Curriculum Development Plan 11

7/27/2019 Curriculum Development Plan 11

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Mountain Grove R-III

School District

Curriculum Development Plan

Commitment To ExcellenceRevised June, 2011


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INTRODUCTIONThe purpose of this manual is to guide the development, implementation, and revision of

curriculum in the Mountain Grove R-III School district. In order to insure that all students have

access to quality curriculum which articulates learning activities to provide continuous and

sequential learning experiences, it is essential that the district implement a well planned, quality

curriculum. In addition, it is essential that the curriculum be revised on a systematic basis to

insure that learning experiences continue to meet the needs of the learners.

Curriculum planning also helps to insure that resources, personnel, and time are utilized

efficiently to produce a quality product. It is through the effective delivery of a quality

curriculum that our students may best be prepared for the future.

In order to accomplish these purposes, this manual will:

1. Establish a district Curriculum Model which will provide a conceptual base forcurriculum development. CSIP 1, 2, 3, 4

2. Establish a procedure by which curriculum work, regardless of content area, can beconducted. CSIP 1, 2, 3, 4

3. Establish a curriculum review cycle by which the district can assure that all curricularareas will be routinely reviewed and updated to meet the changing needs of students, the

district, and society. CSIP 1, 2, 3, 4

4. Establish short and long range curriculum plans for the district, and a procedure to revisethese plans. CSIP 1, 2, 3, 4

5. Establish an evaluation plan to assess the effectiveness of the districts curriculumdevelopment efforts. CSIP 1, 2, 3, 4


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PHILOSOPHY OF CURRICULUM DEVELOPMENT

Curriculum development in the Mountain Grove R-III School District is viewed as a

continuous, ongoing, and dynamic process. The quality of the learning experiences provided to

the students in the district is directly tied to the results of the quality of the curriculum which the

district develops and implements.

Curriculum development is viewed as a three phase cycle of activity. The first, or

planning phase, involves an analysis of existing conditions and an assessment of need. Included

in this phase is the formulation of a plan to address identified needs. The planning phase is the

thinking and design phase. The implementation phase is the translation of plans into action.

The final phase, evaluation, assesses the results of curriculum implementation by determining

successes of both the program and the learners.

Curriculum development is considered a comprehensive process because its development

impacts not only what is learned, but how it is learned and how learning is assessed. Good

curriculum work provides focus for staff development, resource allocation, as well as teaching

and learning efforts.

It is also considered comprehensive because it derives its strength and purpose from the

overall mission of the district. It is an important tool in transforming the vision of the district

into educational opportunity for its students. Perhaps no other task in the district is as vital to

meeting its mission as curriculum development.


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OVERVIEW OF THE CURRICULUM DEVELOPMENT PROCESS

The following components are interrelated and provide an overview of the curriculum process:

Curriculum Committees- Curriculum committees are appointed by the building administrators

along with the curriculum director and are actively involved in all phases of curriculum

development. The functions of the various curriculum committees are outlined below.

Curriculum Development Model- The district curriculum development model not only provides

a conceptual framework for curriculum development, but also provides a planning model for

curriculum study and revision. Implementation of the curriculum development model results in

the systematic review and evaluation of all district curriculum.

Planning Goals- Planning goals represent the districts long and short range plans for

curriculum development. Through the statement of planning goals, the district defines its vision

for curriculum development through one complete revision cycle. Planning goals establish the

priorities utilized by curriculum committees during the review process.

Evaluation Plan- The evaluation plan provides the basis for evaluating the effectiveness of the

districts curriculum development efforts. The evaluation plan includes the criteria by which

curriculum development efforts will be evaluated, as well as the source of assessment

information.


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CURRICULUM COMMITTEES DESCRIPTIONS

Implementation of the districts curriculum development model requires the active participation

of district staff, students, parents, and members of the community. In order to coordinate this

work in a systematic way, the district utilizes curriculum committees which are described

below. Work of the committees is coordinated by the Curriculum Director.

Partnership Committee -The committee is composed of representatives of a broad spectrum of

the school and community, including teachers, students, parents, and the business community.

The functions of this committee are to review district curriculum, review building plans and

provide input and suggestions to the Curriculum Council and to assist in the development and

evaluation of short and long range curriculum plans based upon the criteria specified in this

manual and in the districts CSIP. Members are appointed to the Partnership Committee for

four years, with one-third of the membership appointed annually.

Curriculum Council -The Curriculum Council consists of those staff members who serve as

team-leaders/department heads. Therefore, the council is representative of all subject areas and

all grade levels. The purposes of the council are to evaluate the districts curriculum and offer

suggestions for improvement to the Partnership Committee, Administration, and board of

Education, and to develop, implement, and evaluate the districts short and long range

curriculum plans. The membership is reviewed annually by the administration.

K-12 Curriculum Committees - K12 Committees are established for all areas of the

curriculum. The leaders of these committees compose the Curriculum Council. The K-12

Curriculum Committees function is to develop, revise, articulate, implement, and evaluate the

districts curriculum for their respective subject area as specified by the districts curriculum

revision schedule and to suggest improvements regarding their specific curriculum to the


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Curriculum Council, Administration, and Partnership Committee. The membership of these

committees is reviewed annually by the administration, with updates recommended as needed.

(See Appendix A Curriculum Committees Model)

CURRICULUM DEVELOPMENT MODEL

The Mountain Grove R-III School Districts Curriculum Development Model provides a

systematic plan for curriculum review, revision, and implementation. The plan incorporates the

three phases of curriculum development referred to in this manual i.e. planning, implementation,

and evaluation.

The description of each component of the curriculum development model is listed below.

A copy of the curriculum model is located in Appendix B of the manual.

District Mission- This component is located at the center of the model to emphasize its central

position in the curriculum development process.

Identification of Need - Curriculum needs would typically be identified as a result of the

evaluation component. In addition, the curriculum revision schedule will be one indicator of the

need for review of a specific subject area curriculum.

Curriculum Planning Goals - Providing both short and long range vision of the district in

terms of curriculum, planning goals are identified to establish priorities for the curriculum

development/review process. Curriculum planning goals are reviewed every five years with the

curriculum review cycle. These goals may be reviewed more frequently if the Curriculum

Council perceives the need based upon changes in educational research, local needs, etc.

Curriculum Research and Staff Development - Curriculum research typically consists of a

review of state performance standards and curriculum frameworks, a review of pertinent


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national standards, as well as a review of the districts current curriculum and other exemplary

curriculum materials. Staff development shall be two types. The first type shall provide

training to subject area specialists regarding areas of emphasis specified by the districts

planning goals. The second type of staff development provides staff training regarding

curriculum writing and revision process.

Subject Area Rationales - Rationales define the purpose for the inclusion of that subject area in

the districts curriculum, and should be aligned with the overall district philosophy. They

provide a description of the content of the subject area and explain how the subject area

supports the district mission statement.

K-12 Learner Objectives - Learner objectives are general statements describing expectations at a

specified grade level. Learner objectives provide a written statement of the continuum of skills

acquired by the learner in grades K-12 in the respective subject area. Learner objectives may

also be considered unit or course goals. They define expectations for student learning required

in order for the student to be successful at the completion of that particular unit of instruction.

These objectives provide direction for teachers in making classroom decisions and establishing

daily instructional objectives. Articulation meetings involving curriculum writers from multiple

grade levels are conducted.

Identify Resources and Constraints - This normally involves the development of a budget

recommendation to provide the necessary resources, textbooks, supplementary materials, etc., to

support the implementation of the revised curriculum.

Selection of Textbooks/Supplementary Materials -The K-12 committee selects textbooks and

appropriate supplementary materials required for the implementation of the curriculum.


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Instructional Objectives -These are developed by those teachers implementing the curriculum

and form the basis for their lesson plans. These objectives are formulated by the instructor with

attention to the course goals, level of expected mastery, student performance standards,

individual student needs and mode of assessment. The attainment of one learner objective may

require a number of instructional objectives and several days or even weeks of instruction.

Methodology - Methodologies are at the discretion of the teacher as long as they constitute

effective teaching and achieve the desired learner outcomes.

Evaluation of Curriculum -The effectiveness of the curriculum must be evaluated. Effective

schools monitor and assess regularly and use data to improve and modify curriculum. K-12

Curriculum Committees are responsible for implementing the evaluation plan for their specific

subject area.

Evaluation of Instruction - Administrators are responsible for the evaluation of the quality of

instruction. This is accomplished through the implementation of the districts performance

based teacher evaluation program.


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CURRICULUM DEVELOPMENT ROTATION

YEAR MATH P.E.

HEALTH

SCIENCE FINE ARTS COMMUNICATION

ARTS

SOCIAL

STUDIES

PRACTICAL

ARTS

L.M.C., AT

GUIDANC

HEALTH

SERVICE

2011-12 Curriculum

Revision

Curriculum

Implementation

Curriculum

Implementation Curriculum

Revision

Research

Revise

Research

Revise

Research

Revise

Curriculu

Revision

2012-13Curriculum

Implementation Research

Revise

Research

Revise

Curriculum

ImplementationCurriculum

Revision

Curriculum

Revision

Research

Revise

Curriculu

Implementa

2013-14Research

Revise

Research

Revise

Research

Revise

Research

Revise

Curriculum

Implementation

Curriculum


Revision

Researc

Revise

2014-15Research

Revise

Research

Revise

Research

Revise

Research

Revise

Research

ReviseResearch

Revise

Curriculum

ImplementationResearc

Revise

2015-16 Research

Revise

Curriculum

Revision

Curriculum

Revision

Research

Revise

Research

Revise

Research

Revise

Research

Revise

Researc

Revise

2016-17 Curriculum

Revision

Curriculum

Implementation

Curriculum


Revision

Research

Revise

Research

Revise

Research

Revise

Curriculu

Revision

2017-18Curriculum

ImplementationResearch

Revise

Research

Revise

Curriculum


Revision

Curriculum

Revision

Research

Revise

Curriculu

Implementa

2018-19Research

Revise

Research

Revise

Research

Revise

Research

Revise

Curriculum

Implementation

Curriculum


Revision

Researc

Revise

2019-20 Research

Revise

Research

Revise

Research

Revise

Research

Revise

Research

Revise

Research

Revise

Curriculum

Implementation

Researc

Revise

2020-21 Research

Revise

Curriculum

Revision

Curriculum

Revision

Research

Revise

Research

Revise

Research

Revise

Research

Revise

Researc

Revise


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SHORT AND LONG RANGE CURRICULUM PLANNING GOALS

As one component of the district curriculum model, short and long range curriculum

planning goals provide the vision of the school district in terms of the curriculum. They are

identified to establish district priorities for the curriculum development/review process.

Short Range Goals-The following goals provide an outline of district curriculum plans for 2011-

2012 school year:

1. Revise K-12 Math curriculum to ensure proper internal and external alignment. Evaluation criteria: Documentation of board adoption of written K-12 Math curricula

along with complete curriculum guides in the E.A.T. online format.

2. Revise K-12 Fine Arts curriculum to ensure proper internal and external alignment.

Evaluation criteria: Documentation of board adoption of written K-12 Fine Artscurriculum along with complete curriculum guides in the E.A.T. online format.

Long Range Goals-The following goals shall guide curriculum revision throughout the five year

revision cycle:

1. All subject area curricula will incorporate objectives and activities designed to enablelearners to speak and listen well, especially in structured situations.2. All subject area curricula will incorporate objectives and activities designed to enable

learners to read with understanding and critical judgment and to write clearly and

effectively, and use writing as a way to learn.

3. All subject area curricula will incorporate objectives and activities designed to enablelearners to work cooperatively with others, and to value diversity and treat others withrespect, regardless of age, gender, class, or ethnic origin.

4. All subject area curricula will incorporate objectives and activities designed to enablelearners to reason logically and think critically.5. All subject area curricula will incorporate objectives and activities designed to enable

learners to study effectively.

6. All subject area curricula will incorporate objectives and activities designed to foster theuse of technology as a research tool, an information processor, and a composition tool.


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7. All subject area curricula will include those components indicated as optional by theMissouri School Improvement Program curriculum standards.

8. 100% of the districts curriculum will be written in an online format utilizing theEducational Alignment Tool (EAT) which is provided through an annual subscriptionfrom Instructional Materials Laboratories.

Evaluative criteria: Upon the completion of a five year curriculum review cycle, a review of all

district curricula will indicate that components or objectives and activities as specified in LongRange Planning Goals above will be readily identifiable in all areas of the curriculum.


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CURRICULUM REVIEW/DEVELOPMENT ACTIVITY SCHEDULE

The curriculum review cycle delineates those curriculum activities which the district shall

undertake annually. The activity schedule provides a timetable of activities to guide the K-12

Curriculum Committees through the revision/development process, as well as listing other

annual curriculum activities.

AUGUST

New Staff members are given user name and password for EAT online along with trainingin viewing and printing their curriculum from the EAT online program.

Curriculum committee memberships are updated. Staff development activities required for implementation of revised curriculum are

conducted.

SEPTEMBER

The curriculum council establishes curriculum goals for the school year and schedulesubject areas for review and development based upon the district curriulum revision

schedule and a review of assessment data.

OCTOBER

K-12 curriculum committees for those subject areas scheduled for review and developmentbegin curriculum research and plan staff development activities.

NOVEMBER

K-12 curriculum committees continue curriculum research. K-12 curriculum committees complete subject area evaluation reports. Staff development activities may be conducted.DECEMBER

Curriculum research activities and staff development are (may) be completed.JANUARY

K-12 curriculum committees for those subject areas undergoing review and development.revise rationale components of curriculum guide.


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FEBRUARY

K-12 curriculum committees revise K-12 learner objectives by grade and subject. Board of Education may review subject area program evaluation report.

MARCH

K-12 curriculum committees complete revision of K-12 learner objectives. Articulation meetings are conducted to insure vertical articulation between grade levels.

APRIL

K-12 curriculum committees review and select textbooks and appropriate supplementarymaterial required for curriculum implementation.

MAY

Committee recommendations regarding textbooks and materials are finalized. Recommendations are made to the districts professional development committee regarding

activities related to the implementation of the revised curriculum.

JUNE

Recommendation of revised curriculum made to Board of Education for adoption.


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CURRICULUM EVALUATION PLAN

The evaluation phase assesses the results of curriculum implementation by determining

successes of both the program and the learners. Curriculum evaluation is viewed as a continuous

and on-going process. Individual classroom teachers continuously evaluate not only the

effectiveness of instructional objectives but also the delivery of instruction based upon the daily

success of the learner, and modify their lesson plans or delivery accordingly. Through this

ongoing activity of development, delivery, and assessment of results teachers fine-tune the

district curriculum to maximize the learning of their students. Formal evaluations of the various

components of the district curriculum shall be conducted in accordance with this plan. See

Appendix C Curriculum Evaluation Plan Model

Annually the curriculum committee shall evaluate progress toward achieving the

districts stated short and long range curriculum planning goals. In addition, the curriculum

review cycle will be assessed to insure that this schedule of curriculum activity addresses the

priority learning needs of the students of the district.

Subject area curriculum evaluation criteria:

Criteria 1: Do curriculum guides developed the preceding year reflect the planning goals of the

school district?

Criteria 2: Does the annual plan for curriculum review/development, implementation, andevaluation accurately reflect the learning needs of the students?

The results of this evaluation will be presented to the Partnership Committee and Board of

Education in the fall.


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CURRICULUM GUIDE QUALITY

Is the guide easy to use and teacher friendly? Does the content of the guide reflect sound research in that field and the

recommendations of experts?

Does the guide emphasize depth of profound knowledge, the acquisition of useful skills,and the application of that knowledge and those skills in solving meaningful problems? Does the focus on meaningful objectives that enable all students to succeed in higher

education or develop the requisite job skills?

Does the guide develop in students an appreciation of diversity, a valuing of ourcommon heritage, and a concern for equality?

Are the grade-level objectives developmentally appropriate? Are the grade-level objectives articulated from grade to grade a meaningful sequence

and coordination of learning?

Does the guide clearly indicate the goals for that particular subject? Have teachers been provided with adequate staff development to implement the

curriculum guides?


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APPENDICES


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Appendix A

CURRICULUM COMMITTEE MODEL

R-III BOARD OF EDUCATION

Formal adoption of curriculum guides

and curriculum plan

PARTNERSHIP COMMITTEE

Provide patron input on curriculum guides and curriculum plan

CURRICULUM COUNCIL

1. Develop curriculum plan which

includes long and short range

curriculum goals

2. Monitor and evaluate curriculum plan

based upon performance data

CURRICULUM WRITING TEAMS

1. Write curriculum guides that

align to the Show-Me-Standards,

grade-level, and course level

expectations.

2. Curriculum review and revision

directed by curriculum revision

schedule


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Appendix B

CURRICULUM DEVELOPMENT MODEL

Identification of Needs

Curriculum

Planning

Goals

Subject Area

Rationales

K12 LearnerObjective

by Strand

Identify Constraints

and Resources

Selection of Textbooks

and Resources

Instructional

Objectives

Methodology

Evaluation of

Curriculum &

Instruction

Research and

Staff

Development

DISTRICT

MISSION

Rectangles = Planning Activities

Circles = Implementation Activities

Triangles = Evaluation Activities


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Appendix C

CURRICULUM EVALUATION PLAN MODEL

Curriculum

Revisions

Community

Input

CurriculumReview

Process

Curriculum

PlanningGoals

Student

PerformanceIndicators

Curriculum

ReviewCycle

Board Approved

Curriculum

Curriculum

Guides


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CURR ICULUM P LANN ING SURVEY

Mountain Grove R-III School District

DIRECTIONS: Please rate each of the goals listed below on a scale of one (1) to (5). A five (5)

indicates you believe that the goal is of great importance, a one (1) indicates you believe the goal

is of little importance. Circle the proper number for each goal based on how important YOU feelthe goal is to you. At the bottom of the survey, you may list other goals which you feel are

important but are not included in the survey.

Low High

Develop enrichment objectives for all subject areas to challenge

students who have mastered required objectives.1 2 3 4 5

Develop correctives for all subject areas to provide for re-teaching of

students who experience difficulty with required objectives.1 2 3 4 5

Learn to read with understanding and critical judgment in all areas of

the curriculum.1 2 3 4 5

Learn to write clearly and effectively, and use writing as a way to learn

across the curriculum.1 2 3 4 5

Learn to speak and listen well, especially in structured situations, in all

areas of the curriculum.1 2 3 4 5

Learn to use mathematical problem-solving processes. 1 2 3 4 5

Learn hands-on application in all areas of the mathematics and

science curriculum.1 2 3 4 5

Learn to reason logically and think critically. 1 2 3 4 5

Learn effective study skills. 1 2 3 4 5

Learn to think creatively and to solve problems creatively. 1 2 3 4 5

Learn to use technology to solve problems and process information. 1 2 3 4 5

Develop special interests and life- long leisure time activities. 1 2 3 4 5

Learn to cope with changes in family, community, careers, and

society.1 2 3 4 5

Develop a positive self-image. 1 2 3 4 5

Develop good character and learn to make sound moral decisions. 1 2 3 4 5

Develop desirable attitudes toward work and study. 1 2 3 4 5

Low High


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Other:

Learn to work cooperatively with others. 1 2 3 4 5

Learn to value diversity and treat others with respect, regardless of

age, gender, class, or ethnic origin.1 2 3 4 5

Learn about issues pertaining to life-long wellness, including nutrition,

exercise, substance abuse, communicable diseases, etc.1 2 3 4 5

Learn about careers and the application of academics to the

workplace.1 2 3 4 5

Documents

Curriculum Development Plan 11