Curriculum Development

And Program Evaluation

Process

Approved by Board of Education on June 14, 2004.

! !

!

2!

!

Table of Contents

WGSD Curriculum Review and Program Evaluation Plan 3

Curriculum Development Cycle 4

Organization of Curriculum Committees 5

Roles and Responsibilities in the Curriculum Development Process 6-7

Curriculum Coordinating Council Roles and Responsibilities 8

Membership of the Curriculum Coordinating Council 9

Program/Curriculum Evaluation Process 10-11

Appendix A-Curriculum Cycle Checklist 12 Appendix B-Curriculum Review Worksheet 13 Appendix C – Format for Curriculum Guides 14-15

Appendix D – Curriculum Committee End of Year Report Format And Curriculum Committee Annual Program Review Report Format 16-17

Appendix E – Cycle for extensive Program Evaluations 18-19

Appendix F – Role of Curriculum Coordinators 20-21

Appendix H – Board Motion and Vote for Approval of Plan 22-23

! !

!

3!

!

Webster Groves School District Curriculum Review and Program Evaluation Plan

The Curriculum Review and Program Evaluation Plan provides a process for the District to develop and revise written curriculum, instructional programs, and assessment plans which are congruent with the District’s mission. It also articulates a process for ongoing program evaluation. Through this process curriculum and instruction are reviewed, written, implemented, monitored, evaluated, and revised regularly. Revisions are based upon curriculum effectiveness, student and community needs, State and federal requirements, and national standards.

The curriculum review and program evaluation process provides a systematic methodology for curricular articulation through the grade levels to assure continuity of learning, practice, reinforcement, and extension of knowledge, skills and competencies. The Curriculum Review and Program Evaluation Cycle allows for timely updating of the curriculum guides and instructional materials and practices.

Board Policy IF “Curriculum Development,” requires that a systematic plan be established whereby each curricular area is reviewed. All curriculum areas are reviewed annually. (See Appendix D for report format.) In addition an intensive review is completed every five years.

! !

!

4!

!

Curriculum Development Cycle

The curriculum development and review is an ongoing process. Redesign and revision of K-12 curriculum follows a five phase process through which different content areas receive priority attention on alternating years. (See Appendix A for curriculum cycle checklist and the calendar of curriculum development and implementation.) Phases may overlap or change direction depending on the needs of the curriculum area and the needs of the students. Throughout each phase research on best practice, analysis of student data and professional development are used to support the work completed. The phases include:

Research Review and Extensive Program Evaluation Research on best practice and standards from local, state, and national organization are reviewed. Student achievement data on curriculum goals are also reviewed and analyzed. The K-12 scope and sequence is also reviewed. This research step results in a list of recommendations and commendations for future goals and actions to improve instruction and student learning.

Write or Revise The K-12 scope and sequence and grade level/course learner outcomes are written and/or revised as needed. Assessments are also developed as needed to monitor student achievement. Throughout this phase research on best practice, analysis of student data, and professional development are used to support the work completed.

Materials Selection Instructional materials are reviewed and identified for purchase as needed. Purchases are made as soon as funding is identified. Throughout this phase research on best practice, analysis of student data, and professional development are used to support the work completed.

Implementation and Professional Development New curriculum, materials, and assessments are implemented with ongoing professional development provided. During this phase materials, curriculum, and instructional strategies may be piloted and/or revised. Throughout this phase research on best practice, analysis of student data, and professional development are used to support the implementation of new curriculum, materials, and instructional strategies.

Full Implementation and Professional Development All aspects of the curriculum are fully implemented with ongoing professional development provided. Throughout this phase research on best practice, analysis of student data, and professional development are used to support the instructional process.

! !

!

5!

!

Organization of Curriculum Committees

• Interest, experience, and expertise of the individual relative to the specific

curricular areas are considered when selecting representatives.

• One certified staff member from each school in which the subject is taught will serve on each committee. Every attempt will be made to have representatives from every grade level PreK-12.

• The High School Department Chairperson for this subject will serve on the committee if applicable

• As appropriate, certified staff in counseling, library media center, technology, special educators, reading specialist, gifted specialist, etc. will be consulted with and/or serve on the committee.

• In most cases co-chairs will be curriculum coordinators, department chairs, and or teachers. In curriculum areas where there is no curriculum coordinator, an administrator will provide support for the teacher co-chair.

• A principal or assistant principal will serve as an administrative liaison to the committee.

• Parents, students, and other community members will be selected from each school when the committee is engaged in extensive program evaluation.

• The Assistant Superintendent for Curriculum and Instruction will oversee and coordinate activities of all curriculum committees.

! !

!

6!

!

Roles and Responsibilities in the Curriculum Development Process

Co-Chair(s) will:

1. Serve as a content and process specialist; 2. Contact local, state and national organizations for standards, goals, best practice; 3. Disseminate research data to committee members and assign reading to members; 4. Arrange school visits as needed; 5. Lead discussion groups on implications of research; 6. Invite appropriate staff, i.e. technology specialist, reading specialist, librarians, etc.,

to provide input as needed, 7. Seek local area specialists, as appropriate, to provide input for professional

discussion in the content area, 8. Work with administrator/curriculum coordinator co-chair to schedule and conduct

meetings; 9. Insure that the committee incorporates ways in which technology improves

instruction in the content area; 10. Share responsibility for the timely completion of the products of the committee

members, materials/textbook selection, professional development, and implementation;

11. Lead discussion on qualities in text/materials which are needed to support quality instruction;

12. Oversee evaluation and identification of materials recommended for adoption; 13. Submit the annual end of year report; 14. Examine issues related to differentiated instruction; 15. Lead the presentation to the Board of Education.

Assistant Superintendent for Curriculum and Instruction will:

1. Coordinate plans for curriculum and program review 2. Serve as a process specialist; 3. Establish parameters for the committee 4. Meet with the co-chairs regularly 5. Negotiate with textbook publishers 6. Submit documents to the System-wide Administrative Team for review 7. Serve as ex-officio member of subject area committees 8. Submit information to the Curriculum Coordinating Council and Board of Education

for review; 9. Develop a budget to meet the needs of the curriculum area;

! !

!

7!

!

10. Assist with coordination of professional development; 11. Establish the committee membership with the assistance of the curriculum coordinators 12. Share responsibility for coordinating the products of the committee; 13. Contact appropriate parties to provide professional development as needed; 14. Assist with the contact of publishers to acquire materials as needed. 15. Provide the resources and data needed to complete the responsibilities of the committee

! !

!

8!

!

Curriculum Coordinating Council Roles and Responsibilities

In December 2002 the Curriculum Coordinating Council reviewed and updated their roles and responsibilities for the district. The roles and responsibilities of the Curriculum Coordinating Council are to:

• Receive updates on the progress of district curriculum committees, textbook selection committees, and program evaluation committees;

• Share information regarding curriculum and program evaluation committees with their constituents;

• Review program evaluation reports based on adopted standards before they are submitted to the BOE for approval;

• Review newly developed curriculum guides based on State and local standards before they are submitted to the BOE for approval;

• Act as a sounding board for the public before curriculum and instruction issues are taken to the BOE;

! !

!

9!

!

Membership of the Curriculum Coordinating Council The representatives of the curriculum coordinating council (CCC) serve on the council for a three year term. The membership of the CCC includes:

• Teacher representative from each school • Parent representative from each school • Early Years representative • One secondary administrative representative • One elementary administrative representative • High School department chairs • One Board of Education liaison • All curriculum coordinators • Assistant Superintendent for Curriculum and Instruction • Technology coordinator or director

The assistant superintendent for curriculum and instruction and a District parent chair of the CCC.

! !

!

10!

!

Program/Curriculum Evaluation Process

All district programs are evaluated annually. At the end of every year each curriculum committee submits a brief report of the committee’s actions for the year. In addition an extensive program evaluation is completed every five years. The cycle for these evaluations is located in Appendix E. The format for the extensive program evaluation process follows.

Committee Membership

• Educators from Webster Groves School District • Curriculum/Program Coordinator • One Parent from each School • Building Administrators • Expert from the University Setting as Needed • Board Liaison

Steps in Process

• Review Current Research and Information on Quality Programs • Identify Questions to be Addressed by the Program Evaluation Process • Identify Specific Data to be Collected • Collect Specific Data • Conduct Student, Parent, Teacher Surveys • Review and Analyze All Data • Review Goals/Objectives of the Program as Compared to Recognized Standards • Develop List of Commendations and Recommendations • Present Commendations and Recommendations to Curriculum Coordinating • Council (CCC) • After Approval of Report by CCC, Report is Submitted to the BOE for Discussion • and Approval

Data that Could to be Collected

• Demographic Information on Students Served • Achievement Scores such as MAP, ACT, SAT • Information from Student, Parent, and Teacher Surveys or Focus Groups • Observational Data • Expert Review • Student Attendance

! !

!

11!

!

Sample Program/Curriculum Information that Could Be Reviewed

• Student Selection Process and Criteria • Information Shared with Public • Content of Program Offerings • Goals/Objectives of the Program as Compared to Recognized Standards • Program Descriptions • Staff for Program • Resources Available to Support Program

! !

!

12!

!

Appendix A

Curriculum Cycle Checklist

! !

!

13!

!

Appendix B

Curriculum Review Worksheet

! !

!

14!

!

Appendix C

Format for Curriculum Guides

! !

!

15!

!

WGSD Curriculum-Curricular Area (Content/Couse and Grade Level Where Applicable)

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

Learning Goal Proficiency Scale 4: 3: 2: 1:

Learning Targets

! !

!

16!

!

Appendix D

Curriculum Committee End of Year Report Format

And

Curriculum Committee Annual Program Review Report

Format

! !

!

17!

!

(Insert Subject Area Here) Committee End of Year Report

School Year_________________

Accomplishments of the Committee Goals for Next School Year Committee Membership Chair: Report completed by: _____________________________________________

Submit completed report to Assistant Superintendent for Curriculum and Instruction by June 30 of each year.

! !

!

18!

!

Appendix E

Cycle for Extensive Program Evaluations

! !

!

19!

!

Webster Groves School District Extensive Program Evaluation Cycle

ESL 14-15 Guidance 14-15 Music 14-15 Social Studies 14-15

Art 15-16 Health 15-16 PE 15-16 Technology 15-16

ELA 16-17 Foreign Language 16-17 Library 16-17 Science 16-17

Drama 17-18 FACS 17-18 Math 17-18 SSD 17-18

Business 18-19 Gifted 18-19 Industrial Tech 18-19 Strings 18-19 WINGS 18-19

! !

!

20!

!

Appendix F

Role of Curriculum Coordinators

! !

!

21!

!

Role of Curriculum Coordinators Webster Groves School District

Fall 2002

1. Facilitator for the creation of the vision of what curriculum, instruction, and learning could be in our district;

2. Coach for teachers;

3. Resource for teacher and administrators;

4. Advocate for teachers and students;

5. Facilitator of groups;

6. Trainer of teachers and administrators;

7. Curriculum alignment/sequence specialists;

8. Educational leader at the local level;

9. Chair of assigned curriculum committees 10. Resource on both the State and National Standards in specific content areas; 11. Help all educators move forward by providing feedback to teachers and

principals. (This includes both the advanced and struggling educator.)

12. Other duties as assigned.

! !

!

22!

!

Appendix H

Board Motion and Vote for Approval of Plan

! !

!

23!

!

WEBSTER GROVES SCHOOL DISTRICT BOARD OF EDUCATION ITEM OF CONSIDERATION

DATE: June 14, 2004 TOPIC/PROPOSAL:

Curriculum Development and Program Evaluation Process

BACKGROUND INFORMATION:

During the 2002-2004 school years the coordinators and Curriculum Coordinating Council worked together to revise and update the Curriculum Development and Program Evaluation Process. This process was presented to the Board of Education on May 10, 2004. A copy of the document is attached.

INSTRUCTIONAL IMPACT/RATIONALE:

Through this process curriculum and instruction are reviewed, written, implemented, monitored, evaluated, and revised regularly. Revisions are based upon curriculum effectiveness, students and community needs, state and federal requirement, and national standards. It is through ongoing program evaluation and curriculum development that instruction and student achievement will continue to improve.

CSIP/DISTRICT GOAL and CRITICAL ISSUE ADDRESSED:

• A well-articulated and aligned curriculum and instruction process will support student learning. • Study, describe, and evaluate the level of effective classroom instruction including the use of technology • Conduct consistent evaluation and implementation of curriculum at building level • Align curriculum with new State Grade Level Expectations and to meet or exceed all State guidelines FISCAL NOTE:

Not applicable.

ADMINISTRATIVE RECOMMENDATION:

• Action Requested: __X__ •Information: ___ •Proposed Motion for Approval (if applicable):

I move that the Board of Education approve the Curriculum Development and Program Evaluation Process.

PREPARED BY: __ Sarah Booth Riss________________________________________

Motion: _____X____ Second: __X______Board Vote: _7__ (yes) __0_ (no) __0_ (abstain)