Curriculum+Processes

__Curriculum Process__ The curriculum process would maintain two documents, a K-12 scope and sequence and a curriculum guide for each grade level. Development and maintenance of the K-12 Scope and Sequence: 1.Unpack the Standards a.Grade level teachers analyze (unpack) the state and/or national standards to identify the essential knowledge, skills, and understandings. b.The essential knowledge, skills, and understandings are written as objectives. 2.Horizontal Alignment a.Grade level teachers identify the knowledge, skills, and understandings that they teach in their classrooms and consider to be essential. b.Those knowledge, skills, and understandings are compared to the objectives in the state and/or national standards (l.b.) to identify additions at each grade level. c.Grade level teachers write those additional essential knowledge, skills, and understandings as objectives and identify the essential vocabulary (common vocabulary). d.Grade level teachers organize the objectives according to the strands of the state and/or national standards. 3.Vertical Alignment a.Teachers work in their grade level groups (K-5, 6-8, and 9-12) to check and revise the scope and sequence by objectives in the strands for the gaps and overlaps, prerequisite knowledge, skills, and understandings, and essential vocabulary. b.K-12 teachers have conversations over the objectives in the strands to check and revise the scope and sequence for the gaps and overlaps, prerequisite knowledge, skills, and understandings, and essential vocabulary.

Development of the Grade Level and/or Course Curriculum Guide: 1. Objectives and Strands a.Determine if each objective is introduced, practiced, or mastered at the grade level. b.Decide if there are specific research-based instructional strategies that are required to be used by all teachers. c.Identify appropriate assessment(s) for each mastered objective. d.Identify the objectives where the state-administered assessments occur. e.Check for alignment to the district multicultural plan. f.Estimate the instructional time (class periods]. g.Identify possible resources: textbooks, manipulative, supplemental materials, technology, software, and websites. h.Identify possible teaching strategies for the core, reteaching, and enrichment. 2. Curriculum Map a.Sequence and pace the content in the Grade Level and/or Course Curriculum Guide.

__Possible Curriculum revision cycle:__ 2009-10Language Arts 2010-11Math 2011-12Science & Personal Health and Physical Fitness 2012-13Social Studies & Foreign Language 2013-14Departmental Curriculum Reviews 2014-15English Language Arts & Visual and Performing Arts 2015-16Math & Vocational Education

__Curriculum Management Process__ for adopting, implementing, evaluating, and revising the district's curriculum in all areas of instruction: What: Continuously evaluate listed strategies and resources to be sure that they meet curriculum needs. Evaluate student performance on assessments to determine if changes are needed in instruction. Teachers annually revisit each curricular area that they teach, and review the Grade Level and/or Course Curriculum Guides and Maps. How: Grade Level Meetings at K-5 (Possibly have each teacher present a strategy idea once a year for one of the curricular areas. This would be at district-level school improvement meetings, so the rural teachers would be included.) Department Meetings: one at 4-12,at 6-12,at 9-12 (The steering committee could create a list of questions to be answered at the 4-12 meeting.) PLCs Teachers' Meetings Writing Scoring Textbook Selection