IrvingISDCurriculumManagementPlanTableofContents

I. Philosophy

● MissionII. VisionforDistrictClassroom

● CoreBeliefsIII. DirectionforCurriculumDesign

● ComponentsofTightandLooseCurriculumManagement○ Tight(Non-Negotiables)○ Loose(AlignedtoTight,butSchoolControlAllowed)

● Format● CurriculumScope● ProgramGuidelines● Objectives● CurriculumAlignment● DefinitionofWrittenCurriculum● DefinitionofTaughtCurriculum● DefinitionofTestedCurriculum

IV. DirectionforCurriculumDevelopment● DesignModel● FiveYearCycleforCurriculumDevelopment&Review● ComponentsofWrittenCurriculum● StagesforCurriculumDevelopment

○ Stage1:ResearchandAssessCurriculum○ Stage2:CurriculumAlignment○ Stage3:CurriculumImplementation&Monitoring○ Stage4:CurriculumEvaluation/Revision

● CurriculumGuidesV. DirectionforCurriculumEvaluationandRevision

● Intent● WrittenCurriculumEvaluationCycle● Timeline

VI. DirectionforCurriculumDelivery● ProfessionalLearning● FocusAreasforPDinIrvingISD● ProfessionalLearningCommunities

○ FocusonLearning○ CollaborativeCulture○ ActionOrientation○ CommitmenttoContinuousImprovement○ ResultsOrientation

● ResponsetoInterventionwithinthePLCModel● AssuringConsistency&Equity

● Timeline● Monitoring&Coaching:SupportingTeachersinDeliveringtheCurriculum

○ Monitoring○ ContentSupport○ Feedback

VII. DirectionforStudentandProgramAssessment● Philosophy&Beliefs● AssessmentFormat&Components● PurposesandScopewithDiagnostic,Formative,andSummativeAssessments

○ RequiredNationalandStateAssessments○ DistrictCommonAssessments(DCAs)○ STAAR/EOCSimulation○ NationallyNormed-ReferencedAssessments○ UniversalScreener

● DataAnalysis,Disaggregation,&Useofdata○ Campus-Level○ District-Level○ Disaggregation

● ProgramEvaluationandDirectionVIII. DirectionforCommunicationandFeedback

● PurposeandProcesses● Timeline

IX. RolesandResponsibilities● SharedAccountability

○ BoardofTrustees○ Superintendent○ AcademicServicesLeaders○ Principals○ ContentCoordinators/AcademicSpecialists○ Teachers○ Students○ Parents

SectionI:PhilosophyArealisticattempttodefinethecurriculumneededintheDistrictmustbeanoutgrowthofananalysisofthetypeofcitizenwhofunctionseffectivelyinsocietyandtheproblemsandcharacteristicsofyouth.Thisconceptofcurriculumdictatesthatitissufficientlyflexibletomeetchangingneedsandatthesametimethatitbefirmenoughtogivedirectionandguidancetothelearner.TheSuperintendentshalldirect,throughappropriatestaffandadministrativepersonnel,thedevelopmentofacurriculumbasedonthefollowingprinciples:

1. Theultimategoalshallbetheimprovementofsocietythroughtheperpetuationofthedemocraticstateandnation,theAmericanheritageoftraditions,andfreeenterprise.

2. Thestudentsshallunderstandfundamentals,developbasicskills,andacquiremarketableskills.

3. Asoundcareerandtechnologyprogramshallbeimplementedforstudentsinaccordancewiththeneedsofthecommunity.

4. Thecurriculumshallprovidethebestprogrampossibleinthedevelopmentofhealth,bothphysicalandmental,andevaluativecriteriashallbeusedextensivelyinthecontinuousimprovementofsuchprograms.

5. Thecurriculumshouldprovideforthefullestpossiblegrowthforeachstudentinthefieldoffinearts.

6. Thecurriculumshallprovideforcontinuouseducationaldevelopmentofstudents.7. Thecurriculumshallincludespecificinstructioninthefoundingdocumentsofthe

UnitedStatesandtheprinciplesincludedtherein.Mission TheDistrict,inpartnershipwithfamiliesandthecommunity,resolvestomeettheneedsofstudentsandtocultivatetheskillsoflearning,thinking,andcommunicating.TheDistrictshalleducatestudentsinprekindergartenthroughgrade12throughthedeliveryofacomprehensive,TexasEssentialKnowledgeandSkills(TEKS)-basedcurriculumsothatDistrictstudentscultivatetheskillsoflearning,thinking,andcommunicatingrequiredtobeproductiveandcontributingmembersofsociety.

SectionII:VisionforDistrictClassroomsEffectiveclassroomsinIrvingISDareplaceswheredistrictandcampusleadersandteachersensurealllearnershaveaccesstoaguaranteedandviablecurriculumwithcustomizedlearningopportunities.CorebeliefsaboutteachingandlearninginIrvingISDinclude:

● HighExpectations-beingintentionalwithafocustoensureallstudentsareexposedtochallenginglearningexperiencesthatleadtodeepunderstandingsofthestandards

● Engagement-designinglearningexperiencesthatincreasecuriosityandattentiontothetask

● ProblemSolving-identifyingandsolvingproblemsbyapplyingappropriateskillssystematically

● SafeEnvironment-organizedandcharacterizedclassroomswithmutualrespectandmeaningfulrelationships

● Collaboration-opportunityformembersofthelearningcommunitytoworkequallytogetherinthelearningprocess

● Rigor-learningexperiencesthatareintellectuallyandacademicallychallenging● Relevance-learningexperiencesthatareconnectedtorealworldexperiences,

problemsandcontexts● ContinuousImprovement-usetheinstructionalimprovementprocessthatcontinuously

progresses

SectionIII.DirectionforCurriculumDesignTheBoardrecognizestheneedforandvalueofasystematic,ongoingprogramofcurriculumdevelopmentandevaluation.ThedesignandimplementationofthecurriculumshallbeconsistentwiththeBoard’sadoptedmissionandapplicablegoals,statelaw,andStateBoardofEducationrules.TheBoarddeemsitessentialthattheadministrationreevaluate,developaprocedure,andmodifyitscurriculumtoprovideacommondirectionforallinstructionalandprogrammaticeffortsandtomeetchangingneedsoftheDistrict.CurriculumdevelopmentandmodificationshallbeanintegralpartoftheDistrict’slong-rangeplanningprocess.Technologyshallbefullyintegratedintothecurriculaandinstructionofschools.Anenvironmenttosupportcurriculumdeliveryshallbecreatedandmaintainedbyallfunctionsoftheorganization.Whileinstructionaldifferentiationisexpectedtooccurtoaddresstheuniqueneedsofspecificstudents,thatinstructionshallbederivedfromasetofcurriculumstandardscommontoallstudents.Thereshallalsobeequitableaccesstothecurriculumforallstudents.Theroleofcurriculumistoprovidealldistrictstaffwitharoadmaptothe“what”istaught,providingintentionalalignmentbetweenstateandnationalstandards,instruction,andassessment.ThecurriculummustFocus(identifywhatisessential)andConnect(reinforcecomplexlearningtomasterywithinandacrossgradelevelsandschools).

Thecurriculumwill:

● useabackloadingapproachthatusesrequiredexternalassessmentstoderivethecurriculumbydeterminingtestobjectivesandfromthatwritingcurriculumobjectives;

● aligntotherequiredTexasEssentialKnowledgeandSkills(TEKS);● correlatetotheCollegeandCareerReadinessStandards(CCRS);● correlatetotheEnglishProficiencyStandards(ELPS);● prioritizeandbundleessentialstandards;● spiraltoensuremasteryofthetestedstandards;● supportacceleration/enrichment,re-teaching,anddifferentiation;● use the Understanding by Design® framework model to design all lessons for

consistency across all grades and content areas. ComponentsofTightandLooseCurriculumManagementTight(Non-Negotiable)

● Vision,Mission,Philosophy,andGuidingPrinciples● Curriculum(WhattoTeach)-Standards,StudentExpectations,Objectives● IdentifiedEssentialStandards/LearningTargetsbasedontestdata● TEKSalignedinstructionalassessments● UseofAssessments(districtcommonassessments,campuscriterion-referenced

formativeassessmentsforallsubjectsatallgradelevels,diagnostic,progress-monitoring)

● Instructionaldecisionsbasedondata● Identifiedpre-requisiteskills● UsingtheUnderstanding by Design® framework model forallsubjectsatallgradelevels● UseofELLstrategiesforallsubjectsatallgradelevels● UseofAVIDWICORstrategiesforsecondaryeducation● Studentdemonstrationofmasteryinmultipleways● UseofTEKSalignedresourcesonly● Instructionaltimeallotmentforcoresubjectsinelementaryschools● Monitorandrevisecurriculumatidentifiedintervals● Expectationforinterventionandextension(TierIandTierII)

Loose(AlignedtoTight,butSchoolControlAllowed)

● Differentiationofcampuscreatedassessmentformat(formativeassessments)● Processes,procedures,instructionalstrategies● VariedTEKSalignedresources,materials,textbooks,etc..● Differentiation(extension,intervention,remediation)● Multiplemodalitiestodemonstratemasteryoflearning● Teacherlessonplandesign● Studentgrouping● Lessondelivery

FormatFormattingforallcourseswilladheretoIrvingISD’sexpectationforcurriculumdesignusingtheIrvingISDLearningFrameworkwhichfollowstheUnderstanding by Design® framework model created by McTighe and Wiggins.All lesson designs will include the following components:

● Unit Name ● Timeframe ● Unit Summary ● Transfer Goals ● Understandings ● Essential questions ● Acquisition Skills ● Bundled Student Expectations (TEKS) ● Standards:

○ Texas Essential Knowledge and Skills (TEKS) ○ English Language Proficiency Standards (ELPS)

● Vertical Connections ● Misconceptions ● Academic Vocabulary ● TEKS Aligned Resources ● Assessment Evidence ● Success Criteria ● Learning Experiences ● Intervention and Extension Activities

CurriculumScopeThescopeofthewrittencurriculumisasetofspecificwrittenstudentobjectivesforeverysubjectarea,gradelevel,andcoursetaught.Thedocumentshowstheverticalandhorizontalarticulationofaparticularsubjectaswellasapacingofeachcoursebytheunit.Thedocumentmakesreferencetoreadinessstandards,supportingstandards,andprocessstandardsasdefinedbyTexasEducationAgency(TEA).ProgramGuidelinesAdvancedPlacementcourseswillfollowcourseguidelinesprovidedbytheCollegeBoardandwillhavetheirsyllabiandmaterialsprovidedthroughtheCollegeBoardauditprocess.DualCreditcourseswillfollowcourseguidelinesandsyllabiapprovedbytheDistrictCommunityCollegepartnerforeachcourse.Othercontentareassuchasfinearts,physicaleducation,careerandtechnicaleducation,andlanguagesotherthanEnglishwillcontinuetousethestateTEKSasthefoundationfortheircurriculumdevelopment.Thesecontentareaswillalsobackloadtoappropriateassessmentsandotherperformancestandards.

ObjectivesTheIrvingISDcurriculumwilladdressallstatestandardswithaheavyemphasisonspecificdistrictessentialstandardsderivedfromSTAARtestdataforeachcontentarea.Thedistrictessentialstandardswillbespriralledthroughoutthecurriculumandassessedoneachdistrictcommonassessment.Studentperformanceonthedistrictcommonassessmentswilldeterminetheneedforcurriculumrevisionsandstandardsre-alignment.CurriculumAlignment

Inthespiritofcontinuousimprovement,andinkeepingwiththegoalsandobjectivesofthedistrict’smissionandvision,IrvingISD’scurriculumwillpromotesuccessforalllearners.Curriculumalignmentisthecoordinationofwhatiswritten,taught,andassessed.ItalsoarticulatestheTexasEssentialKnowledgeandSkillsfromPk-12,aswellasthealignmentofinstructionwithinthedepartmentorgradelevelandfromschooltoschool.Curriculumalignmentprinciplesarereflectedinthecurriculumguides,instructionalresources,staffdevelopment,instructionalpractices,assessments,facilities,andbudgeting.Deepalignmentofcurriculumresultsin:

● Maximumcongruencebetweenteachingandcurrentaswellasfuturetestingsituationsinalldimensionsofalignment;

● Adepthofcontentmasterythatgoesbeyondthestate/nationalassessments;● Expandedcontextsandcognitivetypesinclassroomactivitiesthatanticipatecurrent

andfutureformsofthetestsinuse;● Meetingandexceedingthedemandsofallexternalassessments.

Withanalignedcurriculum,thereiscongruencebothhorizontallyandvertically.Tofacilitatelearnersuccess,itiscriticalthattheyaretaughtthecurriculumwiththesametypeofcontextandcognitivelevelsthatarealignedtoassessments.Itisexpectedthatallcentraladministration,buildingadministration,andteachersarecommittedtotheimplementationofthestandards-alignedwrittencurriculum.Commitmentwillresultinincreasedlearnersuccessthroughadheringtothecomponentsoftightandloosecurriculummanagement

DefinitionofWrittenCurriculumThewrittencurriculumsupportseducatorsinthedesign,facilitation,andsupervisionoflearning.InIrvingISD,thewrittencurriculumisdesignedtoprovideteachersandstudentswiththeBoard’sexpectationsofwhatstudentsaretolearn.TheBoardexpectsthatlearningwillbeenhancedbyadherencetoacurriculumthatpromotescontinuityandcumulativeacquisitionofskillsandknowledgefromgradetogradeandfromschooltoschool.Thecurriculumshallreflectthebestknowledgeofgrowthanddevelopmentoflearners,anditshallcomplywithstatelawandStateBoardofEducationrules.ThefocusoftheIrvingISDwrittencurriculumshallensure:

1. Emphasisonreadingatgradelevelorabove.2. MasteryofskillsrequiredbytheTEKS.3. Objectivesderivedfromstate,national,andlocalassessments.4. IntegrationofthetechnologyapplicationsTEKSwithinthefoundationcurriculumat

eachgradelevelandafocusonpersonalsafetyforstudentsinadigitalworld.5. TeachingpatrioticcustomspromulgatedbytheU.S.Congressregardingtheflagofthe

UnitedStates.6. Inclusionofthevaluesandprinciplesthatarefundamentaltothecontinuationofafree

society.DefinitionofTaughtCurriculumThetaughtcurriculumiswhatteachersactuallyteachintheclassroom.Itistheresultoftheprocessusedbyteachersanddistrictpersonneltodevelopunitsofstudy,lessonplans,and/orapproachestoinstructionforteachingthewrittencurriculum.ItinvolvestheintentionalbackwardsdesignoflearningexperiencesthatprovidesabridgebetweentheDistrict’swrittencurriculumandtheassessedcurriculum.Theteachingofthecurriculumshallbealignedwiththewrittencurriculumandthetestedcurriculum.Thealignmentofthesethreecomponentsofthecurriculumisessentialtobringaboutahighdegreeofconsistency.Allprograms,includingthoseforspecialpopulations,shallbealignedtotheDistrictcurriculum.Teachersarerequiredtomodifycurriculumand/ortomakenecessaryaccommodationsforstudentstosucceed.Inadditiontotheconsistentdeliveryoftheobjectivesinthecurriculum,instructionaldeliveryshallbebasedonsoundteachingprinciplesgroundedinscientificallybasededucationalresearchorevidence-basedpractice.Instructionalsupervisioneffortsshallfocusonthesesoundteachingprinciples.Thissystematicprocessshallinclude:

1. Establishingaschoolclimatethatcontinuallyaffirmstheworthofallstudents.2. Expectingthatallstudentsperformathighlevelsofcognition.

3. Ensuringthatallstudentsexperienceopportunitiesforpersonalsuccess.4. Varyingthetimeforlearningaccordingtotheneedsofeachstudentandthecomplexity

ofthetask.5. Havingbothstaffmembersandstudentstakeresponsibilityforsuccessfullearning.6. Analyzingthecontentofeachlearningobjectivesothatinstructionalstrategiesmatch

contentandassessment.7. Sequencingtasksintoahierarchyoflearningskillstomaximizetheeffectivenessof

instructionaldelivery.8. Orientingstudentstotheobjectivestobelearned.9. Assessingstudentmasteryoftheobjectivestodeterminetheneedformovementtoa

newinstructionalobjectiveortheneedtoextend,enrich,orcorrectthatobjective.10. Embeddingtechnologyintoallaspectsofthecurriculumthatarealignedwithacademic

contentandstudentachievementstandards.DefinitionofTestedCurriculumTheassessedcurriculumiswhatistested.Itmeasureshowwellthestudentslearnedthetaughtcurriculumandhowwelltheteachersdeliveredthewrittencurriculum.Assessmentpromoteslearnersuccesswhenusedintentionallytouncovereachlearner’slevelofmasteryandtodeterminethenextstepsininstruction.Educatorsregularlycheckforunderstandingthroughthefrequentuseofformativeandsummativeassessmentstoevaluatestudentprogresstowardmasteryofthewrittencurriculum.Teachersshallconductfrequentassessmentsofstudentsonthecurriculumobjectives.Teacher-madetests,aswellascriterion-referencedinterimassessments,shallbeusedtodeterminepatternsofstudents’achievement.Teachersandadministratorsshallusetestresultstoassessthestatusofindividualstudentachievement,tocontinuouslyregroupstudentsforinstruction,toidentifygeneralachievementtrendsofvariousgroupsofstudents,andtomodifycurriculumdeliveryand/orinstructionaswarrantedbyassessmentresults.Principalsshallreviewassessmentstohelpteachersensurethattheassessmentsarecongruentwiththewrittencurriculumandtoensurethatthelearningneedsofallstudentsareaddressed.Thetestedcurriculumshallincludethefollowingcomponents:

1. State-levelassessmentsasrequired.2. Locallydeveloped,criterion-referenced,interimassessmentsforthecorecontentareas

ateachgradelevel.3. Performance-basedassessmentsofcriticallearningobjectivesasisappropriate.4. Norm-referencedassessmenttocompareDistrictachievementtonationalnorms.

RolesandResponsibilitiesinCurriculumDesignSeeSectionIX

SectionIV:DirectionforCurriculumDevelopmentDesignModel

In designing curriculum, Irving ISD staff is guided by the Understanding by Design® framework model (McTighe and Wiggins). This model relies on the premises of Backward Design, which articulates desired results to mindfully plan assessment and instruction. The overall design should focus on the big ideas of the targeted content, include assessments that provide fair, valid, reliable, and sufficient measures of the desired results, and effective and engaging learning plans (McTighe and Wiggins). These design standards can be found in the UbD stages:

Thedesignmodelwillprovideteacherswithinstructionalplanningtools,resources,andexpectationsneededtoanswerthefourcriticalquestionsofaProfessionalLearningCommunity:

1.Whatdowewantstudentstoknowandbeabletodo?Wewill...

● Designlessons/unitsofstudyaroundthedistrictcurriculumandobjectives;

● Diagnosestudentsontheseobjectivespriortoteachingtheobjectivestoestablishteachingattherightlevelofdifficultyforstudents;

● Designactivitiesalignedtotheobjectivesanchoredtoappropriatestudentinstructionallevel;

● Deliveralignedlessonsusingresearchedbasedteachingpractices;2.Howwillweknowifeachstudenthaslearnedit?

Wewill...● Useassessmentsalongthewaytodetermineifstudentshavemastered

theobjectiveorneedfurtherreteachingoracceleration;3.Whatwillwedoiftheydon’tlearnit?

Wewill...● Provideopportunitiesforre-teachinginadifferentwaywithremediation

andre-assessinguntilthestudenthasmasteredtheobjectives;4.Whatwillwedoiftheyalreadyknowit?

Wewill…● Provideopportunitiesforstudentstoextendthelearningwhilekeeping

trackofwherestudentsareintheirlearning.

FiveYearCycleforCurriculumDevelopmentandReview

Content

2018-19

2019-20NewELARTEKS 2020-21 2021-22

NewScienceTEKS2022-23

NewSocialStudiesTEKS

● Reorganizeallcurriculumdocuments

● EnsurealignmentofessentialstandardstoSTAAR

ALL ELAR Evaluate/Review/Revise Science SocialStudies

BuildAssessmentsforallSTAARCoreAreas ALL ALL ALL ALL ALL

English/SpanishLanguageArtsandReading(IncludesGT,PreAP)

ELARPK-5 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

ELAR6-8 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

ELAR9-12 DeepAlignment DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

Mathematics(IncludesGT,PreAP)

MathPK-5 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

Math6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

Math9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

SocialStudies(IncludesGT,PreAP)

SocialStudiesPK-5IntegrateintoELAR DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment

SocialStudies6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment

SocialStudies9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment

Science(IncludesGT,PreAP)

SciencePk-5 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise

Science6-8 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise

Science9-12 DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment Evaluate/Review/Revise

LanguagesOtherThanEnglish(LOTE)

DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

CareerandTechnologyEducation(CTE)

Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise DeepAlignment

FineArts

DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

HealthandPhysicalEducation

DeepAlignment Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise Evaluate/Review/Revise

Deepalignmentensuresthatallcomponentsofcurriculumincludethe3C’s:

● content-theconcepts,skills,knowledge,vocabulary● context-howstudentspracticetheirlearningand/ordemonstratemasteryofit

(includestestformats)● cognitivetype-thetypeofthinkingrequiredtocompletetheactivityorassignment

ComponentsofWrittenCurriculumThewrittencurriculum,asdesignedusingtheUnderstandingbyDesign®frameworkmodel,includesobjectives,assessments,prerequisites,suggestedmaterialsandresources,strategiesandapproaches,aswellassuggestedstudentworkandassignments.ThedesignstandardsareincludedintheUnderstandingbyDesign®stages:

StagesforCurriculumDevelopmentThecurriculumestablishesasystemtoensurethatlearnershaveequitableaccesstolearnthesamesignificantcorecontentataparticularinstructionallevelineveryclassroomacrosstheDistrict.Theimplementationofacurriculumdevelopmentcyclewillsupportcontinuousimprovementforallcurriculumprogramsaswellasimprovedstudentperformance.Allcurriculumprogramswillbecontinuallyupdated,improved,andauditedinordertoengageteachersandlearnersinarigorous,standards-basedcurriculumthatsupportspersonalizedlearning.Stage1:ResearchandAssessCurriculumPurpose:Tousedatatounderstandcurrentstudentachievement,assessexistingprograms,researchbestpractices,andidentifyalignedresourcesto:

● AnalyzeTexasEssentialKnowledgeandSkills(TEKS),assessments,andidentifyinstructionalpedagogyandresourcesthataretightlyalignedtotheperformancestandardsthatsupportabackloadingapproach;

● Recommendevidence-basedinstructionalmaterialsandpedagogytosupportdifferentiatedinstruction,re-teaching,re-assessing,andenrichment;

● Establish/reviseassessmentsystemanddatadriveninstructionalprocess;● Establishacommunicationsystemtoinformallstakeholdersofallcurriculumchanges;

and● Identifyprofessionallearninganddevelopmentneedstosupportteacherpracticesand

scholarlearning.Stage2:CurriculumAlignment:Purpose:Toaligncurriculumtodistrict,state,andnationalstandards,resources,assessments,anddistrictgoalstoensurethatunitsofstudyprovide:

● Identificationoftheessentialstandardsthatarereasonableinnumbersolearnershaveadequatetimetomasterthecontent;

● Lessonsthatspecifythe3C’s:○ Content-concepts,skills,knowledge,vocabulary(what)○ Context-modeofstudentresponse,taskspecifications

○ CognitiveType-thetypeofthinkingrequiredtocompletetheactivityorassignment;

● CurriculumGuidesthatsupportteachersinplanningtheirinstructionandassessment;● Statementsthatdefinewhatalllearnersneedtoknow,understandandbeabletodo;● Theframeworkofthecurriculumbystatingthemostimportantbigideas,concepts,

misconceptions,andskills;● Connectivityofstandardsinanorderlysequencealongsideinstructionalstrategiesthat

givestudentsampleopportunitiestolearncontentandskillsanddemonstratemasteryinmultipleways;

● Customizedlearningtosupportdifferentiation;and● AssessmentsthatarefullyalignedtoSTAARwhicharealsoalignedtotheessential

standardstaughtintheunitofstudy.Stage3:CurriculumImplementationandMonitoring:Purpose:Toimplementthewrittencurriculum,instructionalpractices,andresourceswhilemonitoringtheimplementationto:

● Developacurriculumdeploymentplanbycontent/gradelevel;● Providetrainingthatwillhelpteachersplanlessonsutilizingthecurriculum;● Ensureprofessionaldevelopmentandsupportnecessaryforeffectiveimplementation

andimprovedlearningforallprincipalsandteachersthatwillsupportstudentlearning;and

● Ensurethealignmentofwritten,taught,andassessedcurriculumthroughmonitoringofdataandprogresstowardgoalsthroughPLC’s,coaching,modeling,andwalkthroughs.

Stage4:CurriculumEvaluation/Revision:Purpose:Toprovideacontinuousprocessatregularintervalstoassesstheeffectivenessofthecurriculuminanycontentareaandgradelevelbysolicitingfeedbackthatensuresthecurriculumsupports:

● Solicitingspecificandtimelyfeedbackforimprovementandsupport;● Alignmenttoallassessments;● Learners’currentandanticipatedneedforknowledgeandskillsineachcontentarea

andgradelevel;● Emergingtrendsandcurrentresearchincontentandmodesofinstruction;● Opportunitiesforcollaborationwithinandacrossdisciplines;● OpportunitiestoexploreTEKSalignedsupplementaryresourcestoenrichtheclassroom

experience,providereal-timeexploration,andapplycompetencies;● Theroleoftechnologyinteachingandlearning;and● Appropriateassessmentstrategies.

CurriculumGuidesCurriculumguidesshallbedevelopedandrevisedregularlybycommitteesofteachersandcurriculumstaffmembers.Theyshallreflectthestatestandardsforcoursesofferedandthesuggestedmethodologyandmaterialsforenrichment.Curriculumisnotintendedtorestrictthe

initiativeoftheindividualteacher.Itshallbewritteninaformtoensureanunbiasedandunprejudicedpresentationofinformation.RolesandResponsibilitiesinCurriculumDevelopmentSeeSectionIXSectionV.DirectionforCurriculumEvaluationandRevisionIntentThepurposeofcurriculumevaluationandreviewistoanalyzestudentachievementanddeterminetheeffectivenessoftheprogramasitrelatestoimplementingthewritten,taught,andassessedcurriculum. Curriculumevaluationisanongoingprocessthatutilizesmultipledatasourcestodeterminetheextentofalignmentbetweencurriculumandstatestandardsbasedonstudentassessmentdata.WrittenCurriculumEvaluationCycle

● Gradelevel/contentteamswillanalyzeassessmentdatatomakerecommendationsforadjustmentstothecurriculumbasedonresultsofdata;

● Gradelevel/contentteamswillsubmitrecommendationsforcurriculumrevisionsthroughthecontentareacoordinatorstoAcademicServicesandCurriculumExecutiveDirectorforapproval;

● Approveddocumentrevisionsoradjustmentswillbemadeprimarilyduringthesummer,butrevisionstoensuredeepalignmentmaybemadeatanytime;and

● Reviseddocumentswillbepublishedbeforethebeginningofthenextacademicyear.Timeline

CourseArea

YEAR1 YEAR2 YEAR3 YEAR4 YEAR5

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

CORECONTENT

EnglishLanguageArts/Reading √ √ √ √ √

Mathematics √ √ √ √ √

Science √ √ √ √ √

SocialStudies √ √ √ √ √

STATEENRICHMENT

CareerandTechnology √ √

FineArts √ √

PhysicalEducation √ √

Health √ √

LOTE √ √

Electives √ √

● ThecurriculaforallcorecontentcoursesthatleadtoanassessmentthroughtheTexas

evaluationsystemwillbereviewedattheendofeachacademicyear,followingthereceiptofthestateassessmentscores.Allothercourses,includingfoundationelectivecourses,willbereviewedeveryotheryear.

● ThecurriculawillbemonitoredandrevisedbasedoncampusanddistrictdataobtainedthePLCprocess,curriculumwalkthroughs,districtcommonassessments,alongwithstateandnationaltestdata.

● Curriculaevaluationisconductedacrossallprogramsandcontentareastoensuretaughtcurriculummeetshighstandardsincontent,context,andcognitivelevelsoflearningthatarealignedtostatetestedstandards.

RolesandResponsibilitiesforCurriculumEvaluationandRevisionSeeSectionIX SectionVI:DirectionforCurriculumDeliveryToensurealllearnershaveaccesstoaguaranteedandviablecurriculumwithcustomizedlearningopportunities,allteachersareexpectedtoteachandassessusingthewrittencurriculum.TeachersarealsoexpectedtodifferentiateinstructiontoensuremasterylearningforallstudentsbywayofResponsetoIntervention,aswellasprovidingenrichment/extensionactivitiesafterstudentshaveshownmasteryofthegradelevelTEKS.

ProfessionalLearningTheprimaryfocusofprofessionallearningistoimproveeducatorpracticeandstudentresults.Continuousimprovementofindividuals,campuses,andthedistrictsdependsonhigh-qualityprofessionallearning.Professionallearningistheprimaryvehicleavailabletoustostrengthentheperformanceofleadersandeducators,andtothesuccessofthedailyworktheydo.TheprofessionallearningcommitmentinIrvingISDisthatthosedesigninglearningopportunitiesforeducatorswillconcentratetheireffortsonassuringthatlearningforeducatorsleadstolearningforstudents.FocusareasforProfessionalLearninginIrvingISDAllsessionsarefocusedonthelargestimpacttostudentsuccessasmeasuredbyJohnHattie’s’EffectSize

● ProfessionalLearningCommunities● Webb’sDepthofKnowledge–Creatingrichlearningenvironmentswhereallstudents

learnathighlevels● LiteracyPK-12● LeadingforResults● NWEAMAP–Datathathelpsstudentslearn,teachersteach,andleaderslead.● SevenStepstoaLanguageRichInteractiveClassroom● TalkReadTalkWrite● BuildingAcademicVocabularySkills● ClassroomBehavioralInfluences

ProfessionalLearningCommunitiesProfessionalLearningCommunities(PLCs)arethemeansbywhichthedistrictprovidesprofessionallearningforteachersinajob-embeddedsetting.PLCsareatthecenterofthecurriculummanagementprocess.ThetermProfessionalLearningCommunitiesreferstotheongoingprocessinwhicheducatorscollaborativelyworkinregularcyclesofcollectiveinquiryandactionresearchinordertoachieveimprovedresultsforthestudentstheyteach.AcriticalassumptionofPLCsisthatthekeytoimprovingstudentperformanceliesinjob-embeddedlearningforalleducators(DuFour,R.,Eaker,R.,&Many,T.2006LearningbyDoing).

TheDistrict’sexpectationsarethatallschoolswillusePLCsasatooltopersonalizeprofessionaldevelopmenttotheneedsofthestaffandtoconnectteacherlearningtoactualstudentresults.PLCteamsconstantlyanalyzewhatishappeningintheclassrooms.Astheschoolmovesforward,everyprofessionalinthebuildingmustengagewithcolleaguesintheongoingexplorationofthefourquestionsthatdrivetheworkofthosewithinaprofessionallearningcommunity:

● Whatdowewantstudentstoknowandbeabletodo?● Howwillweknowiftheylearnedit?● Whatwillwedowhenstudentshavenotlearnedit?

● Whatwillwedowhenstudentshavealreadylearnedit?Question1-ConcentratedInstruction-Asystematicprocessofidentifyingessentialknowledge,skillsandbehaviorsthatallstudentsmustmastertolearnathighlevelsanddeterminingthespecificlearningneedsforeachchildtogetthere.Question2-ConvergentAssessment-Anongoingprocessofcollectivelyanalyzingtargetedevidencetodeterminethespecificlearningneedsofeachchildandtheeffectivenessoftheinstructionthechildreceivesinmeetingtheseneeds.Questions3&4-CertainAccess-Asystematicprocessthatguaranteeseverystudentwillreceivethetimeandsupportneededtolearnathighlevels(Buffumetal.,2012p.10).PLC’sengagein:

● Unpackingstateandnationalstandards;● Examiningexistingcurriculumandinstructionalresources;● Generatingcommonformativeassessments;● Analyzingstudentlearningdata(fromcommonformative,district,andstatelevel

assessments);● Sharingproveninstructionalpractices;● Planninginterventionstrategiesforstudentswhostruggle;● Planningenrichmentstrategiesforstudentswhohavemasteredthetarget;● Examiningstudentlearningdatainanefforttosystematicallyobserve,support,and

enhancingcurriculumimplementation.InfollowingthePLCprocess,eachcontentareaorgradelevelteamofteachersdeterminesthelearningtargettoassess,agreeonanassessment,useitintheirclassroom,collectstudentwork,analyzeresults,adjustinstruction,andrepeat.Thisstrongfocusonstudentlearningcreatesacommunityofadultlearnersthatholdsthemselvesaccountableforstudentachievementandworkcollaborativelythroughcontinuedprofessionallearning.

● FocusonLearning—schoolsinvolvedinthePLCprocesshaveeducatorsthatworkontheassumptionthathighlevelsoflearningforallstudentsisboththereasonschoolsexistandthefundamentalresponsibilityofeducators.Astheschoolmovesforward,everyprofessionalinthebuildingmustengagewithcolleaguesintheongoingexplorationofthefourcrucialquestionsabovethatdrivetheworkofthosewithinaprofessionallearningcommunity.

● CollaborativeCulture—inPLCschools,collaborationrepresentsaschoolwideprocessinwhichteachersworktogetherinterdependentlyinordertochangetheirclassroompracticeinwaysthatwillleadtobetterresultsfortheirstudents,fortheirteam,andfortheirschool.

● ActionOrientation:LearningbyDoing—PLCmembersareactionoriented.Theyunderstandthatdeeplearningrequiresexperience,whichrequirestakingaction.InPLCstheprimaryreasonthatteachersworktogetherinteamsandparticipateincollectiveinquiryistoserveascatalystsforaction.

● CommitmenttoContinuousImprovement—acharacteristicofaPLCteamisaconstantsearchforabetterwaytoachievegoalsandaccomplishthepurposeoftheorganization.PLCsengageeachteammemberinanongoingcycleof:

○ collectingevidenceofcurrentlevelsofstudentlearning;○ developingstrategiesandideastobuildonstrengthsandaddress

weaknesses;○ implementingthosestrategiesandideas;○ analyzingtheimpactofthechangestodiscoverwhatworksanddoesnot

work;and○ applyingnewknowledgeinthenextcycleofcontinuousimprovement.

Thegoalisnotjusttolearnanewstrategy,buttocreateacontinuouslearningenvironmentinwhichinnovationandexperimentationarevaluedandwhereparticipationintheprocessistheresponsibilityoftheentirestaff.

● ResultsOrientation—PLCmembersunderstandthatalltheireffortsmustbeassessedonthebasisofresultsratherthanintentions.Thisfocusonresultsleadseachteamtodevelopandpursuemeasurableimprovementgoalsthatarealignedtoschoolanddistrictgoalsforlearning.Itmayalsoresultinthecreationofcommonformativeassessmentsthatareadministeredtostudentsmultipletimesthroughouttheyeartogatherongoingevidenceofstudentlearning.Teammembersusetheresultstoidentifyandaddressprogramconcernsandtodiscoverstrengthsandweaknessesintheirindividualteachinginordertolearnfromoneanother.Mostimportantly,theassessmentsareusedtoidentifystudentswhoneedadditionaltimeandsupportforlearning.FrequentcommonformativeassessmentsareoneofthemostpowerfultoolsusedbyPLCteams.

ResponsetoInterventionwithinthePLCmodelBecausethefocusofaPLCisstudentlearning,itisimportanttoemphasizehowIrvingISDeducatorsshouldrespondwhenstudentsstruggleinschool.Inthefieldofeducation,researchandevidencehaveneverbeenmoreconclusive-responsetointervention(RtI)istherightwaytointervene.Alsoknownasamulti-tieredsystemofsupports(MTSS),RtIisasystematicprocesstoensureeverystudentreceives:

Theadditionaltimeandsupportneededtolearnathighlevels.RtI’sunderlyingpremiseisthatschoolsshouldnotdelayprovidinghelpforstrugglingstudentsuntiltheyfallfar

enoughbehindtoqualifyforspecialeducation,butinsteadshouldprovidetimely,targeted,systematicinterventionsforallstudentswhodemonstratetheneed.(Buffum,Mattos,&Weber,2012Simplifyingresponsetointervention:Fouressentialguidingprinciples.)

Researcher,JohnHattie,findsthatRtIranksinthetop3educationpracticesproventobestincreasestudentachievement.Whenimplementedwell,RtIhasanexceptionalaverageyearlyimpactrateof1.07standarddeviation(Hattie2012).Basedonlongitudinalstudies,theyearlytypicalimpactrateofaclassroomteacher’sinstructionrangesbetween0.15and0.40standarddeviationgrowth(Hattie,2009).ThismeansaschoolthatsuccessfullyimplementsRtIleveragesaprocessthatisconsiderablymoreeffectivethanaschoolthatleavesituptoindividual,isolatedteacherstomeetstudents’instructionalneeds.Knowingwhatweknowtodayabouthowtobestrespondwhenstudentsstruggle,thereisnodebate:implementingRtIwithinaprofessionallearningcommunityframeworkistherightwork.(Buffum,Mattos,Malone,2018TakingAction)BecauseRtIisproventobethebestwaytointervenewhenstudentsneedadditionaltimeandsupport,schoolsthatfunctionasaPLCshouldnotviewRtIasanewinitiativebutinstead,asdeepeningtheircurrentinterventionpractices.RtIisanessentialpieceofthepuzzletoensurestudentsuccess-PLCisthepuzzle.AssuringConsistency&EquityAsstatedintherolesandresponsibilitiessection,allPLCmemberssharetheresponsibilityofguaranteeinghighlevelsoflearningforallstudents.TheSpecializedLearningServicesdivisionwillensureequityofaccesstograde-levelcurriculumforallstudentsbyprovidinginstructionalstrategiesandresourcesthatallowfordifferentiation,interventionand/orextensionofthecurriculum.AllstudentsinIrvingISDhaveaccesstoaguaranteedandviablecurriculum.

● A guaranteed and viable curriculum (GVC) ensures that all students have an equal

opportunity to learn (OTL). Each student will have access to an effective or highlyeffectiveteacher,andaccesstothesamecontent,knowledgeandskillsineachsectionorclass.(WhatWorksinSchools:TranslatingResearchintoPractice,Marzano,2003)

● AGuaranteed,ViableCurriculumconsistsofPowerStandardsandPowerIndicatorsthatfullyoutlinethecontent,concepts,andskillsthatareessentialwithinanacademicdisciplineandateachgradeleveltoensureallstudentshavetheopportunitytoachieveproficiency.

● TheGuaranteed,ViableCurriculumprovidesclarityandguidancetoprincipals,teachers,students,andparentsaboutthecorecurriculumanditsessentialcontentandskills.Havingthisdocumentinplace,clearlyindicatingPower(Critical)Standards,PowerIndicators,andacommonlocalassessmentplan,meansthatindividualteachersdonothavetheoptionnottoteachthiscontentandtheseskills,ortoreplacethemwithsomethingelse.

● Viabilitymeansthedistinctlyarticulatedcontentandskillscanbetaughtandlearned(notrushedandcovered)withinthetimeframesavailableduringtheacademicyear.(http://www.ccsuvt.org/curriculum-instruction-and-assessment/curriculum/power-standards-and-indicators)

TimelineCurriculumrefinementisconductedthroughouttheschoolyearbasedonfeedbackandassessmentdatathatfocusonTEKSmastery.Professionallearningsessionsareprovidedtoteachersonanasneededbasisatanytimeduringtheschoolyear.

● June-August:Curriculumwritersdesign/refinealllessonsandassessmentsbasedonstateassessmentdata.

● August:Teachersattendprofessionallearningsessionstolearnaboutthecurriculum.● September-October:Follow-upprofessionallearningoccurs.Curriculummonitoring

begins.● November-December:Curriculummonitoringcontinuesandwritersrefinelessons

basedonassessmentdata.● January-February:Follow-upprofessionallearningoccurs.Curriculummonitoring

continues.● March-May:Curriculummonitoringcontinuesandlessonsarerefinedbasedon

assessmentdata.Monitoring&Coaching:SupportingTeachersinDeliveringtheCurriculumIrvingISDbelievessuccessfulimplementationofthewritten,taught,andassessedcurriculumincludescontinuousmonitoring,support,andfeedback.

● Monitoring○ District-LevelAdministratorswillmonitorimplementationofthecurriculum

throughmeetings,observations,curriculumwalkthroughs,anddatatalksafterlearningbenchmarkassessments.

○ Principalswillmonitorimplementationofthecurriculumthroughreviewoflessonplans,walkthroughs,observations,anddatatalks.

○ InstructionalCoaches/Specialistswillmonitorimplementationofthecurriculumduringtheunit/lessonplanningprocess.

○ Teacherswillself-monitorimplementationofthecurriculumusingthepacingguides.

● ContentSupport

○ Trainingwillbeprovidedbycoordinatorsandinstructionalcoaches/specialists.○ Resourceswillbeprovidedbydirectorsandcoordinatorsandsharedwith

teachers,instructionalcoaches,academicspecialists,andcampusadministrators.

○ Academicspecialistswillbetrainedinusingthecurriculumtoprovidesupportforteacherswhenplanninglessons.

○ Directors,coordinators,campusadministrators,andacademicspecialistswillworktogethertomeettheneedsofallteachers.

● Feedback

○ AllIrvingISDfacultyandstaffhaveopportunitiestoprovidefeedbackregardingthecurriculum.

○ Changesmade,basedonfeedbackreceived,willbecommunicatedtodistrictadministrators,campusadministrators,andteachers.

SectionVII:DirectionforStudentandProgramAssessmentPhilosophy&BeliefsEffectivedisaggregationanduseofstudentachievementdataarecriticaltoassessingstudentmasteryofthelearningobjectives.Datadriveninstructionoccurswhenassessmentdataareusedtoguideinstructionaldecisionsatthestudent,classroom,grade,campus,anddistrictlevels.

Theassessedcurriculumshould:● Measurestudentprogress;● Guideteachers’instructionatappropriatelevelsofdepthandcomplexity;● Pre-assessstudents’learninglevelsfordiagnosticpurposes;● Focus/narrowinstructionbyteachingtoobjectivesnotmastered;● Varytheinstructionaltime,setting,and/orpresentationforreteachandenrichment

opportunitiesbasedonstudentachievementdata;● Guideplacementintutoring/specialhelpprogramsbasedonassessmentdata;● Allowopportunitiesforstudentstoacceleratethroughthecurriculumrequirements;● Guidedistrict/campusimprovementofcurriculumalignmentandprogrammatic

decisions;● Identifygeneralachievementtrendsofvariousstudentgroups;and● Communicateprogresstoparents.

AssessmentFormat&ComponentsTheassessedcurriculumshouldincludethefollowingcomponents:

● Ongoingclassroomlevelassessmentofstudentlearninginavarietyofformats;● Avarietyoftoolstoassessstudents,resources,andcurriculum;● Adequatepracticeandassessmentinthetestingformat(context)ofrequiredstate

assessments;● Adistrict-widecriterion-referencedassessmentsystemthatprovidestimely,efficient

assessmentfeedbacktostudents,teachers,andadministrators;● Anassessmentprocessthatallowsstudentstodemonstrateandreceivecreditwithno

priorinstructioninaparticularcourse;and● Aprogramevaluationcomponentthatguidescurriculumredesign,instructional

planning,andprogrammaticdecisionsbasedonstudentachievementwithineachprogramarea.

PurposesandScopewithDiagnostic,Formative,andSummativeAssessmentsRequiredNationalandStateAssessmentsThedistrictadministersallrequiredstateandfederallyrequiredassessmentswhichinclude:

● StateofTexasAssessmentofAcademicReadiness(STAAR)● STAARSpanish● STAARAlternate2● TexasEnglishLanguageProficiencyAssessmentSystem(TELPAS)● NationalAssessmentofEducationalProgress(NAEP)

DistrictCommonAssessments(DCAs)TheDistrictusesalocally-developedassessmentprogramdesignedtopreparestudentsforsuccesstowardmeetingTEKSandstate-assessmentlearningobjectives.TheseDistrictCommonAssessments(DCAs)arealignedandformattedtoSTAARandtheresultsareenteredintoAWAREfordistrictandcampusdisaggregation.Theassessmentsareadministeredasoutlinedbelow:

Grades Content Timeframe

2nd,3rd,4th&5th Math&Reading 1st,2nd,3rd&4thSixWeeks

4th Writing 1st,2nd,3rd&4thSixWeeks

5th Science 1st,2nd,3rd&4thSixWeeks

6th,7th,&8th Math&Reading 1st,2nd,4th&5thSixWeeks

7th Writing 1st,2nd,4th&5thSixWeeks

8th Science,SocialStudies 1st,2nd,4th&5thSixWeeks

EOC EnglishI,EnglishII,Biology&USHistory

1st,2nd,4th&5thSixWeeks

STAAR/EOCSimulationCampusesadministeraSTAAR/EOCsimulationduringthesecondweekofFebruaryeachyear.TheDistrictwillcopytheassessmentsandanswerdocumentsforcampuses.AlldataisenteredintoAWAREfordistrictandcampusdisaggregation.RemediationplansaredevelopedinordertopreparestudentsforsuccessontheSTAAR/EOCassessments.NationallyNormed-ReferencedAssessmentsNationallynormedassessmentsthatassessskillsandknowledgesuchasTexasSuccessInitiative(TSI),PreliminaryScholasticAptitudeTest(PSAT),ScholasticAptitudeTest(SAT),AmericanCollegeTesting(ACT),ArmedServicesVocabularyAptitudeBattery(ASVAB)andAdvancedPlacement(AP)examsareadministeredbythedistrict.IISDalsousesstandardizedassessmentsintheidentificationprocessforspecificprogramssuchasSpecialEducation,Bilingual/ESL,andGifted&TalentedProgram.Administrationandanalysisofthesespecialassessmentsconstitutesanimportantcomponentoftheinstructionalplanforteachingandlearningthatissystematicallyimplementedinthedistrict.

UniversalScreenerTheMeasureofAcademicProgress(MAP)areadministeredthreetimeseachyear(BOY,MOY,&EOY)forstudentsingrades2-9forreadingandmath.MAPisalsoadministeredforstudentsingrades5,8&9forscience,andlanguageforstudentsingrades4&7.PrincipalsandteachersusetheMAPassessmentdatatodevelopindividuallearningplansforstudents.DataAnalysis,Disaggregation,&UseofDataCampus-LevelStudentassessmentanddataanalysisatthecampus-levelisfacilitatedbycampusprincipalsinpartnershipwiththeirsupervisors.CampusstaffalsoanalyzesdatathroughtheuseofProfessionalLearningCommunities(PLCs)toguideinstructionalplanningandtoensuremasteryofthecurriculum.InIrvingISD,PLCswillmeetregularlyandaddressthefollowingquestionsforeachlearningcycle/expectation:

● Whatdowewantstudentstoknowandbeabletodo?● Howwillweknowiftheylearnedit?● Whatwillwedowhenstudentshavenotlearnedit?● Whatwillwedowhenstudentshavealreadylearnedit?

District-LevelStudentassessmentanddataanalysisatthedistrict-levelisfacilitatedbytheDeputySuperintendentofAcademicServicesandtheAcademicServicesleadershipteam.Curriculumdeficiencieswillbeidentifiedandplansforappropriaterevisionsaremade.TheExecutiveDirectorofCurriculumandInstructionleadstheContentInstructionalCoordinatorsinadjusting/revisingthecurriculumasneeded.DisaggregationTheIrvingISDdisaggregatesdatatoidentifytargetstudentexpectationsthatneedimprovementandtodeterminewhichstudentsorstudentgroupsareexperiencingdifficultiesinlearning.AcademicServicesstaff,principalsandteachersdeterminecausalfactorsforstudentperformanceandworkcollaborativelytoaddressidentifiedneeds.Possiblefactorsforpoorstudentperformancetobeconsideredareasfollows:

● Gaps/Inadequaciesinthecurriculum;● Misalignmentamongthewritten,taughtandassessedcurriculum;● Lackofpriorknowledge/foundationskills/proficiencyinsupportingstandards;● Needforimprovedinstructionaldesignand/ordelivery.

ProgramEvaluationandDirectionThetestedcurriculumwillbeevaluatedasdataisdisaggregatedtoidentifythestrengthsandweaknessesofthewrittencurriculum.Allweaknesseswillleadtocurriculumrefinement.Possiblelook-forsare:

● Isperformanceconsistentacrossallschoolsandstudentpopulations?● Arethereanyanomaliesinthedata?● Wereprofessionallearningopportunitiesadequate?● Isthereevidenceoffidelityincurriculumimplementationandmonitoring?● Isthewrittencurriculumwellalignedtotestedstandards?● Areinstructionalstrategiesappropriateandeffective?● Wastheassessmentvalidandreliable?● Wastheassessmentalignedwithcontent,context,andcognitivetype?

SectionVIII:DirectionforCommunicationandFeedbackPurposeandProcessesTheIrvingISDCurriculumManagementPlancommunicatesintentanddirectionfortheDistrictintheareasofcurriculumandinstructioninthefollowingways:

● Itconnectsthewritten,taught,andtestedcurriculuminamannerthatunifiestheDistrictaroundacommonvisionandmission.

● ItbecomesacatalystforstartingatransformationalprocessforchangingthecultureoftheDistrict,thecorework,andtherelationshipbetweenthepeoplewithintheorganizationwhodothework.

● Itultimatelybuildsacultureofcollaboration.TeacherswillhavetheopportunitytoparticipateinprofessionallearningtounderstandthevariouscomponentsofthecurriculumthroughLearn2InspireProfessionalLearningSessionsandPLCs.Thecurriculumsitehasafeedbacklinkthatallowsteacherstoprovidefeedbackregardingthecurriculumatanytime.TheExecutiveDirectorofCurriculum&InstructionandtheContentCoordinatorsreceivethefeedbackandmakechangestothecurriculum,ifnecessary.TimelineTheCurriculumManagementPlanwillbesharedwiththeIrvingISDcommunityinSeptember.

SectionIX:RolesandResponsibilitiesSharedAccountabilityClearrolesandresponsibilitiesforteachingandlearninghavebeendeterminedtoensurethattheIrvingISDwritten,taught,andtestedcurriculumisaligned,implemented,monitored,andsupportedinacoherentandeffectivemanner.Successfuldesign,development,evaluation,delivery,implementation,andsupportofthewritten,taught,andassessedcurriculumistheresultofkeystaffknowingandunderstandingtheirparticularrolesandresponsibilities.InIrvingISDeveryoneisresponsibleforthesuccessofourcurriculumbecausewhenitcomestoensuringsuccessforeachstudent-AllMeansAll.

BoardofTrusteeswill:

● Establishpoliciestodirectandsupportongoingcurriculumdevelopmentandevaluation;● Adoptabudgetthatprovidesforthedevelopment,implementation,andtraining

neededtoeffectivelydeliverthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandsupportthe

curriculummission.TheSuperintendentwill:

● DevelopandrecommendpoliciesforadoptionbytheBoard;● Establishprocedurestoguidecurriculumdesign,delivery,andevaluationinaccordance

withBoardpolicyandfederalandstatelaws;● Ensureafunctionaldecision-makingstructureisinplacetoimplementthispolicy;and● Providesupporttocampus-leveladministratorsintheirrolesofimplementingand

monitoringthecurriculum.● AssisttheBoardincreatingandrevisingrequiredpoliciestoensureacomprehensive

curriculummanagementsystem;● Providesupporttodistrictleaders,campusleaders,andteachersintheirrolesof

implementingandmanagingthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandsupportthe

curriculummission.AcademicServicesLeaderswill:

● Implementfederal,state,andlocalpoliciesandprocedures;● Providelocaltrainingandresourcesneededtoimplementcurriculum;● Conductregularevaluations,bothformativeandsummative,oftheimpactof

professionaldevelopmentonlearnerachievement;● Conductdataanalysisforcurriculumrevisions;● AnalyzedataandpreparereportsforstaffandBoardconsideration;● Providesupportforcampus-leveladministratorsinmonitoringthe

implementationofthecurriculum;

● Alignavailableresourcestothedistrictcurriculum;● Createcurriculumdesignteamsconsistingofcontentcoordinatorsandselectedkey

teacherswhoareresponsiblefordevelopingthewrittenandassessedcurriculumfortheDistrict;and

● ImplementtheCurriculumManagementPlan,providingexpertiseasrequired.Principalswill:

● Monitortheimplementationofthewritten,taught,andtestedcurriculumthroughvariousmethodsincludingwalk-throughobservations;

● Translatetheimportanceofeffectivecurriculumandinstructionalpracticesonaregularbasis;

● Observeclasses,monitorlessons,andevaluateinstructionalandassessmentmaterialsutilizedontheircampus;

● Observeclassesandensuretheuseandeffectivenessoftechnologyintegrationintocontent;

● Developaworkingknowledgeofthecurriculumcontentforallsubjects/coursestoeffectivelymonitorthedeliveryofthecurriculum;

● Developaworkingknowledgeofthecurriculumscopeandsequencematricesforallsubjects/courses;

● Reviewandinterpretassessmentdata,andplanforimprovementofassessmentresults;● UpdatetheCampusImprovementPlan(CIP)toreflecttheimplementationofanaligned

curriculum;● Monitorimplementationofthewritten,taughtandassessedcurriculumtoensure

effectiveinstructionaldelivery;● Conductregularclassroomwalkthroughsandprovidefeedbackforteachersbasedon

classroomwalkthroughs,studentwork,andstudentassessmentdata;● Helpparentsunderstandtheirroleinsupportingthecurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow

theirworksupportsthecurriculummission.

ContentCoordinators/AcademicSpecialistswill:● Analyzeandinterpretdatatouseinmakinginstructionaldecisions;● Communicatecurriculumrevisionstocampuseducatorteams;● Attendcurriculumplanningmeetings;● Providejob-embeddedprofessionallearningforeducatorstosupportthecurriculum;● Shareandmodelbestinstructionalpractices;● Communicatetheimportanceofeffectivecurriculumandinstructionpracticesona

regularbasis;● Workwithcurriculumdesignteamsandcontentcoordinatorstoplananddeliver

professionaldevelopmentandtrainingtofacilitatetheimplementationofthewrittencurriculum;

● Monitorimplementationofthecurriculumthroughclassroomobservationsandinstructionalcoaching;

● Provideongoingreviewandfeedbackoflearningexperiences;

● Participateinthecollectionofdata,feedback,andrevisionofdistrictcurriculum;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow

theirworksupportsthecurriculummission.

Teacherswill:● Teachthecurriculumaswrittenandprovidedifferentiatedinstructionbasedoninternal

andexternalassessmentdatatoensureTEKSmasteryforallstudents;● Teachthecurriculumwithavarietyofinstructionaltoolsandstrategiesforassessing

studentmasteryofcurriculumobjectivesandtestedTEKS;● Frequentlyassessanddocumentstudentmasteryofcurriculumobjectives;● Modifycurriculumorinstructiontoensurestudentsuccessbasedonstudentdata;● Provideaccommodationstomeetindividualstudentneeds;● Usetechnologythroughoutinstructiontoensurethatstudentsgaininformationliteracy

skills;useonlineresourcesforresearch;developgreaterlevelsofcollaboration,inquiry,analysis,creativity,andcontentproduction;andimprovetheacademicachievementofallstudents;

● Developadeepunderstandingofthewritten,taughtandassessedcurriculum;● Engagestudentsinthelearningprocess;● Assessanddocumentstudentmasteryofcurriculumobjectivesandmodifyinstruction

toensurestudentsuccess;● Providefeedbacktostudentsonacontinuousbasistohelpstudentsunderstandneeds

andnextstepssothattheyhavecontroloftheirownlearning;● Encourageparentstosupportstudentlearning;● Participateinthedistrict/campusprofessionaldevelopmentdesignedtosupportthese

functions;and● Demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow

theirworksupportsthecurriculummission.

Studentswill:● Beactiveparticipantswhoareengagedinthelearningprocess;● Understandtheirlearningstrengthsandneeds;● Meetorexceedlearningrequirementsbasedonthedistrictcurriculumandstandards;

and● Recognizetheimpactthattheirbehaviorhasontheirownlearningandthelearningof

others.Parentswill:

● Knowtheirchild’steacher(s);● Attendmeetingsthatprovidethemwithinformationabouttheschoolbyattending

parent/teacherconferences;● Keepupwiththeirchild’sprogressreports,reportcards,andtestdata;and● Establishandmaintainapositiveattitudetowardtheschool,personnel,andthe

educationalprocess;