CURRICULUM DEVELOPMENT AND MANAGEMENT
Curriculum Development and Review
The need for and value of systematic, ongoing program of curriculum development and evaluation involving students, parents, teachers and administrators are recognized. The design and implementation of the curriculum will be consistent with the Board's stated curriculum goals and objectives. The Board deems it essential that the school system continually develop and modify its curriculum to meet changing needs. The Board authorizes the superintendent to cooperatively develop the curriculum. Staff contributions to curriculum development will be provided through curriculum committees.
It shall be the responsibility of the Superintendent to develop proposals relating to curriculum modifications and additions that, in the opinion of the Board, the staff, and consultants, are essential to the maintenance of a high-quality program of education from pre-kindergarten through twelve.
While instructional differentiation is expected to occur to address the unique needs of specific students, that instruction will be derived from a curriculum that is common to all students and all levels of that curriculum, and supplementary resource materials shall be available to all students and staff members regardless of grade assignment. A primary consideration in all curriculum development, modification, review, and implementation shall be the establishment of an integrated, multidisciplinary curriculum that conveys multiple learnings simultaneously in order to maximize the educational benefits of a limited and precious instructional time.
The Planned and Written Curriculum
It is the expectation of the Board that learning will be enhanced by adherence to an integrated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. The curriculum should reflect the best knowledge of the growth and development of learners, the content of the various content disciplines, and the needs of learners based on the nature of society and the desires of the community. The curriculum is designed to provide teachers and students with the district’s expectations of what children and young people are to learn. Teachers are expected to follow the curriculum in performing teaching assignments.
The Taught Curriculum
The design and implementation of the curriculum will be aligned with the planned and written curriculum guides, the taught curriculum as presented to students by the teachers, and the tested curriculum as determined by student assessments. Each of these three components of the curriculum shall be matched to bring about a high degree of consistency, except where planned otherwise (e.g., national-state norm-referred test.)
All curriculum, including but not limited to elimination of programs and courses and extensive content alteration, will be subject to Board approval. Curricular proposals from the certificated staff may be presented to the Superintendent, who will be responsible for disclosing and making recommendations to the Board on such matters.
Curriculum guides shall be provided for the various subject areas or interdisciplinary offerings. These guides shall present at least a minimal outline for instruction and a basis for further development of the particular area.
The guides will reflect alignment to the state required curriculum and shall be designed to suggest a variety of possibilities for instruction, patterns of individualization, variations of approaches, and materials.
The Superintendent will formulate procedures for the development and use of curriculum guides.
The Tested Curriculum-Evaluation
The district will establish models for determining the effectiveness of instructional programming at District, school and classroom levels. Evaluations will focus on determining the extent to which students are achieving and maintaining their mastery of appropriate specific learning expectations and the extent to which instructors are displaying effective
Approved: 5/12/97 Revised: 10/98 Reviewed: 1/00
10/06
7/17
CURRICULUM DEVELOPMENT AND MANAGEMENT
ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOLS’ VISION OF CURRICULUM
We, the educators of the Estherville Lincoln Central Community School District, hold forth this vision of the curriculum of excellence we desire for all our students. We have a dream of a curriculum that is . . .
1. MEANINGFUL. The curriculum emphasizes the active construction of meaning, so that all students find purpose in their studies.
2. TECHNOLOGICAL. The curriculum uses technology as one delivery system, examines the influence of technology on students’ lives, and give students the skills they need to use the technology to accomplish their own purposes.
3. SOCIALLY RESPONSIBLE. The curriculum develops in students a sense of social responsibility, so that they become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the needs of the poor and the elderly.
4. MULTICULTURAL. The curriculum reflects and is responsive to the cultural diversity of this nation and our community, so that students develop a sense of pride in their own heritage and a respect for that of others.
5. REFLECTIVE. The curriculum fosters in students the skills and attitudes of reflection so that they are able to think critically, creatively, and affirmatively.
6. HOLISTIC. The curriculum gives appropriate emphasis to all the significant aspects of growth and all the types of human intelligence, helping students see the connections between the separate subjects.
7. GLOBAL. The curriculum develops in students an awareness of global interdependence in all aspects of life, including the environment and the economy.
8. OPEN-ENDED. The curriculum is open-ended in two ways: it is open to revision and continued refinement; and it provides open access to all students, so that students are not tracked into dead-end careers.
9. GOAL-BASED. The curriculum focuses on significant goals, so that students develop the critical skills and acquire the knowledge they need for effective lifelong learning and full functioning as citizens in a changing society.
10. VALUE-BASED. The curriculum provides for knowledge and practice in developing good character habits of self-discipline, concern for others, integrity, service, cooperation, responsibility and respect.
Adopted: 10/98 Reviewed: 1/00
10/06
7/17
CURRICULUM DEVELOPMENT AND MANAGEMENT
The Superintendent has the final responsibility to the Board of Education for the instructional program. He will work with and delegate to the Directors of Curriculum and Instruction the major responsibility and authority for the district-wide improvement and coordination of a high quality instructional program promoting both rigor and relevance. The principals, as instructional leaders at the building level, will with their teaching staffs assume responsibility for the implementation of the high quality program and the delivery of that program through quality learning experiences. These learning experiences shall reflect the latest research in teaching pedagogy and follow carefully designed lesson plans that address the critical learning objectives outlined in the curriculum guides.
Area curriculum coordinators (from the teaching staff) shall be selected yearly to assist in the district coordination of the curriculum. This position shall be advisory in nature and the coordinator shall assist in:
1. Gathering K-12 curriculum materials.
2. Serving as liaison between curriculum committees and administration.
3. Presentations to the Board, administrative cabinet, instructional staff, etc.
4. Vertical curriculum work.
5. In-service projects.
6. Coordinating K-12 curriculum representatives.
7. Suggesting appropriate staff development activities.
The curriculum design for the Estherville Lincoln Central Schools is to reflect the philosophy and importance of a comprehensive educational programs which relates to the needs of the school community and supports any state required standards. In planning and designing the curriculum, results of national and regional studies on curricular innovations and the laws and standards of the State of Iowa will be used to guide the administrative and instructional staff.
Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades kindergarten through twelve so students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual’s self-interest and the concerns of people elsewhere in the world. Global education, in the education program, is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems - social, cultural, racial, economic, linguistic, technological, and ecological.
The curriculum review process shall be described in a handbook for the staff with the appropriate expectations for a well written curriculum. This written curriculum plan shall be the core program study implemented and assessed by teaching staff.
Approved: 8/7/89 Revised: 10/98 Reviewed: 1/00
10/06
7/17
CURRICULUM ADOPTION
Curriculum of the school district must be recommended by the superintendent and approved by the Board.
The Board may authorize the use of curriculum guides when it adopts the curriculum. Such guides will be used when, in the opinion of the superintendent, they will be of assistance to the instructional program and will provide a consistent approach in the instructional program.
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1993).
Iowa Code §§ 216.9; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 602 Curriculum Development
Approved: 5/12/97 Revised: 10/98 Reviewed: 1/00
10/06
7/17
CURRICULUM EVALUATION
When deemed necessary by the superintendent, and whenever a new program is proposed, the Board will review the curriculum to determine its strengths and weaknesses. The Board may authorize the superintendent to appoint an ad hoc advisory committee to review the curriculum.
The Board shall review the students' performance on standardized tests, courses, and other indicators of student achievement deemed relevant by the Board as a guideline for the effectiveness of the curriculum. It shall be the responsibility of the superintendent to provide the Board with the test scores and grades along with the superintendent's comments about the school district's curriculum.
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1995).
Iowa Code §§ 216.9; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 101 Educational Philosophy of the School District
103 Educational and Operational Planning
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 10/98
1/00
10/06
7/17
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 Code §§ 279.8, .10; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 602 Curriculum Development
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 1/00
10/06
7/17