Dallas ISD PD Facilitator’s Guide DATE
Instructional Leader: Michael Padgett
Time and Date: 8/8/13 and 8/9/13
Audience: Campus Instructional Coaches
Objectives:
1. Participants will develop an understanding of the different components that make-up the
New Look Math Curriculum Central. (ie. YAG, Digital CPG, and Curriculum Maps)
2. Participants will develop an understanding of how to utilize the two-bookend framework and the documents on Curriculum Central to assist with campus planning sessions
3. Participants will understand how to access the various math resources that are available throughout Curriculum Central. (ie. New TEKS side-by-sides, Assessment Blueprints, and
Exemplars)
4. Participants will understand how to access and utilize previous years CPGs and resources.
Document(s):
Materials
I will need:

Internet Access for participants to
Assessment & Follow-up
Assessment/CFU during Workshop:

Able to access the planning access the documents.

A room with computers for the documents on Curriculum Central participants to work on during the session.

Computer, Digital Projector, and
Document Camera

Copies of the Two-Bookend
Framework, YAG (4 th grade), K-2
Semester Map, TEA Side-by-Side
Assessment Post-Workshop (deadline):

Redeliver the session to their campus. (By 8/23/13)

Conduct planning sessions utilizing the tools on Curriculum Central prior document. (sets of 30)
Teachers will bring the following to the meeting:
 Technology (laptops) to access the
Curriculum Documents.
(Recommended) to the 1st six weeks with their grade level teams. (By 8/23/13)
Follow-up by Principals & Instructional
Leaders (dates):

Use the tools and resources available on Curriculum Central to plan aligned purposeful instruction throughout the year with grade level teams.
(Ongoing)
If you rest. You rust. – Helen Hayes 1

Dallas ISD PD Facilitator’s Guide DATE
Living the Learning (LtL) Legend:
AA= Airtight activity that leads participants to the right conclusion mostly on their own
R = Reflection (participants quietly analyze, generate conclusions or takeaways)
S = Small-group or large-group sharing; workshop presenter is primarily a questioner
F = Frame the learning: provide the formal vocabulary associated with the workshop objective
A = Apply: put the principles into practice
Agenda: Posted on slide 1
Time Mins Description of Instruction (Living the Learning Type in
5 mins
Parenthesis)
Introduction and Session Objectives (Core Beliefs)
 Which Core Belief ties most directly to your new role as
Campus Instructional Coach? Why (S)
Slides 1-4
Needed Materials
 Agenda with
Core Beliefs
8 mins
15 mins
Introduction to the Two-Bookend Framework
 Take a moment to explore the top tier of the framework.
 Facilitate a discussion around the top tier of the framework. At one end of the framework is the
Standards provided by the state and the other end is
STAAR/EOC. (F) o Direct participants to Curriculum Central. Model how to access the state standards on CC. (Briefly discuss the difference between current and revised
TEKS). Model how to access the STAAR Blueprint from CC. (F) o They DO: Then invite participants to locate those documents on their own. (A) o How can these tools be used when planning for the school year? (S)
Slides 5-9
Tier Two of the Two-Bookend Framework
 District Curriculum Maps o Take a moment to explore the 2 framework. (F) nd tier of the o The district’s curriculum maps take on a new look this year. Model how to access the Year at a Glance on CC
(or Distribute the Year at a Glance document) and an index
card.(F) o The YAG is the big picture of instruction for the year. Refer participants to the index card and direct them to write down 1 noticing or wondering they have about the
document. (F)

Two-Bookend



Framework
Year at a Glance document
Map
PK-2 Semester
Side-by-Side document from
TEA
If you rest. You rust. – Helen Hayes 2

Dallas ISD PD Facilitator’s Guide DATE
10 min
5 min o Select a few participants to share their noticing and wondering.
Focus attention on the Bridging the Gap.(R) o To assist with transitioning to the revised TEKS in
2014/2015, the district has studied the TEKS to determine which SEs would be easy to just slide in and teach along with the current TEKS. Model how to access the Side-by-side document and invite the participants to locate the document on CC. Facilitate a discussion around the document. (F) o Model how to access the Semester Maps for both 3-5 and PK-
2. Then invite the participants to locate the documents on
CC.(F) o Refer participants to the index cards and have them write a noticing and wondering they have about the PK-2 Semester
Map. (R) o ACP Blueprints: Model how to access the document and then invite the participants to locate the documents on CC.(F)
Slides 10-15
Third Tier of the Two-Bookend Framework
 Unit Objectives o Six Week Maps 3-5 (Also look at archived CPG) o Six Week Maps PK-2 (Also look at archived CPG) o Teaching and Learning Connections (PK-2) (F) o How will teachers on your campus utilize these tools to assist with planning their units of instruction?
T&T (S) o What roadblocks do you see teachers having during this process? T&T (S)
 Unit Exams o Unit or Chapter exams must be created in advance and tied directly to the TEKS that are being taught throughout the unit. o What will occur if we wait to create the test near the end of teaching the unit? T&T (S)
Slides 16-20
Fourth Tier of the Two-Bookend Framework
 Lesson Objectives o Six Week Maps provide some samples of how SEs can be unpacked with possible Lesson Objectives attached. 3-5 (F) o Archived CPGs can also provide insight to how an
SE can be unpacked for effective focused teaching.
 Demonstration of Learning o Six Week Maps provide some samples of possible
Demonstrations of Learning. 3-5 (F)
 Six week maps for
PK-2 and 3-5
 Teaching and
Learning
Connections

If you rest. You rust. – Helen Hayes 3

Dallas ISD PD Facilitator’s Guide DATE
 Activities and effective strategies o Archived CPGs o Last year’s CPGs can offer teachers access to fantastic activities to address the TEKS for each grade level. (F)
Slides 21-24
Quality Instruction
 Discuss each component briefly of the Quality
Instruction slides. Focus on… o Effective Lesson Objectives and Demonstrations of
Learning with Aligned Activities (F)
 Invite the participants to complete the DOL scenario.
Ask a few participants to share out on which resources they would utilize in the planning process and how they would access them. (R & S)
Slides 25-30
 Copy of the
DOL
In-Session/Post-Session Notes: What went really well? What needs to change or be re-taught?

If you rest. You rust. – Helen Hayes 4