HISD Curriculum and Instruction GuidebookHISD Curriculum and Instruction Guidebook Revised 9/11/19 3 Curriculum and Instruction Common Vocabulary Curriculum – the aligned, written,

HISD Curriculum and Instruction

Guidebook

HISD Curriculum and Instruction Guidebook

Revised 9/11/19 1

Contents

District Curriculum Expectations Overview

Curriculum and Instruction Common Vocabulary

District Approved Instructional Resources K-5

District Approved Instructional Resources 6-8


2015-16 Computer Program Support Matrix

HISD Reading List

CBA Clarifying Document

District Use of CBA Data

HISD Language of Inclusion

Bloom’s Taxonomy and Webb’s Depth of Knowledge

Sheltered Instruction

Response to Intervention (RtI) in HISD

Collaborative Professional Teams/Professional Learning Communities

The Role of DMAC in HISD

HISD Educator Will… Document

HISD Curriculum Walkthrough Guide

Lesson Cycle Models

HISD and Lead4ward

HISD Curriculum Management Plan

FAQs – Updated July 1, 2016

HISD Curriculum House

HISD Portrait of a Graduate


Revised 9/11/19 2

District Curriculum Expectations Overview

Everything we do as a district can and should be viewed through the lens of the student. The driving

force behind our curriculum alignment and management efforts is student learning and student

achievement. A guaranteed and viable curriculum that is supported vertically and horizontally

across every campus is vitally important to this effort.

· Systemically, our curriculum should be as free as possible from random variation

o Random variation creates gaps in curriculum which leads to student’s seeing less

academic success as they continue from grade to grade

· HISD Curriculum should create equitable opportunity for student learning from classroom

to classroom and campus to campus

o What is taught should look the same in each classroom visited

o How it is taught will vary teacher by teacher based on student needs

· Professionals within the HISD curriculum system are committed to horizontal and vertical

alignment to ensure success across the entire spectrum of a student’s academic career in

Hereford and beyond. Our district curriculum management plan, along with our curriculum

house and triangle models, help to guide both students and staff through that journey.

· ALL MEANS ALL- our curricular framework centers on the district beliefs and principles

that we hold true. It is those beliefs and principles that guide everything we do regarding

curriculum.

· HISD Portrait of a Graduate- this is the end result of our efforts as a districts. All of our

curricular and instructional systems should begin with this end in mind.


Revised 9/11/19 3

Curriculum and Instruction Common Vocabulary

Curriculum – the aligned, written, taught, and assessed knowledge, skills, attitudes and processes

required by the state to be taught and learned at the appropriate levels.

Written curriculum – those standards, goals and objectives students are to achieve and teachers

are to teach. It contains knowledge, concepts, and skills which are aligned to state standards;

developed assessments; suggested time frames; and aligned resources.

Taught curriculum – refers to the delivery of the written curriculum. Teachers are required to

develop lesson plans and utilize research-based approaches to instruction for teaching the written

curriculum.

Assessed curriculum – is that portion of the written curriculum that is assessed, both formally

and informally, to evaluate student progress toward mastery of the written curriculum.

TEKS Resource System – the computer based, automated curriculum management system that

we as a district have chosen to organize and articulate our curricular scope and sequence.

Scope and Sequence – the arrangement of state adopted standards into a logical order that

indicates when to teach a concept/standard throughout the school year for our district, this is

illustrated through the YAG (Year at a Glance).

IFD (Instructional Focus Document) – these documents group standards into units of study.

Within each IFD, items addressed include specificity of the standard(s) taught, academic

language/vocabulary of instruction, common misconceptions, key understandings, and

performance indicators to determine students’ level of mastery. This document is a vital tool in the

lesson planning process.

VAD (Vertical Alignment Document) – this document illustrates how the TEKS align from grade

level to grade level, providing a clear picture of how concepts are articulated across grade bands.

DMAC – is a web-based data collection system that the district has chosen to house various

components such as data for state and local assessments, RtI progress monitoring, trend data, and

the T-TESS evaluation system. All teachers in HISD have access to this system. See Pg 29

Depth of Knowledge (DOK) – a scale of cognitive demand that uses questions, tasks, and

products ranked at four levels. The scale is adapted from the work of Norman Webb. See Pg 17-

21

RtI (Response to Intervention) – is the process used by all educators to monitor student progress,

while providing high-quality instruction and research-based interventions that focus on

individualized student needs and address achievement gaps. See Pg 24-27

Rigor – As defined by Barbara Blackburn, rigor is creating an environment in which each

student is expected to learn at high levels, each student is supported so he or she can learn at

high levels, and each student demonstrates learning at high levels.


Revised 9/11/19 4


Revised 9/11/19 5

District Approved Instructional Resources K-5

Grade Math Reading Writing Science Social Studies

K-2nd Envision (core)

Motivation Math

(skill)

Touch Math

(intervention)

Fast Focus (skill)

IXL(computer)

Math Facts Pro

Brain Pop

Reading

Workshop (core)

Istation/Core 5

(computer)

Language and

Literacy

(bilingual)

Reading Horizons

(core)

Visual Phonics

(intervention)

Brain Pop

Pals Plus

Read Live

Imagine Learning

Writer’s

Workshop (core)

Reading Horizons

(core)

Writers Workshop

(skill)

Science- Pearson

Text (core)

Brain Pop

Social Studies

Weekly (core)

Brain Pop

3rd-5th Envision (core)

Motivation Math

(skill)

Touch Math

(intervention)

Countdown to

STAAR(test)

Fast Focus

(intervention)

Center Stage

(intervention)

Imagine Math

(computer)

Math Facts Pro

Brain Pop

IXL

Reading

Workshop (core)

Istation/Core 5

(computer)

Language and

Literacy

(bilingual)

Motivation

Reading (skill)

Reading Horizons

(intervention)

HISD Reading

List

Brain Pop

IXL

Read Live

Writer’s

Workshop (core)

Motivation

Writing

(skill)

IXL

Pearson Text

(core)

Study Island

(computer)

Brain Pop

IXL

Social Studies

Weekly (core)

Brain Pop

IXL

(Items in parentheses indicate how the resource should be used in the classroom)


Revised 9/11/19 6



6th McGraw Hill Math

(core)

Mentoring Minds

(skill)

Region 4 Supporting

STAAR (test)

Imagine Math

(computer Tier 3)

Brain Pop

Studysync (core)

HISD Reading List

Istation/

Achieve3000

(computer Tier 2* &

3)

Region 4 Supporting

STAAR (test)

Brain Pop

Studysync (core)

Brain Pop

McGraw Hill I

Science

(core)

Brain Pop

McGraw Hill (core)

Brain Pop


(core)

Mentoring Minds

(skill)

Region 4 Supporting

STAAR (test)

Imagine Math

(computer Tier 3)

Brain Pop

Studysync (core)

HISD Reading List

Istation

Achieve3000

(computer Tier 2*

&3)

Region 4 Supporting

STAAR (test)

Brain Pop

Studysync (core)

Writing with

Grammar - Pearson

Brain Pop

McGraw Hill I

Science

(core)

Brain Pop

McGraw Hill (core)

Region 4

Supporting STAAR

(test)

Brain Pop


(core)

Mentoring Minds

(skill)

Region 4 Supporting

STAAR (test)

Imagine Math

(computer Tier 3)

Brain Pop

Studysync (core)

HISD Reading List

Istation

Achieve3000

(computer Tier 2* &

3)

Region 4 Supporting

STAAR (test)

Brain Pop

Studysync (core)

Writing with

Grammar - Pearson

Brain Pop

McGraw Hill I

Science

(core)

Brain Pop

Pearson (core)

Region 4

Supporting STAAR

(test)

Brain Pop

*Allowed for Tier 2 as long as Tier 3 students have priority.



Revised 9/11/19 7



9th Sapling Learning

(core)

IXL (skill)

Edgenuity (credit

recovery & Tier 3)

Edgenuity (credit

recovery & Tier 3)

HISD Reading

List

DynEd

Edgenuity (credit

recovery & tier 3)

McGraw Hill

(core)

Edgenuity (credit

recovery & Tier 3)

Stem Scopes

McGraw Hill

(core)

Achieve 3000

(computer)

Edgenuity (credit

recovery & Tier

3)


(core)

IXL (skill)

Edgenuity (credit

recovery & Tier 3)

Edgenuity (credit

recovery & Tier 3)

HISD Reading

List

DynEd

Edgenuity (credit

recovery & tier 3)

McGraw Hill

(core)

Edgenuity (credit

recovery & Tier 3)

Stem Scopes

McGraw Hill

(core)

Achieve 3000

(computer)

Edgenuity (credit

recovery & Tier

3)


(core)

IXL (skill)

Edgenuity (credit

recovery & Tier 3)

Edgenuity (credit

recovery & Tier 3)

HISD Reading

List

DynEd

Edgenuity (credit

recovery & tier 3)

McGraw Hill

(core)

Edgenuity (credit

recovery & Tier 3)

Stem Scopes

McGraw Hill

(core)

Achieve 3000

(computer)

Edgenuity (credit

recovery & Tier

3)


(core)

IXL (skill)

Edgenuity (credit

recovery & Tier 3)

Edgenuity (credit

recovery & Tier 3)

HISD Reading

List

DynEd

Edgenuity (credit

recovery & tier 3)

McGraw Hill

(core)

Edgenuity (credit

recovery & Tier 3)

Stem Scopes

McGraw Hill

(core)

Achieve 3000

(computer)

Edgenuity (credit

recovery & Tier

3)

Schoology is the District approved Learning Management System (LMS) for all content areas.



Revised 9/11/19 8


Revised 9/11/19 9

Computer Program Support Matrix Istation Universal Screening

Reading

Grades PreK-8

● ISIP assessments accurately pinpoint each student's reading abilities in all five critical

reading areas. ● ISIP assessments can screen an entire class in less than 30 minutes, allowing teachers more

time for teaching. Results and reports are available immediately — shortening the time to

appropriate intervention. ● ISIP assessments place students automatically on individual learning paths to maximize

their engagement level, performance, and learning results. Math

Grades 2‐8

● Imagine Math. ● Conceptual Understanding — comprehension of mathematical concepts, operations, and

relations. For example, what does it mean to multiply or divide? How does that impact

value? ● Procedural Fluency — skill in carrying out procedures flexibly, accurately, efficiently, and

appropriately. For example, how do I add or subtract numbers? What's the process for

multiplying two-digit numbers? ● Strategic Competence — ability to formulate, represent, and solve mathematical problems.

For example, in which instance of a problem should I use multiplication? In which instance

division or subtraction? What are the efficient strategies for executing multiplication? ● Adaptive Reasoning — capacity for logical thought, reflection, explanation, and

justification. For example, how do I verify my answers? How do I justify my choice of

strategy?

Core Resource

● Lexia/Imagine Math/Pearson Realize/IXL

Tier 1 Steps: Primary Prevention

● Screen all students using Istation/Imagine Math/IXL/PR assessments. ● Revalidate students who test "at risk" or "some risk" using on-demand assessments.

Intervention Resource

Tier 2 Steps: Secondary Prevention ● Provide additional interventions to students testing "at risk." Move students who

continue to struggle to Tier 3.

Tier 3 Steps: Tertiary Prevention

Tier 3 is the most intense level of intervention (often performed one-on-one) in a regular

education environment. While all three tiers are intended as supplements to (not replacement

for) a standard education curriculum.

● Access teacher-‐directed lessons for one-‐on-‐one instruction. ● Use assessment data and reports to assist in student evaluations.


Revised 9/11/19 10

● Use assessment data, data analysis reports, and intervention reports as support

documentation.


Revised 9/11/19 11

HISD Reading List ALL titles should be aligned with the Hereford ISD Curriculum.

● This list can be found on the Curriculum Website under the Documents section.

● These books are ones that the entire class will be studying in-depth and reading closely in order

to deepen comprehension and enhance the development of higher academic language skills

● If you choose to read something from a younger list, be aware that students may have read it

earlier

● You may not teach a book from an upper level list. Children may check out library books

without regard to this list. Books read aloud by teachers are not subject to this list. HOWEVER

– professional consideration is expected regarding choice of books and movies. There are

many books not on the HISD Reading List that are excellent choices for teacher read-alouds

● If you wish to read something that does not appear on any list, contact your campus Learning

Facilitator. This person will then investigate the work and seek approval by contacting Mark

Stokes's office. We will review the list in the spring semester for revisions.

● Suggested Class Lexile Bands have been adjusted due to new research (August 2012)

associated with the Common Core Standards and to support College and Career Readiness

Standards. For more information regarding this research on text complexity, please click on

the link below:

o http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-

grade-bands-and-lexile-ranges/

http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-lexile-ranges/

http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-lexile-ranges/


Revised 9/11/19 12

CBA Clarifying Document Curriculum Based Assessments

Curriculum based assessments (CBA) assess the curriculum within our district. Their purpose is

to assess the effectiveness of district curriculum, instructional strategies, and pacing. Curriculum

based assessments are written around multiple and complex standards and are administered after

learning has occurred. District success on a CBA demonstrates that a guaranteed and viable

curriculum has been delivered with equity from classroom to classroom and campus to campus.

This is an indicator that teachers are following the Year At Glance (YAG) document while

designing engaging, rigorous, and relevant work based upon state standards. Conversely, district

weakness on a CBA assessment illustrates concern within the curriculum and the manner of

delivery. An example of this may include pacing. Pacing of the curriculum is critical when the

focus is on learning. Pacing of the curriculum creates a blueprint for teachers to take an all-

encompassing collection of standards and organize them into teachable chunks of instructional

time. Such weaknesses, when indicated, would allow staff to restructure pacing where needed

rather than adjusting at the end of the year when it may be too late.

Framing the Assessment Plan

Grade Content CBA Interim K-2 Math-Reading 5MR 0 3-4 Math-Reading 2M 3R 2M 1R 5 Math-Reading-Science 2M 3R S3 2M 1R 1S 6-7 Math-Reading 2M 3R 2M 1R 8 Math-Reading-Science-Social St 2M-3S-SS-R 2M-!S-SS-R 9-12 ALG I-ENG I, ENG II, BIO, US History 2M-BIO-US 3R 2M-BIO-US-ENG 4/7/9/10 Writing Composition 2

Lead teachers will create CBAs for STAAR/EOC tested contents. The curriculum team will meet with lead teachers in the fall to help them identify their 8-12 high-leveraged TEKS. The essential standards should meet these three criteria (Reeves, 2002; from Excellence in the Classroom p. 123):

1. Endurance – Will this standard provide students with knowledge and skills that are valuable beyond a single test date?

2. Leverage – Will it provide knowledge and skills that are valuable in multiple disciplines?

3. Readiness – Will it provide students with knowledge and skills essential for success in the next grade level of instruction?

The essential standards selected must vertically align with the current year’s content with prerequisite and future standards and we will support lead teachers’ in this work. Training will be provided so the CBAs can be created using TAG.


Revised 9/11/19 13

The writing compositions will receive two scores. One score will come from the teacher and the other from the curriculum team/learning facilitators working together. The state rubric will be used to score the compositions.

Data Meetings

The curriculum team will meet with each campus (Principal & Assistant Principal) 6 times during the year to review performance data and determine the levels of support needed at the campus. Meeting dates are as follows:

October 7-10

November 18-22

January 21-24

March 9-13

April 27-30

June TBD

Data Disaggregation

Campus principals and teachers will disaggregate performance data from CBAs, Interim Assessments, and STAAR/EOC. The following DMAC reports will drive planning and enhance instruction to meet the needs of our students.

District Administration Campus Principals Teachers

Item Analysis Item Analysis Item Analysis

L4W Leadership Report Card Quintile Report Quintile Report

Results by Demographic SE Performance SE Performance

SE Performance Results by Teacher SE Tutorial

At the campus and district level the reports noted above will guide data conversations regarding student performance. Each data set will help us analyze performance at the campus level, grade level, and by the teacher. As a result of the response to the assessment action plans will be developed. “Data is information not condemnation. A principal has to create a culture that data is information.” - John Wink


Revised 9/11/19 14

District Use of CBA Data The district will continue to use CBA data to assist in evaluating the viability of district curriculum

and determine validity of pacing/scope and sequence within the curriculum system. Additionally,

CBA data will be used as a predictor of specific standard success throughout the district on various

state assessments.

Campus Use of CBA Data

● Campuses should continue to use CBA data to…

o Assist in evaluating the viability of district curriculum and determine validity of

pacing/scope and sequence within the individual campus.

o As a limited predictor of specific standard success on various state assessments

where applicable.

o Track student progress.

o Focus on challenge areas/enrichment areas as a campus.

o Track subpopulation data.

o Track comparison data from one classroom to another- looking for adjustment in

instruction where necessary.

Classroom Use of CBA Data

● Classroom teachers should continue to use CBA data to…

o Assist in evaluating the viability of district curriculum and determine validity of

pacing/scope and sequence within each classroom.

o As a limited predictor of specific standard success on various state assessments

where applicable.

o Track individual student progress using quintile data.

o Track subpopulation data.

o Focus on challenge areas/enrichment areas as a class.

o Identify concepts or areas of concerns.


Revised 9/11/19 15

HISD Language of Inclusion Inclusion

Collaborative teaching is often mistaken as the only response to inclusive education. It is important

to have a clear understanding of the multiple support models that may by provided for students

with special needs. There are several options for providing support for students with disabilities:

External Support, In-Class Support, Support Facilitation and Specialized Support.

Inclusion is the practice of placing students with disabilities in regular classrooms in accordance

with federal law. To the maximum extent possible, students with disabilities should be educated

alongside their peers in regular classrooms unless “the nature or severity of the disability of a child

is such that education in regular classes with the use of supplementary aides and services cannot

be achieved satisfactorily” P.L. 94-142 20 U.S.C. 1412(5)(A)).

Least Restrictive Environment (LRE)

Refers to the setting where students with disabilities can be educated alongside their peers without

disabilities to the maximum extent possible.

Differentiated Instruction

A set of instructional decisions that teacher makes to bring learning within the reach of each

student.

External Support

Support provided prior to instruction; support that is needed in order for the student to be successful

in the classroom, such as accommodations or scaffolds.

In-Class Support

Support provided INSIDE the general education classroom in concert with the general education

teacher.

Specialized Support

Support provided OUTSIDE of the general education classroom.

Support Facilitation

Formally scheduled support provided inside a general education classroom by a certified teacher

or paraprofessional. This support is not provided daily or for the full class period.

Supports to Implement IEP (external supports)

● Student is in general ed and receives accommodations and/or materials prep ● Grades come from regular ed ● Special ed assists with accommodations, materials prep ● Special ed checks on student but does not necessarily come to class to assist ● Designated as minutes per “x” number of weeks ● Language in ARD – ex: student is in Algebra I with supports to implement his/her IEP

1x30 min/3 weeks or 2x30 min/5 weeks (those are only examples) ● Supports are designated on the schedule of services page


Revised 9/11/19 16

● Don’t have to do all time in one day ● Time can count as checking on student, grades, communication, working in class with the

student or teacher ● Schedule of services time specified in regular ed

Support Facilitation

● Student is in general ed setting ● Grades come from regular ed teacher with special ed support through accommodations,

material prep and modifications ● Special ed staff goes to the regular ed classroom to support the student needs as per ARD ● Special ed supports the teacher with accommodations, modifications, and materials prep ● Special ed supports with knowledge of differentiation, accommodations, modifications,

instructional support, etc. ● Can be 2x, 3x, 4x, 5x, a week in specific core class ● Language in ARD – ex: student is in Algebra I with support facilitation 3x/week ● Additional supports are designated on the accommodations and modification page and/or

in the goals ● Special ed staff goes to the designated regular ed class that number of days ● Schedule of services time specified in regular ed

Specialized Support

● Pull out program into special ed settings ex: resource or life-skills ● Grades come from special ed ● Special ed time, not in the general ed classroom ● Designated as minutes per 5 instructional days or week ● Language in ARD – ex: student is in resource Algebra I 150 minutes per 5/ID ● Additional supports are designated on the accommodations and modification page and/or

in the goals ● Designated special ed class staffed by special ed ● Schedule of services time specified in special ed


Revised 9/11/19 17

Bloom’s Taxonomy and Webb’s Depth of Knowledge


Revised 9/11/19 18

SCIENCE

Revised Bloom’s

Taxonomy

Webb’s DOK Level 1

Recall & Reproduction


Skills & Concepts


Strategic Thinking/

Reasoning


Extended Thinking

Remember

Retrieve knowledge

from long-term

memory, recognize,

recall, locate, identify

o Recall, recognize, or locate

basic facts, details, events,

or ideas explicit in texts o Read words orally in

connected text with

fluency & accuracy o Define terms

Understand

Construct meaning,

clarify, paraphrase,

represent, translate,

illustrate, give

examples, classify,

categorize, summarize,

generalize, infer a

logical conclusion),

predict,

compare/contrast,

match like ideas,

explain, construct

models

o Identify or describe

literary elements

(characters, setting,

sequence, etc.) o Select appropriate words

when intended

meaning/definition is

clearly evident o Describe/explain who,

what, where, when, or how

o Specify, explain, show

relationships; explain why,

cause-effect o Give non-examples/examples o Summarize results, concepts,

ideas o Make basic inferences or

logical predictions from data

or texts o Identify main ideas or

accurate generalizations of

texts o Locate information to support

explicit-implicit central ideas

o Explain, generalize, or

connect ideas using

supporting evidence (quote,

example, text reference) o Identify/ make inferences

about explicit or implicit

themes o Describe how word choice,

point of view, or bias may

affect the readers’

interpretation of a text

o Explain how concepts or

ideas specifically relate

to other content domains

or concepts o Develop generalizations

of the results obtained or

strategies used and apply

them to new problem

situations

Apply

Carry out or use a

procedure in a given

situation; carry out

(apply to a familiar

task), or use (apply) to

an unfamiliar task

o Use language structure

(pre/suffix) or word

relationships

(synonym/antonym) to

determine meaning of

words

o Use context to identify the

meaning of words/phrases o Obtain and interpret

information using text

features

o Apply a concept in a new

context o Illustrate how multiple

themes (historical,

geographic, social) may

be interrelated

Analyze

Break into constituent

parts, determine how

parts relate,

differentiate between

relevant-irrelevant,

distinguish, focus,

select, organize,

outline, find

coherence, deconstruct

(e.g., for bias or point

of view)

o Identify whether specific

information is contained in

graphic representations

(e.g., map, chart, table,

graph, T-chart, diagram) or

text features (e.g.,

headings, subheadings,

captions)

o Categorize/compare literary

elements, terms, facts, details,

events o Identify use of literary devices o Analyze format, organization,

& internal text structure

(signal words, transitions,

semantic cues) of different

texts o Distinguish: relevant-

irrelevant information;

fact/opinion o Identify characteristic text

features; distinguish between

texts, genres

o Analyze information within

data sets or texts o Analyze interrelationships

among concepts, issues,

problems o Analyze or interpret author’s

craft (literary devices,

viewpoint, or potential bias)

to critique a text o Use reasoning, planning, and

evidence to support

inferences

o Analyze multiple sources

of evidence, or multiple

works by the same

author, or across genres,

time periods, themes o Analyze

complex/abstract themes,

perspectives, concepts o Gather, analyze, and

organize multiple

information sources o Analyze discourse styles

Evaluate

Make judgments based

on criteria, check,

detect inconsistencies

or fallacies, judge,

critique

o Cite evidence and develop a

logical argument for

conjectures o Describe, compare, and

contrast solution methods o Verify reasonableness of

results o Critique conclusions drawn

o Evaluate relevancy,

accuracy, &

completeness of

information from

multiple sources o Draw & justify

conclusions o Apply understanding in a

novel way, provide

argument or justification

for the application Create

Reorganize elements

into new

patterns/structures,

generate, hypothesize,

design, plan, produce

o Generate conjectures or

hypotheses based on

observations or prior

knowledge and experience

o Synthesize information

within one source or text o Develop a complex model for

a given situation o Develop an alternative

solution


across multiple sources

or texts o Articulate a new voice,

alternate theme, new

knowledge or perspective


Revised 9/11/19 19

ELAR

Revised Bloom’s

Taxonomy




Skills & Concepts


Strategic Thinking/

Reasoning


Extended Thinking

Remember

Retrieve knowledge

from long-term

memory, recognize,


Understand

Construct meaning,



illustrate, give

examples, classify,


generalize, infer a

logical conclusion),

predict,

compare/contrast,

match like ideas,

explain, construct

models

o Describe or define facts,

details, terms o Select appropriate words

to use when intended

meaning/definition is

clearly evident o Write simple sentences

o Specify, explain, show

relationships; explain why,

cause-effect o Give non-examples/examples o Take notes; organize

ideas/data o Summarize results, concepts,

ideas o Identify main ideas or

accurate generalizations of

texts

o Explain, generalize, or

connect ideas using

supporting evidence (quote,

example, text reference) o Write multi-paragraph

composition for specific

purpose, focus, voice, tone, &

audience

o Explain how concepts or

ideas specifically relate

to other content domains

or concepts o Develop generalizations

of the results obtained or

strategies used and apply

them to new problem

situations

Apply

Carry out or use a





an unfamiliar task

o Apply rules or use

resources to edit specific

spelling, grammar,

punctuation, conventions,

word use o Apply basic formats for

documenting sources

o Use context to identify the

meaning of words/phrases o Obtain and interpret

information using text

features o Develop a text that may be

limited to one paragraph o Apply simple organizational

structures (paragraph,

sentence types) in writing

o Revise final draft for meaning

or progression of ideas o Apply internal consistency of

text organization and

structure to composing a full

composition o Apply a concept in a new

context o Apply word choice, point of

view, style to impact readers’

interpretation of a text

o Select or devise an

approach among many

alternatives to research a

novel problem o Illustrate how multiple

themes (historical,

geographic, social) may

be interrelated

Analyze



parts relate,



distinguish, focus,

select, organize,

outline, find


(e.g., for bias, point of

view)

o Decide which text

structure is appropriate to

audience and purpose

o Compare literary elements,

terms, facts, details, events o Analyze format, organization,

& internal text structure

(signal words, transitions,

semantic cues) of different

texts o Distinguish: relevant-

irrelevant information;

fact/opinion

o Analyze interrelationships

among concepts, issues,

problems o Apply tools of author’s craft

(literary devices, viewpoint,

or potential dialogue) with

intent o Use reasoning, planning, and

evidence to support

inferences made


of evidence, or multiple

works by the same

author, or across genres,

or time periods o Analyze

complex/abstract themes,

perspectives, concepts o Gather, analyze, and

organize multiple

information sources

Evaluate


on criteria, check,



critique


logical argument for

conjectures o Describe, compare, and


results o Justify or critique conclusions

o Evaluate relevancy,

accuracy, &

completeness of

information from

multiple sources o Draw & justify

conclusions o Apply understanding in a

novel way, provide



Reorganize elements

into new



design, plan, produce

o Brainstorm ideas,

concepts, problems, or

perspectives related to a

topic or concept


hypotheses based on



o Develop a complex model for

a given situation o Develop an alternative

solution



or texts o Articulate a new voice,

alternate theme, new

knowledge or perspective


Revised 9/11/19 20

MATH Revised Bloom’s

Taxonomy




Skills & Concepts


Strategic Thinking/

Reasoning


Extended Thinking

Remember

Retrieve knowledge

from long-term

memory, recognize,


o Recall, observe, &

recognize facts,

principles, properties

o Recall/ identify

conversions among

representations or numbers

(e.g., customary and metric

measures)

Understand

Construct meaning,



illustrate, give

examples, classify,


generalize, infer a

logical conclusion

(such as from

examples given),

predict,

compare/contrast,

match like ideas,

explain, construct

models

o Evaluate an expression o Locate points on a grid or

number on number line o Solve a one-step problem o Represent math

relationships in words,

pictures, or symbols o Read, write, compare

decimals in scientific

notation

o Specify and explain

relationships (e.g., non-

examples/examples; cause-

effect) o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or

logical predictions from

data/observations o Use models /diagrams to

represent or explain

mathematical concepts o Make and explain estimates

o Use concepts to solve non-

routine problems o Explain, generalize, or

connect ideas using

supporting evidence o Make and justify conjectures o Explain thinking when more

than one response is possible o Explain phenomena in terms

of concepts

o Relate mathematical or

scientific concepts to

other content areas, other

domains, or other

concepts o Develop generalizations

of the results obtained

and the strategies used

(from investigation or

readings) and apply them

to new problem

situations

Apply

Carry out or use a





an unfamiliar task

o Follow simple procedures

(recipe-type directions) o Calculate, measure, apply

a rule (e.g., rounding) o Apply algorithm or

formula (e.g., area,

perimeter) o Solve linear equations o Make conversions among

representations or

numbers, or within and

between customary and

metric measures

o Select a procedure according

to criteria and perform it o Solve routine problem

applying multiple concepts or

decision points o Retrieve information from a

table, graph, or figure and use

it solve a problem requiring

multiple steps o Translate between tables,

graphs, words, and symbolic

notations (e.g., graph data

from a table) o Construct models given

criteria

o Design investigation for a

specific purpose or research

question o Conduct a designed

investigation o Use concepts to solve non-

routine problems o Use & show reasoning,

planning, and evidence o Translate between problem &

symbolic notation when not a

direct translation

o Select or devise approach

among many alternatives

to solve a problem o Conduct a project that

specifies a problem,

identifies solution paths,

solves the problem, and

reports results

Analyze



parts relate,



distinguish, focus,

select, organize,

outline, find


o Retrieve information from

a table or graph to answer

a question o Identify whether specific

information is contained in

graphic representations

(e.g., table, graph, T-chart,

diagram) o Identify a pattern/trend

o Categorize, classify materials,

data, figures based on

characteristics o Organize or order data o Compare/ contrast figures or

data o Select appropriate graph and

organize & display data o Interpret data from a simple

graph o Extend a pattern

o Compare information within

or across data sets or texts o Analyze and draw

conclusions from data, citing

evidence o Generalize a pattern o Interpret data from complex

graph o Analyze

similarities/differences

between procedures or

solutions


of evidence o analyze complex/abstract

themes o Gather, analyze, and

evaluate information

Evaluate


on criteria, check,



critique


logical argument for concepts

or solutions o Describe, compare, and


results

o Gather, analyze, &

evaluate information to

draw conclusions o Apply understanding in a

novel way, provide



Reorganize elements

into new



design, plan, construct,

produce

o Brainstorm ideas,

concepts, or perspectives

related to a topic


hypotheses based on




within one data set, source, or

text o Formulate an original

problem given a situation o Develop a

scientific/mathematical

model for a complex situation



or texts o Design a mathematical

model to inform and

solve a practical or

abstract situation

The above matrices are © 2009 Karin Hess permission to reproduce is given when authorship

is fully cited [email protected]

mailto:[email protected]


Revised 9/11/19 21 Sheltered Instruction


Revised 9/11/19 22

http://www.laredoisd.org/departments/bilingual/pdfs/ShelteredInstructionStrategiesChart.pdf

Recognizing the need for sheltered instruction due to the educational needs of our student

population, HISD has worked throughout the years with Region 16, Pearson, and El Saber to bring

this vital information to our professional staff. The information below can serve as a reminder,

resource, or guide as you plan instruction for your classroom. For more information regarding the

concept of sheltered instruction and how it is implemented in your classroom and on your campus,

please see your campus instructional leader who can put you in contact with teachers that are

leading the way and further material to enhance your understanding.

The Sheltered Instruction Observation Protocol (SIOP) was developed to make content material

more comprehensible to English Language Learners. The model was developed by Jana

Echevarria, Mary Ellen Vogt and Deborah J. Short.

The SIOP Model:

http://www.laredoisd.org/departments/bilingual/pdfs/ShelteredInstructionStrategiesChart.pdf


Revised 9/11/19 23


Revised 9/11/19 24

Response to Intervention (RtI) in HISD

Section 1. Introduction

Purpose of the Document

The purpose of this document is to provide an overview for Response to Intervention (RtI)

practices in Hereford Independent School District and explain the essential components of RtI.

This RtI guidance document is designed to assist Hereford ISD in understanding RtI, its origins

in educational practice and research, its usefulness and value, and how it can be implemented.

It is not intended to be a substitute for training but rather is intended to increase understanding

of the various aspects of RtI.

Why RtI?

RtI is built on the idea of intervening early to prevent failure and to maximize the effectiveness

of grade level curriculum and instruction. It is not an initiative or program, but rather a framework

for providing high quality curriculum and instruction to all students and intervention support for

some students. The National Center on Response to Intervention (NCRtI) believes that

comprehensive RtI implementation will contribute to more meaningful identification of learning

and behavioral problems, improve instructional quality, provide all students with the best

opportunities to succeed in school, and assist with the identification of learning disabilities and

other disabilities.

Section 2. What is Response to Intervention?

Hereford ISD RtI Mission Statement

RtI is the process used by all educators to monitor student progress while providing high

quality instruction, evidence-based, and ongoing interventions matched to individualized

student needs.

There are four essential components of RtI:

1. A school-wide, multi-level instructional and behavioral system for preventing school

failure.

2. Screening.

3. Progress Monitoring.

4. Data-based decision making for instruction, movement within the multi-level system, and

disability identification (in accordance with state law).

Section 3. Essential Components of RtI

TIER I: Teachers use high quality core instruction aligned with the TEKS that meets the

needs of most students. This TIER is the crucial foundation of the RtI instructional model.

• Universal Screening (K – 8)

• Great teaching of the evidence-based core curriculum


Revised 9/11/19 25

• Intervention and documentation

• Differentiated learning activities (e.g., mixed instructional grouping, use

of learning centers, peer tutoring) to address individual needs

• Duration: use 6 weeks as a guide…to be determined by SAT (Student Assistance

Team)

TIER II: Students are identified for individual or small group intervention in addition to

core class instruction. This includes research-based intervention(s) of moderate intensity

that addresses the learning or behavioral challenges of most at-risk students. The

strategies, resources and services are designed to supplement enhance and support TIER

I.

• Documentation shows that the student is not making adequate progress

• Student Assistance Team (SAT) meets and formally enters student to TIER II

• Design interventions and document in DMAC RtI Module

• Progress Monitoring

• Duration: Use 12 weeks as a guide…to be determined by SAT

TIER III: Students who have not responded adequately to TIERS I and II receive specific,

custom-designed individualized instruction (designed using a “problem solving” model).

• Progress monitoring documentation indicates that the student is not making

adequate progress in TIER II.

• SAT meets to re-evaluate the student’s intervention plan

• Intensify or change Interventions and Document in DMAC RtI Module

• Frequent Progress Monitoring (i.e. at least weekly)

• Duration: Use 4 weeks as a guide….to be determined by SAT

Fidelity of Implementation

At all levels, attention is on fidelity of implementation, with consideration for cultural and

linguistic responsiveness and recognition of student strengths. Current research indicates that

the most common cause of failed intervention is a lack of fidelity of implementation. Scientific

research may indicate that an intervention model is successful, but that success can only be

dependably duplicated if teachers are provided sufficient on-going program-specific training,

agree to implement all aspects of the model as designed and as tested, and uphold that

agreement. Fidelity to the researched design should be documented; gaps in fidelity should be

identified and corrected.

Considerations:

• Some students may move through the process more quickly than others.

• Not all students will go on to TIER III

• Some may cycle between the TIERS throughout the year

• All struggling students should be provided the opportunity of the RtI process to

enhance their academic success


Revised 9/11/19 26

Screening

Hereford ISD uses a Universal Screener to identify At-Risk struggling students. Universal

Screening is a brief assessment for all students conducted at the beginning, middle and end of

year. For students who score below the cut point on the universal screener, differentiated

instruction is implemented in the classroom. The screener is one of the first documentation tools

used to monitor progress. Screening tools must be reliable, valid, and demonstrate diagnostic

accuracy for predicting which students will develop learning or behavioral difficulties.

Cut Scores: The 25th percentile (bottom ¼ of scores) of the district grade level population, not

individual classes, a cut score will be made based on previous year’s scores. To be reviewed

annually and compared to state and national norms.

HISD screeners:

Reading

Istation ISIP

TX-KEA Bilingual

Math

•2-8th Imagine Math

Gifted and Talented

• Kindergarten – Naglieri Nonverbal Ability Test (NNAT)

o Can also be given to any student through age 17

Diagnostics

These types of assessment determine what students can and cannot do in academic and

behavioral domains as compared to the same grade level peers across the nation. They also

assist in determining students’ appropriate instructional level.

Progress Monitoring

Progress monitoring is used to assess student performance over time and to quantify student

rates of improvement. Progress monitoring tools must accurately represent the student’s

academic development and must be useful for instructional planning and assessing student

learning. If a student is not achieving the expected rate of learning, the campus SAT

Committee will meet to evaluate and make informed decisions regarding the student’s rate of

learning.

Benefits of Progress Monitoring

• Accelerated learning due to appropriate instruction

• Informed instructional decisions

• Effective communication with families and other professionals about students’ progress

• High expectations for students by teachers

• Appropriate special education referrals

• Documentation of student progress for accountability purposes


Revised 9/11/19 27

Data-Based Decision-Making

Progress monitoring data are used to determine when a student has or has not responded to

instruction at any level of the prevention system. The student assistant team is responsible for

evaluating the data to make informed instructional decisions for the students.

HISD Campus STUDENT ASSISTANCE TEAM (SAT)

The Student Assistance Team (SAT) is a school-based team whose purpose is to develop

supplemental Tier II and/or TIER III support for students who are not responding to instruction.

The purpose of the team is to provide systematic support to teachers, assist in aligning school

resources for student and teacher support and focus the decision making process on data

analysis

Dynamic SAT membership as designated by Campus RtI Team:

• Administrator

• General Ed. Teacher

• Parent

• Any professional specific to the educational needs of the child (i.e. Counselor,

Speech Pathologist, Interventionist, etc.)


Revised 9/11/19 28

Collaborative Professional Teams/Professional Learning

Communities

Campuses within Hereford ISD have committed to supporting collaborative campus/grade level

teams and/or have implemented professional learning communities founded upon the Professional

Learning Community (PLC) model developed by Robert DuFour.

The following information provides an overview regarding the PLC model referenced above.

http://www.allthingsplc.info/about/aboutPLC.php

Research shows that when educators work interdependently and collaboratively regarding best

practices in teaching and learning, students achieve at higher levels. Collaborative professional

teams or PLC’s operate under the belief that the key to improved learning for students is continuous

job-embedded learning for educators.

Collaborative professional teams/PLC’s are ongoing and a continuous process for teachers to work

together to address four questions:

o What do we expect the students to know? o How do we know they are learning? o What do we do if they don’t know it? o How will we respond if they already know it?

Through this process teachers use the standards to identify essential outcomes regarding

acquisition of knowledge, assess for learning both summative and formative, track students’

learning through timely data disaggregation, provide prescriptive interventions based upon student

needs, and offer enrichment opportunities for students who have mastered the learning

objective(s).

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for

Professional Learning Communities at Work™, pp. 2–4.





Revised 9/11/19 29

The Role of DMAC in HISD

HISD contracts with DMAC to provide classroom teachers, campus administrators, and district

leaders with a suite of web-based applications to assist educators with assessment and curriculum

needs. At the beginning of the school year, you will be provided with a username and password so

that you may access DMAC. It contains a wealth of information regarding student profiles, student

trends, and assessment performance, as well as providing you with access to PDAS.

Each part of DMAC is purchased in a sort of a la carte fashion, so there are some areas of the site,

such as TAG or CIA, that we as a district do not have access to. The information below is meant

to be a brief summary of some of what DMAC provides for our district:

● State Assessment – This section allows you access to results and analysis of STAAR and

TELPAS reports for your students. Here, you will be able to not only analyze individual

results, but also classroom data trends, sub-pop trends, etc. ● Lead4Ward – This section serves as a useful comparison tool to see trend data with

STAAR results and compare them to local assessment data where applicable. ● TEKScore – This section does much of the same as the state assessment section, but for

our local data. Here, you will find information from any CBA’s or various campus

assessments that have been scored using the DMAC system. ● T-TESS – Within this section you will find the teacher self-assessment and goal setting

guidance documents, as well as the administrator walk-through and observation tools.

DMAC will allow you to electronically sign your documents as well. ● PGP and PGP Intervention – DMAC offers two modules to help schools create personal

graduation plans at the junior high and high school campuses. The state mandates personal

graduation plans for junior high students who are at-risk or who have not performed

satisfactorily on a state assessment.

An extremely valuable tool within DMAC is the Student Portfolio tool. This allows you as a

classroom teacher or administrator to access students profiles in a quick and concise format.

Examples include demographic information, state and local assessment results, RtI plans,

classroom teacher, etc. What better starting point is there at the beginning of the year as you are

getting to know your students?

When used correctly, DMAC provides HISD educators a treasure trove of data that can direct

instruction to areas of need; whether that be remediation of certain taught concepts, or acceleration

of others, DMAC is an educator’s best friend as a one stop shop for information.

*For more information and training regarding DMAC, please contact your campus learning facilitator, and/or access https://www.dmac-

solutions.net/resources/users/training for training outlines and video tutorials.

https://www.dmac-solutions.net/resources/users/training

https://www.dmac-solutions.net/resources/users/training


Revised 9/11/19 30

HISD Educator Will… Document


Revised 9/11/19 31

HISD Curriculum Walkthrough Guide

As your district and campus principal(s) walk through your classrooms this year, what sort of

things might they be “looking for” to support the direction of curriculum that the district has taken?

This list is meant to be an example, but can be generalized simply by saying that they will be

looking for what they alway have looked for: instructional delivery that is engaging and relevant.

● Are goals and objectives posted and clearly stated for students?

● Were students successful mastering the goal and objective of the lesson?

● Are students given opportunities to share learning?

● What task(s) are students being asked to perform?

● Are student actively engaged in the learning?

● Are resources utilized supporting students learning at high cognitive levels?

● Is student-learning teacher facilitated or teacher led?

● Is the classroom environment inviting?

● Are students given opportunities to process learning?

● Are students successful connecting learning to scenarios outside the classroom?

● Is the lesson modeled for students during instruction?

● Were students responsive to instructional strategies?

● Is affirmation shared with students?

● Are students provided opportunities to extend learning through inquiry?


Revised 9/11/19 32

Lesson Cycle Models

The 5E Model

The 5E model is an instructional model based on the constructivist approach to learning, which

says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with

students of all ages, including adults.

Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage,

Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience

common activities, to use and build on prior knowledge and experience, to construct meaning, and

to continually assess their understanding of a concept.

Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:

1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current

activities. Students should become mentally engaged in the concept, process, or skill to be

learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They

identify and develop concepts, processes, and skills. During this phase, students actively explore

their environment or manipulate materials.

Explain: This phase of the 5 E's helps students explain the concepts they have been exploring.

They have opportunities to verbalize their conceptual understanding or to demonstrate new skills

or behaviors. This phase also provides opportunities for teachers to introduce formal terms,

definitions, and explanations for concepts, processes, skills, or behaviors.

Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to

practice skills and behaviors. Through new experiences, the learners develop deeper and broader

understanding of major concepts, obtain more information about areas of interest, and refine their

skills.

Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities

and lets teachers evaluate students' understanding of key concepts and skill development

Madeline Hunter Lesson Plan Model

The 7 Classic Steps:

Getting students set to learn – The first two elements are interchangeable. As stated earlier a distinctive review is optional. However, typically at the beginning of the lesson the teacher may briefly review previous material if it is related to the current lesson.

1) Stated Objectives – Letting students know where they are going. Giving them a sense of where

they are headed belays the feeling of being a hostage in a learning experience. This step gives

students direction and lets know what they are supposed to accomplish by the end of the lesson.

2) Anticipatory Set – Getting students ready and/or excited to accept instruction. (Please note that

giving directions may be part of the procedural dialog of a lesson, but in and of themselves

directions are NOT an Anticipatory Set !!!!! The key word here is “anticipatory” and that means

doing something that creates a sense of anticipation and expectancy in the students — an activity,

http://enhancinged.wgbh.org/research/eeeee.html#constructivism


Revised 9/11/19 33

a game, a focused discussion, viewing a film or video clip, a field trip, or reflective exercise, etc.).

This step prepares the learner to receive instruction much like operant conditioning.

Direct instruction and checking for understanding – This part involves quickly assessing whether

students understand what has just been demonstrated or presented.

3) Input Modeling/Modeled Practice – Making sure students get it right the first time depends on

the knowledge, or processes to be shown or demonstrated by an expert, or by someone who has

mastered what is to be demonstrated or shown. In addition to the instructor, prepared students can

certainly model the focused skill, process or concept for peers. Instructors could also use a video

for this portion.

4) Checking Understanding – Teachers watch students’ body language, ask questions, observe

responses and interactions in order to determining whether or not students are making sense of the

material as it is being presented. This portion takes place as instruction is being given. This is a

whole class exercise, one in which the instructor carefully monitors the actions of the learners to

make sure they are duplicating the skill, process, procedure, or exercise correctly.

5) Guided Practice – Takes place after instruction has been modeled and then checked for

understanding to make sure students have it right! The question here is can they replicate what you

want them to do correctly? Students are given the opportunity to apply or practice what they have

just learned and receive immediate feedback at individual levels.

Independent practice – These last two components can be interchanged.

6) Independent Practice – After students appear to understand the new material they are given the

opportunity to further apply or practice using the new information. This may occur in class or as

homework, but there should be a short period of time between instruction and practice and between

practice and feedback. Essentially they are doing a learning task by themselves.

7) Closure – Bringing it all to a close – one more time. What did they accomplish? What did they

learn? Go over it again. As you can see this model is highly repetitive — it is really a drill model

and as I indicated earlier not conducive to support a number of high level thinking or feeling

functions without some serious alteration or modifications.


Revised 9/11/19 34

Fundamental 5- Formula for Quality Instruction

● Frame the Lesson ○ Posted learning objective in student friendly language ○ Look at the lesson and translate how you will talk to kids ○ Have a closing question or product with every lesson

● Work in the Power Zone ○ Don’t teach from your desk or podium (60% of HS teachers do) ○ Proximity to students working is vital (70% goal) ○ Increases on task behavior and retention ○ Where we say something is as important as what we say. Arrange your room to

allow movement. ● Frequent Small Group Purposeful Talk

○ Every 10‐15 minutes stop & let kids discuss for 30 to 60 seconds ○ Still must be teacher driven with 2‐4 students per group ○ Use natural transition points in your lesson ○ Pre plan your questions or the questions will tend to be low level type questions

● Recognize and Reinforce ○ Personalize both with each student ○ Success & improvement needs recognition (academic) ○ Reinforce all good things & procedures (social and behavioral)

● Write Critically ○ The least frequently used of the 5 fundamental practices ○ Examples: Purposeful note taking, summary paragraphs, class exit tickets, use as

a warm up to begin class ○ Writing creates retention for every level of student ○ Note taking templates & how to use it


Revised 9/11/19 35

HISD and Lead4ward

Lead4ward positively impacts the lives of educators and the lives of school children. Our campuses

are representative of over 500 schools being served by Lead4ward in the State of Texas. As

educators, we are committed to supporting quality education that will help our students be prepared

for life beyond the classroom. Lead4ward has taken an innovative approach toward supporting the

varying needs of schools in its work to support all learners in achieving their highest potential.

Lead4ward provides educators with support systems for data analysis, insight regarding the

STAAR assessment, instructional support, documents to enhance vertical alignment while serving

as a liaison between schools and the Texas Education Agency.

Lead4ward can be accessed at www.lead4ward.com. Specific data analysis and trend reports can

be accessed through the link on DMAC. For additional information please see your campus

learning facilitator.

http://www.lead4ward.com/


Revised 9/11/19 36

HISD Curriculum Management Plan

I. Curriculum Management Plan

Introduction

The primary function of a school system is to produce increased student learning over

time. This requires a school system to establish a clear, valid, and measurable set of

pupil standards for learning. Standards are then used to formulate measurable

objectives that are set into a workable framework for teachers. In the Hereford

Independent School District these desired student-learning expectations (i.e.

objectives) reflect the Texas Essential Knowledge and Skills (TEKS), community

attitudes, and assumptions, as well as dominant beliefs about what students should

know and be able to do. When combined in a coherent and systemic format, it becomes

the guiding force for instruction, student assessment, and professional growth.

Vision Statement

Provide an aligned, articulated, and assessed curriculum that prepares students to

communicate effectively, have positive relationships, incorporate critical thinking

skills, respect differences, and develop into responsible, productive citizens in a

dynamic global society.

Philosophy

The curriculum shall reflect current research and technological advancements that

promote congruence and appropriate modifications in instructional methodologies,

pacing, and resources for all student populations.

Beliefs

Core Business & Principles

· The focus and responsibility of our school system is to see that every person, student and

staff is successful. · This commitment requires an environment that encourages and rewards innovation through

traditional and non-traditional methods. · All involved are to be active co-participants in the educational process. · The principles that will guide the decisions of the district curriculum include:

o Success of children will be the priority in all decisions o High Expectations for performance refer to both students and staff o The sanctity of student and teacher instructional time will be emphasized o Ethical standards will guide all decisions and actions o Students and Staff will experience engaging and relevant work.


Revised 9/11/19 37

o Staff members will be informed educational leaders with the requisite knowledge

necessary to make appropriate decisions.

II. Curriculum

Curriculum Defined

Board Policy EG (LOCAL): Curriculum Development, (See Board Policy Statement; EG) defines

curriculum as the aligned, written, taught, and assessed knowledge, skills, attitudes and processes

required by the state to be taught and learned at the appropriate levels/areas or in courses in the

District schools. It also calls for the Board of Trustees, upon the recommendation of the

Superintendent, to review and adopt a curriculum/courses of study. Another important aspect of

this policy is that it contains strong language mandating the development of a written curriculum

followed by statements referring to the fact that teachers “shall teach the written curriculum”;

common based and standardized assessments shall be congruent with the written and taught

curriculum.

Based upon the policies referenced, common definitions and principles about curriculum design

and delivery are developed and integrated into the curriculum management plan for the purpose of

facilitating the implementation of the directives of the Board of Trustees.

Curriculum Alignment is the coordination, or horizontal alignment of what is written, taught and

tested within a course, within a grade level and from school to school. It also is the articulation,

or vertical alignment, of the curriculum from PK-12.

Written Curriculum is defined as those standards, goals and objectives students are to achieve and

teachers are to teach. It contains knowledge, concepts, and skills which are aligned to state

standards; developed assessments; suggested time frames; and aligned resources.

Taught Curriculum refers to the delivery of the written curriculum. Teachers are required to

develop lesson plans and utilize research-based approaches to instruction for teaching the written

curriculum.

Assessed Curriculum is that portion of the written curriculum that is assessed, both formally and

informally, to evaluate student progress toward mastery of the written curriculum.


Revised 9/11/19 38

Curriculum Management Principles

· Curriculum development is dynamic and includes processes for the management,

development and delivery of curriculum. It is participatory in nature involving vertical

teams that include teachers, campus administrators, curriculum specialists, and content

experts.

· Curriculum is developed to ensure that students from teacher to teacher and school to

school have the opportunity to learn the same core of significant objectives within a grade

level.

· Standards and student expectations for curriculum development are based upon the Texas

Essential Knowledge and Skills (TEKS) and provide a framework for the development of

measurable student objectives that are vertically and horizontally aligned.


Revised 9/11/19 39

· Curriculum is accessible, manageable, user friendly, and kept current through an automated

system.

· Curriculum is assessed by formative and summative assessment at the district, campus,

classroom, and individual student level.

Instructional Management Principles

· Teachers are required to use the automated system to access their assigned curriculum.

· Classroom instruction must include all skills and content required by the aligned scope and

sequence.

· Teachers are encouraged to use flexibility and creativity in the “how” of teaching

instruction not the “what” of teaching standards.

· Selection of instructional resources must adhere to a review process to ensure alignment to

the curriculum.

· Professional learning as determined by the needs assessment process is designed and

implemented to prepare staff members to effectively deliver the district curriculum.

Assessment Management Principles

· Measure student progress

· Guide teachers’ instruction at appropriate levels of depth and complexity

· Pre-assess students’ learning levels for diagnostic purposes

· Focus/narrow instruction by teaching to objectives not mastered

· Vary the instructional time, setting, and/or presentation for reteach and enrichment

opportunities based on student achievement data

· Guide placement in tutoring special help programs based on assessment data

· Allow opportunities for students to accelerate through the curriculum requirements

· Guide district/campus improvement of curriculum alignment and programmatic decisions

· Communicate progress to parents of students.


Revised 9/11/19 40

III. Curriculum Expectations

The Written Curriculum

The Board expects that learning will be enhanced by adherence to a curriculum that promotes

continuity and cumulative acquisition of skills and knowledge from grade to grade and from school

to school. The curriculum should reflect the best knowledge of the growth and development of

learners, the needs of learners based on the cultural context of the community, the desires of the

residents and taxpayers of the District, state law, and State Board of Education.

The focus of the curriculum shall ensure:

· Emphasis on reading at or above grade level

· Mastery of basic skills of reading, writing, mathematics, science, and social studies

· Standards derived from local, state and national assessments

· College readiness standards and English language proficiency

The curriculum is designed to provide teachers and students with the District’s expectations of

what students are to learn. Teachers shall be expected to teach the curriculum of the district.

Administrators shall work with teachers to maintain consistency between the written curriculum,

the taught curriculum and the assessed curriculum.

Instructional resources such as textbooks, software, and other materials shall be selected based on

their alignment with the curriculum standards and priorities of the District.

Professional learning shall be designed and implemented to prepare staff members to teach the

designed curriculum and shall use effective change processes for long-term institutionalization.

The PK-12 curriculum shall be based on a core set of objectives and skills that prepare our 21st

Century students to be college or workforce ready and to be responsible community members.

Components of the Written Curriculum

· The Hereford ISD Portrait of a Graduate

· Course Description/Syllabus - Secondary

· Aligned Student Objectives

· Year at a Glance (YAG)

· Instructional Focus Document (IFD)

· District approved process for developing core curricular areas


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o PK-9 New Course Deadline second Friday in October

o Grades 10-12 New Course Deadline second Friday in December

· District approved process for curricular resources and instructional materials

· Alignment to the National Standards as appropriate

· Alignment to the identified TEKS, statewide assessment, and appropriate external

measures

· Appropriate Technology Applications for the Unit

· English Language Proficiency Standards (ELPS)

· Essential Questions

· Knowledge and Skills: Clear and valid learner objectives for skills and/or concepts to be

learned including local cross-disciplinary skills

· Aligned curriculum assessments

· Assessment items and/or tasks which:

o Measure student attainment (i.e. performance indicators)

o Guide teachers’ instruction at appropriate levels of DOK

o Guide students’ learning

o Guide district/campus improvement of curriculum alignment and programmatic

decisions

o Communicate progress to parents to support learning at home

· Common Academic Vocabulary (PK-12)

· Aligned instructional strategies that are differentiated to meet the different needs of

learners

· Aligned instructional resources including the textbook and supplementary materials

· Differentiation for struggling learners and extensions for enrichment and acceleration

· Activities for students that are based on acquiring 21st Century Skills

· Interdisciplinary linkages


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The Taught Curriculum

The Hereford Independent School District has several expectations of the teaching process. There

must be assurance that teachers and their colleagues are working toward a common set of student

standards. All faculty members have a responsibility not only to contribute to the refinements of

the written curriculum but also to teach to the curriculum standards. Teachers are required to use

the District curriculum as their primary source of instructional direction, which means accessing

the curriculum through an automated management system.

Campus administrators shall ensure that teachers access the online curriculum and that optimum

use is made of available curriculum materials and instructional time.

The implementation of the taught curriculum shall be aligned with the written and assessed

curriculum. Each of these three components of the curriculum shall be coordinated to bring about

a high degree of consistency.

All programs, including those for special population students, shall be aligned to the District

curriculum. Further, they shall be integrated into the delivery approach.

Since the curriculum is a district decision, not a campus or employee decision, proposed changes

to district curriculum shall be presented first to the central administration through a developed

process. If the proposal is acceptable at the administrative level, it shall then be integrated into the

automated curriculum management system. Course additions and deletions must be approved

through a centrally developed process, that includes campus-level proposals, District approval, and

Board approval.

In addition to consistent delivery of the standards in the curriculum, instructional delivery shall be

based on sound teaching principles grounded in educational research. Instructional supervision

efforts shall focus on these sound teaching principles. This systematic process shall include:

· Establishing a school climate that continually affirms the worth and diversity of all students.

· Classroom Structure

o PK-2 Self-Contained

o 3-5th can be Departmentalized but must maintain a 120 min literacy block where

reading and writing are taught by the same teacher

o 6-12 Departmentalized

· Holding high expectations for all students to learn at optimal levels while ensuring student

opportunities for personal success.

· Creating conditions that motivate personal responsibility for learning and growth on the part

of staff members and students alike.

· Analyzing the content of each standard so that instructional strategies match content and

assessment.

· Orienting students to the standards to be learned based on content, context, and cognitive

requirements.


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· Utilizing instructional requirements that provide varied approaches, adequate time, a variety

of formats, and multiple opportunities for learning and success.

· Assessing student mastery of the learning standards. For those students who attain mastery,

assessing progress to the next standard or offering extension or enrichment. For those students

who do not attain mastery, providing correctives or using different strategies until mastery is

attained.

Professional learning shall be provided for teachers on research-based approaches to teaching.

This shall provide them with alternative ways to view the act of teaching so that they may be as

effective as possible.

A District staff development plan shall be developed and implemented to prepare the staff to teach

the designated curriculum.

The Assessed Curriculum

Formative and summative student performance data is needed to support decisions about the

design and delivery of curriculum. As stated in HISD board policy EG (LOCAL): District staff

shall design and use a variety of assessment approaches in determining the effectiveness of the

planned and written curriculum, the taught curriculum, and instructional programs. Periodic

reports shall be made to the Board concerning these assessments.

The assessed curriculum shall include the following components:

· State-level assessments as required;

· District curriculum-based assessments that document, record, and report the degree to which

students are demonstrating mastery of the written curriculum;

· An assessment approach developed for all grade levels and core courses;

· A data management system at the classroom-, campus-, and District-levels in order to inform

instructional planning, assessment and placement, instructional delivery and program

evaluation; and

· A program evaluation component that guides program redesign around the District curriculum,

as well as program delivery.

The assessed curriculum provides for the acquisition, analysis, and communication of student

achievement data for:

· Measuring student progress;

· Guiding teachers’ instruction at appropriate levels of depth and complexity;

· Pre-assessing students’ learning levels for diagnostic purposes;

· Focusing/narrowing instruction by teaching to objectives not mastered;

· Varying the instructional time, setting, and/or presentation for reteach and enrichment

opportunities based on student achievement data;


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· Guiding placement in tutoring/special help programs based on assessment data;

· Allowing opportunities for students to accelerate through the curriculum requirements;

· Guiding district/campus improvement of curriculum alignment and programmatic

decisions;

· Identifying general achievement trends of various student groups; and

· Communicating progress to parents

Campus administrators and teachers shall use assessment data to ensure that curriculum delivery

and assessment are congruent with the written curriculum and that students are learning the

required curricular standards and assessment reporting categories.

The comprehensive district assessment program establishes appropriate measures for determining

the effectiveness of curricular design and instructional programming at district, campus, and

classroom levels. It includes both formative and summative assessments. Formative assessments

are used to determine the extent to which students are learning curricular objectives so that

appropriate adjustments can be made during the teaching and learning process. They are also used

to scaffold the learning and assessment of students to build confidence and capacity required for

success. Summative assessments inform teachers and students whether the intended learning

occurred at the end of a unit or course of study. Both types of assessments, when done properly,

are powerful catalysts for improved learning on the part of both students and adults.

Roles and Responsibilities

The Board shall:

· Establish policies that support ongoing curriculum development and evaluation as designed in

the curriculum management plan.

· Approve the addition or deletion of course offerings and adopt state-approved instructional

resources for teacher use within the constraints of state law and State Board rules.

· Communicate to its constituents curricular expectations.

· Fund, through the budget process, adequate resources to implement the curriculum, based on

data and planning priorities.

·

The Superintendent shall:

· Develop and revise policies for adoption by the Board.

· Implement policies as adopted by the Board.

· Establish procedures and priorities to guide curriculum design and its delivery.

· Provide support to District-level administrators in their roles in implementing and monitoring

the curriculum.


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District-level administrators shall be responsible for setting curriculum guidelines and priorities

and for organizing and facilitating curriculum committees to develop and review the curriculum.

They shall also provide or locate training and resources needed to implement the curriculum.

District-level administrators shall:

· Implement District-level policies and procedures.

· Implement the District curriculum management plan, providing technical and expert assistance

as required.

· Analyze data and prepare reports in order to modify the curriculum or instruction as warranted

by the assessment results.

· Provide support for campus-level administrators and teachers in monitoring the

implementation of the curriculum.

· Evaluate programs based on the extent to which they are integrated into the curriculum and

produce expected results.

Campus-level administrators shall:

· Monitor the implementation of the curriculum.

· Emphasize the importance of effective curriculum and instructional practices on a regular

basis.

· Observe classes, monitor lessons, and evaluate assessment materials utilized on their campus.

· Use, as a minimum, the following basic strategies to monitor curriculum:

o Frequent observations including the 45-minute observations for Professional

Development Appraisal System (PDAS);

o Provide opportunities for teachers to discuss and share ideas and strategies to teach the

curriculum standards and objectives;

o Review assessment data and how it is used to focus and connect teaching as well as

provide appropriate interventions;

o Periodic review of curriculum documents; and

o PDAS District-adopted professional evaluation requirements.

· Help parents understand their roles in supporting the learning of the curriculum.

· Encourage parents to participate in the education of their children through such things as

attending student /teacher /principal conferences, supporting students as they complete

homework, volunteering at school when possible, and communicating regularly with teachers.

Teachers shall:


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· Align teaching to the District curriculum.

· Analyze and interpret student assessment data to determine each student’s learning in order to

differentiate instruction to meet each student’s instructional needs.

· Incorporate research-based instructional strategies in the teaching of the curriculum.

· Participate collaboratively with colleagues to enhance curriculum planning and delivery.

· Ensure equal access to the curriculum and equitable delivery to each student.

· Actively participate in the training needed to effectively implement the curriculum.

· Participate in curriculum activities as requested.

In accordance with their abilities, students shall be responsible for learning and for understanding

their learning strengths and needs. Students shall be responsible for meeting learning targets based

on the required curriculum. Students shall be responsible for their own behavior and its impact on

their own learning and the learning of others.


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FAQs – Updated as needed September 2018 ● Can we use the CBA as a test grade?

o NO, reasoning below.

There was a request in 2014-15 that we alter the policy on using the CBAs as test grades. We have

discussed this in our curriculum meetings since last spring and after much discussion, at this time

the negative impact of using the CBA as a test grade cannot be supported.

As we move forward in the CBA process and develop CBAs that we use from year to year and

have data to support how well our students should perform, at that time we could develop a scale

score correlation that as a district we could use to convert the raw score into a fair test grade score.

CBA Proposal:

Teachers requested to use the CBA as a test grade. Their rationale is based on their belief that the

students would take a test grade more seriously than a daily grade.

Response to Proposal:

First, we have to consider what is the purpose of the CBA

We have stated from the beginning that the CBA is designed to measure the curriculum not

the student. The intent is to have a measure that can support the resources we are using, the

strategies we are using, and the scope in which we use to deliver the standards to our

students.

Second, we have to consider the impact on the student

Here is a sample of our current grading policy.

Using our current grading policy, a class that only requires two test grades, each test represents

30% of the student’s grade. We realize that a student wouldn’t get all 100s on daily grades and

probably wouldn’t get a zero on the CBA, but the CBA would still count as 30% of a student’s

final grade if there were only two test grades.


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There was a suggestion that we require three test grades and eight daily grades. So we looked at

what impact this would have on a student’s grade.

Using the three-test grade policy each test would account for 20% of a student’s final grade.

At this time we cannot support the use of CBAs as test grades. The impact to the student’s average

could have a negative impact and could cause the student to fail a six weeks or course. The CBAs

are designed to measure if our students are mastering the TEKS in the scope and sequence that we

are to follow. Until we show that we have corrected our alignment and depth of learning issues, it

would be unprofessional to use an instrument that requires K-12 alignment and correct depth of

learning in order to be successful.

● Who should be involved in the validation process of the CBA’s (curriculum based

assessments)? Validation of our district curriculum based assessments should be done collaboratively amongst

grade level or content teams. No one person should make validation decisions independently and

every effort should be made to be inclusive of all teachers involved. This validation process plays

an important role in curriculum planning and mapping and should involve all stakeholders within

that system. Any questions regarding the validation process should be brought to the attention of

your campus learning facilitator so that they may be answered and addressed.

● What is the curriculum team's take on bell ringers?

● In the course of a student’s day there are times when students are engaged in an activity

designed to engage them in the learning to come, review prior learning, or reinforce prior

learning.


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Examples not an inclusive list

o Passing between class to class

o Morning work as the students arrive at the beginning of the day waiting for the

school day to begin

o The transition from lunch to the learning process

o The transition from one content to the next

The activities we choose should be thoughtful and relevant to the students’ academic needs.

HISD Guidelines for Bell Ringers

1. The activity from start to finish should take no more than 10 minutes of

instructional time.

2. The selection of the activity should begin with the HISD Approved Instructional

Resource for your grade level.

3. If there is not a daily type bell ringer, then the activity should complement the

approved resource being used by your grade level and require no additional

instruction for new concepts.

4. The activity should be designed to reinforce a student’s prior learning, or a

springboard into the new learning occurring at the conclusion of the activity.

5. The activity should not be busy work.

6. The activity should not require homework.

● What is Hereford ISD’s views on using computer software program work as a grade?

In the course of a student’s day there are times when students are engaged in a computer based

program. It is important to understand the purpose and quality of the program before using it as a

daily or test grade.


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Think Through Math: Core Curriculum Support

This program is a support program that adapts to a student’s needs. If a student scores below 70%

the program will automatically take the student through a series of lessons that support the concept

they failed. In some cases that will be four or five lessons that the student has to complete until the

gap is discovered and the student can then retake the original lesson and pass. The program is not

designed as a comprehensive program and is not to be used as a grade. The teacher can design a

rubric of time on task, effort, attendance, and number of lessons completed, but no grades from a

lesson or benchmark can be used as a grade.

Istation: Core Curriculum Support








Achieve 3000: Intervention Support








IXL: Core Curriculum Support








Study Island: Intervention Support

Grade 5 Science only used as a skill builder.

Lexia Core 5: Intervention Support




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Edgenuity: Core Curriculum

The program is designed to be a comprehensive curriculum and can be used for daily and test

grades.


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HISD Curriculum House


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HISD Portrait of a Graduate