Strategy #5: Curriculum Development

Strategy #5Implement Year 3 of a three-year curriculum development process which will result in a challenging and engaging course of study for each student.


GoalBy June of 2013, DISHS will have a written curriculum document which:

  • Describes a coherent 9-12 plan for students to achieve the school's mission and expectations (scope and sequence);
  • Prescribes content, integrates School-wide Expectations, identifies course-specific learning goals, suggests instructional strategies, and identifies assessment techniques, including the use of school-wide rubrics, used to determine achievement of curricular goals; and
  • Can easily be analyzed, evaluated, revised, and shared so that the curriculum becomes a “living document” which regularly informs teaching and learning at the high school.

Baseline: Using the Atlas Curriculum Mapping program, all content areas have a documented scope and sequence as well as unit maps which consist of at least units of study, content, skills, assessments, and identified SWE tasks.  Many units have been aligned to relevant state and/or national standards and teachers have "unpacked" several standards to ensure alignment between standards, content & skills, and assessment.  The documented curriculum in many courses includes additional components such as enduring understandings, essential questions, and instructional strategies and resources.  Curriculum maps reflect the taught curriculum, although there is no assessment data to align the written, taught, and achieved curricula.  Additionally, the professional staff has engaged in several activities designed to analyze, critique, or otherwise improve the curriculum documents.  A small number of teachers are struggling to keep up with the expected pace of the curriculum mapping process.  4.88% of iWalkthrough observations in 2011-12 were coded as "Analyzing/Evaluating" on Bloom's Taxonomy.

-> View 2010-11 Action Steps and 2011-12 Action Steps for this Strategy.

2012-13 Benchmark: By December of 2012, all content areas will have conducted a gap analysis* of their curriculum document with Common Core and/or Maine state standards; reviewed the curriculum document for vertical alignment within content areas 9-12; and begun the process of aligning curricula within content areas 9-12.  K-12 PLCs continue to meet and begin to review the curriculum for vertical alignment. 

* A gap analysis identifies the standards that a curriculum meets, as well as possible gaps in standards coverage as well as possible areas of curricular repetition.

2012-13 Progress Summary:

What concrete action steps will be taken?When will action steps occur and when will they be completed?Who will lead or coordinate this action step?Who will participate in implementing these action steps?What resources will be needed?
 Complete aligning 9-12 content area curriculum documents to Common Core and/or Maine state standards. Stipended summer work for math and ELA teachers; 4th Tuesday in September and October; part of the November workshop days.

Significant progress has been made, although new developments like the release of new science standards continues to complicate the process.
 Principal
 Teachers Adequate workshop time.

Opportunity to collaborate with teachers from other schools so that DISHS teachers have colleagues in the work.
 Analyze curriculum document for gaps and repetitions- "what should be." November workshop days.

Demonstrated for several content areas; formal gap analysis has not occurred due to time dedicated to essential standards development.
 Principal
 Teachers Heidi Hayes Jacobs model.

Atlas gap analysis tools.
 Begin vertical alignment of the curriculum 9-12. November workshop days?

Underway.
 Principal

 Teachers, in content area groups. Protocol.
Guidance from CCSS.
 Begin vertical alignment of the curriculum K-12. November workshop days and K-12 PLCs after November?

Underway.
 District Administration
Building Leadership Teams
 K-12 Teachers Effective planning process.
Clearly defined purpose.
Functioning K-12 PLC's.
 Analyze curriculum documents for depth of understanding versus breadth of coverage; higher order thinking skills; and integrated/interdisciplinary learning opportunities. November workshop days?

Completed.
 Principal Teachers. Unit maps that are nearly completely mapped.
 Identify specific opportunities in the curriculum where each school-wide writing rubric will be used to assess student writing. August workshop day. Principal
Literacy coach?
 Teachers Shared staff read: Focus.
 Begin to identify essential standards per class as a foundation for a forthcoming proficiency-based diploma. November workshop days and K-12 PLC's after November?

Process underway; most content areas have identified essential standards and are working on performance indicators.
 Principal
GSP Coach
 Teachers Proficiency-based Practices Phase II Pilot group.
Documents from other schools.
"Power Standards" by Ainsworth & Reeves.
 Conduct a "Critical Friends" review of curriculum maps by content area experts. ???   Content area experts.
 CSD Graduation Requirements Policy is revised to include proficiency-based diploma for Class of 2018. June 2013

No progress.
 Principal
Superintendent
 Policy Committee
School Committee
 NESSC High Leverage Policy Framework
Ċ
old Todd,
Aug 28, 2012, 5:54 PM
Ċ
old Todd,
Aug 28, 2012, 5:54 PM
Ċ
old Todd,
Apr 2, 2011, 5:02 AM
Ċ
old Todd,
Apr 2, 2011, 5:03 AM
Ċ
old Todd,
Aug 28, 2012, 5:53 PM
Ċ
old Todd,
Apr 2, 2011, 5:02 AM
Ċ
old Todd,
Aug 28, 2012, 5:55 PM
Comments