Curriculum Management Plan - Mansfield Independent School .
Curriculum Management PlanUpdated June 25, 2019
BOARD OF TRUSTEESSuperintendent of SchoolsDr. Jim VaszauskasPresidentKaren MarcucciVice PresidentCourtney Lackey WilsonSecretaryMichelle NewsomTrusteesRandall CanedyRaul GonzalezDarrell SneedDesiree Thomas
I. Curriculum Management Plan .3Executive Summary . 3Philosophy . 3Department of Curriculum, Instruction, and Assessment. 3II. Curriculum .4Executive Summary . 4Philosophy . 4Definitions . 5Alignment . 7Expectations. 7Audit . 8III. Curriculum Management .8Executive Summary . 8Philosophy . 8Curriculum Alignment Model . 8Delivery . 9Monitoring . 9Evaluation and Refinement . 10IV. Curriculum Delivery 10Executive Summary . 10Philosophy . 11Components of Lesson Design . 11Selection of Instructional Materials . 11Instructional Standards . 12The Power of Choice . 16Management of Curriculum Implementation . 17Specialized Services . 17V. Professional Learning .20Executive Summary . 20
Philosophy . 21VI. Instructional Technology .22Executive Summary . 22Philosophy . 22Technology Plan . 23VII. Automated Management 24Executive Summary . 24Philosophy . 24Tools . 24VIII. Financial Management .26Executive Summary . 26Philosophy . 26XI. Roles and Responsibilities .26X. Continuous Improvement 31Executive Summary . 31Philosophy . 31XI. Glossary .31
I. Curriculum Management PlanExecutive SummaryThe Curriculum Management Plan communicates the intent and direction for the Mansfield ISD in the areas ofcurriculum, instruction, and assessment. The plan coordinates improvement efforts in the development andimplementation of the curriculum. It outlines the expectations and procedures for the written curriculum(frameworks), taught curriculum (instruction), and assessed curriculum (tested) in accordance with Board policy.A Curriculum Management Plan allows the organization to obtain the educational benefits of a coordinated andfocused program for student learning. The plan also serves to focus instruction and facilitate the design, delivery,and assessment of the curriculum. Ultimately, the Curriculum Management Plan conveys the intent of Districtleadership and provides clear direction for students, parents, teachers, and administrators in the system. The planestablishes a framework outlining guidelines and procedures for the development, adoption, scope, sequence,alignment, delivery, evaluation, and revision of the written curriculum in all subject areas. The plan also providesthe structure to ensure quality control of the designed and delivered curriculum, internal consistency, andnecessary resources.The MISD Board of Trustees designates the Superintendent as the curriculum leader in charge of establishingprocedures for the design and delivery of the curriculum consistent with the Board’s adopted mission andapplicable goals, State laws, and State Board of Education (SBOE) rules. The Board deems it essential for theschool system to continually develop and modify its curriculum to provide a common direction of action for allinstructional and programmatic efforts to meet changing needs. This curriculum component shall be an integralpart of the District’s long-range planning process. An environment to support curriculum delivery must be createdand maintained by all functions of the organization.PhilosophyMansfield ISD is committed to the development of a curriculum that imparts knowledge, concepts, skills,processes, and attitudes necessary for students to be successful and competitive in a global society. This includesthe preparation necessary to develop the 21st century skills of communication, critical thinking and problemsolving, collaboration, creativity, character, and citizenship to be college, career and life ready. The Board intendsto provide an environment and opportunity for innovative instructional approaches and is committed tocontinuous improvement of the teaching and learning process.MISD Board Policy AE(LEGAL), Issue Date 11/11/2017MISD Board Policy AE(LOCAL), Issue Date 7/28/17Department of Curriculum, Instruction, and AssessmentThe purpose of the Department of Curriculum, Instruction, and Assessment is to provide leadership, service, andsupport to District staff, parents, and community, and to focus the educational environment, practices, andprograms of the District on student learning.MISD Organizational ChartC&I Core Processes1
II. CurriculumExecutive SummaryCurriculum is defined as the knowledge, skills, attitudes, and processes to be taught and learned at the appropriatelevels/areas and courses. Content of the student objectives/expectations are specified and include alignedcognitive, conceptual, and contextual components within the written, taught, and assessed curriculum. Adherenceto a tightly aligned curriculum provides instructional focus and results in higher student achievement.The Board expects a consistent, managed curriculum will be followed across the District. Teachers are to teachthe curriculum of the District in accordance with the Curriculum Management Plan. While instructionaldifferentiation is expected to occur to address the unique needs of specific students, that instruction shall bederived from a set of curriculum goals common to all students. There shall be equal access to the curriculum forall students, which shall be delivered in an equitable manner.PhilosophyThe essential purpose of a school system is to educate all students to high levels through quality teaching andlearning. Education recognizes the characteristics unique to each individual and provides a process for thedevelopment and expression of each student’s innate potential and talents. Instruction for Early Childhoodthrough Grade 12 shall be derived from a foundation and enrichment curriculum incorporating the Texas PreKindergarten Guidelines and the Texas Essential Knowledge and Skills (TEKS) for Kindergarten through Grade12. The integrated District curriculum frameworks shall provide for the continuity and cumulative acquisition ofskills and knowledge from grade to grade and from campus to campus.The curriculum shall be designed and implemented using a competency-based approach constructed on thefollowing premises: Each student can achieve excellence in learning the essentials of formal schooling using a continuousprogress approach The instructional process can be adapted to improve learning School staff shall maximize the learning conditions for each student through clearly stated expectationsof what students will learn, high expectations for all students, short and long-term diagnostic assessmentsof student achievement, and instructional accommodations and/or modifications based on assessmentresults Successful student learning must be based on providing relevant educational experiences at the appropriatelevel of challenge to ensure maximum level of achievement for each student High levels of student achievement are the benchmarks for effective curriculum (design) and instruction(delivery) Instructional materials meeting the expectations for content standards, cognitive demand, andresponsiveness are selected and adopted Future-ready outcomes are embedded within co-curricular standards and content expectations2
DefinitionsWritten CurriculumThe Board expects learning will be enhanced by adherence to a District curriculum promoting continuity andcumulative acquisition of skills and knowledge from grade to grade and from school to school. The curriculumshould reflect the best knowledge of the growth and development of learners, the needs of learners based on thenature of society, the desires of the residents and taxpayers of the District, State laws, and State Board ofEducation (SBOE) rules. Written curriculum and instructional frameworks shall be developed for all grade levelsand subjects in the District. Administrators shall work with teachers to maintain consistency between the written,taught, and assessed curriculum.Instructional resources such as textbooks, software, supplemental resources, and other materials shall be selectedbased upon alignment with the curriculum objectives and curriculum priorities of the District. Staff developmentshall use continuous improvement processes for long-term institutionalization.The focus of the curriculum shall ensure: Emphasis on reading on or above grade level Emphasis on conceptual understanding and skill mastery supporting Algebra readiness Mastery of skills required by the Texas Essential Knowledge and Skills Integration of Texas Technology Applications Standards within the foundation curriculum Texas Pre-Kindergarten GuidelinesMISD Curriculum MapMISD CanvasCareer and Technology Curriculum FrameworksTexas Essential Knowledge and SkillsTexas Prekindergarten GuidelinesCollege Board Advanced Placement Course RequirementsTaught CurriculumThe Board has several expectations of the teaching process. There must be assurance that teachers and theircolleagues are working toward a common set of student objectives. All faculty members have a responsibilitynot only to contribute to the refinements of the written curriculum, but also to teach to the curriculum objectives.The District curriculum framework and instructional standards shall serve as the primary sources of instructionaldirection from which a teacher will develop units of study, individual lesson plans, and approaches to instructionto meet a student’s unique needs at a particular time. The principal shall ensure optimum use is made of availablewritten curriculum materials and instructional time. Teachers are required to use the District curriculum and toteach to the curriculum objectives.Taught curriculum refers to instruction, the process by which the teachers plan, organize, and deliver instructionalstrategies for teaching the written curriculum. The teaching of the curriculum shall be aligned with the writtencurriculum and assessed curriculum. All programs, including those for special populations, shall be aligned to3
the District curriculum. Teachers are required to modify curriculum and/or make necessary accommodations forstudents to succeed. Whenever possible, instructional planning shall include collaboration among teachers of thesame course. In addition to the consistent delivery of the objectives in the curriculum, instructional delivery shallbe based on sound teaching principles grounded in scientifically-based educational research or evidence-basedpractice. Instructional supervision efforts shall focus on these research-based teaching practices.The systemic process shall include: Establishing a school climate that continually affirms the worth and diversity of all students Expecting that all students perform at high levels of cognition Ensuring that all students experience opportunities for personal success Varying the time of learning according to the needs of each student and the complexity of the task Having staff members take responsibility for successful learning Analyzing the content, cognition, and context of each Student Expectation so that learning objectives,instructional planning, instructional delivery, and assessment are aligned Sequencing tasks into a hierarchy of learning skills to maximize the effectiveness of instructional delivery Pacing of curriculum design and delivery to ensure instruction of required State standards. Assessing student mastery of the objectives to determine readiness for movement to a new instructionalobjective or the need to extend, enrich, or differentiate instruction Embedding technology into the curriculum that is aligned with academic content and student achievementstandards including backward design to achieve congruency with written curriculum and State standardsAssessed CurriculumThe assessed curriculum refers to student assessment, both formal and informal, used to evaluate student progresstoward mastery of the written curriculum. The Superintendent or Designee shall establish assessment approachesfor determining the effectiveness of instructional programming at District, campus, and classroom levels.Assessments shall focus on determining the extent to which students are achieving and maintaining mastery ofcurriculum objectives and the extent to which instructors are displaying effective conveyance of curriculum inthe classrooms.District staff shall design and use a variety of assessment approaches in determining the effectiveness of theplanned and written curriculum, the taught curriculum, and instructional programs. Periodic reports shall be madeto the Board concerning these assessments and results.Teachers shall conduct frequent assessment of students on the curriculum objectives. Teacher-madeassignments/assessments, District designed Curriculum Based Assessments (CBAs), Advanced PlacementCommon Assessments, as well as criterion-referenced tests shall be used to determine patterns of studentachievement. Teachers and supervisors shall use test results to assess the status of individual student achievement,to continuously regroup students for instruction, to identify general achievement trends of various groups ofstudents, and to modify instruction as warranted by assessment results. Principals shall review assessments tohelp teachers ensure congruence with the written curriculum and guide instruction.4
Effective disaggregation and use of student achievement data are critical to assessing student mastery of thelearning objectives. Data-driven instruction occurs when assessment data is used to guide instructional decisionsat the student, classroom, grade, campus, and district levels.The assessed curriculum shall: Measure individual learner achievement, guide regrouping of learners for instruction, identify generalachievement trends, and provide direction for differentiated instructionGuide teachers’ instruction at appropriate levels of depth and complexityVary the instructional time, setting, and/or presentation for reteach and enrichment opportunities based onstudent achievement dataGuide placement in intervention and/or enrichment programs based on assessment dataGuide district and campus improvement of curriculum alignment and programmatic decisionsIdentify general achievement trends of various student groupsCommunicate progress to parentsEstablish success criteria that the learner understands and can articulateLocal Assessment Processes & Procedures 2018-2019K-2 Literacy BenchmarksMISD Assessment, Accountability, & Analysis WebsiteAlignmentCurriculum alignment is a coordination of what is written, taught, and assessed. It is also the articulation of thecurriculum from Early Childhood to Grade 12, as well as the congruence of instruction within thedepartment/grade level and from school to school. Curriculum alignment is also the extent to which thecurriculum is used to guide decisions about assessments, materials, textbooks, strategies, programming, groupingpatterns, professional development, facilities, and budgeting. Alignment of the curriculum results in systemicagreement and connectedness, both horizontally and vertically, to provide a coherent system through whichstudents matriculate, reducing the effect of random variation.ExpectationsThe following beliefs are included in the design and delivery of the curriculum: Curriculum and its delivery are the primary work of the school Curriculum development is a participatory process involving teams of teachers with support of centraloffice staff A well-designed curriculum is written, aligned vertically and horizontally, delivered and evaluated Curriculum is based on a set of non-negotiable, relevant, and challenging student objectives Every child learns when the curriculum is presented in a manner that actively engages the student at theappropriate level of rigor Technology is an integral tool for curriculum management and delivery Current
Curriculum is defined as the knowledge, skills, attitudes, and processes to be taught and learned at the appropriate levels/areas and courses. Content of the student objectives/expectations are specified and include aligned
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