A systemic process for curriculum review is part of a model of continuous improvement meant to ensure that all students in the district receive an education that is meaningful, relevant, and of the highest quality possible. The curriculum review process supports the school district mission, vision and goals.
The Upper Perkiomen School District empowers learners, fosters community partnerships and inspires innovation to maximize personal growth
Empowerment- UPSD encourages all students and staff to responsibly advocate for themselves and actively make choices in their own learning
Culture- UPSD provides a safe and supportive school environment that values and is responsive to the uniqueness of each individual
Partnerships- UPSD fosters and utilizes local and global connections to cultivate learning experiences within and beyond the classroom
Innovation- UPSD nurtures a student centered learning environment that enhances critical and creative thinking
Student Achievement- At UPSD all students will have access to a full continuum of learning experiences in order to actualize their personal growth
Quality Teaching & Learning: We will provide effective, differentiated teaching and learning opportunities for our students, staff and school board.
Social & Emotional Wellness: We will provide a safe and supportive environment that anticipates and responds to student’s needs.
College & Career Readiness: All students will graduate from UPSD and have the skills, knowledge and understanding of how to pursue current and future personal endeavors.
- Roles & Responsibilities
- UBD Curriculum Framework
- Curriculum Review Cycle 2017-2026
- Stages of Curriculum Review
- UPSD Curriculum Review Handbook
ROLES AND RESPONSIBILITIES
All district staff members are responsible for ensuring that all students learn the district’s curriculum and demonstrate achievement at high levels. As a function of responsibilities, certain roles can be specified, although the responsibilities are not limited to those listed.
The Board will:
- Adopt goals that provide a well-balanced curriculum resulting in improved student learning;
- Establish policies to direct and support ongoing curriculum development and evaluation;
- Adopt a budget that provides for the development, implementation, training, and evaluation of curriculum;
- Authorize the implementation and review of a strategic plan for the district that identifies community expectations of curriculum;
- Communicate to its constituents the Board’s curricular expectations.
The Superintendent will:
- Implement board policies related to curriculum;
- Annually report to the Board concerning implementation;
- Oversee the work of district staff in accomplishing their responsibilities.
DISTRICT CURRICULUM STAFF
The Superintendent or designee will:
- Ensure that a master long-range plan is in place for curriculum development, revisions, program evaluation, and student assessment;
- Implement the master long-range plan, providing technical and expert assistance as required;
- Approve the District’s curriculum, based on input from teachers;
- Provide district-wide professional development needed to implement the curriculum;
- Provide materials and design instructional programs that deliver district curriculum effectively;
- Support principals and teachers in their roles of delivering and managing curriculum and professional development;
- Provide support for analysis and interpretation of assessment data.
- Develop a working knowledge of the curriculum content for all subjects/courses to effectively monitor delivery of the curriculum;
- Translate the importance of effective curriculum and instruction practices on a daily basis;
- Monitor the delivery of the district curriculum through the following basic strategies:
- Walk-through observations
- Formal classroom observations
- Periodic review of lesson plans and curriculum documents
- Ensure effective instructional delivery;
- Collaborate with individuals and learning teams;
- Work with teams to review and interpret assessment data, set goals, and plan for continuous improvement of achievement;
- Update Campus Improvement Plans to support effective curriculum management;
- Ensure that student progress in achievement is reported regularly to parents in an understandable manner;
- Facilitate and participate in professional development.
- Deliver the District curriculum, using strategies most effective for the students;
- Assess student learning with a variety of classroom, district, and state assessments;
- Use assessment data to drive instructional decisions;
- Involve students in the learning and assessing process;
- Involve parents in the learning process;
- Communicate strengths and weaknesses to students, parents, and others as appropriate;
- Participate in district, campus, and personal professional development.
- Be an active partner in the learning and assessing process;
- Understand their own learning strengths and weaknesses;
- Meet or exceed learning requirements based on the District curriculum and standards;
- Exhibit behavior that is conducive to learning for self and others.
- Be valued partners in the learning process;
- Accept a shared responsibility working with the teacher in the learning process;
- Support the development of academic, communication, life, and technology skills.
Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
Understanding by Design is based on the following key ideas:
- A primary goal of education should be the development and deepening of student understanding—the ability to make meaning of learning via “big ideas” and to transfer learning.
- UbD unpacks and transforms content standards and mission related goals into relevant Stage 1 elements and appropriate assessments in Stage 2.
- Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
- Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
- Teachers are coaches of understanding, not just teaching; they always aim – and check – for successful meaning making and transfer by the learner
- Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
- Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.
STAGES OF THE CURRICULUM REVIEW PROCESS
Stage One: Evaluation, Assessment & Research
K-12 departments in stage one will focus on the research of best practice, conduct site visits, review and interpret all available K-12 student achievement and growth data and develop an action plan.
- Identify a steering committee and meet with a steering committee consisting of teachers, students, parents, community members, administrators and other experts in the field
- Develop and implement an action plan that includes department mission, vision and goals that the K-12 team will accomplish over the course of the curriculum cycle
- Collect, analyze and interpret K-12 student achievement and growth data in the particular content area
- Develop a synopsis of current best practices and evidence of new learning through site visits
Evidence: Presentation to district liaison committee and school board on Stage One findings
Stage One Documents: Action Planning Template & Presentation to School Board
Stage Two: Curriculum Development & Resource Pilot
K-12 departments in stage two will focus on the completion of standards aligned curriculum maps and evaluate resources that align to the expected learning outcomes from the curriculum maps.
- Completion of standards aligned curriculum maps in the designated district approved format
- Completion of grade level/ course level scope and sequence
- Review resources and materials for purposes of program pilot
- Conduct pilot program and make data based recommendations to curriculum steering committee
- Participate in professional development
Evidence: Completed district approved curriculum maps, scope and sequence and initial data collection template
Stage Two Documents: UBD Unit Maps, Completed Resource Evaluation Rubric, Grade Level/ Course Scope & Sequence
Stage Three: Implementation & Professional Development
K-12 departments in stage three will focus on deploying the revised curriculum maps and begin to align instruction, assessments and resources to the revised curriculum. K-12 departments will also engage in professional development to support their work.
- Create and begin to deploy professional development plan to align with revised curriculum maps, resource adoption and district professional development calendar
- Develop common assessments and rubrics
- Conduct assessment audit to ensure that assessments enable higher level thinking skills for all students
- Continuously examine and analyze student performance data
Evidence: Professional development plan, common assessments and database of assessment results
Stage Three Documents:Professional Development Plan, Common Assessments, Assessment Audit
Stage Four: Revision & Review
K-12 departments in stage four will focus on continuous improvement through the analysis of student performance data and alignment to standards, sharing of best practices and engaging in learning walks.
- Conduct learning walks to observe and get feedback on classroom instructional practices.
- Continuously examine and analyze student performance data
- Continuously making improvements to curriculum maps, scope and sequence documents and assessments
- Engaging in professional development
Evidence: Data collected from learning walks, student performance data, and professional development plan
Stage Four Documents: Classroom Walkthrough Data
Stage Five: Monitoring
K-12 departments in stage five will evaluate the effectiveness of the curriculum review process over the past stages. Staff members will be responsible for examining and reporting on student outcomes and making recommendations for further improvement.
- Review student assessment data and post-secondary outcomes to determine effectiveness of program implementation and standards aligned instruction
- Develop and conduct surveys to gain information about the current program.
Evidence: Presentation to the district liaison committee and school board and report on survey results
Stage Five Documents: Curriculum Review Survey & Board Presentation