum. Teachers follow the courses of study and instructional materials provided by the District, the essential knowledge and skills for each subject mandated by the state, and the scope and sequence developed by teachers and approved by the district. Tested Curriculum

Tested curriculum is that portion of the written curriculum that is assessed, both formally and informally, to evaluate student progress toward mastery of the written curriculum. Teacher-made tests, district assessments and state assessments are congruent with what is written and taught. Curriculum Design

Curriculum design refers to the act of creating the curriculum via specifications or templates. Curriculum Delivery

Curriculum delivery refers to the act of implementing the curriculum, along with the identification of professional development procedures to assist in this implementation. Context Alignment

Instruction and assessment are aligned with the format or testing protocol students must follow for success on an assessment. Test Deconstruction

Test deconstruction is the act of taking test items and breaking them into smaller components, skills, knowledge, and content for teaching in smaller pieces and from which to adjust the curriculum or the work plan so teaching changes as a result. Deconstruction also involves the analysis of context. Data Disaggregation

Data disaggregation refers to the act of analyzing student achievement data and other learning data to guide instruction, set goals, and monitor programs and curriculum.


Glossary of Terms (continued)

Written

Taught Tested

Curriculum Alignment Model


Appendix A District Calendar

2011-2012


Appendix B.1 Textbook Evaluation and Selection

This Textbook Evaluation and Selection process has been developed

• To make local decisions about materials selection • To use the TEKS as a focal point for analysis • To determine the degree to which the TEKS are met • To target areas that may need to be supplemented • To provide a process for review and discussion

During the review process, teams will evaluate each textbook based on the Texas Essential Knowledge and Skills for that course. Teams will assign four scores to each Student Expectation based on subject area content, student experiences, teaching strategies, and assessment. (Note: Language Arts is used as an example.)

1) Language Arts Content Materials should develop students' abilities to: • Demonstrate the writing process • Read for appropriate comprehension and analysis of literature • Listen and speak effectively • Understand, analyze, and produce visual representations

2) Student Experiences Materials should consistently include activities that provide for: • Practicing the writing process • Reading to develop vocabulary, analysis, comprehension, cultural and research skills • Listening and speaking for a variety of purposes and audiences • Effectively communicating by and about visual representations.

3) Teaching Strategies

Materials should promote: • Active student learning • Effective use of technology • A variety of research-based teaching strategies to address the needs of all students

4) Assessment Materials should include:

• Multiple assessment tools • Objectives that evaluate the extent to which students can apply language arts processes to

new situations Textbook selection will be based on:

• Scores determined by evaluation teams • Vertical alignment within the subject area


Appendix B.1 – continued Sample Page from an Evaluation


Appendix B.2 Textbook Recommendation Form


Appendix B.3 Texas Textbook Proclamation Summary

Proclamation Number

Adoption Year

Implementation Year

Subject Area(s)

1997 1999 2000-2001 ELA Reading K-12 1998 2000 2001-2002 ELA 2-12

ESOL 9-10 Speech Debate Journalism

1999 2001 2002-2003 Science 6-12 2000 2002 2003-2004 Pre-K

Social Studies 1-12 2001 2003 2004-2005

AND 2005-2006

CATE Technology Applications ESL Biology

2002 2004 2005-2006 Fine Arts LOTE PE

2003 2005 2006-2007 Not issued 2004 2006 2007-2008 Math 6-12

Math (Spanish) 6 2005 2007 2008-2009 Math K-5

Math (Spanish) K-5 2006 Not issued n/a n/a 2007 Not issued n/a State updated numbering system 2008 Not issued n/a State updated numbering system 2009 Not issued n/a State updated numbering system 2010 2009 2010-2011 ELAR K-1

SLAR K-1 Reading 2-5 Spanish Reading 2-5 Reading Elective 6-8 Literature 6-12 Spanish Literature 6 ESOL I and II ELPS 9-12 (Teacher Editions) AP Language and AP Literature

2011 2010 2011-2012 Prekindergarten Systems ELA 2-8 English I - IV SLA 2-6 ESL K-8 Speech 6-8 Pre-K Spelling 1-6 Handwriting 1-3

2012* 2011* 2012-2013* 9-27-10—SBOE revised Request for Supplemental Science Materials to the following high school courses only: Biology Chemistry IPC Physics (no science grades 5-8) Science K-12 Science (Spanish) K-6 Engineering *NOTE: In May 2010, the SBOE “postponed indefinitely Proclamation 2012.”


Appendix B.3 – continued Texas Textbook Proclamation Summary

Proclamation

Number Adoption

Year Implementation

Year Subject Area(s)

2013 2012 2013-2014 Social Studies K-12 Social Studies (Spanish) K-6 Bible Literacy Speech Debate Journalism

2014 2013 2014-2015 CATE Tech Apps K-12

2015 2014 2015-2016 Math K-5 Math (Spanish) K-5 LOTE K-12 Fine Arts K-12

2016 2015 2016-2017 Math 6-12 Math (Spanish) 6 Health K-12 PE K-12


Appendix C.1

Assessment Calendar 2012-2013

Month/Year Testing Date Test Grade Level

July 2011

7/11 Exit Level TAKS English Lang. Arts (retest) HS 7/12 - 7/14 Credit by Examination K - 7

7/12 Exit Level TAKS Math (retest) HS 7/13 Exit Level TAKS Science (retest) HS

7/14 Exit Level TAKS Social Studies (retest) HS

August 2011

7/25 - 9/16 Pre-Kids Pre-Assessment Pre-K

7/25 - 9/16 At-Risk Math Assessment

7/25 - 9/16 At-Risk Reading Assessment K - 3

8/29 - 9/27 MSTAR Universal Screener - Fall Administration 5 - 8 September 2011

All Month TPRI/Tejas Lee 1 - 2 9/10 ACT HS

9/13 - 9/15 PLAN HS

9/19 - 9/23 TMSFA 7

October 2011

10/1 SAT HS

10/3 - 10/7 EXPLORE 8

10/3 - 10/21 TPRI/Tejas Lee K

10/12 PSAT HS

10/18 Exit Level TAKS English Lang. Arts (retest) HS 10/19 Exit Level TAKS Math (retest) HS 10/20 Exit Level TAKS Science (retest) HS 10/21 Exit Level TAKS Social Studies (retest) HS 10/22 ACT HS

10/24 - 10/28 Otis-Lennon 8

10/24 - 10/28 TMSFA 7

November 2011

11/1 - 1/31 FitnessGram TMS and THS

11/5 SAT HS

11/7 - 11/18 TAKS English Language Arts Benchmark 10, 11

11/9 ASVAB HS

11/14 - 11/16 Credit by Examination HS


Appendix C.1 - continued Assessment Calendar

2012-2013



2012-2013



2012-2013



2012-2013


Appendix D.2

Matrix of Elementary Assessment Tools

Assessment Tool PK K 1 2 3 4 5 Texas Primary Reading Inventory x x x Pre-and Post-Kids Assessment x Pre and Post Assessments x x x TELPAS x x x x x x STAAR, STAAR L, STAAR Modified, STAAR Alternate Reading x x x STAAR, STAAR L, STAAR Modified, STAAR Alternate Math x x x STAAR, STAAR L, STAAR Modified, STAAR Alternate Science x STAAR, STAAR L, STAAR Modified, STAAR Alternate Writing x At-Risk Assessment - Math x x x x At-Risk Assessment - Reading x x Local Benchmark Tests - Reading x x x Local Benchmark Tests - Math x x x x x x Local Benchmark Tests - Writing x Local Benchmark Tests - Science x x x x x x Credit by Examination x x x x x x ITBS x x OLSAT x x x *NAEP x

Program Assessments Bilingual - ESL x x x x x x x Gifted/Talented x x x x x x Special Education x x x x x x x Fitness Assessment x x x Dyslexia x x x x

*if selected to participate


Appendix D.3 Matrix of Secondary Assessment Tools

Assessment Tool 6 7 8 9 10 11 12 TELPAS x x x x x x x TAKS/TAKS (Accommodated)/TAKS-M Reading/ELA

x x

TAKS/ TAKS (Accommodated)/TAKS-M Math

x x TAKS/ TAKS (Accommodated)/TAKS-M Science

x x

TAKS/ TAKS (Accommodated)/TAKS-M Social Studies

x x STAAR Reading/ STAAR EOC English I - III x x x x STAAR Math/ STAAR EOC Alg. I, Geom., Alg. II x x x x

STAAR Science/ STAAR EOC Biology, Chemistry, Physics

x x STAAR Social Studies/ STAAR EOC Wor. Geo, US HIst, Wor. Hist.

x x

STAAR Writing

x STAAR-Alternate x x x x x x

Local Semester Exams x x x x x x x Local Benchmark Tests - Reading/ELA x x x x x x Local Benchmark Tests - Math x x x x x x Local Benchmark Tests - Social Studies x x x x x x Local Benchmark Tests - Science x x x x x x Credit by Examination x x x x x x x OLSAT x EXPLORE x ASVAB x x PLAN x PSAT x x SAT x x x ACT x x x *NAEP x x

Program Assessments Bilingual - ESL x x x x x x x Gifted/Talented x x x x x x x Special Education x x x x x x x Fitness Assessment x x x x x x x Dyslexia x x x x x x x Advanced Placement

x x x

*if selected to participate


BEFORE THE ACADEMIC YEAR BEGINS

Reconcile the Year-at-a-Glance (YAG) with the District/Campus Calendar.

AFTER THE GRADING PERIOD ENDS Reconcile the Year-at-a-Glance with the District/Campus Calendar. Analyze the unit assessment data for student strengths and weaknesses. Complete an item analysis to determine common misconceptions and reasoning. Make instructional decisions regarding your findings. Begin the instructional planning process for the next grading period.

BEFORE THE GRADING PERIOD BEGINS

Review the TEKS Student Expectations on the YAG and the Instructional Focus Document (IFD) to determine the cognitive level and content specificity.

Use the TEKS Verification Document or the CSCOPE search feature to determine the grading periods in which the SEs are taught.

Analyze the unit assessment to determine the concepts, knowledge, skills, context, and prior knowledge needed.

Analyze the performance indicators for content, process, product, and evaluation method.

Determine the type of formative assessment and the evaluation method. Plan the lesson and determine the research-based instructional strategies and

activities. Determine the qualities of choice that you will use to increase student

engagement.

APPENDIX E.1 INSTRUCTIONAL PLANNING PROCESS OVERVIEW FOR CSCOPE


APPENDIX E.2 INSTRUCTIONAL PLANNING PROCESS BEFORE THE ACADEMIC YEAR BEGINS


APPENDIX E.3 INSTRUCTIONAL PLANNING PROCESS



APPENDIX E.4 INSTRUCTIONAL PLANNING PROCESS QUESTIONS



APPENDIX E.5 INSTRUCTIONAL PLANNING PROCESS AFTER THE GRADING PERIOD ENDS


APPENDIX E.6 INSTRUCTIONAL PLANNING PROCESS QUESTIONS

AFTER THE GRADING PERIOD ENDS