6130: Written Curriculum - Frameworks and Course Guides
6130: Written Curriculum - Frameworks and Course Guides holly Mon, 07/15/2019 - 14:54The Superintendent shall establish the curriculum guidelines to articulate and coordinate the written curriculum and to provide consistency of the written curriculum from one level of the District to the next. The curriculum guidelines shall provide for the development of the District’s curriculum and shall identify essential educational outcome criteria, set academic standards, and provide for the implementation, monitoring and assessment of student learning.
6130.1: Curriculum Framework
6130.1: Curriculum Framework holly Mon, 07/15/2019 - 14:56Curriculum frameworks shall be developed for each curricular area and provide the vision of the essential content of that curricular area. Frameworks shall be approved by the Board of Education. Curriculum frameworks will be comprised of the following:Â
I.  Philosophy of the content areaÂ
II.  Relationship of Framework to ÀÏ°ÄÃÅÁùºÏ²Ê Academic and College and Career Readiness Essential Learning OutcomesÂ
III. Curriculum Planning Committee, Focus Group Participants, and Textbook/Instructional Materials Selection Committee(s)Â
IV. Timeline of Development EventsÂ
V.  PK-12 scope and sequence derived from state standards and indicators or those   Â
    recommended by national/professional organizationsÂ
VI.  Grade level and list of courses where standards and indicators will be taughtÂ
VII. Instructional approachesÂ
VIII. Appendix containing supporting documents and course descriptions for new courses
6130.2: Course Guides
6130.2: Course Guides holly Mon, 07/15/2019 - 15:00Course Guide development applies to all PK-12 approved courses. Course Guides shall be based on approved PK-12 Framework. Course Guides shall be provided to the staff for all courses at every level and shall set forth the following:
I. Course NameÂ
II. Course DescriptionÂ
III. Standards and indicators taught within courseÂ
IV. Instructional practices – whole group, small group, individualÂ
V. Instructional Sequence/PacingÂ
VI. Required/Critical lessons and activities vs. Suggested/OptionalÂ
VII. DifferentiationÂ
A. Extensions/EnrichmentsÂ
B. AccommodationsÂ
C. Interventions (MTSS)Â
VIII. ResourcesÂ
IX. Formative and Summative Assessments (aligned to standards and indicators and critical/required lessons)Â
X. Integration with other content areas as appropriateÂ
XI. Guides should consider and appropriately address the following statutory and district strategic plan components: diversity and Multiculturalism; technology; service learning; College and Career Readiness skills; HAL.Â
XIII. Specialized guides for HAL; ELL; special education, alternative education and district special programs (CORE, Montessori, IB, Academies) should be developed as needed at the same time as course guides.
Legal Reference: §79-719, §79-720