Scrolling: Do You Know

why schools started scrolling? As a TIF school, Fountaindale teachers began unpacking the Danielson Framework for Teaching during professional development sessions. When reading the expectations for Domain 1, the teachers began asking how they could achieve proficient or distinguished levels of performance (considering scope and sequence and county assessment expectations). Tapping into the expertise of our CES Coach, Dr. Mary Helen Spiri, we brainstormed ways to assist teachers in knowing the standards in such a way that they could develop a curriculum, from the standards, with a cohesive plan. The result was the birth of scrolling mapping out standards on post-it notes across a long roll of paper which became a process of teacher empowerment, leading to student achievement. how scrolling is different than long range planning or a scope and sequence? Develops a deeper understanding of the standards Allows for authentic integration of content Ownership of curriculum Empowerment to make instructional decisions based on your students what makes sense? Flexible, but rigorous pacing (efficient and effective) Offers more opportunity for transfer (application of skills, not in isolation) how the scrolls are used? This is an on-going process Post-it notes can easily be moved/added based on reflection Eliminates day by day planning from one activity to the next- Grade levels use the scrolls to look ahead at chunks of time to plan units/assessments that make sense Accountability- meeting the demands of CCSS why we dont just use the work another school has already completed? Each schools scroll is unique to their students and their teachers There is great power in the process of scrolling as professionals engage in conversations about what makes sense in a standards based approach to instruction. Examples of conversations/questions include: o What is expected of this standard? (teachers respond by unpacking the standard) o In looking at our data, what do we need to teach more of, what can we teach less of? o Where are the opportunities for authentic integration of STEM, PBL, arts, etc. o How can the backwards mapping process support disciplinary literacy and authentic integration? o What is enduring and essential? o How will the standards be assessed; how will students demonstrate mastery of standards? o Have we honored rigor in process, content, and performance? o How can we use available resources to support student learning? Teachers are professionals who should be empowered to make decisions about curriculum and instruction.

 how the scrolling process has evolved at Fountaindale? 2011-2012 2012-2013 No process for scrolling Based on reflection, successes, and data, a process began to emerge. Wrote standards on post-its and Began with Science and Social arrange how you see fit Studies as the backbone. Post-its included content standards only Post-its included content standards, PBL, STEM, and arts integration.

2013-2014 Process continues to emerge with teams tuning each others scrolls Began with Science and Social Studies as the backbone, as well as Post-its included content standards, PBL, STEM, and arts integration, transfer goals, EUs, EQs, SLOs, PTD, co-teaching opportunities, vertical opportunities, assessment opportunities

Teachers utilized grade level scrolls during planning and CFIP to arrange for instruction Reflected on the process, curriculum, and instruction in June to make adjustments for the next year 2011-2012: o Began 2012-2013: 2013-2014: