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CurriculumManagementPlan
________________________________________________________

Curriculum&InstructionDepartment

________________________________________________________

Dr.TommyWallis Dr.TeressaVoltz
Superintendent AssistantSuperintendent
BryanISD Curriculum&Instruction

BryanISD
101NorthTexasAvenueBryan,TX77803

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TableofContents
________________________________________________________

DistrictVision......3
DistrictMission.......3
DistrictGoals..........3
DistrictCorePrinciples......3
SectionICurriculumManagementPlanPhilosophy.......4
SectionIICurriculumManagement........8
SectionIIICurriculumExpectations.....13
SectionIVInstructionalExpectations......18
SectionVTestedCurriculum.....24
SectionVIRolesandResponsibilities.....26
GlossaryandReferences..33
Exhibits......37

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BryanIndependentSchoolDistrict
________________________________________________________

OurVision:
ChildrenFirst,Always...TheBryanWay.

OurMission: BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschool

graduationandpostsecondarysuccess.

OurGoals:
1.Meettheeducationalneedsofeverystudentbycontinuallyaddressinginstructionand
learningsoallstudentsreachtheirmaximumpotential.

2.Recruitandretainahighqualityworkforcetosupportstudentsuccess.

3.Optimizeresourcestosupportdistrictgoalsandstudentsuccess.

4.Maintainanddevelopqualityfacilitiesthatsupportstudentsuccess.

5.ProactivelyimprovecommunicationandperceptionofBryanISDbyengagingthestudents,
communityanddistrictemployees.

OurCorePrinciples:
1. Everystudentwillbeunconditionallyaccepted,supportedandcelebrated.

2. BryanISDemployeeswillpromotethedistrictinapositiveway.

3. Wewillprovideasafeandsecurelearningenvironment.

4. Districtleaderswillprovidesupportforstaff.

5. AllBryanISDemployeeswillbeheldaccountable .

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ThefollowingplanwasdevelopedbytheBryanISDCurriculumand
InstructionDepartmentCadre#1.
(
seeExhibit#23CMPMembersandProcess
)

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SectionI:BryanISDCurriculumManagementPlanPhilosophy


PurposeStatement

TheBryanISDcurriculummanagementplanisdesignedtoincreasestudentlearningbyguiding
theeducationalexperiencesthatensurehighschoolgraduationandpostsecondarysuccess.
Thepurposeofthisplanistocoordinateeffortsindesigning,developing,anddelivering
curriculumthatisalignedfromschooltoschoolandfromclassroomtoclassroomtomeetthe
needsofadiversestudentpopulation.Theplanoutlinestheexpectationsandprocedures
regardingthewrittencurriculum(guides),thetaughtcurriculum(resourcesandinstruction),and
theassessedcurriculum(assessments)inaccordancewithBoardregulation.

CurriculumVision

VisionStatement
TheBryanISDCurriculumManagementPlanwillprovideafoundationforstudentcentered
instructionthatisbasedonanaligned,focused,standardsbasedcurriculum.Asafoundation
forallothercomponentsoftheplan,thecurriculumphilosophy,vision,beliefstatements,and
PortraitofaGraduateweredeveloped.

PortraitofaGraduate
BryanISDgraduatesarelifelonglearnerswho
demonstratemasteryofrequiredcurriculumandskills.
prepareforcollegeandworkforceopportunities.
set,worktoattain,andevaluatepersonalgoals.
exhibitahealthy,balancedlifestyle.
BryanISDgraduatesareaccomplishedcommunicatorswho
collaborateeffectivelywithothersfromdiversebackgrounds.
listenandrespondrespectfullyandempathetically.
contributetogroupeffortwithideas,suggestions,andhardwork.
usemultimediaandtechnologytoolsinprofessionalandpersonal
situations.
BryanISDgraduatesareinnovativethinkersandleaderswho
showperseveranceandresilienceinthefaceofadversity.
thinkcriticallyandanalyticallytoacquireandapplynewknowledge.
employhigherorderthinkingandsoundreasoning.
facilitateconsensusandnegotiatesolutions.
adapttonewsituationsandchallenges.
BryanISDgraduatesareconscientiouscitizenswho
exhibitselfdiscipline,honesty,respect,andintegrity.
initiateandacceptpersonalaccountabilityforactions.
valueandparticipateinthedemocraticprocess.
understandthevalueandrewardsofwork.
servethecommunitythroughvolunteerismandcivicactivities.
BryanISD2015

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CurriculumPhilosophy

DefinitionofCurriculum
BryanISDdefinescurriculumastheknowledge,skills,attitudes,andprocessestobetaught
andlearnedattheappropriatelevels.Acomprehensivecurriculumprovidesawrittenplanto
guidethedesignofstudentexperiencesforlearning,developmentandgoalattainment.

PhilosophyStatement
Curriculumdevelopment,implementation,andevaluationshallincludethefollowingaligned
components:thewritten,thetaught,andtheassessedcurriculumasfollows:










BeliefStatements
Curriculumdesigned,developed,andimplementedinBryanISDshouldbecenteredaroundthe
followingcorebeliefs:

Webelieve
1. allstudentscanlearnanddeserveaqualityeducation.
2. instructionshouldbedifferentiatedinordertobeappropriateforall
learners.
3. thedistrictscomprehensivecurriculumshouldbeaccessibleandfollowed
byallstakeholderswithfidelityinordertoalleviaterandomvariation.
4. districtcurriculumshouldbeorganizedinalogicalframeworkwithclearly
statedexpectationsthatarebaseduponbestpractices.
5. strongTierIinstructionisessentialandthatteachersplayanactiverole
indeterminingthesuccessfulimplementationofthecurriculum.
6. thedistrictcurriculumshouldbetightlyalignedtothestatestandards
includingtheTexasEssentialKnowledgeandSkills(TEKS),English
LanguageProficiencyStandards(ELPS),CollegeandCareerReadiness
Standards(CCRS),andTechnologyApplicationTexasEssential
KnowledgeandSkills(TATEKS)eliminatinggapsasstudentsmatriculate.
7. thedistrictcurriculumguidesinstructionincludingthelevelofrigor,
pacing,andsequencing.
8. communicationwithparentsandthecommunityhelpsdrivestudent
success.
9. thewritten,taught,andtestedcurriculumistheframeworkforcontinuous
improvement.
10. teachersshoulddifferentiateinstructiontomeettheneedsofstudents
withintheconfinesoftheestablishedcurriculum.

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11. assessmentsalignedtothewrittencurriculumwillmeasurestudent
mastery.
12. thecurriculumisafluiddocumentthatshouldberevisedregularlybased
onperformancedataandstakeholderfeedback.
13. asuccessfulcurriculumandinstructionalprogramrequiresthateveryone
inthedistrictcommitsto,andadvocatesfor,thesamegoals.
14. highlevelsofstudentachievementarethebenchmarksforeffective
curriculumdesignandinstructionaldeliveryofthecurriculum.
15. implementationofthecurriculumrequiresappropriateprofessional
developmentforteachersandadministrators.




























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SectionII:CurriculumManagement

ExecutiveSummary

ThissectionoutlinesthemanagementprinciplesgoverningthecreationofcurriculuminBryan
ISD.Theseprincipleshelpcoordinatethedevelopmentofthewritten,taught,andassessed
components,whichguidethedeliveryofinstruction.

KeyPoints

BoardRegulation,EG(REGULATION),directsadministrationtodevelopanarticulated,
writtencurriculumforallcontentareas.

CurriculumMissionStatement

BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschoolgraduationand
postsecondarysuccess.Wewillprovidecurriculum,assessments,andinstructionalprograms
alignedtothestatestandardsandassessmentsinordertomeettheeducationalneedsofevery
student.Administrators,instructionalleaders,andteacherswillworkcollaborativelytoensure
thatbothdesignanddeliveryofthewritten,taughtandtestedcurriculumisinalignment
throughoutthedistrict.Teacherswilluseavarietyofresearchbasedinstructionalstrategiesto
activelyengagestudentsinactivitiesthatpromoteconceptualunderstanding.Teachers,
instructionalleaders,andadministratorswillbeprovidedprofessionaldevelopmenttoenhance
andsupportinstructionaldeliveryofthecurriculumandtomeetthedifferentiatedneedsofall
students.Studentachievementdatawillbeusedtoevaluateandimproveallaspectsofthe
curriculumandinstructionalprogram.

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CurriculumModel

ThecurriculummodelusedbyBryanISDisbasedonFenwickEnglishsalignmentmodelthat
includesthreecomponents:written,taught,andassessedcurriculum.Withtheuseof
wellwrittencurriculumdocuments,thedistricthascreatedacoherentsystemthatcanbe
managedandcontrolledforqualitypurposesandimprovementovertime.Thedocumentsare
alignedtostatestandardsandstateassessments,whichareimplementedbyteacherswho
havebeentrainedtodeliverthecurriculumthroughalignedprofessionaldevelopment.



CurriculumDefinitions

Curriculumalignment
isthedegreetowhichthewritten,taught,andassessedcurriculumis
congruent.Itisalsotheextenttowhichthecurriculumisusedtoguidedecisionsabout
assessments,materials,textbooks,strategies,programming,groupingpatterns,professional
development,facilities,andbudgeting.Ifthereisalignmentofthecurriculum,thereis
systemicagreementandconnectedness,bothhorizontallyandvertically.Thisprovidesa
coherentsystemthroughwhichstudentsmatriculateandreducestheeffectsofrandom
variation.

Writtencurriculum
isdefinedasthosestandards,goals,andobjectivesthatstudentsareto
achieveandteachersaretoteach.Itcontainsobjectiveswhicharealignedtothestate
curriculumframework,whichincludestheTEKS,ELPS,CCRS,TATEKS,district/campus
developedassessments,suggestedtimeframes,examplesofstrategies,grouping
arrangements,programs,alignedresources,correlationstostateassessments,andother
districtusedassessmentssuchasAdvancedPlacement,InternationalBaccalaureate,
SAT/ACT,aswellasanyassessmentassociatedwithendofcourse,certifications,and
licensures.

Taughtcurriculum referstoinstruction,andtheprocessbywhichtheteachersplan,
organize,anddeliverinstructionalstrategiesforteachingthewrittencurriculum.Teachersare
requiredtodeveloplessonplansandimplementbestpracticeswhenteachingthewritten
curriculum.

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Testedcurriculum
isthatportionofthewrittencurriculumthatisassessed,bothformallyand
informally,toevaluatestudentprogresstowardmasteryofthewrittencurriculum.BryanISDis
accountableforstudentsachievingthepassingstandardonstateassessments,curriculum
basedassessments,andlocalbenchmarks.

CurriculumManagement

ThefollowingprinciplesarebasedupontheCurriculumManagementAuditstandards(see
Exhibit2 .AuditCurriculumGuideCriteriaRubric )andarerootedinthetheoryofrationalityand
qualitycontrol.AccordingtoEnglish(1988)," arationalorganizationdevelopsgoals,translates
themintoactivitiesthatarecongruentwiththegoals,portionsitsresourcesbasedongoal
priorities,andtranslatesbothintotangiblejobstobeperformedandsubsequentlyevaluated.
Baseduponfeedbackobtainedfromevaluation,thecycleisrepeateduntilthedesiredresults
areobtainedatthelowestpossiblecost"( p.329).Overtime,whenthiscycleissystematically
repeated,theorganizationachievessustainedimprovementinresults.Suchanorganization
haspurposeandinstitutesmanagementprinciplestohelpmaintainwhatDemingreferredtoas
"constancyofpurpose"andqualitycontrolofproductsandservices.

CurriculumManagementPrinciples

Curriculumdevelopmentisdynamicandincludesprocessesforthemanagement,
development,anddeliveryofthecurriculum.
Curriculumdevelopmentreflectsthebestunderstandingofthegrowthand
developmentoflearnersinachangingsociety,theneedsofthecommunity,
researchbasedpractices,statelaw,andStateBoardofEducationrequirements.
StandardsandstudentexpectationsarebasedupontheTEKS,ELPS,andCCRS,and
provideaframeworkforthedevelopmentofacoresetofnonnegotiableand
measurablelearnerobjectives/studentexpectationsthatareverticallyandhorizontally
aligned.Theresultsarewellarticulatedscopeandsequencedocumentsforallcontent
areasandgradelevelsthatguidedecisionsaboutteachingandlearning.
Curriculumdocumentsarealignedandaccessible.
Curriculumisassessedbyformativeandsummativeassessmentsatthecampus,
classroom,andindividualstudentlevel.

InstructionalManagementPrinciples

Teachersarerequiredtousethedistrictsassignedcurriculum.
Classroominstruction,includinginstructionforspecialpopulationgroups,shallbe
alignedtothedistrictcurriculumtoincludeallskillsandcontentrequiredbythe
standardsbasedscopeandsequenceforthecoursebeingtaught.
Teachersselectinstructionalresourcessuchastextbooks,software,community
resources,andothermaterialsbaseduponareviewprocesstoensurealignmenttotheir
requireddistrictcurriculum.
Professionallearningisdesignedandimplementedtopreparestaffmembersto
effectivelydelivertheprescribedcurriculumanddifferentiateinstructionbasedupon
identifiedneedsofstudents.

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AssessmentManagementPrinciples

Studentassessmentdataisdisaggregated,distributed,andusedto
guideteachers'lessondesignandinstructionatappropriatelevelsof
depthandcomplexity.
planforstudentlearning.
directcontinuousdistrict/campusimprovement.
modifyinstruction.
makeprogrammaticdecisions.
communicatestudentperformanceprogresstoparents.
Districtcurriculumwillbeassessedtoevaluateitsoveralleffectivenessanditscapacity
toproducedesiredstudentachievementresults.Thiswillbeachievedthroughtheuseof
alignedbenchmarkandcurriculumbasedassessments.
Assessmentdataisusedasthebasisforqualitycontrolofthesystem.
SeeBISDAssessmentPlanforfurtherdetailsandinformation.

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SectionIll:CurriculumExpectations

ExecutiveSummary

ThispartoftheCurriculumManagementPlanfocusesonthewrittencurriculumandthe
criteriausedbythedistricttodevelop,customize,and/orrevisecurriculum.

KeyPoints

All district curriculum documents are aligned to the Texas Essential Knowledge and
Skills (TEKS) and includestandards thatarearticulatedfromPK12,sequencedbased
upon grading periods, nonnegotiable for teacher use, and measurable based on
districtassessments.
BryanISDprovidespublicaccesstosixweeksataglancedocumentsincore
curriculumareas.
BryanISDprovidespublicaccesstoverticalalignmentdocuments,scopeand
sequencedocuments,sixweeksataglancedocuments,TEKSnavigationaltool
documents,TEKSauditdocuments,districtbasedassessments,andpacingcalendars
incorecurriculumareas.
Curriculumfornoncorecourseswillbedevelopedtoaddresscoursepacingand
horizontalalignmentbasedonanongoingproductionschedule.
ThePortraitofaGraduatewillhighlighttheintentofthecurriculum.

Allcurriculumandadoptedresourcedecisions,includingbutnotlimitedtotheeliminationor
additionofprograms,courses,andextensivecontentalteration,shallbesubjecttoBoard
approval.Sincethecurriculumisasystemdecision,notacampusoremployeedecision,
curriculumproposalsfromemployeesshallbepresentedfirsttocentraladministration.Ifthe
proposalisacceptableatthatlevel,itshallthenbepresentedtotheBoard(see
Exhibit1.EG(REGULATION) .

TheWrittenCurriculum

Learningwillbeenhancedbyadherencetothedistrict'swritten,aligned,andarticulated
curriculumthatpromotescontinuityandcumulativeacquisitionofskillsandknowledgefrom
gradetogradeandfromschooltoschool.Thecurriculumshouldreflectthebestknowledge
andresearchregardingthegrowthanddevelopmentoflearnersthecontentrequirementsas
setforthbythestate,local,andnationalstandardsofthevariouscontentdisciplines
considerationoftheuniqueandspecialneedsofstudentswhoattendtheBryanIndependent
SchoolDistrictandstakeholderinputforpreparingitsstudentstomeetsociety'sdemandsfor
awellpreparedandcompetitivecitizenryforthe21stCentury.

ThePK12curriculumshallbebasedonacoresetofnonnegotiableandmeasurablestudent
expectations/objectivesandskillsmandatedbythestatethatpreparestudentstobecollege,
technicalschool,orworkforcereadyandtoberesponsiblecommunitymembers.

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ComponentsoftheWrittenCurriculum

BryanISDscurriculumisalignedtoensurethatstudentsarepreparedtobesuccessful
learners.DistrictdevelopedscopeandsequencedocumentsforgradesK12inthefourcore
areaswillbefollowed.Curriculumdocumentsforelectivesandcoursesofferedin
PreAdvancedPlacement(PreAP)andAdvancedPlacement(AP),finearts,and
health/physicaleducationwillbedevelopedbythecurriculumwritingcommitteescomposedof
selectedteachers,instructionalcoaches,curriculumcoordinatorsanddirectors.Thedistricts
CTEcourseswillfollowtheTEKSprovidedbytheTexasEducationAgency.Alldocumentsin
thefourcoreareasarehouseddigitallyintheEduphoriaForethoughtcurriculum
managementsystemandGoogledocuments.

BryanISDCurriculumComponents
Curriculum
DocumentContents DocumentPurpose
Component

Vertical TEKSforthesubjectareaina Prerequisiteskillsareidentifiedin


Alignment viewthatshowsthealignmentof theVADwillbeconsideredwhen
Document skillslearnedinthepreviousand designingalignedlessons.
(VAD) ensuinggrade/course.

Scopeand TEKSarebundledintounitsfor Followinganoverviewofwhenthe


Sequence eachofthesixweeksgrading TEKSarecoveredduringtheyear
Document periods. allowsaclearpictureofwhatistobe
taughtandhelpsensureconsistency

acrossthedistrict.

SixWeeksat TEKSandmaintopics/activities Thisisusedtoinformparentsand


aGlance foreachsixweeks guardiansofwhatwillbetaught
eachsixweeksineachcontent
area.

TEKS Thisdocumentcontainsthe Thisunitguideistobeusedby


Navigational bundledstandardstobetaught teacherswhenplanningfortheunits
Tool withinaunit,includingtheTexas instruction.
Document
EssentialKnowledgeandSkills,
EnglishLanguageProficiency
Standards,CollegeandCareer
ReadinessStandards,and
TechnologyApplicationTEKS.
Alsoincludedisthetimeframe
forteachingtheunit,academic
vocabulary,objectives,TEKS
clarifications,sheltered
instructionstrategies,and
resourcelinkshelpfulfor
teachingthecontent.

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TEKSAudit AllTEKSforeachcourseare Thisdocumentprovidesassurance


Document listedwithacolumnforeachsix that100%oftheTEKSarecovered
weeks.Itisnotedinthecolumn withinthecurriculum.
whethertheTEKSistaught(T)
orreceivesongoinginstruction
(O)withinthesixweekscolumn.

Content Eachcontentareaorgradelevel Thisdocumentassiststeachersand


Calendars hasacalendarofsignificant administratorswithatimelineto
datesonthisdocument.Entries guideplanningforinstructionand
mayincludedatesforstate assessments.
assessments,benchmarks,
beginningandendingofunits,
anddistrictbasedassessments.

Districtbased TEKSaligned,STAARlike Thesedistrictgeneratedformative


assessments questionsbasedonthe assessmentsaredesignedtogive
standardstaught.Designedto teachersandinstructionalleaders
dataonstudentperformanceatthe
beadministeredduringasingle
SElevel.
classperiod.

DevelopmentandDistributionoftheWrittenCurriculum

TheBoardexpectsthataconsistent,managedcurriculumwillbefollowedacrossthedistrict.
Teachersareexpectedtoteachthecurriculumofthedistrict.Thecurriculumisdesignedto
provideteachersandstudentswiththeBoardsexpectationsofwhatstudentsaretolearn.The
developedcurriculumwillensurethefollowing:

Thecurriculumwillemphasizereadingandwritingatgradelevel.
Thecurriculumwillprovideformasteryofgradelevelstandardsinmathematics,science,
andsocialstudies.
Thecurriculumwillpreparestudentsforstateandnationalassessments.

DevelopmentandRevision Subjectareawrittencurriculumandinstructionalguidesshallbe
developedforallgradelevelsandsubjectsinthedistrict.Thefollowingareexpectationsforthe
developmentofthecurriculum:

Thecurriculumisdevelopedwithinthedistrictbythecurriculumwritingcommittees
composedofselectedteachers,instructionalcoaches,curriculumcoordinatorsand
directors,andisbasedonstatestandardsandresearchbasedbestpractice.
Developedandrevisedcurriculumwillfollowtheuniformcomponentformatestablished
bythedistrictscontentcoordinators.Cosmeticandutilitychangestothecomponent
formatwillbesuggested,discussedandagreeduponpriortotheoccurrenceofrevision
workimpactingthefollowingschoolyear.

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RevisionstothecurriculumwillbemadebasedonstateTEKSrevisions,assessment
data,andstakeholderfeedback.Curriculumdocumentsforthecoreareaswillberevised
annuallybasedonfeedbackobtainedfromteachersandendusersasfollows:
Teacherswillbegiventheopportunitytosubmitfeedbackandrevision
suggestionsatleasttwiceperschoolyear.
Feedbackandsuggestionswillbereviewedbycontentareaexpertsincluding
contentcoordinatorsandinstructionalcoaches.
Warrantedcurriculumchangeswillbemadeinwritingpriortoimplementationin
thefollowingschoolyear.
Mandatedordirectedrevisionswilloccurfollowingthetimeframeindicatedbythe
directive.
Majorcurriculumrevisionswilloccurbasedonthescheduleoftheimplementationof
neworrevisedstatestandards.Thescheduleofcurriculumrevisionwillbebasedon
stateexpectationsanddistrictneeds.(seeExhibit
6.FiveYearCurriculumImprovement
Plan)
Anannualcurriculumupdateandrevisionsummarywillbepreparedbythedirectorof
CurriculumandInstructionandsubmittedforboardapprovalpriortothebeginningof
eachschoolyear.

TechnologyApplicationsTEKSandTechnologyIntegrationActivitiesshallbeincludedand
developedforeachcorecontentareaatgradelevelsK8.Thefollowingareexpectationsforthe
integrationintothecurriculum:

TheTechnologyApplicationTEKSwillbealignedtothecorecontentunitandincluded
ontheTEKSNavigationalTooldocumentbeginningwithgrades68.
DigitalLearningresourcesandexampleactivitieswillbeembeddedintheResource
sectionoftheTNTbeginningwithgrades68.
Exampleactivitieswillbewrittenaccordingtothelessonplanningtemplateformat(Ex:I
Do...YouDo...WeDo).

Instructionalresourcessuchastextbooks,software,andothermaterialsshallbeselectedbased
uponitsalignmentwiththecurriculumobjectivesandcurriculumprioritiesofthedistrict.

Staffdevelopmentshallbedesignedandimplementedtopreparestaffmemberstoteachthe
designedcurriculumandshalluseeffectivechangeprocessesforlongtermstandardization.

Distribution Subjectareawrittencurriculumandinstructionalguidesshallbemadeavailable
digitallyforallgradelevelsandsubjectsinthedistrict.Thefollowingareexpectationsforthe
distributionofthecurriculum:

Thecurriculumdocumentsareavailablefordistrictstakeholdersinawebbasedformat.
Teachersshallaccessthewebbasedcurriculumdocumentstodevelopdailylesson
plans.
Parentswillhaveaccesstosixweeksataglancecurriculumdocumentsviathedistrict
websiteoruponrequesttoaschooladministrator.
ThedistrictcurriculumdocumentsaredevelopedforandusedbyBryanISDemployees
only.

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SectionIV:InstructionalExpectations

ExecutiveSummary

Instructionisdefinedascurriculumplusteaching.ThroughCurriculumDevelopmentEG
(Regulation)
theBoardofTrusteesspecifiesthatteachersarerequiredtousethedistrict
curriculumastheirprimarysourceofinstructionaldirection.Theremustbeassurancethat
teachersandtheircolleaguesareworkingtowardacommonsetofstudentobjectivesas
evidencedbywalkthroughsandlessonplanreview.ThissectionoftheCurriculum
ManagementPlandelineatestheinstructionalexpectationsandhowprofessionallearning
opportunitieswillbeprovidedtobuildthecapacityofteachersinprovidingqualityinstruction
forstudents.

KeyPoints

Teachersarerequiredtousethedistrictcurriculumastheirprimarysourceof
instructionaldirection.
Teacherswillaccessthewrittencurriculumandinstructionalcomponentssupporting
thecurriculumthroughthewebbasedsystemtodevelopdailylessonplans.
Lessonplanningoccursattheteacherlevel,ismonitoredforcompositionbyprincipals
andinstructionalleadersandwillincluderesearchbasedcomponentsthatfocuson
whatisnecessaryforstudentstolearnthecurriculumathighlevelsofengagement.
Effectivelessonplanningiscentraltoeffectiveinstruction,butisnottheonly
contributingfactortostudentachievement.
Effectiveuseofstudentachievementdataiscriticaltotheattainmentofthedistrict's
goalsforstudentlearningandisusedtoguideinstructionaldecisionmaking.
Aqualityprofessionallearningprogramisessentialforbuildingcapacitywithinschools
sothereishighcompetencyandhighcommitmentamongprofessionalstafftothecore
workofteachingandlearningandcontinuousimprovementofthesystem.
Professionallearningneedstobedesignedtomeettheneedsofteachersbasedon
whereteachersareintheirprofessionalcareer.
Professionallearningmustbeplannedtoenhancestudentlearningofthecurriculum.
Lessonplanningoccursattheteacherlevelandismonitoredbycampusadministrators
adheringtotherequiredcomponentssetbythedistrict.
Administratorsshallworkwithteacherstomaintainconsistencybetweenthewritten
curriculumandthecurriculumobjectivesactuallytaughtandtested.
Allprograms,includingthoseforspecialpopulationstudents,shallbealignedtothe
districtcurriculumandbeintegratedintheirdeliveryapproach.
Itisexpectedthatinstructionaldeliverywillbebasedonsoundteachingprinciples
groundedineducationalresearchandsupportsthedistrictsmission.

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ComponentsofLessonDesign

Districtcurriculumandinstructioncomponentsshallserveastheframeworkfromwhicha
teacherwilldevelopindividuallessonplansandapproachestoinstructionthatwillservethe
studentsparticularneedsataparticulartime.Theguidesshallbeusedtomapalogical
sequenceofinstruction.Thesequenceofinstructionshouldbeplannedkeepinginmindthe
allottedminutesperclassperiodasdefinedbythebellschedulesforsecondaryschoolsand
the
ElementaryMasterScheduleTimeRequirements (SeeExhibit11,ElementaryMaster
ScheduleTimeRequirments).
Lessonplanningisacognitiveandintellectualeventwhereteachersareengagedand
collaboratewithcolleaguestoproducedesiredlearningoutcomes.Teachersshould
purposefullyplanforengaginglessonsusing activecognitiveengagement(ACE) (SeeExhibit
12,ACEDefinition).Formativeassessments,suchas MasteryChecks (SeeExhibit8,
MasteryChecksDefinition)shouldbeuseddaily.Alllessonsrequireteacherplanningbut
thoseinvolvinglowperformingstandardsrequiremoreextensiveplanning.Therefore,BISD
usestwobasiclessonplanformats:TheComponentsofaGeneralLessonPlananda
LessonPlanforLowPerformingSEsareoutlinedbelow.

Itistheexpectationthatlessonplansarewrittenforeachinstructionaldayfollowingoneof
thetwoplans.Teacherswillchoosethelessonplanformatbasedonstudentachievement
data.

ComponentsofaGeneralLessonPlan

StudentExpectation(s)/ELPS
LearningObjective(Ican)
Verb(s)
ELPS
LanguageObjective(Iwill)
AcademicVocabulary
KeyQuestions
BellRinger
KeyLearningActivities(Ido,Wedo,Youdo5E)
Optional:Stations/Centers
Optional:MeaningfulHomework,BuildingBackground

InstructionalDesignCharacteristicsandProcesses

TheDistricthasseveralexpectationsoftheteachingandlearningprocess.Theremustbe
assurancethatteachersandtheircolleaguesareworkingtowardacommonsetofstudent
standards/objectives.Allfacultymembershavearesponsibilitytoteachtothecurriculum
standards/objectives.Principalsshallensurethatoptimumuseismadeofthecurriculum,
instructionaltime,alignedresources,andthelessonplanningtoolthatisprovidedto
teacherstoaccesstheirrespectivecurriculumdocumentsandassessments.

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Whenplanningforunitsofinstruction,teachersandinstructionalleadersshouldfollow
researchbasedpractices.Theuseofaplanning/learningcyclemodelsuchastheone
exemplifiedbythedistrictsCoherencyCycleallowsteacherstousebackwardsdesignto
buildunitsofinstructionthatarebasedonstatestandards.RefertoCoherencyCycle
graphicinExhibits.
CoherencyCycle (SeeExhibit4,CurriculumandCoherencyCycle)
Planningtoolssuchas "ThePlanningPlacemat" (SeeExhibit5,PlanningPlacemat)canbe
usedtoassistteachersinthealignmentofinstructiontotheappropriaterigorlevelofthe
TEKS/SEtaughtinaunit.

Allprograms,includingthoseforspecialpopulationstudents,shallbealignedtothedistrict
curriculumandsupportstudentsassignedtothevariousprogramsintheacquisitionofthe
requiredcontentandskillsformastery.Thiswillnecessitateintegrationandcollaborationby
teachersassignedtothevariousprogramsastheyworkwiththeregulareducationteachersin
providingappropriateinterventionsforstudents.

Thecurriculumdocumentswillprovideascopeandsequencewithtimeallocationsthatwill
providedirectiontoteachersinthelessonplanningprocess.Instructionwillconsistently
addressthestatestandardsandbebasedonsoundteachingstrategiesandpedagogy.
Instructionalsupervisioneffortswillbealignedwiththeseresearchbasedteachingstrategies
andprincipalswilluseanapprovedwalkthroughdocument( WalkthroughForm )tomonitor
deliveryofthecurriculumaswellasprovideinstructionalinformationforthestateappraisal
system.

Otherfactorsthatcontributetoeffectiveteacherplanningandtostudentachievementinclude
establishingaschoolclimatethatisconducivetolearning.
havingbothinstructionalstaffmembersandstudentstakeresponsibilityfor
learning.
implementingresearchbasedpractices.
expectinghighlevelsoflearningforallstudents.
ensuringthatallstudentsexperienceopportunitiesforpersonalsuccess.
initialteachingtotheobjectivesthatprovidesvariedapproaches,adequatepractice
time,andmultipleopportunitiesforlearningandsuccess.
teachingtheobjectivesusingtheappropriategroupingarrangementsandstrategiesfor
differentiation.
basinginstructionaldecisionsonstudentachievementdata.
matchinginstructionalstrategiesandassessmentstotheobjectives.
forthosewhoattainmastery,providingprogressiontoamorechallenginglevelfor
studentswhodemonstratemasteryoftheobjectives.
forthosewhodonotattainmastery,providingcorrectivesand/orusingdifferent
strategiesuntilmasteryisattained.
usingtechnologyasatooltoteachandlearntherequiredcurriculum.

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DataDrivenInstructionandLearning

EffectiveuseofstudentachievementdataiscriticaltotheattainmentoftheDistrict'sgoalsfor
studentlearningthatarespecifiedinthewrittencurriculumandintheDistrict's
Portraitofa
Graduate (SeeExhibit3,PortraitofaGraduate).Assessmentdataisusedtoguide
instructionaldecisionmakingtoensuremasteryofthecurriculumandcanbeobservedinthe
followingways:

Studentprogresstowardmasteryofthestatestandardsismonitoreddailythroughthe
useofmasterychecks.
Preassessmentandplacementassessmentsareusedtodeterminestudents'learning
levelsfordiagnosticpurposes.Ex.UniversalscreenersandSRI.
InstructionistargetedbyteachingtoTEKS/SEandSTAARreportingcategorieswhere
masteryhasnotyetbeendemonstrated.
Flexiblegroupingandregroupingofstudentsareusedwithintheclassroombased
uponstudentassessmentdata.
Instructionaltime,grouping,and/orpresentationarevariedfordifferentiationbasedon
studentassessmentdata.
Assessment/achievementdataiscommunicatedtostudentsandparentsintimely
fashion.
Studentsandparentsareencouragedtoworkwithteacherstoestablishlearning
targets/goalsforstudentsinordertoachievemasteryofthecurriculum.
Usingdailyinclassremediation,extendedtimetutorialsandotherinterventionsto
provideneededassistancetostudentswhohavenotdemonstratedmastery.
Dataisusedtoidentifygeneralperformancetrendsacrossthedistrictforthepurpose
ofcurriculumandinstructionalimprovements.
Instructionalprogramsareevaluatedandimprovedbasedonstudentperformance
dataandotherrelevantdata.

ProfessionalLearning

Aqualityprofessionallearningprogramisessentialforbuildingcapacitywithinschoolsso
thereishighcompetencyandhighcommitmentamongprofessionalstafftothecoreworkof
teaching,learning,andcontinuousimprovement.Schoolswithhighcompetencyand
commitmentlevelsembracetheconceptofprofessionallearningcommunitiesasaphilosophy
andprocesstoestablishacollaborativeculturewithafocusonstudentachievement.Effective
professionallearningeffortsincludehighqualityongoingdevelopmentwithintensivefollow up
andsupport.Inaddition,themosteffectiveprofessionallearningmodelsincorporateprocesses
thatareresearchbasedanddesignedtoengageadultlearners.

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Deliveryofaqualitywrittencurriculumrequiresallstakeholderstobeinformedregardingthe
characteristicsofthecurriculumcomponentsandimplementationexpectations.Thedistrictwill
providestaffdevelopmentforprincipals,instructionalcoaches,returningteachersandnew
teacherstoensureasharedvisionregardingtheuseofcurriculumcomponents.Additionally,
staffdevelopmentwillbeprovidedforteachersonresearchbasedapproachestoeffective
instruction.Wherepossible,adifferentiatedmodelofprofessionaldevelopmentwillbeusedto
efficientlyaddressteachergrowthintheirprofessionalcareer.Curriculumrelatedstaff
developmentwillinclude,butmaynotbelimitedto

researchbasedlearningopportunitiesinhowtodesignanddeliverastandardsbased
alignedcurriculum.(
CoherencyCycle ),
BISDGuidelinesforTeachersPLC
inductiontrainingfornewteachersandadministrators.
mentoringandcoachingforallnewteachersandadministrators.
followupandsupportforeffectiveimplementationofjobembeddedlearning.
opportunitiesforteachers,instructionalcoaches,andadministratorstoattainnew
learningandtoshareideasandinstructionalstrategies.

Plannedprofessionallearningthatcommunicatesthegoals,componentpurposeandkey
featuresofthewrittencurriculum,willservetoenhanceteacherefficacyinimplementation.
Further,thistypeofprofessionaldevelopmentwillpromotemasteryofthecurriculumand
therebyenhancestudentlearning.

AdetaileddescriptionofthedistrictsprofessionaldevelopprogramcanbefoundintheBryan
ISDProfessionalDevelopmentPlan.

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SectionV:TestedCurriculum

ExecutiveSummary:

Thecomprehensivedistrictassessmentprogramestablishesappropriatemeasuresfor
determiningtheeffectivenessofcurriculardesignandinstructionalprogrammingatdistrict,
campus,andclassroomlevels.Itincludesbothformativeandsummativeassessments.Bryan
ISDsformativeassessmentsaremodeledafterbestpracticesdelineatedintheworkof
Stiggins,English,Bloom,MarzanoandPopham.Theseassessmentsservetoprovidedata
usedtodrivedecisionsatalllevelsfromstudenttocampustodistrict,ensurethatstudentsare
recipientsofinstructionanchoredinaguaranteedcurriculumthatprovidesinstructioninall
studentexpectationsprovidedbythestatestandards,ensurethatstudentsarerecipientsof
instructionofaviablecurriculumtaughtinalignmentwiththedistrictsscopeandsequence.
Summativeassessmentsinformteachersandstudentswhethertheintendedlearningoccurred
attheendofaunitorcourseofstudy.Bothtypesofassessments,whendoneproperly,are
powerfulcatalystsforimprovedlearningonthepartofbothstudentsandteachers.

KeyPoints

Formativeandsummativeassessmentsarealignedtothewrittencurriculumandareusedin
planningforlearninginthetaughtcurriculum.Bothshouldbeincorporatedintoa
comprehensiveassessmentpolicyandplanthatincludes
avarietyofassessmentinstruments,surveys,andreviews(i.e.,districtbased
assessments,Benchmarks,STAAR/EOC,DRA/EDL,TPRI/TejasLEE,TELPAS,
UniversalScreeners).
asystemfordeveloping,selecting,purchasing,storing,administering,analyzing,and
reportingresultsofcurriculumbasedassessments,benchmarks,stateandnational
assessments.DistrictBasedAssessmentProgramDescription
(SeeExhibit7,
District
BasedAssessmentProgramDescription )
,
DistrictBasedAssessmentFAQ ,
(SeeExhibit
9,
DistrictBasedAssessmentFAQ201516 )DistrictBasedAssessmentOral
AdministrationFAQ,(SeeExhibit10, DistrictBasedAssessmentRecordingFAQ ).
adistrictcalendarofassessmentsthatareusedtoprovidedatafordecisionmakingand
calendaring.
proceduresthatdelineaterolesandresponsibilitiesforassessmentsatthedistrictand
campuslevel.
aprocessandplanforadministeringonlineassessmentsincludingSRI,ISIP,Edgenuity,
TELPAS,STAARApractice,etc.
abudgettosupportthecomprehensiveassessmentprogram.
aplanfordeliveringprofessionallearningtoteachersandadministratorsresponsiblefor
theimplementationofthedistrictassessmentprogram.
ablueprintofeachdistrictbasedassessmentthatwillbeadministered.(SeeExhibit14,
SampleDistrictBasedAssessmentBlueprint )

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SectionVI:RolesandResponsibilities

ExecutiveSummary

InthissectionoftheCurriculumManagementPlan,thevariousstakeholdershavebeen
identifiedandthoughtfulconsiderationhasbeengiventodelineatewhateachofthesegroups
dotocontributetothesuccessfuldesignanddeliveryofanalignedcurriculum.

KeyPoints
TheBoardofTrusteesthroughitspolicymakingroleisresponsibleforestablishing
policiesandsupportingregulationstodirectandsupportongoingcurriculum
developmentandevaluation.
TheSuperintendentisresponsiblefortheimplementationoftheBoard'spoliciesand
districtregulationswhichincludethedevelopmentandimplementationofcurriculum.
Thecentraladministrationisresponsibleforthedevelopment,assessment,and
implementationofdistrictcurriculum.
Thecampusprincipalisthekeytoimplementingandmonitoringthedeliveryofthe
curriculum .
Teachersareresponsibleforeffectivelyplanning,delivering,andassessingthedistrict
curriculum.
Studentsareresponsibleforactivelyparticipatingintheteaching/learningprocess.
Parentsareactivepartnerswithteacherssothateachoftheirchildrenmeetsthe
BryanISDPortraitofaGraduateprofile(SeeExhibit3,BryanISDPortraitofa
Graduate ).
TheFinancialOfficerwillensurethatthedistrict'sbudgetreflectstheorganization's
goalsandprioritiesforcurriculumandinstructionprogramming.

RolesandResponsibilitiesforCurriculumManagement
Curriculummanagementisasystemfunctionthatrequiresspecificityregardingthe
organizationalstructure,procedures,processes,staff,worktaskstobeperformed,andfinances
allocatedtowardfulfillingtheschool'sprimaryfunction
.
Rolesandresponsibilitiesforthekey
stakeholdersregardingcurriculummanagementshallincludethefollowing:

TheBoardofTrustees will
adoptpoliciesandsupportregulationstodirectandsupportongoingcurriculum
developmentandevaluation.
approverecommendationsfromthesuperintendentregardingcurriculumscopesand
sequencesandadoptmultipleinstructionalresourcesforteacherusewithinthe
constraintsofstatelawandSBOErules.
approveabudgetthatprovidesadequatefundingforstaffdevelopmentthatfocuseson
curriculumdesignanddeliveryforincreasedstudentachievement.
demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theBoardsupportscurriculumwork.
communicatetoitsconstituentstheBoardscurricularexpectations.
fund,throughthebudgetprocess,adequateresourcestoimplementthecurriculum.

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TheSuperintendent will
implementthepoliciesoftheBoard.
recommendthatcentralstaffishiredtodevelop,assess,andmanagecurriculum.
enforcetheuseofDistrictcurriculum.
ensurethatafunctionaldecisionmakingstructureisinplacetocarryoutthis
administrativeregulation.
ensurethatamasterlongrangeplanisinplaceforcurriculumdevelopment,revision,
programevaluation,andstudentassessment.
implementthemasterlongrangeplan,providingtechnicalandexpertassistanceas
required.
assistprincipalsinmonitoringimplementationofthecurriculum.
recommendabudgettosupportcurriculumdesignanddeliverywork.
requirethatadministrativeregulationsandmanagementplansaredevelopedand
followed.
ensurethatafunctionalorganizationalstructureisinplacetomanagecurriculum
designanddeliveryfunctions.
reportannuallytotheBoardconcerningcurriculumdesignanddeliveryprogress.
beresponsibleforsystemcoherencyandcapacity.

TheAssistantSuperintendentofCurriculumandInstruction will
overseethedevelopmentofaplanforcurriculummanagement,development,
customization,revision,andevaluation.
establishcurriculumregulations ,
guidelinesandpriorities.
meetwithCurriculumandInstructiondirectorsweekly.
overseetheassessmentofcurriculum.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampuses.

TheDirectorofCurriculumandInstructionwill
developaplanforcurriculummanagement,development,customization,revision,and
evaluation.
establishcurriculumregulations ,
guidelinesandpriorities.
providetechnicalandexpertassistanceaswellastra i
ningandresourcesneededto
implementthecurriculum.
ensurethatCurriculumandInstructioncoordinatorsremainupdatedoncurriculum
expectationsandinitiatives.
overseetheInstructionalCoachingProgram.
overseetheassessmentofcurriculum.
establishdistricttestingcalendar.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampuses.

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DirectorsofBilingualandSpecialEducationwill
supporttheplanforcurriculummanagement,development,customization,revision,
andevaluation.
supportthecurriculumregulations
,
guidelinesandpriorities.
i
providetechnicalandexpertassistanceaswellastraningandresourcesneededto
implementthecurriculum.
ensurethatCurriculumandInstructioncoordinatorsremainupdatedoncurriculum
expectationsandinitiatives.
overseetheInstructionalCoachingProgramasrelatedtoBilingualandSpecial
Education.
supporttheassessmentofcurriculum.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessmentswithregardtoBilingualandSpecialEducationstudents.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampusesinaccordancetoBilingualandSpecialEducationprogramguidelines.

DirectorofProfessionalDevelopmentwill
supporttheplanforcurriculummanagement,development,customization,revision,
andevaluation.
designandimplementaprofessionaldevelopmentplanthatsupportsthecomponentsof
thecurriculummanagementplan.
supportthecurriculumregulations ,
guidelinesandpriorities.
collaboratewithC&Iassistantsuperintendent,directors,contentcoordinators,principals
andteacherstodevelopaprofessionaldevelopmentprogramthatensuresadequate
trainingofdistrictprofessionalsonthedistrictcurriculum.
provideopportunitiesfornewteachersandnewadministratorstodevelopaclear
understandingofthedistrictcurriculum.

Thecontentcoordinatorswill
implementtheplanforcurriculummanagement,development,customization,revision,
andevaluation.
implementthecurriculumregulations ,
guidelinesandpriorities.
providetechnicalandexpertassistanceaswellastra i
ningandresourcesneededto
implementthecurriculum.
insuretheimplementationofcurriculumthroughtheInstructionalCoachingProgram.
guidetheassessmentofcurriculum.
establishandmaintaindistricttestingcalendar.
provideguidancefortheprincipalsindataanalysisofbenchmarktestsandstate
assessments.
providesupporttoprincipalsintheirroleofimplementingandmanagingthecurriculum
ontheircampusesinatimelymanner.
ensurethatrequiredassessmentsareprovidedfortranslationinatimelymanner.

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Thecampusprincipalwill
serveastheprimaryinstructionalleaderforcampusstaffandberesponsiblefor
managingandmonitoringtheimplementationofthedistrictcurriculum
byobservingteachingandlearningineachclassroom.
bymonitoringlessondeliveryandevaluatingassessmentmaterialsusedonthe
campus.
monitorthequalityofworkthatteachersassigntostudentsandlookforevidence
ofthedesigncharacteristicsofhighstudentengagement.
conferencewithindividualteachersand/orteams.
conveytheimportanceofcurriculumdeliveryandinstructionalbestpracticesona
regularbasis.
developaworkingknowledgeandconductaperiodicreviewofthedistrictcurriculumfor
allsubjects/coursesrepresentedattheassignedcampus.
communicateregularlywiththeC&IDepartmentregardingdistrictcurriculumand
instructionexpectations.
providecampusbasedprofessionallearningthatimprovescurriculumdeliveryand
studentperformance.
provideopportunitiesforteacherstodiscussandshareideasandstrategiesthrough
professionallearningcommunities.
providecampuslevelopportunitiesforstakeholderinputondistrictcurriculum.
monitorcurriculumthroughcurriculumplanningmeetingsorreviewsofminutesofsuch
meetings.
useassessmentdataincollaborationwithteacherstocontinuouslyimprovestudent
performanceanddevelopappropriateinterventionsandcampusimprovementinitiatives.
use,asaminimum,formalobservations(generally45minutesinlength)andfrequent
walkthroughobservationsutilizingthedistrict'sapprovedwalkthroughtemplate
(
WalkthroughForm )tomonitorthedeliveryofcurriculum.
participateinprofessionallearningofferingstoeffectivelycarryoutinstructional
leadershipresponsibilities.
communicatetoparentstheirroleinsupportinglearningfortheirchildren.
demonstrateanunderstandingofthecurriculummanagementplanandtheirrolewithin
theplan.

Theinstructionalcoacheswill
serveasthe instructionalcontent
leaderforcampusstaffandberesponsiblefor
managingthedeliveryofthedistrictcurriculum.Thiswillbedonethrough
observingteachingandlearningineachclassroom.
monitoringlessondeliveryandassessment.
modelingeffectiveinstructionatleast4timesperweek.
monitoringthequalityofworkthatteachersassigntostudentsandlookfor
evidenceofthedesigncharacteristicsofhighstudentengagement.
conferencingwithindividualteachersand/orteamsweekly.
conveytheimportanceofcurriculumdeliveryandinstructionalbestpracticesona
regularbasis.
possessaclearunderstandingofthedistrictcurriculumforassigned
subjects/courses/contentareas.
communicateregularlywiththeC&IDepartmentregardingdistrictcurriculumand
instructionexpectations.
providecampusbasedprofessionallearningthatimprovescurriculumdeliveryand
studentperformance.
provideopportunitiesforteacherstodiscussandshareideasandstrategiesthrough
professionallearningcommunities.

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useassessmentdataincollaborationwithteacherstocontinuouslyimprovestudent
performanceanddevelopappropriateinterventionsandcampusimprovementinitiatives.
use,asaminimum,thedistrict'sapprovedinstructionalcoachwalkthroughtemplate.
(
WalkthroughForm )tomonitorthedeliveryofcurriculum.
participateinprofessionallearningofferingstoeffectivelycarryoutinstructional
leadershipresponsibilities.
communicatetoparentstheirroleinsupportinglearningfortheirchildren.
demonstrateanunderstandingofthecurriculummanagementplanandtheirrolewithin
theplan.
demonstrateanunderstandingandcommitmenttothedistrictcurriculumalignment
process.

Theteacherswill
beresponsibleforeffectivelyteachingthedistrict'swrittencurriculum.
deliverclassroominstructionbydevelopinglessonplansandrecordingthemin
Eduphoria.
designlessonstoensurehighstudentengagement.
determineanddocumentstudentmasterybyusingavarietyofassessmentsincluding
masterychecks,curriculumbasedunitassessments,benchmarks,stateandnational
assessments.
collaboratethroughprofessionallearningcommunitiesforthepurposeofimproving
studentlearning.
involvestudentsinthelearningprocessthroughtheuseofavarietyofstrategiesand
groupingarrangements.
useassessmentdatatodeterminestudentproficienciesandareasofneedand
communicatethosetostudents,parents,andprincipal.
differentiateinstructionbasedonstudentperformancedatatoprovideopportunitiesfor
studentstodemonstratemasteryofcurricularobjectives.
participateinprofessionallearningdesignedtoimproveclassroominstructionand
developteacherleadership.
demonstrateanunderstandingandcommitmenttothedistrictcurriculumalignment
process.
participateincurriculumdevelopmentandevaluationactivitiesasappropriate.

Thestudentswill
recognizetheimportanceoftheiractiveengagementinthelearningandassessment
process.
understandandarticulatetheirlearningstrengthsandneeds.
articulateandapplythelearningobjectiveswithinarequiredunitofstudy.
cometoclasswithallthenecessarylearningtools.
activelyengageinthelearningprocess.
usedataresultstoestablishlearninggoals.
meetorexceedlearningrequirementsbasedonthedistrictcurriculum.
recognizetheimpacttheirbehaviorhasontheirownlearningandthelearningofothers.
setgoalsfortheirownlearningandaspiretomeetthecriteriaof BryanISD
the Portrait
ofaGraduate.

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Theparents will
partnerwithteachersandadministrators.
establishhighexpectationsforlearningandnurturethedesiretobealifelonglearner.
beactivelyinvolvedintheirchild'seducationby
knowingtheirchild'steacher(s).
attendingmeetingsthatprovideparentswithinformationabouttheschool.
attendingparent/teacherconferences.
keepingupwiththeirchild'sprogress,reportcards,andtestdata.
makingcertainthattheirchildcompleteshomeworkassignments,andthattheir
childgoestoclasspreparedforlearningwithallthenecessarylearningtools.
helptheirchilddevelopgoodstudyhabits.
supportschoolpoliciesincludingthedisciplinemanagementplan.
establishandmaintainapositiveattitudetowardtheschool,personnel ,
andthe
educationalprocess.
makeeveryefforttoaddressthephysical,emotional,andhealthcareneedsoftheir
child.

TheAssistantSuperintendentofBusinessServices will
ensurethattheDistrict'sbudgetreflectstheorganization'sgoalsandpriorities.
useaprogrambasedbudgetingprocessthatisbasedongoals,priorities,need,cost
benefit,andperceivedconsequencesiffundingrequestiswithheldorreduced.
demonstrateanunderstandingofthecurriculummanagementplanandarticulatehow
theworkissupportedthroughthebudgetaryprocess.
beabletotrackcostandbenefitanalysistoprogramsandservices.

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Glossaryand
References

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34

GlossaryofTerms

Alignment Theagreement(match)ofthewritten,taught,andtested
curriculumtheverticalalignmentreferstoagreementthroughout
thePK12system:horizontalalignmentreferstoagreement
withinagradelevelorcourse

Articulate Thecurriculumisfocusedandconnectedverticallyfromone
gradeleveltothenextorfromoneschooltothenext.

CoherencyCycle Modelforplanninginstructionalunitsandlessonsthatallows
teacherstousebackwardsdesigntobuildunitsofinstruction
thatarebasedonstatestandards.

ContextAlignment Teachinthewaytheskillsaretestedtheformatortesting
protocolstudentsmustfollowforsuccessonanassessment.

Curriculum Theknowledge,skills,attitudes,andprocessestobewritten,
taught,andtestedattheappropriatelevels/areasorcourses.

CurriculumAlignment Teachwhatistestedtheskills,knowledge,andinformation
requiredofstudentsforsuccessonanassessment.

DataDisaggregation Theactoftakingtestitemsandbreakingthemintosmaller
components,skills,knowledge,andcontentforteachingin
smallerpiecesandfromwhichtoadjustthecurriculumorthe
workplansothatteachingchangesasaresult.Suchchanges
mayincludeorexcludedifferentcontent,mayspendmoretime
oncertainareastoteach,andmayalterthescopeand/or
sequenceofcurricularcontent.

DatadrivenInstruction Theuseofstudentachievementdataandotherlearningdatato
guideinstruction,setgoals,andmonitorprogramsand
curriculum.

DepthandComplexity Depth explorationofcontentwithinadisciplineanalyzingfrom


theconcretetotheabstract,fromthefamiliartotheunfamiliar,
knowntotheunknownexploringthedisciplinebygoingpast
factsandconceptsintogeneralizations,principles,theories,
lawsinvestigatingthelayersofexperiencewithinadiscipline
throughdetails,patterns,trends,unansweredquestions,ethical
considerations.

Complexity extendingcontentin,between,andacross
disciplinesthroughthestudyofthemes,problems,andissues

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seeingrelationshipsbetweenandamongideasin/withinthe
topic,discipline,and/ordisciplinesexaminingrelationshipsin,
between,andacrossdisciplinesovertime,andfrommultiple
pointsofview.

Instruction Focusedandconnectedteachingtheprocessusedbythe
teacherstoimplementthecurriculum.

PlanningPlacemat Aplanningtoolusedduringthecoherencycycletoassist
teachersinthealignmentofinstructiontotheappropriaterigor
leveloftheTEKS/SEtaughtineachunit.

ScopeandSequence Referstowhatitisstudentsaretolearn(scope)andtheorderin
whichthosearetobetaught(sequence).

TaughtCurriculum Referstothedeliveryofthewrittencurriculum.Itistheprocess
thatisusedbyteacherstodevelopunitsofstudy,lessonplans,
and/orapproachestoinstruction.

TestedCurriculum Thatportionofthewrittencurriculumthatisassessed,both
formallyandinformally,toevaluatestudentprogresstowards
masteryofthewrittencurriculum.

WrittenCurriculum Thestandards,goals,andobjectivesthatstudentsareto
achieveandteachersaretoteach.Itcontainsobjectives,which
arealignedtodistrictdevelopedassessments,suggested
timeframes,examplesofinstructionalstrategies,aligned
resources,correlationstoSTAAR,andascopeandsequence.

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36

References

Clark,ElizabethA.Managingthetasks:thesystemworldinbalancewiththelifeworldof
schools.leadersofLearners:TXASCD,2009.

Deming,W.Edwards(1986).OutoftheCrisis.MITPress.
ISBN .
0911379010OCLC
13126265
.
English,FenwickW.,andLarryE.Frase,DecidingWhattoTeachandTest:
Developing.Aligning.andAuditingtheCurriculum.ThousandOaks,CA:CorwinPress,
Inc.,2000.

English,FenwickE.,LarryE.Frase,WilliamK.Poston,Jr.,TheCurriculumManagement
Audit:ImprovingSchoolQuality.Lancaster,Pennsylvania:Technomic
Publication,1995.

CurriculumAuditing.
English,FenwickW.(September1988). Lancaster,PA:Technomic

Popham,James(2013)ClassroomAssessment:WhatTeachersNeedtoKnow.
Pearson.ISBNI0:0132868601

Stiggins,Rick.(2011).Pearson.ISBN10:0132685884

Wiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.ASCD.ISBN10:

0131950843

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Exhibits

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Exhibits

Exhibit1:CurriculumDevelopmentEG(Regulation) linktodocument

Note: Curriculumandinstructionareintegralpartsofapublicschoolsystem.The
statescurriculumstandards,calledtheTexasEssentialKnowledgeandSkills(TEKS),are
periodicallyupdatedbytheStateBoardofEducation(SBOE).Beforetheadoptionofamajor
curriculuminitiative,includingtheuseofacurriculummanagementsystem,theDistrictmustuse
aprocessthatisinaccordancewithstatelaw.

CURRICULUMDEVELOPMENTANDDELIVERYMANAGEMENT

ThedesignandimplementationofthecurriculumwillbeconsistentwiththeBoardsstated
curriculumcompetenciesandobjectivesandwithapplicablestaterequirements.Thecurriculum
willbeplannedandcoordinatedtoprovideacommondirectionofactionforallinstructioninthe
District.TheSuperintendentwillrecommendallnewandrevisedcurriculumtotheBoardfor
approval.

CurriculumModel:
BeforeBoardadoption,theDistrictscurriculumwillbereviewedbyaprocessthat:
1. Includesteacherinput

2. IncludesameetingoftheBoardatwhichinformationregardingtheinitiativeis

presented,includingthecostoftheinitiativeandanyalternativesthatwereconsidered
and
3. ProvidesmembersofthepublicandDistrictemployeeswiththeopportunityto

commentontheinitiative.

InformationonallDistrictinitiativesdesignedtoimprovestudentlearningwillbepresentedto
theBoardforperiodicreviewalongwithinformationregardingtheeffectoftheinitiativeinterms
ofstudentlearning.

TheBoardwillofficiallyadoptthecurriculumgoals,objectives,andinstructionalresources,as
needed.Adoptiondateswillbestatedonthecoverofeachguide.

CURRICULUMPHILOSOPHY

Theprimarypurposeofeducationistoimpartbasicknowledge,concepts,processes,and
attitudesnecessaryforstudentstosuccessfullyfunctioninsociety,whilerecognizing
characteristicsuniquetoeachstudentandprovidingaprocessfordevelopmentandexpression
ofeachstudentsinnatepotentialandtalents.

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39
Thecurriculumwillbedesignedandimplementedusinganapproachwiththefollowing
premises:

1. Allstudentswillhaveaccesstoahighqualitycurriculumthatwillenableallstudents

toaccessmultipleavenuesfollowinghighschoolgraduationincludingahightech
workforce,communitycollege,oruniversity.

2. Allstudentsarecapableofachievingexcellenceinlearningtheessentialsofformal

schooling.

3. Successinfluencesselfconceptselfconceptinfluenceslearningandbehavior.


4. Theinstructionalprocesscanbeadaptedtoimprovelearning.


5. Schoolscanmaximizethelearningconditionsforallstudentsthroughclearlystated

expectationsofwhatstudentswilllearn,highexpectationsforallstudents,shortand
longtermassessmentofstudentachievement,andmodificationsbasedonassessment
results.

6. SuccessfulstudentlearningandmasteryofTEKSmustbebasedonappropriate

educationalexperiencesatanappropriatelevelofchallengetoensuremaximumstudent
achievement.

7. Highlevelsofstudentachievementarethebenchmarksforeffectivecurriculum

designanddeliveryofinstruction.

ThegoalsoftheDistrictwillbemultidisciplinaryinnatureandwillfocusonthedeliveryofthe
Districtsmission.[SeeAE(LOCAL)]

PLANNEDANDWRITTENCURRICULUM

TheBoardexpectslearningtobeenhancedbyadherencetoacurriculumthatpromotes
continuityandcumulativeacquisitionofskillsandknowledgefromgradetogradeandfrom
schooltoschool.Thecurriculumwillreflectthebestknowledgeofthegrowthanddevelopment
oflearners,theneedsoflearnersbasedonthenatureofsociety,thedesiresoftheresidents
andtaxpayersoftheDistrict,statelaw,andSBOErules.

Thecurriculumwillemphasizereadingatgradelevelandmasteryofthebasicskillsofwriting
andmathematics.

Curriculumobjectiveswillbederivedfromstateandnationalassessments.

ThecurriculumwillbedesignedtoprovideteachersandstudentswiththeBoardsexpectations
ofwhatstudentsaretolearn.TeacherswillbeexpectedtoteachthecurriculumoftheDistrict.

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TheDistrictwilldevelopandimplementwrittencurriculaandinstructionalguidesforallgrade
levelsandsubjectsintheDistrictwiththeexpectationthat.:

1. TheDistrictwilldocumentallcurriculainwriting

2. TheDistrictwillreviewcurriculumonaregularcycleandupdateasnecessary

3. Teacherswillhaveaccesstoguidesandwillusetheobjectivesintheguidestodevelop

dailylessonplansand

4. Administratorswillworkwithteacherstomaintainconsistencybetweenthewritten

curriculumandthecurriculumobjectivesactuallytaughtbyprovidingtargeteddiscussions
duringlessonplanningaswellprofessionaldevelopment.

TheDistrictwillselectinstructionalresources,textbooks,technologicalresources,andother
instructionalmaterials,basedupontheirconformitytothecurriculumobjectivesandprioritiesof
theDistrict.[SeeEFAandEFAA]
Afocusedstaffdevelopmentplanwillbedesignedandimplementedtopreparestaffmembers
toteachthedesignedcurriculum,principalstofacilitateandmonitorthecurriculum,andparents
toassiststudentsinthelearningofthecurriculum.Thestaffdevelopmentwillfocuson
researchbasedapproachestoteachingandalternativewaysforteacherstoviewtheir
responsibilitiesandbeaseffectiveaspossible.

THETAUGHTCURRICULUM

Thecomponentsofthewrittenperformancebasedcurriculumare:
Graduationrequirements,whicharedefinedbytheSBOEandbytheDistrict,that

dictatethecoursesstudentsneedtocompletetograduatefromhighschool.The
programorendorsementplanrequiresevidenceofcertaincoursesthathavebeen
successfullycompletedtodemonstratethatthegraduationexitcompetencieshavebeen
met.[SeeEIF]
Levelorcourseobjectivesthatdescribestandardsinspecifictermsofwhatstudents

willbeabletodoattheendofayear/semester/levelinaparticulararea.Benchmark
standardswillbeestablishedasarecognizedqualityofstudentperformancedeemed
acceptableataparticularlevelorcourse.Curriculumbasedassessmentsbuiltaround
benchmarkstandardswillbeusedtodetermineacquisitionandmasteryofthelearning.

Subjectareawrittencurriculumguideswillbedevelopedforallgradelevelsorinterdisciplinary
subjectsintheDistrict.TheseguideswillbederivedfromtheDistrictsphilosophyandbeliefs
andwillrepresenttangibleoperationalbridgestoandfromthem.Theguideswillberevisedand
readoptedbytheBoardeveryfivetosevenyears,ormoreoftenasnecessary.Theguideswill
containthefollowingcomponents:
MissionstatementoftheDistrict.
CurriculumphilosophyoftheDistrict.
Graduationrequirementsbasedonapplicableprogram.
Ascopeandsequencechartforuseindesigninginstructionattheappropriatelevelof
difficultyforalllearners.

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41
Levelorcourselearnerobjectivesderivedfromthecontentstandardsforthesubject
areaatallinstructionallevels,whichidentifythespecificcontentskills,attitudes,
concepts,andprocessestobetaught.
CorrelationoflearnerobjectivestoTEKSandDistrictcriterionreferencedtestsaswell

asstandardizedtestsandstatetests,andnationaltests.
Correlationofobjectivestoavailableinstructionalresources,adoptedtexts,andother
supplementalmaterials.
Relevantmodificationsandenrichmentlearnerobjectivesandstrategiesaswellas

interdisciplinaryapproaches,whenappropriate.
Alignedsuggestedinstructionalstrategiesforeachobjective.

Recommendedtimeallocationsforcurriculumareasandtimerangeobjectives.

Progressreportingprocedures.

Accesstothecurriculumguidesincompletesetswillbeavailabletoallteachers.

Anoverviewofthecurriculumusedateachschoolwillbeavailabletothepubliconlineatthe
districtwebsiteforreviewandreference.

Instructionwillbeconsistentindeliveringcurriculumobjectivesandwillbebasedonsound
teachingprinciplesgroundedineducationalresearch.

THETESTEDCURRICULUM
TheSuperintendentordesigneewillestablishwithDistrictstaffassessmentapproachesfor
determiningtheeffectivenessofinstructionalprogrammingattheDistrict,campus,and
classroomlevels.Assessmentswillmeasuretheextenttowhichstudentsareachievingand
maintainingmasteryofcurriculumobjectivesandtheextenttowhichinstructorsareeffectively
conveyingthecurriculumintheclassrooms.

Districtstaffwilldesignanduseavarietyofassessmentapproachesindeterminingthe
effectivenessoftheplannedandwrittencurriculum,thetaughtcurriculum,andinstructional
programs.

TeacherswillconductassessmentsbasedontheDistrictsassessmentschedule.
Teachermadetests,aswellasstandardizedcriterionreferencedtests,willbeusedto
determinepatternsofstudentachievement.Teachersandsupervisorswillusetestresultsto
assessthestatusofindividualstudentachievement,tocontinuouslyregroupstudentsfor
instruction,toidentifygeneralachievementtrendsamongvariousgroupsofstudents,andto
modifycurriculumandinstructionaswarrantedbyassessmentresults.
Principalswillreviewassessmentstoensuretheyarealignedwiththewrittencurriculum.

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42
ROLESANDRESPONSIBILITIES

BOARD
TheBoardwill:
1. Approvethecurriculumscopesandsequencesandadoptmultipleinstructional

resourcesforteacherusewithintheconstraintsofstatelawandSBOErules[See
EFAA]
2. Providefundingforstaffdevelopmentthatfocusesoncurriculumdesignanddeliveryfor

increasedstudentachievement
3. CommunicatetoitsconstituentstheBoardscurricularexpectationsand

4. Fund,throughthebudgetprocess,adequateresourcestoimplementthecurriculum.


CENTRALADMINISTRATION
TheSuperintendentordesigneewill:
1. EnforcetheuseofDistrictcurriculum

2. Ensurethatafunctionaldecisionmakingstructureisinplacetocarryoutthis

administrativeregulation
3. Ensurethatamasterlongrangeplanisinplaceforcurriculumdevelopment,revision,

programevaluation,andstudentassessment
4.Implementthemasterlongrangeplan,providingtechnicalandexpertassistanceas
requiredand
5.Assistprincipalsinmonitoringimplementationofthecurriculum.

PRINCIPALS
Principalswill:
1. Monitortheimplementationofthecurriculum

2. Communicatetheimportanceofeffectivecurriculumandinstructionpracticesona

regularbasis
3. Observeclasses,monitorlessons,andevaluateassessmentmaterialsusedonthe

campusand
4. Use,asaminimum,thefollowingbasicstrategiestomonitorcurriculum:

a. Formalobservations(generally45minutesinlength)andfrequentwalkthrough

observations.
b. Curriculumplanningmeetingsorreviewsofminutesofsuchmeetings.

c. Periodicreviewofcurriculumdocuments.


TEACHERS
Teacherswill:
1. TeachtheDistrictcurriculum

2. Frequentlyassessanddocumentstudentmasteryofcurriculumobjectives,modifying

instructiontoensurestudentsuccessand
3. Participateincurriculumdevelopmentandrevisionactivities.

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43
BUDGET
TheadministrationwillensurethattheDistrictsbudgetreflectsfundingdecisionsbasedonthe
Districtseducationalgoalsandpriorities.Thebudgetdevelopmentprocesswillensurethat
goalsandprioritiesareconsideredinthepreparationofbudgetproposalsandthatany
decisionsrelatedtoreductionsorincreasesinfundinglevelsareaddressedinthoseterms.
[SeeCE]

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44
Exhibit2:AuditCurriculumGuideCriteriaRubric

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45
Exhibit3:BryanISDPortraitofaGraduate

BryanISDPortraitofaGraduate

MissionStatement
BryanISDwillprovidepositiveeducationalexperiencesthatensurehighschool
graduationandpostsecondarysuccess.

PortraitofaGraduate
BryanISDgraduatesarelifelonglearnerswho
demonstratemasteryofrequiredcurriculumandskills
prepareforcollegeandworkforceopportunities
set,worktoattain,andevaluatepersonalgoals
exhibitahealthy,balancedlifestyle
BryanISDgraduatesareaccomplishedcommunicatorswho
collaborateeffectivelywithothersfromdiversebackgrounds
listenandrespondrespectfullyandempathetically
contributetogroupeffortwithideas,suggestions,andhardwork
usemultimediaandtechnologytoolsinprofessionalandpersonalsituations
BryanISDgraduatesareinnovativethinkersandleaderswho
showperseveranceandresilienceinthefaceofadversity
thinkcriticallyandanalyticallytoacquireandapplynewknowledge
employhigherorderthinkingandsoundreasoning
facilitateconsensusandnegotiatesolutions
adapttonewsituationsandchallenges
BryanISDgraduatesareconscientiouscitizenswho
exhibitselfdiscipline,honesty,respect,andintegrity
initiateandacceptpersonalaccountabilityforactions
valueandparticipateinthedemocraticprocess
understandthevalueandrewardsofwork
servethecommunitythroughvolunteerismandcivicactivities

BryanISD2015

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46

Exhibit4:CurriculumandCoherencyCycleofPlanning

BryanISD2015

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47
Exhibit5:PlanningPlacemat

Planning Placemat
The Planning Placemat is a tool used during the Coherency Cycle to assist teachers
in the alignment of instruction to the appropriate level of rigor of the TEKS/SE
taught in each unit. This process, based on Robert Marzanos backwards design,
begins with each teacher taking and analyzing the unit assessment to help them
become better acquainted with the expectations of the unit. Campuses are
expected to ensure that units of instruction are appropriately aligned and
taught to the level of the rigor required in the standard.

BryanISD2015

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48
Exhibit6:5YearCurriculumImprovementPlan

ProposalforCurriculumImprovementPlan
Year1 Year2 Year3 Year4 Year5
201415 201516 201617 201718 201819

Math NewSEs Rev.TNT* Rev.TNT* Rev.TNT* Rev.TNT*


Elementary TNT*K5 K5 K5 K5 K5

Math NewSEsforMS NewSEsfor Rev.TNT*for Rev.TNT* Rev.TNT*



Secondary HS all foral foral
TNT*:68,AQR Rev.TNT*68

TNTs:HS TNT*6AlgII

ELA/SLA modifiedTNT*forPreK Rev.modified NewSEs Rev.TNT* Rev.TNT*


Elementary 5 TNT* TNT*K5 K5 K5

ELA
ReviseTNTs ReviseTNTs NewSEs Rev.TNT* Rev.TNT*
Secondary TNT*forall forall forall

SS ReviseTNTsK2 TNT*K2 ReviseK5 Revisionsfor NewSEs


Elementary TNT*35 Revise35 newSEs TNT*forall

SS TNT*6,7,8,WG,US ReviseTNT* RevisionAll Revisionfor NewSEs


Secondary ReviseWHTNT 6US newSEs TNT*forall
Eco./Govt,Psych,
Sociology TNT*WH,
Eco./Govt,
Psych,Sociol

Sci TNT*K5 ReviseTNT*K5 ReviseTNT* NewSEs Revise


Elementary K5 TNT*forall TNT*s

Sci TNT*69 Rev.TNT* Rev.TNT* NewSEs Revise


Secondary ReviseTNTs 69 TNT*forall TNT*s
1012 TNT*1012

WorldLang. NewSEs TNT*year1s Rev.TNT*for ReviseTNT* Revise


ReviseScope year1 Year1,2 TNT*All
ScopeandSequence andSequence TNT*year2 TNT*year3
foryear1&2ofall Scopeand ReviseScope &4
lang. Sequencefor andSeq.for
year3&4ofall years3&4
Finalsforallcourses. lang.

Revisefinalsfor
all.
TNT*updatedversion**AnynewcoursestartsonTNT*ColorCode:
Red:
Yearofimplementation
ofnewSEs,
Green:
UpdatedversionofTNT* Blue:
revisionworkonnewTNT*Pink:
revisionofprevious
TNTs

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49
Exhibit7:DistrictBasedAssessmentProgramDescription

District Based Assessment Program

Definition: The district based testing program centers around curriculum based
assessments that serve as formative evaluations of student learning. These formative tests
are used by all teachers in a subject at the same grade level to monitor student progress on
TEKS/SE in the course curriculum. Bryan ISD core content areas of ELA, Math, Science, and
Social Studies participate in the district based assessment program. District based
assessments will not be comprehensive and will only focus on a few SEs.

District-Based Assessments (DBAs)


District based assessments are course specific, STAAR-like formative assessments. These
assessments are based upon only what students should have learned by that test and
constructed on district-curriculum guides. DBAs will be 10-12 questions in length targeting
specific state standards. DBAs will emphasize a few SEs from each six weeks that have been
identified as focus SEs based on historical data.
These assessments will be given each six
weeks following the district testing calendar. Non-tested grade levels may have fewer than
6 district based assessment per year.

Rationale:
BISDs assessment program, modeled after best practices in education, serves
to
provide data used to drive decisions at all levels from student to campus to district
ensure that students are recipients of instruction anchored in a guaranteed
curriculum that provides instruction in all SEs provided by the state standards.
ensure that students are recipients of instruction of a viable curriculum taught in
alignment with the districts scope and sequence

Attributes of the District Based Testing Initiative:


District based assessments are to be treated as secure documents. These tests will
be given within one day of the testing calendar date. Tests can be given one day
before or one day after the scheduled date. The test questions should be delivered to
students as novel items.
District based assessments will be composed of 10 to 12 questions designed to
mimic the level of rigor students will experience on the states assessment program,
STAAR.
Teachers are not to view or use the district based assessment questions as review
items prior to the administration of the test in order to maintain assessment validity
Blueprints for each district based assessment will be available digitally in the grade
level folder.
Teachers may create their own reviews using the assessment blueprint as a guide
should they choose to do so.
Student scores on district based assessments m ay be used as an initial major grade
or a replacement grade to take the place of a lower test score, but replacement
grades should not be used as a part of the students grade if the score lowers the
students overall average.
If the district based assessment is used as an initial major grade then there must be
an opportunity for the student to retest.

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Content Area Grades Participating in District Based


Assessment Program

English Language Arts/SLA Grades 1 - 8, English I & II

Math Grades 1 - 8, Algebra 1

Science Grades 1 - 8, Biology

Social Studies Grades 6 - 8 & U.S.History

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51
Exhibit8:MasteryChecksDefinition

Mastery Check

Definition
: A mastery check is a brief, end-of-instruction check that is used to
determine student mastery of the learning objective.

Rationale
: The use of mastery checks provides daily formative assessment data
that can be used to identify and repair gaps in student learning. Research shows
that students who receive immediate remediation are able to repair their learning
more efficiently than those who receive delayed intervention.

Attributes of Mastery Checks

Administered near the end of an instructional episode when students are


expected to master the learning

Aligned to content of state standard

Frequently aligned to the format of the state assessment

1-2 questions

Not a warm-up

Used as a source of data to guide instruction for re-teach or extension

May be judiciously used for a grade

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Exhibit9:DistrictBasedAssessmentFAQ20152016

FAQDistrictBasedAssessmentsfor20152016

Audience :Principals,testingcoordinators,teachers,andinstructionalcoaches

Purpose :Communicateregardingthedistricttestingprogramchangesforthe20152016
schoolyear.

Whataredistrictbasedassessments?
Districtbasedassessmentsarecoursespecific,STAARlikeformativeassessments.These
assessmentswillbe1012questionsinlengthtargetingspecificstatestandards. These
assessmentswillbegiveneachsixweeksfollowingthedistricttestingcalendar.Nontested
gradelevelsmayhavefewerthan6districtbasedassessmentperyear.

WhyaretheDistrictBasedAssessmentsunavailableforpreviewingduringthe201516
schoolyear?
Districtbasedassessmentswillbeunavailabletoteacherspriortothetestingdateinorderto
simulatestatetestingconditionsandtoavoidanytendencytoteachtothetest.UsingtheSE
toplaninstructionwillhelpteachersfocusontherigoroftheSEratherthanthespecifictest
item.Testconfidentialitywillbetterensuredataiscollectedundercomparableconditions.

HowwilltheDistrictBasedAssessmentsgettomycampus?
TheassessmentswillbesenttotheBryanISDPrintShopbythecontentcoordinators.Once
printed,assessmentswillbedeliveredtocampusesafewdayspriortothetestdatedesignated
onthedistrictselementaryandsecondarydistrictbasedassessmentcalendars.

Arecampusesreceivingclasssetsoroneforeverychild?
CampuseswillfilloutthenumberofteststheyneedontheGoogleformprovidedbyPrintShop.
Campuseswillbechargedforthecostofprintingofdistrictbasedassessments.Campusesare
responsibleforprintingtheappropriatereferencefortheassessments.

Wherewillthetestsbehousedwhentheyarriveonthecampus?
Testswillbedeliveredtothecampustestingcoordinatorordesignee.Thecampustesting
coordinatorshouldsecurethetestsinalockedstoragecabinetuntildayofdelivery.Aprocess
shouldbedevelopedbythecampussoteachershavethetestsnolaterthanthemorningofthe
testadministrationtoensureconfidentialityofthetests.Teacherswillsignaconfidentiality
statementpriortothefirstunitassessment.

WhendoIgivethedistrictbasedassessment?
Thedistrictbasedassessmentwillbegivenwithinonedayofthetestingcalendardate.Tests
canbegivenonedaybeforeoronedayafterthescheduleddate.Districtbasedassessment
questionsshouldbedeliveredtostudentsasnovelitems.Thequestionsshouldnotbereviewed
withstudentsinadvanceofadministeringthetest.

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Whenwillthedistrictbasedassessmentsbegraded?
Awaredocumentsshouldbescannedinatimelymanner.Multiplechoiceassessmentsshould
bescannedby5:00PMthedayfollowingthescheduledtestdate.Assessmentswithshort
answer/essayportionsshouldbescannedandscoredwithinthreeschooldaysafterthe
calendaredtestdate.

WhatifIhaveastudentthatisabsentandIneedtoscantheirtestintoAWAREafterthe
AWAREtestingwindowisclosed?
TeachersshouldcontacttheirInstructionalCoachandtheInstructionalCoachwillcontactthe
appropriateContentCoordinatortoreopenthetestingwindow.

Candistrictbasedassessmentsbeusedforretestingormakeuptests?
No.TheseSTAARlike,1012questiontestscontainsecureassessmentitemswhichshouldnot
beusedforretestingormakeuptests.Teachersinneedofadditionalqualityassessmentitems
shouldcontacttheirinstructionalcoachorcontentcoordinator.

Afterstudentshavetakenthedistrictbasedassessment,howlongshouldthetestbe
keptonfile?
Firstsemesterdistrictbasedassessmentsshouldbekeptonthecampusthroughtheendof
January.Secondsemesterdistrictbasedassessmentsshouldbekeptoncampusthroughthe
endofJune.Campusesshoulddevelopproceduresfordisposingoftheconfidentialtestsina
propermanner.

Canparentsreviewthedistrictbasedassessments?
Testsshouldbereadilyavailableincaseaparentwantstoreviewatestafteritisadministered.
See EFLegal
policy.Thereshouldbeacampuscheckoutprocedureinplaceiftestsaresent
homewiththestudentforparentreview.

HowdoteachersknowtheSEsthatwillbeassessedoneachDistrictBased
Assessments?
Districtbasedassessmentblueprintswillprovidethe StudentExpectations(SEs) thatare
assessedonthedistrictbasedassessments.Blueprintscanbeaccessedthroughthe
curriculumfolder.ForfurtherclarificationoftheSEs,teachersshouldrefertotheTEKS
NavigationalTools(TNTs).TherearealsolinkstosampleSTAARquestionsandmastery
checks.

Willthenewpolicyfordistrictbasedassessmentsapplytoallassessmentsorjustthe
onesprovidedbythedistrict?
Onlythedistrictprovidedassessmentsforthefollowinggradelevelsandsubjectareasbelow
willbeunavailableforpreviewingpriortotheadministrationofthetest.

18Math,AlgebraI
18ELA,EnglishI&II
15SLA
18Science&Biology
68SS&USHistory

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HowwillthedistrictbasedassessmentsbescoredinAWARE?
ForAWARE,thepassingstandardwillbesetat70percentandtherewillnotbeanAdvanced
Levelindicatorentered.Thegradeastudentmakesonthedistrictbasedassessmentisthe
gradethatshouldbeenteredintoAWARE.Seebelowforgradingguidelines.

Isitarequirementforadistrictbasedassessmentgradetobeenteredasamajorgrade
inthegradebook?
No,Student scores on district based assessments may be used as a replacement grade to
take the place of a
lower test score. The district based assessment should not lower the
students overall average.

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55
Exhibit10:DistrictBasedAssessmentsRecordingFAQ

DistrictBasedAssessmentsOralAdministrationFAQ

Whyisthedistrictcreatingprerecordeddistricttests?
Sincedistrictbasedtestswillnotbeavailableforteachersinadvance,theremaybeatime
constraintforteacherswithstudentsrequiringanOralAdministrationaccommodation.Inthe
past,someteachershaveprerecordedanoralversionofthetest,andthismaynolongerbe
feasible.Inordertohelpteachers,therewillbeprerecordedversionsofthedistrictbasedtests
madeavailableforteachers.

TheC&IdepartmentwillreceivefeedbackontheDistrictBasedTestsPreRecorded
processfromthe1stsixweeksandmakeadjustmentsifnecessaryforthe2nd6thsix
weeks.

Sincedistrictbasedtestsareunavailableforpreviewing,howwillcampuseshavetimeto
recordthedistrictbasedtestsfororaladministration?

DistrictbasedassessmentswillbeavailablethroughKurzweilforstudentsneedingoral
assistancesoseparaterecordingswillnotbenecessary.

Ifacampusoptstorecordtheirowndistrictbasedtests,howwilltherebeenoughtime
torecorddistrictbasedteststhatareunavailableforpreviewing?

StudentswhowillbetakingSTAARAshouldbeexposedtocomputergeneratedoral
administrationusingtheKurzweilprogram.StudentswhowillhaveStandardOralAdministration
shouldbeprovidedoralreadingbycertifiedpersonnel.

IfastudentisabsentduringthetestingwindowwhentheisavailableinKurzweil,how
willhe/shebeabletoreceiveoraladministration?

Thestudentcanreceiveoraladministrationthroughateacher.

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56

Exhibit11:ElementaryMasterScheduleTimeRequirements

2015-2016 Elementary Master Schedule Time Requirements


7 hour instructional day (including lunch and recess but not breakfast and dismissal)

Content Area Grades K 2 Minimum Time Grades 3 5 Minimum Time


(w/out interventions)

Math 90 minutes 80 minutes

Reading/Writing 155 minutes 120 minutes

Science 45 minutes 50 minutes

Social Studies Integrated into LA Block 30 minutes

Specials 50 minutes 50 minutes

Lunch 30 minutes 30 minutes

Recess 15 minutes 15 minutes

Intervention/Enrichment 30 minutes 40 minutes

TOTAL 6 hours 55 minutes 6 hours 55 minutes

These times are minimum requirements daily. ( for 4th grade Reading/Writing should be a 1
hour / 1 hour time split)
Intervention time for Tier II is included in the content time.
Recommended times for Math and LA are blocked and should not be interrupted by other
content areas.
Calendar time should not be included as math time.
State PE requirements are a minimum of 135 minutes per week. Time requirements may be
gained
through structured activity during a school campus' daily recess also.

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Exhibit12:ACEDefinition

Active Cognitive Engagement

Definition
: Active Cognitive Engagement is the consistent and continual involvement of
the mind of a student with the learning objective. The purpose is to maintain or extend
student knowledge through interactions with others and worthwhile tasks.

Rationale
:Learning occurs when a students mind is engaged. The goal is to have students
plugged in to learning.

Evidence of engagement :
Teachers know students are engaged when they can
produce an overt response to a covert mental activity . Teaching with ACE requires
periodic, overt evidence of processing the information. See specific examples below:

Student ACE Example ACE Non-Example


Activity

Color, cut, (1) Students cut and sort shapes by (1) Students color holiday pages.
& paste the number of sides. (2) Students cut (2) Students cut and paste for an
and sequence sentences in extended time to keep them busy.
chronological order.

Direct Teacher talk is timed. When the timer Students face forward and look at
Instruction goes off, students process what they the teacher while he or she talks.
have heard.

Group work Every group member has a job that is Students complete a worksheet at
tied to the objective. For example, a table in groups. One person
students have cards to sort. Each finds all the answers and then
group member places their cards in shares it with the others.
the correct category upon group
agreement.

Questioning Teacher purposefully engages all Teacher calls on one student by


minds by saying, All of you think in name and asks, How did the
your head about how the character felt character feel in this story? The
in the story. (
Wait time
) Now, teacher then moves on.
everyone put your finger on the text
evidence that supports your answer.

Reading Students share a response to text Students read quietly to


through drawing, writing, or verbally themselves without immediate
processing. accountability.

Taking (1) Students write a summary (1) Students copy straight from
Notes statement periodically. (2) Students board or projector (2) Students
verbally process their notes by copy vocabulary definitions from
explaining the meaning to their the dictionary.
neighbor.

Worksheets Students work five aligned problems Students work 52 computation


and explain the process to a neighbor. problems. This low level,
repetitive practice is used as a
time filler and busy work.

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58
BryanISD2015

Exhibit13:DistrictWalkthroughForm

RevisedMay2015

59

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60
Exhibit23:
Cadre#1CurriculumManagementPlanMembersandProcess

Cadre#1Members:
ColleenAdamsSecondaryCurriculumCoordinator,BilingualPrograms
KristenBeesawSecondaryELACurriculumCoordinator
JoLynBrickerElementaryELACurriculumCoordinator
JanyceKinleyK12SocialStudiesCurriculumCoordinator
DebbieRichardsK12ScienceCurriculumCoordinator
MarilynRosasDirectorofBilingualEducation
MaryRussElementaryMathCurriculumCoordinator
AlmaVelezElementaryCurriculumCoordinator,BilingualPrograms
TeressaVoltzAssistantSuperintendentofCurriculumandInstruction

RevisedMay2015