Curr.+Revision

= CYCLE OF CURRICULUM REVISION - Page Two = Updated Jan 6, 2010


 * AUGUST PRE-YEAR-ONE**
 * Form Task Force (all grade levels represented, a staff member who has experience at more than one level can represent those levels) TASK FORCE will be facilitating the PLC... (e.g.creation of common assessments)
 * Representative from HMHS (e.g. department chair) to work with elementary for K-12 dicusssion/collaboration
 * Set meeting dates (1 per quarter, minimum)


 * YEAR ONE** - Evaluate/Data Collection
 * Conduct research
 * Teachers at grade levels highlight major units - what is the most time spent on, and, intuitively, what is the most important to teach? - Enduring Understandings
 * Various individuals on the committee will do some of the following: attend conferences, belong to professional organizations, and do school visitations
 * 1st time through process Spring: look at assessment data (e.g. MAP and NECAP data) Subsequent times through the process: Collect pre and post student achievement data to evaluate effectiveness of program (MAP, current common-assessments at upper grades)
 * Each month of year one, member(s) of the task force will collaborate with the assessment committee on the formation of the indicators. (For example: Someone from the content-area task force will go to the assessment committee to look at what baseline data will be created/collected.)


 * SUMMER ACADEMY 1** - begin the study process
 * Setting of goals/philosophy - what do we really believe? What do we teach; why; how; what do you want the student to do? Evaluate strengths/weaknesses.
 * Follow Curriculum Council development of power standard/competency process as adjusted to content area needs - create draft of power standards/competencies. Audit for gaps and redundancies.
 * Create list of overarching questions ("demanding questions" or "parking lot questions"...ones that will take longer than the 3 day academy to answer) to guide investigation


 * YEAR TWO -** Study
 * Evaluate budgetary impact (pilot materials, summer curriculum); in October put new items in budget for the pilot year (3)
 * Horizontally vet power standards/competencies
 * Vertically vet power standards/competencies
 * Adopt power standards/competencies (by end of year)
 * Develop response to overarching questions
 * Task force & Student Support Task force (group-of-teachers-with-expertise-in-this-area) develop & revise common assessments and tiered supports based on power standards.
 * Examine, evaluate and propose materials for planning year three
 * By May of year 2, choose pilot materials if needed for year 3


 * SUMMER ACADEMY 2**
 * The group in the summer may be bigger, including multiple teachers from any given grade or course
 * Formalize common assessments and tiered supports based on power-standards. Make all of these available at a centralized (digital) place.
 * Develop response to overarching questions
 * Identify group of teachers who will pilot. Give them time together how to plan the pilot program for year 3 before school begins.


 * YEAR THREE** - Plan/Pilot
 * Pilot power standards and common assessments
 * Implement tiered supports with students who do not meet power standard criteria
 * Report response to overarching questions
 * Teacher at each grade level pilots newly selected materials
 * Evaluate materials throughout the year
 * Pilot lessons, projects
 * Suggest PD for following year: know calendar (Feb.); suggest speakers, consultants to be booked before summer; have PD book(s) available to read before summer
 * Summer curriculum for planning and training for year 4
 * In October, budget for PD and materials for year 4
 * In May, purchase new material (if needed) to implement in year 4


 * SUMMER ACADEMY 3**
 * Review/revise power standards
 * Review/revise common assessments
 * Continue development of tiered supports
 * Write or revise UBD units for the new power standards, if needed (UBD units would include unit titles/schedule, essential questions, enduring understandings, major objectives, - specific lessons and/or class activities, etc. to be developed by individual teachers and/or grade level teams throughout Year Four)
 * Build in any PD needed - re: curriculum OR instruction


 * YEAR FOUR ** - Train/Implement
 * Train teachers; PD in instruction and utilizing resources
 * Develop and introduce UBD units


 * YEAR FIVE ** - Monitor
 * Monitor effectiveness


 * YEAR SIX ** - Monitor
 * Monitor effectiveness; in the summer of Year Six refer to August-Pre-Year One above


 * Need professional commitment of staff to be on one curriculum committee, but on no more than two curriculum committees in a six year cycle.
 * Need Special Educator on every team.