FinalElem.Curr.Gdlines NO Appendix2016 LAB

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TABLE OF CONTENTS INTRODUCTION Elementary Curriculum and Programs PAGE 3 Contact Information Building Leadership Team PAGE 3 And Student Performance CURRICULUM Texas Essential Knowledge and Skills PAGE 4 INSTRUCTION Time Allotments (Daily and Weekly) PAGE 5 Instructional Frameworks APPENDIX Coordinated Health Instruction PAGE 11 Texas Senate Bill 530 Fitness Requirement PAGE 11 ASSESSMENT Assessment Overview PAGE 12 Grading/Evidence of Student Learning PAGE 12 Homework PAGE 16 Parent/Teacher Conferences PAGE 16 Promotion/Retention PAGE 16 Retention Flow Chart APPENDIX Response to Intervention PAGE 17 Tutoring PAGE 17 SPECIAL PROGRAMS Dual Language PAGE 18 Gifted and Talented PAGE 19

LEWISVILLE INDEPENDENT

SCHOOL DISTRICT

INTRODUCTION

ELEMENTARY CURRICULUM AND PROGRAMS CONTACTS The Division of Learning &Teaching supports the elementary curriculum and instructional programs. In addition, Learning and Teaching personnel work in alignment with the Division of Schools and Student Activities for coordination of policies and services. Lori Rapp Assistant Superintendent Division of Learning & Teaching Adrienne Gall, Director of Elementary Curriculum and Programs

Lindsey Ferguson, Elementary Mathematics Tamberly Wheeler, Elementary Language Arts K-‐2, Social Studies Koby Stringer, Elementary Language Arts 3-‐5, Social Studies Jonas Greene, Elementary Science Kathy Haule, Early Childhood Suzanne Barnard, Environmental Education Debbie Roby, Gifted and Talented Courtney Hart, Title I Programs

Esther Montanez, Bilingual/ESL Administrator

Trisha Ryherd, Dyslexia, Literacy and At Risk Administrator Cherylholly Baron, Multilingual Program Administrator Judy Vega, Multilingual Coordinator Tina Hanby, Multilingual Coordinator BUILDING LEADERSHIP TEAM AND STUDENT PERFORMANCE Each campus has a Building Leadership Team (BLT). The BLT, chaired by the campus principal, functions as the guiding force in campus level goal setting and planning. The BLT, representing all segments of the campus and its community, is instrumental in the site-‐based decision making process: communicating, advising, researching, monitoring, and recommending actions designed to improve student performance. BLT membership is determined by state and district site-‐based management guidelines.

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CURRICULUM

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS TEKS are those state-‐mandated skills that comprise a well-‐balanced curriculum. The TEKS (standards) provide the core of our curriculum in the LISD. However, curricular programming is not limited to the TEKS. LISD is committed to providing educational programs that will permit all children to develop their abilities and aptitudes to the fullest extent possible. The state of Texas legally prohibits the use of Common Core Standards in the design of our curriculum. The LISD curriculum is designed based on Understanding By Design, written by Jay McTighe and Grant Wiggins. The LISD curriculum is provided to teachers through the online tool Eduphoria: Forethought. Each unit of study includes: Overview, Stage I, Stage 2 and Stage 3.

• The overview provides teachers with a summary of key concepts and expectations for the unit. • Stage 1 includes the learning goals based on the TEKS, along with the enduring understandings and

essential questions required in all classrooms. • Stage 2 includes assessment options, including performance tasks that assess student understanding at

high levels. • Stage 3 is a suggested Learning Plan including district-‐approved resources and activities to be used to

reach the non-‐negotiable learning goals identified in Stage 1. Texas Education Code requires student mastery of the TEKS to be closely monitored and the need for remediation determined. The teacher will use a variety of assessment tools/methods to evaluate student mastery of the TEKS.

As an agent of the District, an employee, including a student employee, shall not have rights to work he or she creates on District time or using District technology resources. The District shall own any work or work product created by a District employee in the course and scope of his or her employment, including the right to obtain copyrights.

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INSTRUCTION

TIME ALLOTMENTS (DAILY AND WEEKLY RECOMMENDATIONS) The daily and weekly classroom schedules allow adequate time to teach and learn the Texas Essential Knowledge and Skills in all subject areas. The daily and/or weekly instructional schedule should provide guidance to the teacher and bring about needed stability in the events of the child’s day. However, the schedule should remain flexible. Learning is an integrated process and the time spent on any area of the curriculum will vary from day to day or from week to week. The chart herein is intended to provide some general guidance in developing a balanced schedule for the elementary school day and week. The range in minutes allows for specific intervention time to be determined by the campus.

DAILY RECOMMENDATION FOR KINDERGARTEN

WEEKLY RECOMMENDATION FOR KINDERGARTEN

Daily Time Allotment

Content Area/Activities Approximate % of the school day (based on

average of time ranges) 145-‐155 minutes English/Spanish Language Arts/Social

Studies Integration 35%

75 minutes Math 17% 45 minutes Science 11% 45 minutes Centers* 11%

310-‐ 320 minutes Total Core Content Minutes 74% 60 minutes Lunch/Recess 13%

45 minutes Specials as available at campus 11%

10 minutes (as needed per campus)

Texas Senate Bill 530 Fitness (see next page)

2%

115 minutes Total Other Minutes 26% 425 – 435 min. per day Total Daily Minutes Available

Weekly Time Allotment

Content Area/Activities Approximate % of the school day (based on

average of time ranges) 725 – 775 minutes English/Spanish Language Arts/Social

Studies Integration 35%

375 minutes Math 17% 225 minutes Science 11% 225 minutes Centers 11%

1550-‐1600 minutes Total Core Content Minutes 74% 300 minutes Lunch/Recess 13%

225 minutes Specials such as: Art, Music, PE, Spanish, Science Discovery, Creative Dramatics,

Library

11%


Texas Senate Bill 530 Fitness (see next page)

2%

675 minutes Total Other Minutes 26% 2125 -‐ 2175 min. per week Total Daily Minutes Available

*Centers are conducted as student-‐selected hands-‐on activities that reinforce language arts/social studies, math, science and social skills. Teachers interact with students during center time to support learning and gain informal assessment information. The range in minutes allows for specific intervention time to be determined by campus schedule. ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These minutes can be stand alone or incorporated into the content areas. Teachers who integrate core content area instruction create a more coherent learning experience and optimize learning time. For example, in language arts, students may work on how to read non-‐fiction text using readings which are relevant to social studies and science content. Likewise, during mathematics, science, or social studies, teachers may teach how to read and write informational text and thus simultaneously meet language arts TEKS and strengthen content area learning. During centers, students extend their learning in all subject areas by selecting areas and activities of interest. *The range in minutes allows for specific intervention time to be determined by the campus

35%

17% 11%

11%

11%

13%

2%

Kindergarten Daily Schedule Allotments

Language Arts/Social Studies

Math

Science

Centers

Specials

Lunch/Recess

Fitness

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Grades 1 – 3 Time Allotments

ESL for LEP students must be equal to the minutes taught in Reading and Engish Language Arts. These minutes can be stand alone or incorporated into the content areas. Teachers who integrate language arts skills and processes into core content area instruction create a more coherent learning experience and optimize learning time. For example, in language arts, students may work on how to read non-‐fiction text using readings which are relevant to social studies and science content. Likewise, during mathematics, science, or social studies, teachers may work with students on how to read and write informational text and thus simultaneously meet language arts TEKS and strengthen content area learning. *The range in minutes allows for specific intervention time to be determined by the campus.

Daily Time Allotment (Grades 1-‐3)

Content Area/Activities Approximate % of the school day(based on

average of time ranges) 170-‐175 minutes English/Spanish Language Arts/Social Studies

Integration*(instructional framework) 40%

85 -‐ 90 minutes Math*(instructional framework) 21% 50 -‐ 55 minutes Science 13% 315-‐ 325 minutes Total Core Content Minutes 74%

60 minutes Lunch/Recess 13% 45 minutes Specials: Art, Music, PE, Spanish, Science

Discovery 11%


Texas Senate Bill 530 Fitness*(reference SB 530 Statement)

2%

115 minutes Total Other Minutes 26% 420 -‐ 435 minutes Total Daily Minutes Available

Weekly Time Allotment (Grades 1-‐3)

Content Area/Activities Approximate % of the school day(based on

average of time ranges) 850-‐875 minutes English Language Arts/Social Studies

Integration*(instructional framework) 40%

425-‐450 minutes Math (instructional framework) 21% 250-‐275 minutes Science 13%

1525-‐ 1600 minutes Total Core Content Minutes 74% 300 minutes Lunch/Recess 13%

225 minutes Specials: Art, Music, PE, Spanish, Science Discovery

11%


House Bill 3 Fitness*(reference House Bill 3 Statement)

2%

575 minutes Total Other Minutes 26% 2100 -‐ 2175 minutes Total Weekly Minutes Available

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40%

21%

13%

11%

13%

2%

Grades 1-‐3 Daily Schedule Alltoments Language Arts/Social Studies Math

Science

Specials

Lunch/recess

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Grades 4 and 5 Time Allotments

ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These minutes can be stand alone or incorporated into the content areas. Teachers who integrate language arts skills and processes into core content area instruction create a more coherent learning experience and optimize learning time. For example, in language arts, students may work on how to read non-‐fiction text using readings which are relevant to social studies and science content. Likewise, during mathematics, science, or social studies, teachers may work with students on how to read and write informational text and thus simultaneously meet language arts TEKS and strengthen content area learning. *The range in minutes allows for specific intervention time to be determined by the campus.

Daily Time Allotment (Grades 4-‐5)

Content Area/Activities Approximate % of the school day

120-‐125 minutes English/Spanish Language Arts*(instructional framework)

29%

45 minutes Social Studies 11% 90-‐95 minutes Math*(instructional framework) 21% 50-‐55 minutes Science 13%

305-‐ 320 minutes Total Core Content Minutes 74% 60 minutes Lunch/Recess 13% 45 minutes Specials: Art, Music, PE, Spanish,

Science Discovery 11%


Texas SB 530 Fitness*(reference Texas SB 530 Statement)

2%

115 minutes Total Other Minutes 26% 420 -‐ 435 minutes Total Daily Minutes Available

Weekly Time Allotment (Grades 4-‐5)

Content Area/Activities Approximate % of the school day

600-‐625 minutes English Language Arts*(instructional framework)

29%

225 minutes Social Studies 11% 450-‐475 minutes Math*(instructional framework) 21% 250-‐275 minutes Science 13%

1500-‐1600 minutes Total Core Content Minutes 74% 300 minutes Lunch/Recess 13% 225 minutes Specials: Art, Music, PE, Spanish,

Science Discovery 11%


House Bill 3 Fitness*(reference House Bill 3 Statement)

2%

675 minutes Total Other Minutes 26% 2100 – 2175 minutes Total Weekly Minutes Available

PAGE 9

29%

11%

21%

13%

11%

13%

2% Grades 4 and 5 Daily Schedule Allotments

Language Arts

Social Studies

Math

Science

Specials

Lunch/recess

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INSTRUCTIONAL FRAMEWORKS These guiding documents allow for teachers to map out the suggested time allotments for engaging student in rigorous and relevant lessons for each content area. SEE APPENDIX COORDINATED SCHOOL HEALTH PROGRAM In elementary school the required Health TEKS are integrated throughout the elementary school program. The Health TEKS are addressed through campus and classroom healthy routines, PE programming, and Science Programming where appropriate. TEXAS SENATE BILL 530 A school district shall require a student enrolled in kindergarten or a grade level below grade six to participate in moderate or vigorous daily physical activity for at least 30 minutes throughout the school year as part of the district’s physical education curriculum. If a school district determines, for any particular grade level below grade six, that requiring moderate or vigorous daily physical activity is impractical due to scheduling concerns or other factors, the district may as an alternative require a student in that grade level to participate in moderate or vigorous physical activity for at least 135 minutes during each school week.

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ASSESSMENT ASSESSMENT OVERVIEW Assessment is considered an ongoing for students and should include a variety of formative and summative opportunities in order for teachers to determine student progress and adjust instruction accordingly. The district provides an annual summative assessment calendar for teachers to follow and is available annually with a link in Eduphoria. This includes Istation, CBA’s and any other district wide assessments used to analyze progress across LISD. These assessments should not be used as a grade for students in report cards. As part of the Student Success Initiative to ensure grade-‐level academic achievement in reading by Grade 5, each student in Kindergarten, Grade 1, and Grade 2 is required to be given a diagnostic reading inventory by the teacher three times per year. Early monitoring of a student’s progress in reading skills and comprehension development is important for his/her future success in reading. Early monitoring provides teachers with useful information that can be used to assist students in becoming skillful readers. The Texas Legislature requires that each student in Kindergarten, Grade 1, and Grade 2 be given a reading assessment to monitor student progress. GRADING/EVIDENCE OF STUDENT LEARNING *Refer to EIAB (Local), EIA (Legal), EIA (Local), EIC (Local), EIE (Local), TEC 28.0216 Purpose of Grades/Grading Guidelines The primary purpose of grades is to measure and communicate what a student knows, understands, and can do as a result of the student’s learning; a secondary purpose for grades is to provide teachers with information for instructional planning. Additionally, grading guidelines promote consistency in grading practice throughout the district. The following guidelines will be in place at every campus. Utilizing the following guidelines, campus leadership will meet with each department and/or grade level to establish further grading best practices that focus on student learning. (EIA Local) These campus meetings ensure consistency throughout departments and/or grade levels and standardization throughout on-‐level coursework. Guidelines for grading shall be clearly communicated to teachers, students, and parents (EIA Local). Student Expectations Each student is expected to:

• Attend all classes: regularly and on time. • Prepare for each class. Take appropriate materials and assignments to class. • Maintain honesty and integrity in all issues regarding school work and interaction with teachers and

administrators.

Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking into consideration written materials, observation, or information from students. (EIA Local)

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Grades as Reflection of Student Work Grades must reflect a student’s relative mastery of a concept/learning goal. There must be a sufficient number of grades taken to support the grade average assigned (EIA Legal/Local). Grades entered for academic work must reflect student achievement and communicate progress to parents. Grades should NOT be given for returning signed papers, attending school functions/events, bringing supplies, etc. In LISD, no “minimum grade” will be assigned regardless of the quality of student work, product, or demonstrated mastery. Teacher shall record the actual grade a student earns; there is no minimum grade (EIA Legal/TEC 28.0216). Grades will not be reduced for disciplinary reasons. Grade penalties are specifically covered in the “Grade Penalties” section below. Because student learning is our non-‐negotiable goal, we encourage teachers to examine the ability of the student to recover from failing work before assigning a numerical grade. Teachers know their students and are aware of the impact a non-‐recoverable grade can have on student learning, engagement and participation in the class. Frequency/Number of Grades The sufficient number of grades for each reporting period is defined below by grade level. The minimum number of grades required is differentiated for elementary, middle, and high schools. Grade Penalties Late Projects: (EIAB Local)

• Teachers may assign a late penalty to any project turned in after the due date in accordance with previously established guidelines approved by the principal and disseminated to students.

Absences and Suspensions: • Students shall be expected to make up assignments and tests after absences. Students shall receive a zero

for any assignment or test not made up within the allotted time. (EIAB Local) • An “M” for “missing” shall be recorded for absences, whether excused or unexcused, and students will be

given a reasonable amount of time to learn the missed material and demonstrate mastery. It is recommended that the length of absence should determine the amount of time given for make-‐up work. For example 3 days of absence equals 3 days to make up work. A teacher may make exceptions for extenuating circumstances.

• The grade for make-‐up work after an unexcused absence shall be zero. (EIAB local) • The District shall not impose a grade penalty for make-‐up work after an absence because of suspension.

(EIAB Local)

Failing to Follow Procedures: • Grade penalties may not be applied for failing to follow classroom procedures (for example, no name on

paper, failing to turn assignment into the correct location, writing on only one side of paper, not having the proper supplies for class), except in the case of Late Work as described above and in compliance with campus Late Work policies. This does not apply to failing to follow procedures required for completing a project, task, or assignment.

Academic Dishonesty • Students found to have engaged in academic dishonesty shall be subject to grade penalties on

assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct (EIA Local)

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Kindergarten Standards Based Grading provides the foundation for reporting student progress and achievement in Pre-‐Kindergarten and Kindergarten. Student learning is based on standards established by the Texas Pre-‐K Guidelines and Texas Essential Knowledge and Skills. Assessment of student learning occurs through teacher observation of students engaged in individual, partner, small group, and whole group activities that occur throughout authentic classroom experiences. Multiple samples or photographs of student work, anecdotal notes and/or skill checklists are reviewed by teachers at the end of each grading period for comparison to end of year criteria established in the LISD Grading Continuum. The district does not have a requirement for a minimum/maximum number of grades to be recorded for kindergarten students. Teachers are to gather information on student performance and report progress according to the Kindergarten Grading Continuum. The document can be found in Eduphoria Forethought and provides descriptors for ratings of Developed, Still Developing or Needing Improvement for each standard on the report card. First Grade Standards Based Grading provides the foundation for reporting student progress and achievement in First Grade. Student learning is based on standards established by the LISD Curriculum and Texas Essential Knowledge and Skills. Assessment of student learning occurs through teacher observation of students engaged in individual, partner, small group, and whole group activities that occur throughout authentic classroom experiences. Multiple samples or photographs of student work, anecdotal notes and/or skill checklists are reviewed by teachers at the end of each grading period for comparison to end of year criteria established in the LISD Grading Continuum. The district does not have a requirement for a minimum/maximum number of grades to be recorded for first grade students. Rubrics will be utilized to assess student progress and provide feedback. Please refer to the following website for more information related to the First Grade Standards Based Report Card. https://sites.google.com/a/staff.lisd.net/standards-‐based-‐report-‐cards/home Re-‐teach/Re-‐Assess/Re-‐Grade

o The rating of N indicates the student is not demonstrating the standard and may require re-‐teaching/re-‐assessment and/or further practice opportunities in order to make progress.

o Students must be re-‐taught through small group, tutoring, peers teaming, etc, before re-‐assessment. Re-‐teaching strategies include, but are not limited to: use of alternate and differentiated materials, collaborative/cooperative learning, hands-‐on and subject appropriate manipulative materials, computer-‐assisted/online instruction, multi-‐sensory teaching techniques, and presentation of materials in a modified modality (visual aides, taped reading materials, etc).

ELEMENTARY GRADES (K & 1st)

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Content Total Number of Grades

Minimum Allotment

Minor Major Math 6 3 3 Science 6 3 3 Social Studies 6 3 3 Reading ELA 6 3 3 Spelling/Word Study 6 6 0 Composition 6 3 3

Grades 2-‐5 • Major Grades – A minimum of three major grades per nine week grading period in each of the following:

Reading, Language Composition, Math, Science/Health, and Social Studies. o Performance tasks/performance based assessment o Content exams (including performance based content tasks/assessments) o Research projects/papers (final product) o Special projects (performances, speeches, presentations) o Multi-‐media student created work o Written compositions o Portfolios

• Minor Grades – A minimum of three minor grades per nine week grading period in each of the following: Reading, Language Composition, Spelling, Math, Science/Health, and Social Studies

o Interim work for projects/performance based assessments o Hands-‐on activities/labs o Class/group work learning (cooperative learning, etc) o Learning Centers/Workstations o Lab reports o Computer Activities o Notebooks o Word study (tests or assignments) o Quizzes o Journals o Writing process (prewriting, drafting, revising, editing, publishing) o Informal Compositions o Portfolios o Speech/communication/presentation skills

• Re-‐teach/Re-‐Assess/Re-‐Grade o The District shall permit a student who meets the criteria detailed in the grading guidelines a

reasonable opportunity to redo an assignment or retake a test for which the student received a failing grade (EIA Legal/Local)

§ If a student earns a grade below a 70 on a major grade, the teacher must re-‐teach, then re-‐assess.

§ After the re-‐teach/re-‐assess the higher of the two grades will be assigned, with the maximum possible score of 70.

§ In order to receive re-‐assessment options, students must turn in major grade assignments by the actual due date.

§ Students must be re-‐taught through small group, tutoring, peers teaming, etc, before re-‐assessment. Re-‐teaching strategies include, but are not limited to: use of alternate and differentiated materials, collaborative/cooperative learning, hands-‐on and subject appropriate manipulative materials, computer-‐assisted/online instruction, multi-‐sensory teaching techniques, and presentation of materials in a modified modality (visual aides, taped reading materials, etc).

ELEMENTARY GRADES (2-5)

Content Total Number of Grades

Number of Grades per Language

Spanish English Math DL 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor] Science DL 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor] Social Studies DL 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor] Reading ELA/SLA 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor] Spelling 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor] Composition 8 4 [2 Major/2 Minor] 4 [2 Major/2 Minor]

Dual language report card preparation should reflect the student’s work and progress in English and in Spanish. In the content areas, English Language Arts and Spanish Language Arts, the student should receive grades based on their work in each area with linguistic accommodations when appropriate. In content areas where student grades are assigned and the content work is completed in both languages, (Math, Science and Social Studies) the grades in each language are combined to account for one grade on the report card. Dual Language teachers should have a minimum of two major and two minor grades in English and a minimum of two major and two minor grades in Spanish for a total of eight grades per nine week grading period. HOMEWORK Homework assignments shall be:

• Appropriate to the student’s level of achievement

• Coordinated among the various teachers

• Related to the content/concepts being taught Homework assigned, that is not defined in the major or minor grade categories, will not be included in the nine weeks grade. Please note there may be opportunities when major or minor assignments originating at school may need to be completed at home for children to demonstrate depth and understanding. In these circumstances, those assignments could be graded Homework assignments shall not be employed as disciplinary measures. PARENT / TEACHER CONFERENCES Please refer to Board Policy EIA Local and look at the campus calendar for established dates for parent/teacher conferences. Teachers of young children should have conferences with parents a minimum of once every semester. All parent/teacher conferences should be documented and provide information about the child’s progress in school. Parents or teachers may request additional conferences. (EIA Local) PROMOTION / RETENTION Promotion from Kinder to Grade 1 and Grade 1 to Grade 2 shall be based on mastery of the grade-‐level standards (essential knowledge and skills) as demonstrated through skills observed/assessed by the teacher, individual student work, and portfolios/collections of each student’s work. (EIE Local). In a circumstance where student retention is under consideration, campus personnel should take into consideration:

• specific standards in which the student received a level of N (Not Demonstrating Standard) • evidence of learning demonstrated through individual student work and teacher observation • additional support provided through Response to Intervention

Dual Language ELEMENTARY GRADES (2-5)

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Promotion in grades 2-‐5 shall be based on a student attaining for the year an overall average of 70 or above in the combined areas of language arts, mathematics, science, and social studies. In addition, a student must maintain an overall 70 or above in three of the following areas: of language arts, mathematics, science, and social studies. (EIE Local) RESPONSE TO INTERVENTION PROCESS When a student is having serious difficulty, the classroom teacher must refer the student to the Response to Intervention (RtI) Process. This process will serve for problem solving appropriate interventions for students. For more information on RtI visit the RTI Website in Eduphoria under the LISD K-‐12 Response to Intervention folder. TUTORIALS Elementary tutorials will begin no later than the beginning of the fourth week of school. Tutorials may be held before school, within the school day, or after school. Students attending tutorial sessions should be those students who are failing a particular subject, or students who need review of a concept or extra help and support. Teachers will document need for tutorials and attendance at tutorial sessions in their grade book. Parents must be notified at the end of the third week, of each nine weeks grading period, if their child is failing or in danger of failing.

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SPECIAL PROGRAMS

DUAL LANGUAGE LISD offers one-‐way and two-‐way program models to serve students in the bilingual education program.

• One-‐Way: Class is comprised of English Learners • Two-‐Way: Class is comprised of both English Learners and Spanish Learners

The LISD Dual Language program institutes the tenets of research and best practices through its innovative and sustainable program model and design. The program model is defined as the components of the program that are common among all grade levels, i.e. co-‐teach, subject content integration. Program design is defined as the program components customized to meet the needs of the individual classrooms, grade levels, campuses and/or developmental appropriateness. Distinguishing between the program components of model and design makes the customized program development process authentic for each campus where a dual language program is implemented. These models can be referenced in the Bilingual Program Guidelines and should be implemented accordingly for fidelity of the program. Program Designs

Language Proportions: • 50/50: approximately 50% in English and 50% in Spanish • 90/10: approximately 90% in Spanish and 10% in English Literacy Approach:

• Sequential literacy: Students learn how to read in their native language (L1) first*. Literacy instruction in the target language (L1)

• Simultaneous literacy: Students learn how to read in English and Spanish at the same time starting from the beginning of their Dual Language trajectory

Dual Language Instruction Model The LISD Instructional Model is grounded in research-‐based pedagogy and educationally sound approaches for teaching second language learners. Instruction does not mirror the partner classroom; each classroom is responsible for coordinating the content, targeted skills and resources with the partner classroom. Instruction is academically and linguistically scaffolded between the two classrooms; each classroom functioning as a support for the other's content and instruction. Complete immersion in the target language of instruction is employed with no concurrent translations of content provided by the teachers. This means that all four core content areas (math, reading, science and social studies) are given equal, instructional time in the target language. The need to reinforce and extend learning is met through the comprehensive instruction of each content area in both languages. As a result, no cognitive or linguistic gap exists in any content area. Therefore the student's interdisciplinary comprehension and ability to engage in academic discourse through two language is maximized. The Dual Language program utilizes the LISD curriculum. The instructional minutes, as planned in the LISD Program Model, satisfies the required instructional time spent in each target language and the completion of the curriculum and the pacing required for accelerating student learning. All core content is integrated and taught with developmentally appropriate practices. Additional LISD Multilingual Programs

• Spanish Immersion: Class is comprised of Spanish Learners

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TRANSITIONAL BILINGUAL EDUCATION MODEL Transitional Bilingual Education (TBE) is a service model for students identified as Limited English Proficient (LEP) where content area instruction is provided to a student in his/her native language while he/she acquires academic English (Crawford, 2004). This allows children to continue learning the appropriate grade level content without falling behind their monolingual peers. Once a student meets certain criteria and attains a particular level of academic English, the student may be switched to a general education classroom with native English speakers. Students may be moved to the mainstream English classroom within two to five years of being enrolled in a transitional service model (Crawford & TAC §89.1225). The goal of TBE is to help students make a successful transition to the mainstream classroom (Crawford, 2004). In a TBE service model, students primarily receive native language* literacy instruction in Pre-‐Kindergarten through first grades. Students begin to receive equitable literacy instruction in both English and Spanish in second grade. As the students progress through the subsequent grade levels, the amount of Spanish support decreases simultaneously with the amount of English instruction increasing proportionately. Although students receive a larger percentage of native language instruction in the earlier grades, English as a Second Language (ESL) instruction begins as early as Pre-‐K and should not be delayed (Cummins, 1998). GIFTED AND TALENTED LISD believes every student has the right to an academically challenging education in a nurturing and innovative learning environment. LISD is dedicated to developing the intellectual potential in all students while meeting the unique educational, social, and emotional needs of our identified Gifted/Talented students. Such needs are met through a range of service options designed to foster independent, life long learning. Students who receive services designed for the gifted/talented will demonstrate skills in self-‐directed learning, thinking, research, and communications as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment.

Gifted/Talented services are provided through a combination of service models designed to match the needs of each individual qualifier. Campus Gifted/Talented Facilitators will conference with parents to determine what service plan would be most beneficial. For every qualifier, Gifted/Talented Facilitators partner with campus cluster teachers to provide rigorous, engaging opportunities for students to grow and develop their unique talents both inside and outside of the general education classroom. Once a student qualifies for gifted services, he/she is placed in a general education class clustered with at least two other gifted/talented students. The cluster classroom teacher is a general education teacher who has completed additional training in meeting the needs of the gifted/talented student. The cluster teacher is responsible for ensuring the mastery of all grade level standards and regularly collaborates with the campus Gifted/Talented Facilitator to ensure challenging opportunities are provided for each Gifted/Talented student through differentiated classroom instruction. As early as kindergarten, all students participate in various screening opportunities lead by both the campus Gifted/Talented Facilitator and general education teacher. Such opportunities allow students to demonstrate their creativity and/or readiness for higher level thinking activities. Although kindergarten students can not be formally assessed for gifted/talented services until second semester, Gifted/Talented Facilitators will continue to conduct screenings throughout the elementary years in efforts to assist parents and educators in determining the optimal time for students to enter the formal testing process.

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APPENDIX

Instructional Framework for Centers/Purposeful Play/Discovery Learning

Description During Center Time, students select hands-‐on activities that support other curriculum areas. This time extends the learning in all areas of development by tapping into the power of student choice and purposeful, planned play. Teachers set up developmentally appropriate centers to capture student interest and support the curriculum. Teachers teach procedures for using the center materials and for clean-‐up. Teachers may limit the availability of centers but should ensure enough for students to have choice. Centers do not have to be subject-‐specific and can be called by names other than those given as examples. Materials at centers should be varied throughout the year to match student interest and curricular content. Teachers may designate some workstations to be used during center time as well. (During workstation time, teachers assign students to specific activities and frequently limit students’ time to allow for circulation to other workstations. After instructing students on workstation procedures, teachers generally conduct small group/ guided reading instruction. During centers, students choose their activities and may stay as long as they are engaging appropriately with the materials and other students. Teachers interact in the centers with the students. Students may change activities during the centers period. ) Examples of Kindergarten Centers

• Library: books and other reading materials • Listening Center: audio books, poems and songs • Writing Center: variety of writing tools, papers and resources • Science: real world objects and science tools related to current or recent topics (such as magnets, leaves,

seeds, sand, water, flashlights, hand lens, balance scales) • Math: measuring tools, manipulatives for counting and patterning, small wipe-‐off boards for

creating/illustrating problems, blocks and other construction materials (legos, bristle blocks, tinker toys, gears, etc.)

• Fine Motor/Creative Expression: multiple writing tools, tongs, playdough, playdough tools, scissors, paper, paint, craft materials, scraps and recyclables

• Social Studies: maps, non-‐fiction books with photographs, globe, blocks • Oral Language/ Problem Solving/ Creativity (Dramatic Play) : props/ furniture for developing play

scenarios such as home, store, restaurant, etc. , dolls/dollhouse, toy animals/people, musical instruments

APPENDIX PAGE 1

Recommended Instructional Framework for Kindergarten Centers

Time Components Instructional Strategies 1-‐2 minutes Before Centers:

students PLAN Ask students to identify their choice of center. Students are allowed to work in the center as long as are doing so appropriately (within the center time period) Requiring students to switch centers at designated times is not recommended as this decreases motivation and opportunities for deep engagement with materials and ideas.

40 minutes During Centers: students DO

Teacher moves from center to center, engaging in activities with students and actively supporting them to promote problem solving, language development and creative thinking. Teacher gathers informal assessment information through observations and interactions with students. The use of open-‐ended questions and the modeling of appropriate social interactions by the teacher will enhance student learning. Teacher looks for examples to share during REVIEW time. Clean-‐up time is an opportunity to promote problem-‐solving and classification skills, as well as promote responsible behavior.

1-‐2 minutes After Centers: students Review

Teacher has some students share about their experiences at centers. Focus on process not just on product, description not evaluation. Teacher and other students can ask questions to inspire development of related ideas for later exploration.

APPENDIX PAGE 2

Kindergarten

English/Spanish Reading & Language Arts Integrated with Social Studies Balanced Literacy -‐ Reading & Writing Workshop

Reading Workshop

Time Allotment Balanced Literacy Components Instructional Practices/Supports (not limited to the following)

Whole Group 40-‐50 minutes daily

(broken into multiple shorter segments of time)

Additional 20 minutes can be added for

specific SS activities when needed, but not daily (ie., geography concepts, research)

• Mini-‐lesson o Provide explicit, direct instruction, modeling & guided

practice o Reading Concepts/Skills o Social Studies Concepts/Skills

• Interactive Read-‐Alouds • Shared/Choral Reading

• Comprehension Strategies/Skills • Mentor Text • Think Aloud • Anchor Charts/Thinking Maps/Foldables • Mini-‐lesson Processing Tools & Take-‐Aways

Small Group

40-‐60 minutes daily

• Grouping Options o Alphabet & Phonological Awareness o Other Early Language/Literacy Skills o Guided Reading (w/ leveled text)

• Small Group Lesson

o Meet with small groups to read & provide differentiated instruction

o Grouping may change based on students’ needs

• Literacy Workstations o While teacher works with a small group, remaining

students participate in focused workstation activities

Small Group Lesson • Comprehension Strategies/Skills • Decoding Skills • Word Study/Vocabulary Development • Leveled Text • Running Record/Formative Assessment • Writing Connections/Response to Text

Literacy Workstations • Comprehension Strategies/Skills • Word Study/Vocabulary Development • Fluency Practice • Independent/Partner Reading • Independent Practice • Writing Connections/Response to Text • Technology Integration

Whole Group

5 minutes daily

• Sharing & Reflecting o Strategy/Focus of the Day o Reading Celebrations o Connections o Goal Setting/Sharing

• Exit Tickets • Retelling • Reader Response Notebooks • Whole Group Share • Book Talks

Total: 85-‐120 minutes

APPENDIX PAGE 3

The following workshop framework does not have to occur in a sequential order or during one block of time.

Writing Workshop

Time Allotment Balanced Literacy Components Instructional Practices (not limited to the following)

Whole Group Instruction

10 minutes daily


practice • Interactive Read-‐Alouds of Mentor Texts • Shared/Interactive Writing

• Writing Strategies/Skills/Traits • Mentor Texts as Models • Grammar/Mechanics/Spelling • Writing Process • Anchor Charts/Thinking Maps/Foldables • Minilesson Processing Tools & Take-‐aways • Handwriting

Small Group Instruction


• Guided Writing & Conferring o Meet with individuals or small groups to confer & provide

differentiated instruction

• Independent Writing o While teacher works with a small group/individual

students, remaining students participate in focused writing activities

• Writing Strategies/Skills/Traits • Mentor Texts as Models • Grammar/Mechanics/Spelling • Writing Process • Teacher/Student/Peer Conferences • Conference Notes/Formative Assessment • Technology Integration

Whole Group 5-‐10 minutes daily

• Sharing & Reflecting o Strategy/Focus of the Day o Writing Celebrations o Connections o Goal Setting/Sharing

• Exit Tickets • Writing Notebooks • Whole Group Share/Author’s Chair


APPENDIX PAGE 4


Word Study

Instructional Format Time Allotment

Balanced Literacy Components Instructional Practices (not limited to the following)

Whole Group


• Word Study/Phonics o Build decoding skills & oral vocabulary

• Phonemic Awareness �Oral Language • Phonics • Reading Practice • Word Sorts • Spelling

APPENDIX PAGE 5

Grades 1-‐3 English/Spanish Reading & Language Arts Integrated with Social Studies

Balanced Literacy -‐ Reading & Writing Workshop


Reading Workshop


Whole Group

25-‐30 minutes daily Additional 20 minutes can be added for specific SS activities when needed, but not daily (ie.,

geography concepts, research)

• Mini-‐lesson o Provide explicit, direct instruction, modeling &

guided practice o Reading Concepts/Skills o Social Studies Concepts/Skills


• Comprehension Strategies/Skills • Mentor Text • Think Aloud • Anchor Charts/Thinking

Maps/Foldables • Mini-‐lesson Processing Tools & Take-‐

Aways

Small Group

60 minutes daily

• Grouping Options o Guided Reading (w/ leveled text) o Literature Discussion o Strategy-‐Based Groups


o Meet with small groups to read & provide differentiated instruction

o Grouping may change based on students’ needs

• Literacy Workstations o While teacher works with a small group, remaining

students participate in focused workstation activities


Literacy Workstations

• Comprehension Strategies/Skills • Word Study/Vocabulary Development • Fluency Practice • Independent/Partner Reading • Independent Practice • Writing Connections/Response to Text • Technology Integration

Whole Group

5 minutes daily





Writing Workshop



25 minutes daily


practice • Interactive Read-‐Alouds of Mentor Texts • Shared/Interactive Writing

• Writing Strategies/Skills/Traits • Mentor Texts as Models • Grammar/Mechanics/Spelling • Writing Process • Anchor Charts/Thinking Maps/Foldables • Mini-‐lesson Processing Tools & Take-‐aways • Handwriting


30 minutes daily



• Independent Writing o While teacher works with a small group/individual

students, remaining students participate in focused writing activities


Whole Group 5 minutes daily



Total: 60 minutes

APPENDIX PAGE 7


Word Study



Whole Group

20 minutes daily

• Word Study/Phonics o Build decoding skills & oral vocabulary

• Phonemic Awareness • Phonics • Reading Practice • Word Sorts • Spelling • Oral Language

APPENDIX PAGE 8

Grades 4-‐5 English/Spanish Reading & Language Arts

Balanced Literacy -‐ Reading & Writing Workshop The following workshop framework does not have to occur in a sequential order or during one block of time.

Reading Workshop


Whole Group


• Mini-‐lesson o Provide explicit, direct instruction, modeling & guided practice


• Comprehension Strategies/Skills • Mentor Text • Think Aloud • Anchor Charts/Thinking Maps/Foldables • Mini-‐lesson Processing Tools & Take-‐Aways

Small Group

45 minutes daily

• Grouping Options o Guided Reading (w/ leveled text) o Literature Discussion o Strategy-‐Based Groups


o Meet with small groups to read & provide differentiated instruction o Grouping may change based on students’ needs

• Literacy Workstations

o While teacher works with a small group, remaining students participate in focused workstation activities


Literacy Workstations • Comprehension Strategies/Skills • Word Study/Vocabulary Development • Fluency Practice • Independent/Partner Reading • Independent Practice • Writing Connections/Response to Text • Technology Integration

Whole Group

5 minutes daily




APPENDIX PAGE 9


Writing Workshop



15 minutes daily

• Mini-‐lesson o Provide explicit, direct instruction, modeling & guided practice

• Interactive Read-‐Alouds of Mentor Texts • Shared/Interactive Writing

• Writing Strategies/Skills/Traits • Mentor Texts as Models • Grammar/Mechanics/Spelling • Writing Process • Anchor Charts/Thinking Maps/Foldables • Mini-‐lesson Processing Tools & Take-‐aways • Handwriting


25 minutes daily



• Independent Writing o While teacher works with a small group/individual students,

remaining students participate in focused writing activities


Whole Group

5 minutes daily



Total: 45 minutes

APPENDIX PAGE 10


Word Study



Whole Group

10 Minutes daily

• Word Study o Build decoding skills & oral vocabulary

• Reading Practice • Word Sorts • Spelling • Oral Language

APPENDIX PAGE 11

LISD Mathematics Instructional Framework

Daily Time Allotment for Kindergarten= 75 minutes Daily Time Allotment Grades 1-‐3= 85-‐90 minutes Daily Time Allotment Grades 4-‐5= 90-‐95 minutes

Time Allotments Daily Components of Mathematics Instruction

Instructional Resources/Supports (not limited to the following)

Intentional Problem Solving


Review of previously taught concepts or introduce new concept or vocabulary to be taught. The immersion into a problem allows: • Teacher modeling of problem solving structures and thinking. • Student communication of thinking and understanding in a variety of

ways— writing, speaking, demonstrating…

• Eduphoria: Intentional Problem Solving tab and Stage 3 (sample

problems) • enVision: Today’s Challenge & Solve and Share • Investigations • Exemplars • Original problems written by grade level teams • Sue O’Connell’s Collection (Problem Solving, Reasoning and

Proof, Representation, Communication, and Connections) – Found in Campus Professional Library

Classroom Routines 10 minutes daily

Classroom Routines build number sense and offer practice and review of key concepts. These essential daily activities occur in a regular rotation and can be adapted to fit the needs of your students throughout the year.

• Investigations: Classroom Routines/Ten Minute Math

Focus Lesson


Introduction to lesson concept with: • Interactive hands-‐on experiences, with manipulatives, inquiry,

and discussions • Partners/small group/whole class discovery and practice

Concept practice/Stations: • Independent/small group through manipulatives, games, and

activities Guided Instruction:

• Individual/small group teach/reteach Independent demonstration of understanding

• Eduphoria: Stages 1, 2, & 3 • Pearson Envision • Investigations • Guided Math: A Framework for Mathematics Instruction and

Strategies for Implementing Guided Math by Laney Sammons • Engaging Mathematics Grades 2-‐5 • Hands-‐on Standards Math grades K and 1

**Kindergarten teachers should adjust the Focus Lesson to 50-‐55 minutes for a total of 75 minutes for mathematics instruction**

APPENDIX PAGE 12

APPENDIX PAGE 13

Science TEKS introduction Statement: Facilitate classroom and outdoor hands-‐on investigations….

Day 1 Day 2 Day 3 Day 4 Day 5

Kindergarten

At least 80 % of instructional time

1st Grade

2nd Grade


3rd Grade

4th Grade


5th Grade

APPENDIX PAGE 14

5E Science Instructional Model Grades K-‐5

5E What the Teacher Does What the Student Does Suggested Activities

Engage

• Creates Interest. • Generates curiosity. • Raises questions. • Elicits responses that uncover what the students know or

think about the concept/topic.

• Asks questions such as, Why did this happen? What do I already know about this? What have I found out about this?

• Shows interest in the topic.

• Demonstration • Hands-‐on Activities • Analyze a Graphic Organizer/

Data • Free Write or KWL • Class Discussion • Raise Investigable Questions

Explore

• Encourages the students to work together without direct instruction from the teacher.

• Observes and listens to the students as they interact. • Asks probing questions to redirect the students’

investigations when necessary. • Provides time for students to puzzle through problems.

• Thinks freely but within the limits of the activity. • Tests predictions and hypotheses. • Forms new predictions and hypotheses. • Tries alternatives and discusses them with others. • Records observations and ideas. • Suspends judgment.

• Perform an Investigation • Read Authentic Resources to Collect

Information • Solve a Problem • Construct a Model • Make Graphs, charts, data tables

Explain

• Encourages the students to explain concepts and definitions in their own words.

• Asks for justification (evidence) and clarification from students.

• Formally provides definitions, explanations, and new labels.

• Uses students’ previous experiences as basis for explaining concepts.

• Explains possible solutions or answers to others. • Listens officially to others’ explanations. • Questions others’ explanations. • Listens to and tries to comprehend explanations the

teacher offers. • Refers to previous activities. • Uses recorded observations in explanations.

• Student Analysis & Explanation • Supporting Ideas with Evidence • Structured Questioning • Reading and Discussion • Teacher Explanation • Thinking Skill Activities: compare,

classify, error analysis

Elaborate

• Expects the students to use formal labels, definitions, and explanations provided previously.

• Encourages the students to apply or extend the concepts and skills in new situations.

• Reminds the students of alternative explanations. • Refers the students to existing data and evidence and

asks, “What do you already know? Why do you think -‐? • Strategies from Explore apply here also.

• Applies new labels, definitions, explanations, and skills in new, but similar situations.

• Uses previous information to ask questions, propose solutions, make decisions, and design experiments.

• Draws reasonable conclusions from evidence. • Records observations and explanations. • Checks for understandings among peers.

• Problem Solving • Decision Making • Experimental Inquiry • Thinking Skill Activities: compare,

classify, apply

Evaluate

• Observes the students as they apply new concepts & skills.

• Assesses students’ knowledge and/or skills. • Looks for evidence that the students have changed their

thinking or behaviors. • Allows students to assess their own learning and group-‐

process skills. • Asks open-‐ended questions such as: Why do you think -‐?

What evidence do you have? How would you explain x?

• Answers open-‐ended questions by using observations, evidence, and previously accepted explanations.

• Demonstrates an understanding or knowledge of the concept or skill.

• Evaluates his or her own progress and knowledge. • Asks related questions that would encourage future

investigations.

• Any of the previous activities • Develop a Scoring Tool or Rubric • Test (SR, BCR, ECR) • Performance Assessment • Formative Assessment • Journal Entry • Portfolio • Presentation

APPENDIX PAGE 15

FinalElem.Curr.Gdlines NO Appendix2016 LAB

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