Activity Directions: Scope and Sequence

· Cut apart all the standards and benchmarks for each grade level into strips, and place in a separate envelope for each grade level. (Reuse the strips from Getting Started Progressions Activity if you have them.)

· Chart paper

· markers

· tape

· scissors

· Set up digital access for all participants to the Scope and Sequence Template, by grade level, with standards and benchmarks already filled in. 

1. Ask participants to work in teams that teach similar content, such as by grade-level or course, if the numbers allow. Otherwise, have participants work in pairs (if possible) on one grade level or course at a time. 

2. Review the analysis of the standards and benchmarks from Getting Started: Grade level benchmarks

3. Give each group a packet of the strips of the standards and benchmarks for a grade level, a piece of flip chart paper, pack of post-its, a marker, and tape.

a. Collaborate to identify benchmarks that would work well together and could be assessed for mastery in a unit of study. (Note: in the next activity, participants will map out when each benchmark is introduced, mastered, and assessed. For now, concentrate only on when they will be mastered.) Some considerations that could be used to guide bundling are:

i. Logical progression of concepts and skills (reference previous work done on progressions in Getting Started)

ii. Big ideas or themes

iii. Essential questions

iv. Contexts such as current events (e.g. elections, Olympics, seasons, holidays, performances)

v. Fit with a performance assessment or task

vi. Concepts, skills and units in other content areas

b. Group the strips together on flip chart paper. Use post its to note the unifying reason for the bundle (theme, big idea, project-based assessment, etc.) 

c. Review their bundles and make adjustments if relevant. When the group feels comfortable with the bundles, secure them with tape.

4. Give participants the opportunity to ask the group clarifying questions or share an aha that they had during the activity.

1. Compare bundles across grade levels and note where benchmarks being mastered at a grade level are introduced or revisited in other grade levels. 

1. Revisit the bundles from the previous activity. Cut apart the chart paper into bundles of benchmarks/units. Ask participants to begin to plan scope and sequence, and place the bundled benchmarks in an order for the year. Encourage participants to make notes about rationale using markers and post-its. 

2. Compare the existing Standards Alignment Chart and the bundles of benchmarks. Note areas of difference.

a. Comparing the Chart and the bundles, what differences do you see? What consequences (both positive and negative) might these changes have for students? For adults?

b. Are there benchmarks that aren’t currently being taught or assessed? If so, has that been addressed in the proposed bundles?

c. Would the timing of assessment of mastery of any benchmarks shift significantly? What are the implications of that?

d. How will the new scope and sequence support our implementation of evidence-based instructional practices? 

3. In small groups, based on the bundles, develop the scope and sequence of all benchmarks in the Grade-Level Benchmark Planning/Tracking Chart referencing the completed Standards Alignment Chart as you work. For each benchmark, identify: 

a. what unit it is embedded in, 

b. the summative assessment activity or product, and 

c. evaluative criteria (what mastery looks like.)

4. Keep working on planning the scope and sequence for each benchmark until there is a full plan for each benchmark statement, including identifying when and where each benchmark is

a. introduced, 

b. developed,

c. mastered, and 

d. reviewed

5. Use this document to guide work in the next activity, Unit Planning.