Curriculum In Action^© Process

    Step 1. Scope and Sequence

• Staff reviews Scope and Sequence K-12
  OR
• Staff reviews Scope and Sequence K-12 and Discusses Differentiated Instruction Implementation of Standards (This step used if staff is already highly familiar with standards)

    Step 2. Alignment

• Teachers align their taught curriculum to their grade-level standards by indicating what resource and what time of year (month) they teach each indicator.
• The aligned documents are collected and the information is entered into the original scope and sequence document

    Step 3. K-12 Conversation

• Once all alignments are completed and the scope and sequence is updated, K-12 teachers meet to review the scope and sequence document.
• Alignments are updated and elements of the scope and sequence are discussed with a focus on the following:
• Do teachers need training on any teaching strategies related to the standards?
• Are the resources used to teach the standards comprehensive and effective?
• Are there any holes and gaps in the alignment that need to be addressed?
• Are all teachers using like resources? If not, is this an issue to address?

    Step 4. Curriculum Classroom Connection

• The completed alignments for the assessed indicators for each grade are transferred to the Curriculum Classroom Connection documents.
• The CCC documents are shared with teachers. As teachers teach the indicators throughout the year they should record their instructional activities, essential questions and vocabulary words used in their lessons.
• Teachers do NOT need to create a CCC document every time they teach to an assessed indicator. They can indicate a status of “ongoing” in the “Date Completed” section of the document. If a teacher should choose to change their teaching style or activity to an assessed indicator, they may want to create a new CCC document for that assessed indicator in addition to their first document.

    Step 5. Curriculum Calendar

• While using the CCC documents, teachers note their monthly teaching of assessed indicators on the Curriculum Calendar.
• Special attention to activities that prepare students for the assessments are noted on the Curriculum Calendar as well.

    Step 6. End Review

• Once the CCC documents are created and the Curriculum Calendar is updated, K-12 teachers meet to review their alignment against what was actually taught.
• If there are differences between the alignment and what was taught, the alignment can be updated on the scope and sequence document.
• Use of resources and needed staff development should be discussed during this time as well.

    Additional Suggested Activities and Resources

• CCC Meetings
• Throughout the year, grade level teachers can meet to review their CCC  documents. Ideas on how to teach indicators can be discussed. This activity is a good way to ensure the CCC documents are up to date.
• Strategy Sheets
• Non-core teachers and off-subject teachers use these documents to gain knowledge of the assessed indicators and to inform the faculty when they are able to teach to those indicators in their classroom.
• The strategy sheets can be used with the School Improvement Plan to report the use of SIP strategies.
• Data Analysis
• Before the alignment process begins, teachers should review the data for the subject being aligned.