EDUCATIONAL PROGRAM

602.1 - CURRICULUM DEVELOPMENT

Curriculum development shall be an ongoing process in the school district. Each curriculum area shall be reviewed and revised when necessary according to the timelines set out by the superintendent. These timelines will provide for periodic review of each curriculum area.

The superintendent shall be responsible for curriculum development and for determining the most effective way of conducting research of the school district's curriculum needs and a long-range curriculum development program. In making recommendations to the board, the superintendent shall propose a curriculum that will:

• fulfill the mission, beliefs, and vision of the school district;
• reflect current research and best practice;
• reflect the educational and operational assessments of the school district;
• identity Standards, Benchmarks, and Critical Objectives for each course or grade level;
• articulate courses of study from kindergarten through grade twelve;
• provide for continual assessment of a student's progress;
• improve instructional practice;
• meet the long and short range student achievement goals found in the District's School Improvement Plan;
• meet the requirements of the Iowa Department of Education in meeting General Accreditation Standards.

It shall be the responsibility of the superintendent to keep the board apprised of necessary curriculum changes and revisions and to develop administrative regulations for curriculum development. 

Note:    This is a mandatory policy but the content is discretionary to the extent somewhere in board policy the board describes its process for establishing content standards, benchmarks, performance levels, and annual improvement goals aligned with needs assessment information. The bulleted items are suggestions for content of this policy.

Legal Reference:         20 U.S.C. § 1232h (1994). 34 C.F.R. Pt. 98 (t996).  Iowa Code §§ 216.9, 256.7, 279.8, 280.3-14 (1999). 281 I.A.C. 12.8(l)(c)(1).

Cross Reference:        101       Educational Philosophy of the School District

                                     105       Long-Range Needs Assessment

                                      505       Student Scholastic Achievement

                                      602       Curriculum Development

Approved:                   8/17/99

Reviewed:                   10/19/15

Revised:                      05/23/01, 9/20/2021

EDUCATIONAL PROGRAM

602.2 - CURRICULUM ADOPTION

Curriculum of the school district will be recommended by the superintendent and approved by the board.

The District's Curriculum Plan shall contain a framework that describes the processes and procedures that will be followed to assist all staff in developing the knowledge and skills necessary to successfully implement the developed curriculum in each content area. This framework shall:

• be data driven;
• review both standardized and district assessment data for existing standards, benchmarks, and critical objectives;
• identify the strengths and weaknesses (gap analysis);
• study and identify best instructional practices;
• identify and develop research that demonstrates how students learn best;
• focus on developing plans that address weaknesses;
• provide ongoing staff development;
• describe procedures for purchase of instructional materials;
• communicate with both the external and internal customers using data; and
• continually assess changes in curriculum.

NOTE: This policy is mandatory but may be re-written to reflect the board’s goals in curriculum adoption.

                     Legal Reference:         20 U.S.C. § 1232h (1988).

                     34 C.F.R. Pt. 98 (1993).

                      Iowa Codes §§ 216.9; 279.8; 280.3-.14 (1995).

                      281 I.A.C. 12.5.

Cross Reference: 602 Curriculum Development

Approved:                   8/17/99

Reviewed:                   10/19/15

Revised:                      9/20/2021

 

 

 

 

 

 

EDUCATIONAL PROGRAM

602.3 - Curriculum Implementation

Without careful and continuing attention to implementation, planned changes in curriculum and instruction rarely succeed as intended.  How change is put into practice, to a large extent, determines how well it fares.

Implementation refers to what actually happens in practice as compared to what was supposed to happen.  Curriculum implementation includes the provision of organized assistance to staff in order to ensure that the newly developed curriculum and the most powerful instructional strategies are actually delivered at the classroom level.  There are two components of any implementation effort that must be present to guarantee the planned changes in curriculum and instruction succeed as intended:

Understanding the conceptual framework of the content/discipline being implemented; and, organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.

The superintendent shall be responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation.  A curriculum framework shall describe the processes and procedures that will be followed to assist all staff in developing the knowledge and skills necessary to successfully implement the developed curriculum in each content area.  This framework will, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:

• Study and identify the best instructional practices and materials to deliver the content;
• Describe procedures for the purchase of instructional materials and resources 
• Study the current status of instruction in the content area  (how teachers are teaching);
• Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences;
• Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
• Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback;
• Regularly monitor and assess the level of implementation;
• Communicate with internal and external publics regarding curriculum implementation;
• Involve staff, parents, students, and community members in curriculum implementation decisions.

It shall be the responsibility of the superintendent to keep the board apprised of curriculum implementation activities, progress of each content area related to curriculum implementation activities, and to develop administrative regulations for curriculum implementation including recommendations to the board.

Note:   This is a mandatory policy but the content is discretionary to the extent somewhere in board policy the board describes its process for establishing content standards, benchmarks, performance levels, and annual improvement goals aligned with needs assessment information.  The bulleted items are suggestions for content of this policy.  Boards, in conjunction with their administrators, should review their curriculum implementation process and incorporate it into this policy – striking what doesn’t apply and adding what does. 

Legal Reference:         20 U.S.C. § 1232h (1994).

                                    34 C.F.R. pt. 98 (1996).

                                    Iowa Codes §§ 216.9, 256.7, 279.8, 280.3-.14 (1999).

                                    281 I.A.C.  12.8(1)(c)(1).

Cross Reference:         101      Educational Philosophy of the School District

                                    105      Long-Range Needs Assessment

                                    505      Student Scholastic Achievement

                                    602      Curriculum Development

                                    603      Instructional Curriculum

Approved:                   8/17/99

Reviewed:                  10/19/15, 10/18/21

Revised:                      05/23/01

 

 

EDUCATIONAL PROGRAM

602.4 - CURRICULUM EVALUATION

Regular evaluation of the total curriculum is necessary to ensure that the written and delivered curriculum is having the desired effect for students.

Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do.  It refers to the full range of information gathered in the School District to evaluate (make judgments about) student learning and program effectiveness in each content area.

Curriculum evaluation must be based on information gathered from a comprehensive assessment system that is designed for accountability and committed to the concept that all students will achieve at high levels, is standards-based, and informs decisions which impact significant and sustainable improvements in teaching and student learning.

The superintendent shall be responsible for curriculum evaluation and for determining the most effective way of ensuring that assessment activities are integrated into instructional practices as part of school improvement with a particular focus on improving teaching and learning.  A curriculum framework shall describe the procedures that will be followed to establish an  evaluation process that can efficiently and effectively evaluate the total curriculum.  This framework will, at a minimum, describe the procedures for the following curriculum evaluation activities:

• Identify specific purposes for assessing student learning;
• Develop a comprehensive assessment plan;
• Select/develop assessment tools and scoring procedures that are valid and reliable;
• Identify procedures for collecting assessment data;
• Identify procedures for analyzing and interpreting information and drawing conclusions based on the data (including analysis of the performance of various sub-groups of students);
• Identify procedures for establishing at least three levels of performance (specific to the content standard and the assessment tool when appropriate) to assist in determining whether  students have achieved at a satisfactory level (at least two levels describe performance that is proficient or advanced and at least one level describes students who are not yet performing at the proficient level);
• Identify procedures for using assessment information to determine long-range and annual improvement goals;
• Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data based decision making);
• Provide support to staff in using data to make instructional decisions;
• Define procedures for regular and clear communication about assessment results to the various internal and external publics (mandatory for communication about students receiving special education services);
• Define data reporting procedures;
• Verify that assessment tools are fair for all students and are consistent with all state and federal mandates;
• Verify that assessment tools measure the curriculum that is written and delivered;
• Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning;
• Identify roles and responsibilities of key groups;
• Involve staff, parents, students, and community members in curriculum evaluation;
• Ensure participation of eligible students receiving special education services in district-wide assessments.

It shall be the responsibility of the superintendent to keep the board apprised of curriculum evaluation activities, the progress of each content area related to curriculum evaluation activities, and to develop administrative regulations for curriculum evaluation including recommendations to the board.

Note:   This is a mandatory policy but the content is discretionary to the extent somewhere in board policy the board describes its process for establishing content standards, benchmarks, performance levels, and annual improvement goals aligned with needs assessment information.  The bulleted items are suggestions for content of this policy.  Boards, in conjunction with their administrators, should review their curriculum evaluation process and incorporate it into this policy – striking what doesn’t apply and adding what does. 

Legal Reference:         20 U.S.C. § 1232h (1994).

                                    34 C.F.R. pt. 98 (1996).

                                    Iowa Codes §§ 216.9, 256.7, 279.8, 280.3-.14 (1999).

                                    281 I.A.C.  12.8(1)(c)(1).

Cross Reference:         101      Educational Philosophy of the School District

                                    105      Long-Range Needs Assessment

                                    505      Student Scholastic Achievement

                                    602      Curriculum Development

                                    603      Instructional Curriculum

Approved:                   8/17/99

Reviewed:                  10/19/15, 10/18/21

Revised:                      05/23/01

EDUCATIONAL PROGRAM

602.5 - PILOT - EXPERIMENTAL - INNOVATIVE PROJECTS

The board welcomes new ideas in curriculum.  Proposals for pilot or experimental projects shall first be reviewed and analyzed by the superintendent.  Projects recommended by the superintendent will be considered by the board.  Pilot and experimental projects approved by the board, the Iowa Department of Education, or the U. S. Department of Education may be utilized in the education program.

Students, who may be or are asked to participate in a research or experimental project or program, must have their parents' written consent on file prior to participating in the project or program.  A research or experimental program or project requiring parents' prior written consent is a program or project designed to explore or develop new or unproven teaching methods or techniques.  These programs or projects shall be designated as research or experimental projects or programs.  The educational materials of a program or project designated as a research or experimental program or project may be inspected and reviewed by the parents of the students participating or being considered for participation in the program or project.  The inspection and review by the parents shall be in accordance with board policy 605.2, "Instructional Materials Inspection."

It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.

Legal Reference:         20 U.S.C. § 1232h (1988).

                                    34 C.F.R. Pt. 98 (1993).

                                    Iowa Codes §§ 279.8, .10; 280.3-.14 (1995).

                                    281 I.A.C. 12.5.

Cross Reference:         602  Curriculum Development

                                    603  Instructional Curriculum

Approved:                   8/17/99

Reviewed:                 10/19/15, 10/18/21

Revised: