STEP 1: Course Templates

Why Curriculum Writing?

To ensure continuous improvement of student learning by maintaining a relevant, responsive, and equitable guaranteed and viable curriculum steeped in the values of personalized competency-based learning.

We will know we're finished when:

We've collaborated as a vertical team and/or PLC and no work was done in isolation
We have an accurate Framework for thinking about our content area to display to our community
We have a completed curriculum template form for every course in our content area
We have a scope and sequence connected to essential outcomes and standards

Task 1: Framework Revisions

Review the items listed on the community-facing webpage. This content was exported from ItsLearning:

MRH PK-6

MRH 7-12

Add comments on what content needs to be updated/removed/revised from the Webpage

PK 6 Mathematics Philosophy

7 - 12 Mathematics Philosophy

Task 2: Review of Essential Outcomes

Many grade level/courses have already started this work. Use this link to locate Essential Outcomes created in Curriculum Action Teams. Using your unpacked standards please edit/update the grade level/course essential outcomes.

I. Defining Essential Outcomes

What are Essential Outcomes?
- Essential outcomes are overarching, enduring understandings and skills that students should master at each grade level or course. They represent the "big ideas" that transcend individual standards, promoting deeper learning and transferability.
- They are:
  - Prioritized: They focus on the most critical knowledge and skills.
  - Enduring: They have lasting value beyond a single test or lesson.
  - Transferable: They can be applied in various contexts and disciplines.
  - Measurable: They can be assessed through various methods.
Examples:
- Elementary (Reading): "Students will comprehend and analyze complex texts to draw inferences and support their understanding with evidence." (Combines multiple standards related to reading comprehension, inference, and evidence-based reasoning.)
- Middle School (Mathematics): "Students will be able to model and solve real-world problems using algebraic reasoning and proportional relationships." (Bundles standards on algebraic expressions, equations, and proportional thinking.)
- High School (Science): "Students will be able to design and conduct scientific investigations, analyze data, and communicate findings to support or refute scientific claims." (Integrates standards on scientific inquiry, data analysis, and scientific communication.)

II. Procedure for Combining Standards

Identify Related Standards:
- Start with a specific grade level or course.
- Review all standards within a content area.
- Group standards that share a common theme, skill, or concept.
Analyze for Overlapping Concepts:
- Look for redundancies and connections between standards.
- Identify the core concepts and skills that are repeated or built upon.
Synthesize into Broad Statements:
- Craft clear and concise statements that encompass the grouped standards.
- Use action verbs that indicate observable and measurable skills (e.g., analyze, evaluate, create, model, explain).
- Ensure the statements reflect enduring understandings and transferable skills.
Prioritize and Refine:
- Determine the most essential outcomes for the grade level or course.
- Refine the language to ensure clarity and alignment with learning goals.
- Consider if the outcome is truly a "Big Idea" that will be used for years to come, and in multiple areas.
Vertical Alignment:
- Map essential outcomes across grade levels to ensure a coherent progression of learning.
- Identify prerequisite knowledge and skills for each outcome.
- Ensure that outcomes build upon each other, creating a seamless learning trajectory.
- Example: a vertical alignment of the "evidence based reasoning" outcome would show how it starts with simple text in early grades, and grows into complex scientific papers in high school.

III. Connecting to the Report Card

Translate Outcomes into Report Card Indicators:
- Make sure each essential outcome has specific, observable indicators of student performance. The statement must lend itself to leveled performance 0, 1, 2 or 1, 2, 3 or 1, 2, 3, 4
- Use clear and student-friendly language.
Develop Performance Levels:
- Establish clear criteria for each performance level (e.g., exceeding, meeting, approaching, below).
- Provide specific examples of student work that demonstrate each level.
Provide Regular Feedback:
- Use the report card indicators to provide ongoing feedback to students and parents.
- Connect feedback to specific learning activities and assessments.

Task 3: Edits to Curriculum Template

Based on the steps outlines in Task 2 creating the eseential outcomes, review the drafted curriculum templated completed during the 23-24 CAT team meetings.

For Classrooms Using Imagine Learning

This would be the time to update the 'course description' to match the 'course overview' in the Imagine Learning platform

Task 4: PK-8 Report Card Alignment

Note any edits to the report card and submit them in the form below.

Final Submission for this step

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