Curriculum development is an ongoing process in the school district and consists of both research and design.  Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline.  This study is conducted both internally (what and how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc. tell us relative to the content area).  Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve the learning experiences for all students.

A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:

• Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learnings for our students.
• Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our schools will be successful in providing appropriate learning experiences.
• Facilitates communication and coordination.
• Improves classroom instruction.

The Superintendent shall be responsible for curriculum development and for determining the most effective method of conducting research and design activities.  A curriculum framework shall describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area.  This framework will, at a minimum, describe the processes and procedures for the following curriculum development activities to:

• Study the latest thinking, trends research and expert advice regarding the content/discipline;
• Study the current status of the content/discipline (what and how well students are currently learning);
• Identify content standards, benchmarks, and grade level expectations for the content/discipline;
• Describe the desired learning behaviors, teaching and learning environment related to the content/discipline;
• Identify differences in the desired and present program and develop a plan for addressing the differences;
• Communicate with internal and external public regarding the content ara;
• Involve staff, parents, students, and community members in curriculum development decisions;
• Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level:
• Ensure proposed curriculum complies with applicable laws;
• Align annual improvement goals with needs assessment information.

It shall be the responsibility of the Superintendent to keep the Board apprised of necessary curriculum revisions, progress of each content area related to curriculum development activities, and to develop administrative regulations for curriculum development including recommendations to the Board.

Legal Reference:        
20 U.S.C. § 1232h (2010).
34 C.F.R. Pt. 98 (2010).
Iowa Code §§ 216.9; 256.7, 279.8; 280.3 (2013).
281 I.A.C. 12.5, .8.

Approved:
June 19, 1989

Reviewed:
November 14, 2022

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 distinct from 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.
• Ensure the curriculum framework complies with applicable laws;
• Provide professional development to staff to support effective curriculum implementation.

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. (See Policy 605.1).
• Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content.
• 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.

Legal Reference:        
20 U.S.C. § 1232h (2010).
34 C.F.R. pt. 98 (2010).
Iowa Code §§ 216.9, 256.7, 279.8, 280.3 (2013).
281 I.A.C.  12.8.

Date of Adoption:                                                      
August 11, 1975

Date of Review:
November 14, 2022

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 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 intepreting information and drawing conclusions based on the data (incouding 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.
• Ensure curriculum complies with applicable laws.

It shall be the responsibility of the Superintendent to keep the Board apprised or 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.

Legal Reference:        
20 U.S.C. § 1232h (2010).
34 C.F.R. pt. 98 (2010).
Iowa Code §§ 216.9, 256.7, 279.8, 280.3 (2013).
281 I.A.C.  12.8.

Date of Adoption:
June 19, 1989

Date of Review:
November 14, 2022

The board welcomes new ideas in curriculum.  Proposals for pilot or experimental projects will 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 are 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 is in accordance with board policy 605.2, "Instructional Materials Inspection."

Legal Reference:        
20 U.S.C. § 1232h (2010).
34 C.F.R. Pt. 98 (2010).
Iowa Code §§ 279.8, .10; 280.3 (20113).
281 I.A.C. 12.5, .8.

Approved:

Date of Review:
January 9, 2023