1. Music Crosswalk Document Tutorial
Office of Teaching and Learning
Colorado Department of Education

2. Standards Implementation Team
Teaching and Learning Consultants
Office of Standards and Assessments
Dr. Brenda Barr
Social Studies Content Specialist
Liliana Graham
WIDA
Barry Cartwright
Science Content Specialist
Mira Monroe
Melissa Colsman
Expanded Evidence Outcomes
Math Content Specialist
Gena Feury
Angela Norlander
Literacy Content Specialist
Standards Specialist
Karol Gates
Arts Content Specialist
Prevention Initiatives
Karen Connell
Dr. Teresa Yohon
Comprehensive Health
Educational and Instructional Technology Specialist
Terry Jones
Physical Education

3. Understand the design and purpose of the music crosswalk documents

4. Phases of Implementation for Colorado’s Revised Academic Standards
Awareness & Dissemination:
Building Readiness
Transition:
Moving to the new standards
Implementation:
Making Meaning
Transformation:
Changing Teaching and Learning
The Office of Teaching and Learning in conjunction with the Office of Standards and Assessment have partnered for the creation of the dissemination and implementation timeline of support from CDE. The purpose of this short overview is to let districts and organizations know when and what they can anticipate in the form of support as we begin this process.
Phase One: consists of the initial awareness and dissemination of the standards. While hardcopies, both PDF and Word, of the standards may be obtained from the CDE website under the Office of Standards and Assessment. The process will continue to create an interactive, searchable platform for the next generation of standards. This “new” portal will allow individuals to search by grade level, content area, and key words. This is an anticipated resource that is currently being created.
Phase Two: consists of the creation of alignment tools and resources. This phases consists of “unpacking standards” and making critical connections between content areas. Tools will be created in partnership with districts that can be used throughout the state and tailored to individual districts. More details will be shared in the next slide.
Phase Three: consists of the implementation period of support. This essential and critical piece will be an area of emphasis. This is the phase in which the teaching and learning cycle are testing and refining implementation to reflect the innovation, depth, and rigor of the revised Colorado Academic Standards.
Phase Four: This is the final phase in which the teaching and learning cycle has been transformed to reflect 21st Century skills and reflect graduates that are post secondary and workforce ready.

5. Standards Crosswalk Documents Purpose Re-Cap
To allow for an “at a glance” comparison of content between the previous and revised Colorado standards.

6. Standards Crosswalk Purpose
What the crosswalks do:
Provide educators, parents, community members, vendors and Colorado citizens a tool that illustrates key changes in Colorado’s standards

7. Standards Crosswalk Documents
Parameters of the documents:
Compare only grade level expectations and evidence outcomes with the 2000 Grade Level Suggestion arts documents
Does not compare key features of 21st century connections and PWR
Does not “unpack” standards
The organization and intent have affordances and limitations
PWR- refers to Post Secondary and Workforce Readiness Skills

8. Layers of alignment Standard to standard Standard to curriculum
Rigor to rigor
Content to content
As districts begin this process the new academic standards require more analysis and reflection/ A simple crosswalk between the old and new just won’t suffice. This set of standards needs multiple layers of analysis in order to fully meet their potential for implemenation
Standard to Standard Comparison
• Comparison of current standards to new
standards
Standard to Curriculum Comparison
• Comparison of current district level curriculum
to new standards
Content to Content Comparison
• Comparison of shared connections found at
each grade levelPast alignment activities may have only been one or two of the layers of comparison.
Without the third, content to content, we lose the opportunity to build true depth of understanding as brain research shows, finding connections between content enables learners to grasp significant ideas and concepts more quickly and readily.

9. Crosswalk Documents Crosswalk Document
Standard Grade Expectation Referent District Notes Intention Implication
Crosswalk Documents
Example of one tool that has been created: This is the social studies crosswalk document.
Standard and grade reflect the content area standard and grade level for each set of expectations and evidence outcomes.
The referent indicates what the particular content area used as a point of comparison for the crosswalk. For example, the arts used a Suggested Grade Level Expectations document whereas reading, writing, and communicating used the CSAP assessment frameworks. Rationale for each content area referent is included in the content specific crosswalk information section that follows.
District curriculum notes and implications allow the crosswalk to become a working document. Just as the crosswalk working groups used a common referent for comparison, districts can use their curriculum guides to cross reference the revised standards. The implications portion of the crosswalk allow users to consider the impact of changed content for districts and schools, such as revising curriculum or professional development for teachers.
Like the other crosswalks, the first column of the social studies crosswalk is labeled "District Curriculum Notes" and is meant to allow for an analysis of the districts current curriculum alignment to the new evidence outcomes.  The next two columns are labeled "Intention"  and "Implications" and are meant to facilitate district team discussions regarding the following:
The concepts and skills intended in the new document.
What, if any, attention should be placed on implementation needs. In other words, what should students know and be able to do and what resources (i.e., time, materials, training, etc.) are needed in order to implement this evidence outcome?

10. Standards Crosswalk Documents
Music
Used May 2000 Suggested Grade Level Expectations document for comparison
Preschool evidence outcomes were not compared
Grade Level Expectations were not coded
Four colors for coding-green, yellow, orange, red

11. Color Coding System
A four color code system was used to illustrate the degree of alignment between the revised evidence outcomes and the May 2000 Suggested Grade Level Expectations
Green – A concept or skill that was present in the previous standards.
Yellow – A concept or skill that has changed
Orange- A concept common in practice but not found in old standards because the format is fundamentally different
Red – A new concept or skill to the standards

12. HS Music Crosswalk Example

13. Where can you find the crosswalks?
We will move to the website now by linking to each content specific document.
Remember each content may look different depending on the needs and available resource for a particular content. This is a way to model differentiation for content mush as we differentiate based on student need.

14. Phases of Implementation for Colorado’s Revised Academic Standards
Awareness & Dissemination:
Building Readiness
Transition:
Moving to the new standards
Implementation:
Making Meaning
Transformation:
Changing Teaching and Learning
The Office of Teaching and Learning in conjunction with the Office of Standards and Assessment have partnered for the creation of the dissemination and implementation timeline of support from CDE. The purpose of this short overview is to let districts and organizations know when and what they can anticipate in the form of support as we begin this process.
Phase One: consists of the initial awareness and dissemination of the standards. While hardcopies, both PDF and Word, of the standards may be obtained from the CDE website under the Office of Standards and Assessment. The process will continue to create an interactive, searchable platform for the next generation of standards. This “new” portal will allow individuals to search by grade level, content area, and key words. This is an anticipated resource that is currently being created.
Phase Two: consists of the creation of alignment tools and resources. This phases consists of “unpacking standards” and making critical connections between content areas. Tools will be created in partnership with districts that can be used throughout the state and tailored to individual districts. More details will be shared in the next slide.
Phase Three: consists of the implementation period of support. This essential and critical piece will be an area of emphasis. This is the phase in which the teaching and learning cycle are testing and refining implementation to reflect the innovation, depth, and rigor of the revised Colorado Academic Standards.
Phase Four: This is the final phase in which the teaching and learning cycle has been transformed to reflect 21st Century skills and reflect graduates that are post secondary and workforce ready.