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Curriculum
Mandates
•Outstanding School Act•Show-Me Standards•Curriculum Frameworks•Missouri School Improvement Program
FHSD Curriculu
m
• Document• Development• Approval• Implementation• Review• Cycle
Curriculum Mandates
The Outstanding Schools Act of 1993
Missouri’s commitment to a public school system that prepares students for the 21s
t
century.
In addition, it calls for increased accountability in improving student academic performance for all of Missouri's public school districts and school buildings.
Show-Me Standards
Curriculum Framework
s
Statewide Assessmen
t
PD for Educators
Professional Standards For New Educators
Outstanding Schools Act
of 1993
Outstanding Schools Act of 1993• Show-Me Standards – set standards to define learning
• Curriculum Frameworks – tool for assisting districts in aligning local curriculum to state standards
• New Statewide Assessment – indication of student learning
• Professional Development for Educators – state aid to support professional development
• Professional Standards for New Educators – provide strong link between teacher preparation and school community expectations
CA 3 Reading &
Evaluating Non-fiction
1.6 Patterns &
Relationships
1.10 Apply
Information
2.2 Review & Revise Communications
3.5 Reason
Inductively FHSD
POWER STANDARDS
Curriculum FrameworksProvide assistance to districts in aligning local curriculum with the Show-Me Standards.
1996Grade-Span
K-4, 5-8, 9-12
Communication ArtsMathematics
ScienceSocial Studies
Fine ArtsHealth/PE
2004 (2008 version 2.0)Grade-Level
K,1,2,3,4,5,6,7,8,9-12
Communication ArtsMathematics
ScienceSocial Studies
Fine ArtsHealth/PE
Information & Communications Technology
2007Course-LevelHigh School
Communication ArtsMathematics
ScienceSocial StudiesInformation &
Communications Technology
CA, MA, SC, SS
Guide MAP & EOC Tests
FoundationMeasurable
Learner Objectives
Alignment Show-Me Standards
Vertically Within Content
Influenced by National
Standards
Developed by MO Educators
Grade-Level & Course-Level Expectations (GLEs & CLEs)
Requires districts to have a long-range plan for ongoing curriculum development and revision, to develop written curriculum guides for all curricular areas, and to implement the stated curriculum
MSIP
Instructional Design and Practices
4th
Cycle
The district implements written curriculum for all its instructional programs.
6.1
MSIP – 4th Cycle Instructional Design and Practices6.1 The district implements written curriculum for all its instructional programs.
1. Each written curriculum guide must include the following components:
• a rationale which relates the general goals of each subject area and course to the district's mission and philosophy
• a general description of the content of each subject area at the elementary level and each secondary-level course
• general goals for graduates in each subject area
• specific, measurable learner objectives for each course at each grade level
• alignment of the measurable learner objectives for each course to the knowledge, skills, and competencies that students need to meet the district’s goals and the Show-Me Standards
• instructional activities and specific assessments (including performance-based assessments) for the learner objectives
• evidence that individual learner objectives have been articulated by grade level/course sequence
• date of board review and approval for each curriculum guide.
MSIP – 4th Cycle Instructional Design and Practices
6.1 The district implements written curriculum for all its instructional programs.
2. Teachers receive training on the curriculum review and revision process, curriculum alignment, and classroom assessment strategies.
3. The written curriculum incorporates content and processes related to equity, technology, research, and workplace-readiness skills.
4. Systematic procedures are used to review and revise the written curriculum.
FHSD Graduate Goals
Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
GLEs/CLEs & National
Standards
Learner Objectives
ConceptsEssential Vocabulary
Student Should Know
Student Should Be Able To Do
Sample Activities
Sample Assessments
Readiness & Equity
FHSD Curriculum Document
Sample Activities & Assessments
Aligned To: Equity & Readiness
Process Standards(CA 3, 1.6, 1.10, 2.2, 3.5)
Content Standards(GLEs/CLEs)
Depth of Knowledge(Complexity)
Instructional Strategies(Marzano)
Level of Expectation(Expected Mastery)
21st Century Themes
Learning & Innovation
Information, Media, & Technology Skills
Life & Career Skills
Nonfiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Budget for Project
Post Curriculum
Project
Select Curriculum
Writers
Provide Training/PD for Writers
Monitor Progress
Course Map
Common Assessments
Resource Consideration
s
Prepare for Approval Process
FHSD Curriculum Development
BOE
Content Leaders & Teachers
FHSD Curriculum Approval Process
Curriculum Advisory CouncilAcademic Strategic
Planning Committee
Teacher Professional Development
Coordinate Resource Order, Distribution, & Implementation
After Curriculum Approval
Content Leaders Visit Classrooms & Seek Feedback
PLCs Collaborate Frequently
Administer Common Assessments & Analyze Data
During Curriculum Implementation
Seek Feedback From Teachers
Add Resource Links/Ideas to Curriculum Template
After Year 1 Implementation
6 Year Cycle
50 Projects/Y
ear
Continuous Improveme
nt
Increased Achieveme
nt
Collaborative Process Curriculum