Scope+and+Sequence

=Scope and Sequence: Curriculum for 2009-2010 = Quarter 1 Juniors Assess by Sept. 22 ? Pull-Out Sept. 25 || OCT. || "A & P" (reading/literary) || Begin Week 1 Assess by Oct, 2 || Assess Quarterly || NOV. || The Catcher in the Rye || Begin Sept. 21 Begin present. Oct. 26 Assess by Nov. 5 ||
 * Week || Reading and Writing || Notes ||
 * SEPT. || Baseline Essay (writing) || Teach Critical Reading
 * SEPT. || Baseline Essay (writing) || Teach Critical Reading
 * SEPT.-
 * ALL || Roots || Weeks 1-18
 * SEPT.-

Quarter 2 Juniors Pull Out Dec. 17 ? ||
 * Week || Reading and Writing || Notes ||
 * ALL || Roots || Weeks 9-18 ||
 * || The Crucible ||  ||
 * || Benchmark Essay || Assess by Dec. 15
 * ALL || Roots || Weeks 9-18 ||
 * || The Crucible ||  ||
 * || Benchmark Essay || Assess by Dec. 15

Quarter 1 Seniors Assess by Sept. 15 ? Pull-Out Sept. 18 || Quarter 2 Seniors Pull Out Jan. 14? ||  ||   || =Scope and Sequence for the Course =
 * Week || Reading and Writing || Notes ||
 * SEPT. || Baseline Essay (writing) || Teach Critical Reading
 * SEPT. || Baseline Essay (writing) || Teach Critical Reading
 * Week || Reading and Writing || Notes ||
 * ||  || Benchmark Essay || Assess by Jan. 12
 * ||  || Benchmark Essay || Assess by Jan. 12
 * ||  || Benchmark Essay || Assess by Jan. 12
 * ||  || Benchmark Essay || Assess by Jan. 12
 * ||  || Benchmark Essay || Assess by Jan. 12
 * ||  || Benchmark Essay || Assess by Jan. 12

"Common pacing is a prerequisite for common formative assessments, which we believe are some of the most powerful tools for improvement available to schools" (DuFour 52). Common essential learning, pacing guides, and assessments also allow the team to implement a system of interventions because they have a more focused approach to learning (DuFour 82-83).

"One of the most significant barriers to clarity regarding essential learning for students is curriculum overload (Consortium on Productivity, 1995; Reeves, 2004). One analysis concluded it would take up to 23 years to cover adequately all the standards that have been established at the state and national levels (Marzano, 2003). As a result, individual teachers are constantly making decisions regarding what to omit in their classrooms, making it difficult for subsequent teachers to know what has been taught and what has not (Stevenson & Stigler, 1992). If teachers work together to make these decisions, they can establish a curriculum that can be taught in the alloted time, and they can clarify the scope and sequence of the curriculum with colleagues who teach the preceding and subsequent courses or grade levels" (DuFour 52).

//An example from an English team: Scope and Seque//