Overview CURRICULUM ALIGNMENT PROCESS ALIGNMENT PURPOSE o The

Overview: CURRICULUM ALIGNMENT PROCESS

ALIGNMENT PURPOSE o The FAST team developed CAP in order to: ü Enable an interschool cooperative effort that creates consistent curricular practices for writing across the curriculum, critical skills development, key vocabulary, transitional expectations that align with WV’s Literacy Standards and the Next Generation Content Standards and Objectives. ü Create seamless transitions in progressions from one grade to the next and within grade spans. ü Provide opportunities for interschool and intra-school collaboration. ü Close Gaps in curriculum and Assess Standards-based instruction ü Determine a data system to monitor progress. ü Promote Total School Involvement!

12 11 C. A. P. e re l l o e g e C 3 2 1 K Pre-k d an a C 4 R r 6 5 n i d a e s s e 10 9 8 7 Skill Vocabulary Expectations A L I G N M E N T N e x t G e n

NORMS FOR GROUP WORK Start on Time – End on Time Everyone Participates No Finger Pointing Be Here, Now Other Norms? Photo Sources: http: //www. celebritiesheight. com/ http//www. cheersboston. com http: //www. getjoy. blogspot. com

2 Pair and Share

CAP Data Collection Process: An Overview to organize the analysis activity past pre sen t What is the most commonly heard concern from teachers about the grade level(s) before them? future

Step 1: Present Alignment (4 parts) � Horizontal Collaboration time scheduled. � Review your Current Grade Level teaching position (the Present), and complete the progression document for that grade level by comparing the Performance Descriptors to the skills, vocabulary, concepts, and expectations necessary for students to master the content standard objectives. � Review, refine, and align the evidence for their own grade. � Rationale: This allows teachers the opportunity to horizontally share progression of skills, vocabulary, concepts, and expectations. Work in the

Completing the CAP Progression Document Step 1 Part 1: Focus on the First Column – Critical Skills

TOOL KIT CAP Progression Documents: Used for Data Collection Individual Curriculums are Analyzed and Prioritized according to the Critical Skills, Key Vocabulary, and Concepts Students need to Enter and Exit each Grade, and how it aligns to the Next Gen CSO’s and the Literacy Shifts. Creates documentation for Vertical and Horizontal discussions/collaboration on the most Critical Skills, Vocabulary, and Concepts.

MATH PROGRESSION DOCUMENT All Progression docs are categorized by the CSO groupings In addition, the Math docs are divided into their respective gradeband CSO groupings E. G. Elementary, Middle, Math II, Math III, and Math IV to account for the differences of CSO groupings.

TOOL KIT Next Gen CSO’s (available online, Teach 21)

Example CAP Progression Doc: 3 rd Grade Civics 1. Teachers review and rank the Next Gen CSO’s for the Action words.

CRITICAL SKILLS GUIDING QUESTION As you extract and prioritize the verbs from the WV Next Generation CSO’s, ask yourself: What Skills are detrimental to the learning continuum (deal breakers) if the students have not mastered them by the end of the year?

Completing the CAP Progression Document Step 1 Part 2: Focus on the Second Column Key Vocabulary and Concepts

QUICK EXAMPLE ON THE IMPORTANCE OF VOCABULARY: Compose a statement of confutation using hypophora regarding common uses of synechdoche as effective or ineffective forms of casual discourse. Be sure to refrain from any usage of litotes or hyperbole. (2 minutes to complete – I’ll collect when time is up. )

Tool Kit Next Gen CSO’s (available online, Teach 21)

TOOL KIT Professional Experience v Draw from your years of personal experience in the classroom v You know what has been effective for student achievement

Example CAP Progressi on Doc: rd 3 Grade Civics 2. Teachers review and list key vocab and concepts.

VITAL VOCABULARY AND CONCEPTS GUIDING QUESTION As you extract and list the vocab and concepts from the WV Next Generation CSO’s, ask yourself: What Vocabulary and Concepts make up the common language of the classroom?

Completing the CAP Progression Document Step 1 Part 3: Focus on the Third Column Evidence of Mastery

TOOL KIT Performance Descriptors for Mastery : These quick references of what students must be able to Know, Understand, and Be Able to Do were designed to give teachers true direction to facilitate instruction that guides students toward Mastery of the Next Gen CSO’s. Each Grade level specific poster includes: - All 4 Core subjects and performance descriptions for mastery for the respective CSO categories - A list of the 3 Literacy Shifts in ALL Content Areas - Helpful hints for developing Text-Dependent Questions - RESA 6 FAST team contact info.

TOOL KIT Professional Experience v Draw from your years of personal experience in the classroom v You know what has been effective for student achievement

Example CAP Progressi on Doc: rd 3 Grade Civics 3. Teachers extract language from the Performance Descriptors for Mastery and from their own expertise/experience for evidence of justifying mastery level work.

EVIDENCE OF MASTERY GUIDING QUESTION After the Skills, Vocabulary, and Concepts have been prioritized, ask yourself: What evidence will you accept to demonstrate mastery?

Completing the CAP Progression Document Step 1 Part 4: Focus on the Fourth Column The Link: What should students know when they enter and exit your grade level?

TOOL KIT Next Generation CSO Crosswalk to 21 st Century CSOs Created to support transition from the old standards to the WV Next Gen CSO’s. Provide accurate information relevant to additions, deletions and shifts in curriculum content.

TOOL KIT Professional Experience v Draw from your years of personal experience in the classroom v You know what has been effective for student achievement

Example CAP Progressi on Doc: rd 3 Grade Civics 4. Finally, the link between grade levels is established, reviewed, and, if necessary, revised.

THE LINK BETWEEN GRADE LEVELS Ask yourself: What do you want students to know when they Enter your grade level? What should they know when they Exit?

Step 2: Alignment, Past Future �Vertical Collaboration time scheduled. �Grade Level will be divided - collaborate with the Past and the Future. �Note similarities and differences in priority skills, vocabulary, concepts, and expectations. �Reach consensus on Progression Document. �Rationale: This allows teachers the opportunity to examine the necessary skills, vocabulary, concepts, and expectations students need to progress from one grade level to the next. Look at the ; Hear the

TOOL KIT Professional Experience v Draw from your years of personal experience in the classroom v You know what has been effective for student achievement

Example CAP Progressi on Doc: rd 3 Grade Civics 4. Finally, the link between grade levels is established, reviewed, and, if necessary, revised.

Step 3: Reconvene with the Present Horizontal Collaboration revisited. Completion of Initial grade specific Progression Document. Rationale: This allows teachers the opportunity to provide direct input on the necessary skills, vocabulary, concepts, and expectations students need to enter their grade level. Update the

TOOL KIT Professional Experience v Draw from your years of personal experience in the classroom v You know what has been effective for student achievement

Example CAP Progression Doc: 3 rd Grade Civics 1. Teachers review and rank the Next Gen CSO’s for the Action words – the “Verbs”. 2. Teachers review and rank key vocab and concepts. 3. Teachers extract language from the Performance Descriptors for Mastery and from their own expertise/experience for evidence of justifying mastery level work. 4. Finally, the link between grade levels is established, reviewed, and, if necessary, revised.

MS 365 FOR DIGITAL ACCESS/SHARING (SUGGESTED) In order to ease the data collection process, the CAP Progression Documents will be placed on MS Office 365. Benefits: K – 12 t h alignment Real-time sharing and template updates Allows for collaboration throughout the year. Access from anywhere via the Internet

Review Process and Reflection

Step 1 Reviewing the Present Step 3 Completing the Present Step 2 Adjusting to the Future past sen t Step 2 Understanding the Past future

Related Arts CAP Protocol Elementary: Related Arts teachers will join an assigned grade level group(s) to discuss the gaps they experience in the students’ skill sets. Related Arts will regroup during Steps 2 & 3 to discuss and document course specific needs. High School: Related Arts teachers will collaborate to discuss the gaps they experience in the students’ skill sets. During Step 2, move to assigned groups. During Step 3, to discuss and document course specific needs. Middle: Depending on grade span, choose Elementary or High School protocol, or a combination of both.

Resource Integration Worksheet Gives classroom teachers the ability to share skills, vocabulary, and concepts for integration and reinforcement in resource classrooms.

CAP REFLECTIVE QUESTIONS As we go through the process in Programmatic Groups, these questions will be points of discussion. Step 1. Which Tools were most useful? How did you use the tools? Any adjustments needed? a. Next. Gen WVCSOs b. CAP Progress Document c. Performance Descriptors Mastery Charts/Booklet d. Professional Experience e. Crosswalks Step 2. Are there any surprises? Do you see any adjustments for your grade level? Step 3. What follow-up is needed to embed the CAP Process within your school/County? Have you identified obstacles as you integrate/implement the CAP Process in your school/county?

“ …BE THE CHANGE YOU WANT TO SEE. . . ” ~GANDHI

AVAILABLE CAP RESOURCES 3 Power Point Presentations - CAP Overview - CAP General Session - CAP Programmatic Levels CAP Overview Graphic Organizer: Steps 1 -3 Annotated Social Studies Sample, CAP Progression Doc Progression docs for all 4 Core Subjects Performance Descriptors for Mastery booklet pdf CAP Script Norms and Personality Compass Points Pair and Share worksheet Resource Integration Worksheet

Keys to Success ØPrincipals/Administrators are an integral to process ØContinual Collaboration: Both Horizontal & Vertical ØTeacher Professional Experience is a KEY Tool in this process • They know their students. • Experience knows what works! ØRevisit and update CAP on a scheduled basis

THANK YOU! Nick Zervos………………. Executive Director nzervos@k 12. wv. us Office: 304 – 231 – 3804 Marian Kajfez……………. Director of Programs mkajfez@k 12. wv. us Office: 304 – 231 – 3806 Joe Paolo………………. . Director of Special Education jpaolo@k 12. wv. Office: 304 – 231 – 3823 Cell: 304 – 312 – 2210 Mary Kay Reisinger………………. . Coordinator of School Improvement mreising@k 12. wv. us Office: 304 – 231 – 3817 Jon Pollock………………. . Coordinator of Curriculum and Instruction jpollock@k 12. wv. us Office: 304 – 231 – 3830 Cell: 304 – 312 – 9676 Cheryl Tuba………………. Technical Assistance and Support Specialist ctuba@k 12. wv. us Office: 304 – 231 – 3818 Rick Redd………………. Technical Assistance and Support Specialist rredd@k 12. wv. us Office: 304 – 231 – 3808