Discipline-based Curriculum Development Teams and Goals for 2013-2014

Discipline Team Team Members Place in the Cycle

Math

Chris Ray Brian Fawcett Emily Coolidge Heather Farish

In implementation phase (Phase 5). To return to cycle (Phase 1) in 2015. Continue elaborating and documenting units of instruction. Evaluate the effectiveness of curriculum and instruction through assessment of student learning. Celebrate positive outcomes of the new framework.

Social Studies/Nepal Studies

Molly Nielsen Adam Smee Lexie Pieters Bhagawati Chettri Douglas von Hollen Jeremiah OSullivan Deborah Somerville Luke Davis

2013-14 will be the first year of implementation for the new vision for Social Studies (Phase 4). Goals for this year: Continue development of units, to reflect the vision developed last year; document in Atlas. Initiate dialogue with the ELA Core Team to deepen effective integration between these two subject areas. Evaluate effectiveness of new curriculum and instruction through assessment of student learning. Celebrate positive outcomes of the new framework.

Science

Peter Hennigar Ria Hennigar Brad Waugh Emily Coolidge Heather Farish

Entering Phase 1 this year, 2013-14 Research in best practices Create a philosophy and vision statement Develop/select standards and benchmarks Evaluate data on student achievement and practices Develop a summary of findings including priorities for growth and change. (Phases 1 and 2)

English/Language Arts/Literacy

Rene Comesotti Patrick McAndrew Paulita Rodriguez Deborah Somerville Douglas von Hollen Luke Davis

Entered Phase 1 in 2012-13. This year: Complete formal review (Phase 2) of the curriculum Create plan for implementation (Phase 3), implementation to begin 2014-2015.

Visual/Performing Arts

David Tomasini Robert Passig Bhagawati Chettri Kathy Shrestha

Begins Phase 1 in 2014-15.

Entering Phase 1 this year, 2013-14. Health & PE Sam Davis Nicole Decourriere Mark Nuotio Luke Davis Kathy Shrestha The PE department has adopted the NASPE Framework and Kansas State Standards and Benchmarks to guide the revision of the program. Entering Phase 1 this year, 2013-14 Research in best practices Create a philosophy and vision statement Develop/select standards and benchmarks Evaluate data on student achievement and practices Develop a summary of findings including priorities for growth and change. (Phases 1 and 2) Discussion: the place for Health in ES.

Modern Languages & Cultures

Maryline Pimentel
Monica Justice Karine Emriau Fabiola von Hollen

Entered Phase 1 in 2012-13. The Core Review Team met in 2012-13 to draft the philosophy and vision statement. The Standards and benchmarks are under review with both the frameworks from AERO and from ACTFL (National Standards in Foreign Language Education) being considered. This year: Finalize the vision and philosophy Finalize choice of standards framework, guided by the philosophy and vision (fall of 2013)

Complete formal review of the curriculum (Phase 2). Create plan for implementation (Phase 3), implementation to begin 2014-2015.

Support Services

Allison OSullivan Sarah Parker Jacob Nielsen Linda Willis Joel Garrison

Entered Phase 1 in 2011-12. The Core Team has completed a Philosophy and Vision Statement. ES/MS/HS Student learning plans from Special Education are aligned and correspond with regular gradelevel objectives. This year: Continue work on department handbook

ICT

Bill Willis Sudha Rajouria Jeremiah OSullivan

Not included in the curriculum review cycle grid; however there are clear goals for the year: Respond to and plan implementation of the May 2013 Tech Audit Continue to map tech integration based on NETS. Develop a library skills curriculum in line with recommendations from Accreditation Visiting Team Report of 2009:
"the library department write a curriculum for both elementary and middle school that can be implemented as soon as possible and that it is readily available to all staff." "the library department continue to promote the use of lessons for secondary students to the secondary teachers, and that the high school students receive regular lessons on skills associated with library use."

Names in bold indicate doubly-booked teachers whose priority should be on that team during PD Wednesdays Italics indicate that the team member has a commitment elsewhere and will have limited availability during PD Wednesday curriculum development time

Summary of the Phases in the Curriculum Review Process

Phases 1 and 2: Review (visioning; review of existing curriculum; research; development/selection of standards), 9 months Phase 3: Creation (plan implementation: what will be implemented, and how), approximately 6 months Phase 4: Implementation (development and documentation of units of learning), 1 year Phase 5: Monitoring, 2.5 years