Curriculum Management Plan - Texarkana … Curriculum Management Plan… · TISD Curriculum...

Curriculum Management Plan 2017-2018

Instructional Services Department

Instructional Services Central Office

3413 Summerhill Road 4241 Summerhill Road Texarkana, Texas 75503 Texarkana, Texas 75503

903.793.7561 903.794.3651

www.txkisd.net

http://www.txkisd.net/

TISD Curriculum Management Plan 2

Table of Contents

District Mission, Parameters, Beliefs, Strategies ...................................................3 1. Philosophical Framework of Curriculum Design ............................................4 2. Roles and Responsibilities ........................................................................ 5-6 3. Direction of Curriculum Development ............................................................7 4. Curriculum Review Cycle ..............................................................................8 5. Curriculum and Instruction Review Process ..................................................9 6. Format and Components ............................................................................. 10 7. Standards .................................................................................................... 11 8. Assessment ................................................................................................. 12 9. Professional Development .......................................................................... 13 10. Monitoring the Curriculum ........................................................................... 14 Glossary of Terms ......................................................................................... 15-16 Appendices A District Calendar ......................................................................................... 17 B Textbook Adoption Forms B.1 Textbook Evaluation and Selection ............................................... 18-19 B.2 Textbook Recommendation ................................................................ 20 B.3 Texas Textbook Proclamation Summary ............................................ 21 C Assessment C.1 Assessment Calendar ................................................................... 22-25 C.2 Matrix of Elementary Assessment Tools ............................................. 26 C.3 Matrix of Secondary Assessment Tools .............................................. 27 D Guided Reading Planning Template .................................................... 28 – 30 E Reading Instruments by Grade Level Pre-K – 5 .................................... 31-32 F Instructional Planning Process .................................................................... 33


Texarkana Independent School District


1. Philosophical Framework for Curriculum Design

The essential purpose of a school system is to educate all students to high levels through quality teaching and learning. The Texarkana Independent School District is committed to continuous improvement of the teaching and learning process so that students will have the knowledge, skills, concepts, processes, and attitudes to function successfully in society. In TISD, the curriculum will be designed and delivered using an approach that includes the following premises:

1. All students are capable of striving towards excellence in learning. 2. Success influences self-concept; self-concept influences learning and behavior. 3. The instructional process can be adapted to improve learning. 4. Schools can maximize the learning conditions for all students through clearly stated expectations

of what students will learn, high expectations for all students, short- and long-term assessment of student achievement, and modifications based on assessment results.

5. Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge to ensure maximum student achievement.

6. High levels of student achievement are the benchmarks for effective curriculum and instruction.

The purpose of the Texarkana Independent School District Curriculum Management Plan is to provide a framework for the alignment of the written, taught, and tested curriculum. This comprehensive plan provides the structure to ensure quality control of the designed and delivered curriculum, internal consistency, and resources necessary to address the district’s mission and goals. The plan also conveys the procedural intent of the district leadership with respect to curriculum development, adoption, implementation, evaluation, and revision. It provides clear direction for students, parents, teachers, and administrators in the system, establishing a framework that outlines guidelines and procedures for the design, delivery, monitoring, and evaluation of curriculum.


2. Roles and Responsibilities

All district staff members are responsible for ensuring that all students learn the district’s curriculum and demonstrate achievement at high levels. As a function of responsibilities, certain roles can be specified, although the responsibilities are not limited to those listed.

Board of Trustees The Board will:

Adopt goals that provide a well-balanced curriculum resulting in improved student learning; Establish policies to direct and support ongoing curriculum development and evaluation; Adopt a budget that provides for the development, implementation, training, and evaluation of

curriculum; Authorize the implementation and review of a strategic plan for the district that identifies

community expectations of curriculum; Communicate to its constituents the Board’s curricular expectations.

Superintendent The Superintendent will:

Implement board policies related to curriculum; Annually report to the Board concerning implementation; Oversee the work of district staff in accomplishing their responsibilities.

Superintendent and District Curriculum Staff The Superintendent or designee will:

Ensure that a master long-range plan is in place for curriculum development, revisions, program evaluation, and student assessment;

Implement the master long-range plan, providing technical and expert assistance as required; Approve the District’s curriculum, based on input from teachers; Provide district-wide professional development needed to implement the curriculum; Provide materials and design instructional programs that deliver district curriculum effectively; Support principals and teachers in their roles of delivering and managing curriculum and

professional development; Provide support for analysis and interpretation of assessment data.

Principals Principals will:

Develop a working knowledge of the curriculum content for all subjects/courses to effectively monitor delivery of the curriculum;

Translate the importance of effective curriculum and instruction practices on a daily basis; Monitor the delivery of the district curriculum through the following basic strategies:

a. Walk-through observations b. Data Walks c. Formal classroom observations d. Periodic review of lesson plans and curriculum documents

Ensure effective instructional delivery; Collaborate with individuals and learning teams; Work with teams to review and interpret assessment data, set goals, and plan for continuous

improvement of achievement; Update Campus Improvement Plans to support effective curriculum management; Ensure that student progress in achievement is reported regularly to parents in an

understandable manner; Facilitate and participate in professional development.


2. Roles and Responsibilities (continued)

Teachers Teachers will:

Deliver the District curriculum, using strategies most effective for the students; Assess student learning with a variety of classroom, district, and state assessments; Use assessment data to drive instructional decisions; Involve students in the learning and assessing process; Involve parents in the learning process; Communicate strengths and weaknesses to students, parents, and others as appropriate; Participate in district, campus, and personal professional development.

Students Students will:

Be an active partner in the learning and assessing process; Understand their own learning strengths and weaknesses; Meet or exceed learning requirements based on the District curriculum and standards; Exhibit behavior that is conducive to learning for self and others.

Parents Parents will:

Be valued partners in the learning process; Accept a shared responsibility working with the teacher in the learning process; Support the development of academic, communication, life, and technology skills.


3. Direction of Curriculum Development

Continuous Improvement

Using a model of continuous improvement, the IS team will emphasize the analysis of a variety of student data to promote data-driven instructional decisions. This model will include a cycle of evaluation for curriculum, instruction, and assessment.

Teachers will receive training to effectively use the curriculum documents from the TEKS Resource System to plan quality, effective lessons that are aligned with state standards.

Content coordinators will provide support to teachers and instructional coaches to revise and implement the curriculum documents.

Instructional coaches at each campus will coach teachers using the curriculum documents.


4. Curriculum Review Cycle

The curricula for all state foundation courses that lead to an assessment through the Texas testing system will be reviewed at the end of each academic year, following the receipt of the state assessment scores. All other courses, including foundation elective courses, will be reviewed every other year. The cycle of review will be as follows:

Course Area Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 State Foundation English Language Arts – Core English Language Arts – Core Electives Mathematics – Core Mathematics – Core Electives Science – Core Science – Core Electives Social Studies – Core Social Studies – Core Electives State Enrichment Career and Technology Fine Arts Health Physical Education Languages other than English Local Electives

This review cycle is for planning purposes. The cycle will be modified to reflect any changes in the state assessment system or in the Texas Essential Knowledge and Skills.


5. Curriculum and Instruction Review Process

Curriculum review, including analysis and evaluation of teaching and learning, is a district expectation. For core subject areas which follow the TEKS Resource System curriculum, this process will include curriculum reconciliation at the end of each grading period and a formal evaluation of the instructional process. For state enrichment subject areas and state foundation elective courses, the curriculum review cycle will include aligning, writing, and revising curriculum.

Instructional Planning Process

The TISD Instructional Planning Process includes three cycles: before the academic year begins, before each grading period begins, and after each grading period ends. For this process, teachers are allotted planning time to meet as professional learning communities and engage in a review and analysis of curriculum and instruction. The following appendices include detailed information about the instructional planning process:

Appendix E.1: Instructional Planning Process Overview Appendix E.2: Instructional Planning Reconciliation Process – Before the Year Begins Appendix E.3: Instructional Planning Process – Before the Grading Period Begins Appendix E.4: Instructional Planning Process Questions – Before the Grading Period Begins Appendix E.5: Instructional Planning Process – After the Grading Periods Ends Appendix E.6: Instructional Planning Process Questions – After the Grading Period Ends

Aligning and Writing Curriculum During this phase, district and campus staff review the district philosophy, mission, and goals, as well as the curriculum design philosophy. Grade level or course teams will meet to analyze the assessment data and to make recommendations for adjustments to the curriculum according to the results of the data. Teams will consider issues of mastery and complexity of learning within their grade level or course. Following these meetings, subject area committees will consider the recommendations of these teams and will review and revise the curriculum for horizontal and vertical alignment with respect to the data.

Revising Curriculum In accordance with the curriculum review cycle, teams will submit recommendations for curriculum revisions to the subject area committees. Document revisions or adjustments, such as clarification of objectives, resource references, or suggested activities will be made during the summer and before August 1. All documents will be published before the beginning of the next academic year.

Adopting and Implementing Textbooks and Instructional Materials The District will follow the state adoption cycle for review and purchase of textbooks and materials. Teacher committees will use district criteria to evaluate the state adopted resources in comparison to the district objectives. This will be completed between October and March of each year. A selection will be made based on the tightest alignment between materials and district objectives and on the effectiveness of teaching materials. Materials will be recommended to the Board of Trustees during the spring semester for district adoption and will be implemented the following academic year. Arrangements for training in the use of the materials will be made prior to the start of the next academic year. Textbook evaluation forms are provided in Appendix B.


6. Format and Components of Curriculum Documents

Requirements for Quality Curricular Control

(1) A rigorous written curriculum, in clear and consistent form, for application by teachers in

classrooms or related instructional settings (2) A rigorous taught curriculum that is shaped by and interactive with the written one (3) A rigorous assessed curriculum that is linked to both the taught and written curricula and that

includes the tasks, concepts, and skills for student learning (4) Technology, used for instruction, assessment, management, and the support of teaching and

learning, is also an integral component.

Curriculum Documents (TEKS Resource System) Curriculum documents consist of the following: ▪ Vertical Alignment Documents – These documents present aligned standards (including the

TEKS knowledge and skill statement and student expectations) among grade levels. Each standard includes specificity for each student expectation so instruction and standards are truly aligned between and among grade levels.

▪ Year at a Glance (YAG) – The Year at a Glance is designed to present a quick snapshot of the entire year’s instructional plan.

▪ TEKS Verification Matrix – This matrix ensures that all of the state standards are fully

accounted for in the CSCOPE curriculum system.

▪ Instructional Focus Document (IFD) – These documents logically group the specified standards into coherent units of instruction. They include a rationale to explain why the standards are bundled together, misconceptions, performance indicators, academic vocabulary, concepts, and key understandings.

▪ TEKS Clarification Documents - These documents provide further, more specific examples and guidance for aligning instruction with the Math TEKS.

▪ Performance Indicators – Performance Indicators are evidence of student attainment of and/or progression toward an identified standard(s).

▪ Unit Tests – Unit tests assess the specified student expectations as noted on the Instructional Focus Document. These assessments include a variety of items, including ones which are written in the format of the state assessment.

▪ Six Week Curriculum Based Assessments – Six week assessments will be administered to students in grades 1-8 following each six week grading period. The assessments will be aligned to STAAR.

▪ District Benchmark Assessments – Benchmark assessments measure student mastery of

state tested standards. These assessments are sources of data that are the basis for instructional decisions. They guide teachers’ instruction at appropriate levels of depth and complexity and also guide district and campus improvement of curriculum alignments and programmatic decisions.


7. Standards

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. It is the expectation of the District that learning will be enhanced by adherence to an aligned, articulated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. With this expectation, the PK-12 curriculum will be based on a core set of objectives that are clearly articulated and aligned to the graduate profile and to state standards in each discipline and/or course of study. Standards will be used to formulate measurable objectives that are set into a workable framework for teachers. In the Texarkana Independent School District, these desired student learning expectations begin with the essential knowledge and skills specified by the State of Texas (TEKS). In the core subject areas, vertical alignment teams analyze each knowledge statement in the TEKS and review the specificity added to each student expectation so that teachers will have a clear understanding of what students should know and be able to do on each grade level or in each course. These specified student expectations are the guiding force for curriculum, instruction, student assessment, and the teacher’s delivery system.


8. Assessment

Assessment Management Principles Effective disaggregation and use of student achievement data are critical to assessing student mastery of the learning objectives. Data driven instruction occurs when assessment data are used to guide instructional decisions at the student, classroom, grade, campus, and district levels. The assessed curriculum should:

▪ 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; ▪ Identify general achievement trends of various student groups; and ▪ Communicate progress to parents.

Assessment Components The assessed curriculum should include the following components:

▪ On-going classroom level assessment of student learning in a variety of formats ▪ A variety of tools to assess students, resources, and curriculum ▪ Adequate practice and assessment in the testing format (context) of required state assessments ▪ A district-wide criterion-referenced information management system that provides timely, efficient

assessment feedback to students, teachers, and administrators ▪ An assessment process that allows students to demonstrate and receive credit with no prior

instruction in a particular course ▪ A program evaluation component that guides curriculum redesign, instructional planning, and

programmatic decisions based on student achievement within each program area Notes:

See Appendix C.1 for the current District Assessment Calendar. See Appendices C.2 and C.3 for a matrix of assessment tools. See the TISD Assessment Plan for more additional information.


9. Professional Development

The program for professional development is focused on continuous improvement of instructional strategies and is designed to provide teachers with the tools and knowledge needed to teach the written curriculum. Professional development will provide for the following:

▪ Research-based training opportunities in the design and delivery of curriculum ▪ Induction training for new teachers ▪ Mentoring and coaching for all teachers ▪ On-the-job application of learning with follow-up and support ▪ Opportunities for teachers to share ideas and strategies ▪ The expectation that learning and improving is part of the job.

Note: See the TISD Professional Development Plan for additional information.


10. Monitoring the Curriculum

Curriculum monitoring is an evaluation process that occurs during every phase of the curriculum development cycle. All instructional staff members are responsible for monitoring the curriculum to ensure that the written, taught, and tested curricula are aligned. Teachers monitor through continuous evaluation of student performance data. Teachers identify the instructional needs of individual students and of groups of students and then modify instruction based on these needs. Throughout the year, teachers track the written curriculum, making notations for possible revisions to the written curriculum. Subject area departments or campus teams use data as a basis for collaboration and planning. As the instructional leader of the campus, the principal has the primary responsibility for monitoring the implementation of the written curriculum. Monitoring should occur through the following:

▪ Analysis of district and state assessment data ▪ Review of lesson plans and curriculum documents ▪ Individual conferencing ▪ Department or campus team meetings ▪ Classroom walk-throughs ▪ Formal observations (TTESS) ▪ Data Walks Process

Campus instructional coaches and curriculum coaches also are critical staff members in the monitoring process by stressing the importance of the written curriculum, by ensuring that resources are available, and by providing needed staff development in collaboration with School Improvement. District administrators monitor the curriculum through data analysis and provide periodic reports to the Superintendent and the Board of Trustees that project actions and summarize accomplishments.


Glossary of Terms

Curriculum

Curriculum in Texarkana ISD is defined as the knowledge, skills, concepts, processes, and attitudes to be taught and learned at the appropriate levels/area or in courses in our schools. The word curriculum refers to what is written, taught, and tested.

Curriculum Alignment

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

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 timeframes; and aligned resources.

Taught Curriculum

Taught curriculum refers to the delivery of the written curriculum. It is the process that is used by teachers to develop units of study, lesson plans, and/or approaches to instruction for teaching the written curriculum. Teachers follow the courses of study and instructional materials provided by the District, the essential knowledge and skills for each subject mandated by the state, and the scope and sequence developed by teachers and approved by the district.

Tested Curriculum

Tested 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. Teacher-made tests, district assessments and state assessments are congruent with what is written and taught.

Curriculum Design

Curriculum design refers to the act of creating the curriculum via specifications or templates.

Curriculum Delivery

Curriculum delivery refers to the act of implementing the curriculum, along with the identification of professional development procedures to assist in this implementation.

Context Alignment

Instruction and assessment are aligned with the format or testing protocol students must follow for success on an assessment.

Test Deconstruction

Test deconstruction is the act of taking test items and breaking them into smaller components, skills, knowledge, and content for teaching in smaller pieces and from which to adjust the curriculum or the work plan so teaching changes as a result. Deconstruction also involves the analysis of context.

Data Disaggregation

Data disaggregation refers to the act of analyzing student achievement data and other learning data to guide instruction, set goals, and monitor programs and curriculum.


Glossary of Terms (continued)

Written

Taught Tested

Curriculum Alignment Model


Appendix A

District Calendar

2016-2017


Appendix B.1

Textbook Evaluation and Selection

This Textbook Evaluation and Selection process has been developed

To make local decisions about materials selection

To use the TEKS as a focal point for analysis

To determine the degree to which the TEKS are met

To target areas that may need to be supplemented

To provide a process for review and discussion During the review process, teams will evaluate each textbook based on the Texas Essential Knowledge and Skills for that course. Teams will assign four scores to each Student Expectation based on subject area content, student experiences, teaching strategies, and assessment. (Note: Language Arts is used as an example.)

1) Language Arts Content Materials should develop students' abilities to:

Demonstrate the writing process

Read for appropriate comprehension and analysis of literature

Listen and speak effectively

Understand, analyze, and produce visual representations

2) Student Experiences Materials should consistently include activities that provide for:

Practicing the writing process

Reading to develop vocabulary, analysis, comprehension, cultural and research skills

Listening and speaking for a variety of purposes and audiences

Effectively communicating by and about visual representations.

3) Teaching Strategies Materials should promote:

Active student learning

Effective use of technology

A variety of research-based teaching strategies to address the needs of all students

4) Assessment Materials should include:

Multiple assessment tools

Objectives that evaluate the extent to which students can apply language arts processes to new situations

Textbook selection will be based on:

Scores determined by evaluation teams

Vertical alignment within the subject area


Appendix B.1 – continued

Sample Page from an Evaluation


Appendix B.2

Textbook Recommendation Form


Appendix B.3

Texas Textbook Proclamation Summary


Appendix C.1

Assessment Calendar

2016-2017


Appendix C.2

Matrix of Elementary Assessment Tools

Assessment Tool PK K 1 2 3 4 5

Texas Primary Reading Inventory x x x

Frog Street x

Circle x

TELPAS x x x x x x

STAAR, STAAR Alternate Reading x x x

STAAR, STAAR Alternate Math x x x

STAAR, STAAR Alternate Science x

STAAR, STAAR Alternate Writing x

STAAR A, STAAR L (Last time in December) x x x

At-Risk Assessment - Math x x x x

At-Risk Assessment - Reading x x x x

Local Benchmark Tests - Reading x x x x x

Local Benchmark Tests - Math

x x x x x

Local Benchmark Tests - Writing x x x x x x

Local Benchmark Tests - Science x x x x x x

Credit by Examination x x x x x x

STAR Reading and STAR Math RTI Progress Monitoring x x x x

OLSAT x x x

*NAEP (8th grade only in 16-17)

Program Assessments

Bilingual - ESL x x x x x x x

Gifted/Talented x x x x x x

Special Education x x x x x x x

Fitness Assessment x x x

Dyslexia x x x x x x x

*if selected to participate


Appendix C.3

Matrix of Secondary Assessment Tools

Assessment Tool 6 7 8 9 10 11 12

TELPAS x x x x x x x

STAAR Reading/ STAAR EOC English I - II x x x x x

STAAR Math/ STAAR EOC Alg. I x x x x

STAAR Science/ STAAR EOC Biology

x x STAAR Social Studies/ STAAREOC US History

x x

x

STAAR Writing

x STAAR-Alternate x x x x x x

Local Semester Exams x x x x x x x

Local Benchmark Tests - Reading/ELA x x x x x x

Local Benchmark Tests - Math x x x x x x

Local Benchmark Tests - Social Studies x x x x x x

Local Benchmark Tests - Science x x x x x x

Local Benchmark Tests - Writing x x x

Credit by Examination x x x x x x x

OLSAT x

TMSFA (3 times per year) x

ASVAB x x

PLAN x

PSAT x x

SAT x x x

ACT x x x

*NAEP x

Program Assessments

Bilingual - ESL x x x x x x x

Gifted/Talented x x x x x x x

Special Education x x x x x x x

Fitness Assessment x x x x x x x

Dyslexia x x x x x x x

Advanced Placement

x x x

*if selected to participate


APPENDIX D GUIDED READING PLANNING TEMPLATE

Guided Reading Planning Template

Text Title: __________________________________

Text Level: ________

Primary Standard:

Supporting Standard(s): (not required)

Pre

-Rea

din

g

Introduction Today you will be reading a… (name genre, brief summary similar to F&P

running record introduction)

Word Work and Vocabulary *High frequency words and/or sound

patterns needed to read the text with fluency;

derivatives *Choose words that holds meaning in the

text that a student must know to comprehend

the story, but could not figure out through

context, prior knowledge, or decoding

Comprehension Support Include the teaching point and a strategy for how students will apply it within this text level. Focus on one item that benefits ALL students in the group.

Thinking Job Specific book-based question that sets

students up to master the primary standard.

This is what the student needs to be

thinking/doing while reading.

Du

rin

g

Rea

din

g

Conferring Plan Identify students to confer with and skills to

teach based on running records and/or

formative data

Post

-Rea

din

g Discussion Questions and

Comprehension Application Questions to assess retelling of book Questions to assess Thinking Job Questions Within the Text, Beyond the Text, and About the Text From simple to more complex


Ex

ten

sio

n

Su

gg

esti

on

s

Related Tasks Ex: Writing/drawing to source prompt, Arts

Integration, re-tell the story, sequence the

story, create a Thinking Map, sketch a

prediction, dramatize selection, reinforce

High Frequency words, vocabulary, Phonics,

phonemic awareness skills

**Writing Prompt:

Text Title: ___________________________________________________ Text Level:

___________

Primary Standard:

re-R

ead

ing

Introduction

Word Work and Vocabulary

Comprehension Support

Thinking Job

Post

-Rea

din

g

Discussion Questions and Comprehension Application Writing Prompt

Text Title: ___________________________________________________ Text Level:

___________

Primary Standard:

re-R

ead

ing

Introduction

Word Work and Vocabulary

Comprehension Support

Thinking Job


Po

st-R

ead

ing

Discussion Questions and Comprehension Application Writing Prompt


APPENDIX E READING INSTRUMENTS PRE-K - 5


BEFORE THE ACADEMIC YEAR BEGINS

Reconcile the Year-at-a-Glance (YAG) with the District/Campus Calendar.

AFTER THE GRADING PERIOD ENDS

Reconcile the Year-at-a-Glance with the District/Campus Calendar. Analyze the unit assessment and six week assessment data for student strengths

and weaknesses. Complete an item analysis to determine common misconceptions and reasoning. Make instructional decisions regarding your findings. Begin the instructional planning process for the next grading period.

BEFORE THE GRADING PERIOD BEGINS

Review the TEKS Student Expectations on the YAG and the Instructional Focus Document (IFD) to determine the cognitive level and content specificity.

Use the TEKS Verification Document or the TRS search feature to determine the grading periods in which the SEs are taught.

Analyze the unit assessment to determine the concepts, knowledge, skills, context, and prior knowledge needed.

Analyze the performance indicators for content, process, product, and evaluation method.

Determine the type of formative assessment and the evaluation method. Plan the lesson and determine the research-based instructional strategies and

activities. Determine the qualities of choice that you will use to increase student

engagement.

APPENDIX F INSTRUCTIONAL PLANNING PROCESS OVERVIEW FOR TRS

Curriculum Management Plan - Texarkana … Curriculum Management Plan… · TISD Curriculum...

Documents

Transcript of Curriculum Management Plan - Texarkana … Curriculum Management Plan… · TISD Curriculum...