CURRICULUM

ALIGNMENT

PROCESS

Overview:

o The FAST team developed CAP in order to: 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.

Create seamless transitions in progressions from one grade to the next and within grade spans.

Provide opportunities for interschool and intra-school collaboration.

Close Gaps in curriculum and Assess Standards-based instruction Determine a data system to monitor progress. Promote Total School Involvement!

ALIGNMENT PURPOSE

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Colle

ge an

d Car

eer R

eadin

ess

Expectations

Vocabulary

Skill

ALIGNMENT

C. A. P. NextGen

Pre-k

Start on Time – End on Time

Everyone Participates

No Finger PointingBe Here, NowOther Norms?

NORMS FOR GROUP WORK

Photo Sources: http://www.celebritiesheight.co

m/http//www.cheersboston.com

http://www.getjoy.blogspot.com

Pair2 and Share

CAP Data Collection Process:

An Overview to organize the analysis activity

What is the most commonly heard concern from teachers about the grade level(s) before them?

past p

rese

nt

future

Step1: 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

Part 1: Focus on the First Column – Critical Skills

Step 1

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.

TOOL KIT

All Progression docs are categorized by the CSO groupings

In addition, the Math docs are divided into their respective grade-band CSO groupings

E.G. Elementary, Middle, Math I, Math II, Math III, and Math IV to account for the diff erences of CSO groupings.

MATH PROGRESSION DOCUMENT

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

TOOL KIT

Example CAP Progression Doc: 3rd Grade Civics

1. Teachers review and rank the Next Gen CSO’s for the Action words.

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?

CRITICAL SKILLS GUIDING QUESTION

Completing the CAP Progression Document

Part 2: Focus on the Second Column

Key Vocabulary and Concepts

Step 1

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.)

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

Tool Kit

TOOL KIT

Professional Experience

Draw from your years of personal experience in the classroom

You know what has been eff ective for student achievement

Example CAP

Progression

Doc: 3rd Grade Civics

2. Teachers review and list key vocab and concepts.

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?

VITAL VOCABULARY AND CONCEPTSGUIDING QUESTION

Completing the CAP Progression Document

Part 3: Focus on the Third Column

Evidence of Mastery

Step 1

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 specifi c 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

TOOL KIT

Professional Experience

Draw from your years of personal experience in the

classroom

You know what has been effective for student

achievement

Example CAP

Progression Doc:

3rd 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.

After the Skills, Vocabulary, and Concepts have been prioritized, ask yourself:

What evidence will you accept to demonstrate mastery?

EVIDENCE OF MASTERYGUIDING QUESTION

Completing the CAP Progression Document

Part 4: Focus on the Fourth Column

The Link: What should students knowwhen they enter and exit your grade level?

Step 1

TOOL KIT

Next Generation CSO Crosswalk to 21st

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

Draw from your years of personal experience in the

classroom

You know what has been effective for student

achievement

Example CAP

Progression Doc:

3rd Grade Civics

4. Finally, the link between grade levels is established, reviewed, and, if

necessary, revised.

Ask yourself:

What do you want students to know when they Enter your grade level?

 What should they know when they Exit?

THE LINK BETWEEN GRADE LEVELS

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.

; Hear the Look at the

TOOL KIT

Professional Experience

Draw from your years of personal experience in the

classroom

You know what has been effective for student

achievement

Example CAP

Progression Doc:

3rd 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

Draw from your years of personal experience in the

classroom

You know what has been effective for student

achievement

Example CAP Progression Doc: 3rd 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.

In order to ease the data collection process, the CAP Progression Documents will be placed on MS Offi ce 365.

Benefits: K – 12 th alignmentReal-time sharing and template updates Allows for collaboration throughout the year.Access from anywhere via the Internet

MS 365 FOR DIGITAL ACCESS/SHARING (SUGGESTED)

Review Process and Reflection

past

pre

sent

future

Step 2Understanding the Past

Step 2Adjusting to the Future

Step 1Reviewing the Present

Step 3Completing the Present

Related Arts CAP ProtocolElementary: 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.

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. NextGen WVCSOs b. CAP Progress Document c. Performance Descriptors Mastery Charts/Bookletd. 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 identifi ed obstacles as you integrate/implement the CAP Process in your school/county?

CAP REFLECTIVE QUESTIONS

“…BE THE CHANGE YOU WANT TO SEE...”

~GANDHI

3 Power Point Presentations - CAP Overview- CAP General Session- CAP Programmatic Levels

CAP Overview Graphic Organizer: Steps 1-3Annotated Social Studies Sample, CAP Progression DocProgression docs for all 4 Core SubjectsPerformance Descriptors for Mastery booklet pdfCAP Script Norms and Personality Compass PointsPair and Share worksheet Resource Integration Worksheet

AVAILABLE CAP RESOURCES

Keys to Success

Principals/Administrators are an integral to process

Continual Collaboration: Both Horizontal & Vertical

Teacher Professional Experience is a KEY Tool in this process • They know their students. • Experience knows what works!

Revisit and update CAP on a scheduled basis

THANK YOU!

Nick Zervos…………………………….Execut ive D i rec to rnzervos@k12.wv.usOffi ce: 304 – 231 – 3804

Mar ian Ka j fez………………………….Di rec to r o f P rogramsmkajfez@k12.wv.usOffi ce: 304 – 231 – 3806

J oe Pao lo………………………………..Di rec to r o f Spec ia l Educat ionjpaolo@k12.wv.Offi ce: 304 – 231 – 3823Cel l : 304 – 312 – 2210

Mary Kay Re is inger………………..Coord ina to r o f Schoo l Improvementmreis ing@k12.wv.usOffi ce: 304 – 231 – 3817

J on Po l l ock……………………………..Coord ina to r o f Cur r i cu lum and Ins t ruc t ionjpol lock@k12.wv.usOffi ce: 304 – 231 – 3830Cel l : 304 – 312 – 9676

Chery l Tuba…………………………….Techn ica l Ass i s tance and Suppor t Spec ia l i s tctuba@k12.wv.usOffi ce: 304 – 231 – 3818

Rick Redd……………………………….Techn ica l Ass i s tance and Suppor t Spec ia l i s trredd@k12.wv.usOffi ce: 304 – 231 – 3808