Curriculum Review

Curriculum Review

The Curricular Review Cycle is intended to be  a systemic  approach that establishes procedures for the design, delivery, and evaluation of all curricula. It holds the vision and philosophy of teaching and learning at Graded School, and serves to outline the goals, processes, and positions involved in designing, developing, evaluating and revising quality curriculum documents.

Philosophical Framework of Curriculum Design Graded is committed to continuous improvement of the teaching and learning process so all students will have the knowledge, skills, concepts, processes and attitudes to participate as global citizens in the 21st century.  Through the implementation of quality teaching and learning we provide an aligned, robust curriculum.  At the heart of this plan is effective and efficient curriculum mapping in an effort to ensure:

  • A curricular system that is efficient, effective and sustainable
  • A means to measure improvement in student success
  • The institutionalization of mapping as a process for ongoing curriculum and assessment review
  • A means to drive professional learning of the Graded community

A Focus on Continuous Improvement

Each year, a curriculum cohort consisting of PP-12th grade classroom teachers that have been identified as curriculum area leaders, team representatives, and administrators will closely examine the disciplines that are due for curricular review. This does not serve to replace the ongoing cycle of improvement that is reflected in revised units and lessons that are continuously documented in Rubicon Atlas.
Responsibilities during the review will be to examine the following components of each discipline area: Philosophy, Goals, Standards/Benchmarks, Course Description, Learner Outcomes, Curricular Materials, Technology Integration, Assessment Results and Instructional Methods. The curricular review is intended to clearly communicate a focused process of revision that alleviates both budgetary and time pressures.

Focus

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

Stage One 1. Draft/revise a philosophy statement and program goals. 2. Conduct an analysis of the curriculum currently in place. 3. Research current trends, issues or opinions for your content area. 4. Identify power standards and indicators for the content area by grade or course level. 5. Develop scope and sequence curriculum maps. 6. Identify/develop learning outcomes and measurement strategies to evaluate learner outcomes. (benchmarks) 7. Identify/Select/Develop instructional materials Language Arts

Science

Social Studies

Mathematics

ELL

OLC

World Languages

Social Studies

Physical/Health Education

Counseling

Library

Fine Arts

Language Arts

Science

Fine Arts

Athletics

Information Communication Technology (standards only)

Stage Two:

1. Identify best research based instructional strategies for your content area.


2. Provide/seek staff development on content and grade level specific instructional strategies.


3. Create, revise  units to align with new content standards and benchmarks.


4. Begin full implementation of new curriculum and materials by 2nd semester.

Language Arts

Science

Mathematics
ELL

OLC

World Languages

Social Studies

Physical/Health Education

Counseling

Library

Stage Three: 1. Continue to implement new curriculum and materials, analyzing student achievement data.

2. Monitor and revise learning outcomes and benchmarks.


3. Continue to develop/revise units aligned to content and ICT standards and benchmarks given data analysis findings.

Language Arts

Science

Mathematics ELL

OLC

World Languages

Social Studies

Physical/Health Education

Stage Four: 1. Fully implement new curriculum and materials, analyzing student achievement data.

2. Monitor and revise learning outcomes and benchmarks.


3. Continue to develop/revise units aligned to content and ICT standards and benchmarks given data analysis findings.

Language Arts

Science

Mathematics

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