Example of Kindergarten Sequence (click on image for a larger view)

This was a component of the curriculum that was written for Adams Spanish Immersion in 1994.  I used this curriculum from that time, with adaptations over the years, until I left in 1999.  This portion of the curriculum was developed in conjunction with a larger curriculum mapping project that involved all school curricula.  I worked with other technology specialists in the district and with school staff to align this development with best practices, district goals and school-wide curriculum and program goals for outcomes and Spanish language development as it was being used in an immersion setting.  Since I have left Adams, there have been three other computer teachers and I couldn't find any record of the curriculum there.  I thought I had the full curriculum on disk - but I have not been able to this point to find the correct one. I could only find a portion of it.  I have included the parts that I could locate. 

The Administration Political Competencies include:

• Political Competencies Reflection (covers competencies 2, 4, 5, 7 and 19)
  

• Information Collection (Competency 2)

• gather data and facts from a variety of sources about families, students, parents, staff members, administrators and community members:  I had to work with a variety of district resources and staff to develop the curriculum as noted in the description
  
• seek knowledge about policies, rules, laws, precedents or practices:  part of the process above was working with others to determine the district parameters for technology instruction at that time.
  
• manage data flow:  I had to develop a scope and sequence that encompassed a wide range of student ages and requirements.  I had to be very careful to include all the information and to organize it sequentially.
  
• classify and organize information for use in decision making and monitoring information: see above. The scope and sequence is also by definition a process for making desicions during the development and from that point on.
  

• Judgment (Competency 4)
  

1. reach logical conclusions by making quality, timely decisions based on the available information:  see above.
   
2. demonstrate adaptability:  I had to use adaptability in the development of the scope based on time constraints both during the development and during the implementation when adaptations had to be made for time, resource, reconsideration and other reasons.
   
3. give priority to significant issues:  A scope and sequence is a process of defining what is significant and what is now.
   

• Organizational Oversight (Competency 5)

1. 
   
2. schedule the flow of activities:  The scope delineates activities over a 7 year continuum

The English as a Second Language standards include:

• 3A. An English as a second language teacher demonstrates a high level of proficiency in English commensurate with the role of an instructional model and develops an awareness of the process of formal language learning by learning a second language through two years of second language instruction in a high school setting or one year of second language instruction in a postsecondary setting, or the equivalent.
• 3B. An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of the
• students with limited English proficiency. The teacher must:
• 3B(1) demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of limited English proficiency students;
• 3B(2) be able to adopt appropriate learning materials and adapt teaching strategies to meet the second language needs of students with limited English proficiency in a school setting; and
• 3B(3) understand the developmental progression and range of individual variation of students with limited English proficiency in the context in which taught.
• 3C An English as a second language teacher uses various content-based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting. The teacher must:
• 3C(1) understand how limited English proficiency affects learning; and
• 3C(2) understand that both language learning and subject matter content are essential to student success in an academic setting.
• 3D An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must:
• 3D(1) understand that cultural practices may differ and that these differences may affect the way students learn;
• 3D(2) understand schools as organizations within the larger community context and that successful communication with parents must be undertaken within that larger socio cultural framework;
• 3D(3) understand how the student's environment, including family circumstances, community systems, and health and economic conditions, may influence learning; and 3D(4) work with other professionals to improve the quality of educational services provided to students with limited English proficiency.
• 3E An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must:
• 3E(1) understand the differences between literacy development in the first language and the second language, and the implications for teaching second language learners;
• 3E(2) understand how to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum; and
• 3E(3) understand and use a variety of communication techniques and be able to use verbal, nonverbal, and multimedia and other technology based resources that enhance student learning.
• 3F An English as a second language teacher understands and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency. The teacher knows and uses criteria for determining the readiness of students to enter and exit limited English proficiency programs. The teacher must:
• 3F(1) understand the characteristics, uses, advantages, and limitations of formal and informal second language assessment techniques;
• 3F(2) understand the limitations of using traditional assessment procedures in the identification and placement of students with limited English proficiency in academic programs, including gifted and special education programs;
• 3F(3) understand second language assessment including item and test construction methods appropriate for students with limited English proficiency; and
• 3F(4) know how to administer, interpret, and explain the results of standardized tests and alternative methods of assessment to students with limited English proficiency, the students' parents, and to colleagues.
• 3G An English as a second language teacher understands the contributions of general and applied linguistics to second language education. The teacher must:   
• 3G1 understand basic linguistic concepts;
• 3G(2) understand features of English including phonology, morphology, syntax, and semantics;
• 3G(3) relate knowledge of English to other languages; and
• 3G(4) understand the history and development of the English language.
• 3H An English as a second language teacher understands the fundamentals of the first and second language acquisition processes and their similarities and differences. The teacher must:
• 3H(1) understand the processes of first and second language acquisition; and
• 3H(2) understand that there are similarities and differences between child, adolescent, and adult language acquisition.
• 3I An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must:
• 3I(1) understand cultural pluralism in the United States, how cultural and social differences are reflected;
• 3I(2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States; and
• 3I(3) understand how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom.
• 3J An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of English as a second language in kindergarten through grade 12 must:
• 3J(1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;
• 3J(2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education;
• 3J(3) develop curriculum goals and purposes based on the central concepts of English as a second language and know how to apply instructional strategies and materials for achieving student understanding;
• 3J(4) understand the role and alignment of district, school, and department mission and goals in program planning;
• 3J(5) understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;
• 3J(6) know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;
• 3J(7) understand the role and purpose of co-curricular and extracurricular activities in the teaching and learning process; and
• 3J(8)  apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models.
  

The French Modern Language standards include:

• 6C. develop curriculum goals and purposes based on the central concepts of language and culture and know how to apply instructional strategies and materials for achieving student understanding of the language and culture; 

The Keyboarding standards include:

• §3A(2) knowledge of keyboarding, including techniques, ergonomics, skill development, and editing;
• This was a curriculum I developed from several other sources.  It was for a K-6 immersion program where I taught prep classes of 50 minutes a piece either for the entire year or for extended blocks of time depending on the year.  This curriculum was developed as part of the entire schools curriculum updating as well as the need for a new curriculum to go with our new computer lab.  I worked in collaboration with the rest of the staff to build on what they were doing in the mainstream classroom and also worked specifically on particular skills in keyboarding and when they could be wroked into the scope and sequence.  I could not find a complete copy of the curriculum or the materials that I used to develop it.  The skills were adapted from a source that the district provided if my memory serves me correctly, but I adapted them to the time frame and grade levels as was possible using the parameters in place at the time of development. 
  
• §3A(3) knowledge of computer applications, including word processing, graphics, multimedia presentations, the Internet, and electronic mail.
• In order to develop and adapt this scope and sequence to the needs of the particular program I was using it in, I needed to be aware of certain concepts such as the physical growth of students, their cognitive abilities, the computer and their use, and the software available as well as their possible use within those parameters.   (a simple web search provides numerous examples:  Washougal Public Schools, Phoenix Public Schools, Nebraska Department of Education Position Paper on Keyboarding [other resources from Nebraska], from my home town of Bismarck, ND as well as sources in Minnesota:  Minnesota State Plan for Technology, and the Cy Pres Settlement Program that has provided varying dollar amounts to school districts and charter schools.  These are all elements that could come in handy when planning for a scope and sequence at the present time.  I relied on similar documents in the creating of this document.
  
• §3B(2) understand and apply the research base for and the best practices of teaching keyboarding and computer applications to students in grades kindergarten through 8;
• This scope and sequence was a research based process in that some of the materials were provided and others had to be sought out using the internet to find resources.  It was applied every day in my classroom.  
• §3B(3) develop curriculum goals and purposes based on the central concepts of keyboarding and computer applications and know how to apply instructional strategies and materials for achieving student understanding of this discipline;
• As the only computer teacher at Adams, I was responsible for the curriculum writing for computer technology.  I developed this collaboratively with other staff.  This was either supported or modified over time based on available software (see all subtabs of Tab 22:  Software Resources) and hardware issues (see Tab 14.9:  New Computer Lab). 
  
• §3B(4) apply the standards under part 8710.2000 to teaching keyboarding and computer applications to students in grades kindergarten through 8 in a variety of clinical experiences.
• This was a position that I held from 1994-1999.  I applied the standards from grades K-6 every day as it was a rotating prep class (Tab 14.12: Prep Schedules) for the entire school.  Additionally, as noted above, I worked with the Read 180® implementation where I worked in classrooms K-12, but mainly in grades 7-9 (see  Tab 3.2:  Read 180® Intervention Convention).

Resources:

• Incomplete copy of final scope and sequence (Unfortunately, I couldn't find a final version on my old 800K disks!)