EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Development                                                                                                                                                                                              Code No.  602.1

 

 

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 priority 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 ensure the identified learnings are rigorous, challenging, and represent the most important learning 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, with direction and approval of the Board, is responsible for curriculum development and for determining the most effective method of conducting research and design activities.  A curriculum framework will 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 research and expert advice regarding the content/discipline;
• Study the current status of the content/discipline (including social emotional learning, 21^st century skills, and career readiness skills) (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 publics regarding the content area;
• Involve staff, parents, students, and community members in curriculum development decisions;
• Verify integration of local, state, and/or federal mandates (MCNS, school-to-work, etc);
• 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 the prior learning of each level.

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

 

Approved:  February 24, 2004

Reviewed:  December 10, 2019

Revised:  December 10, 2019

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

Cross Reference:   101 Educational Philosophy of the School District; 103 Long-Range Needs Assessment; 602 Curriculum Development; 603 Instructional Curriculum; 604.10 Online Courses; 605 Instructional Materials

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Implementation                                                                                                                                                                                          Code No.  602.2

 

 

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 succeeds.

Implementation refers to what actually happens in practice as compared to 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 with fidelity.

The Superintendent is responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation.  A curriculum framework will 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 process 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 Board 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 instructional strategies, 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 is 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.

 

Approved:  February 24, 2004

Reviewed:  December 10, 2019

Revised:  December 10, 2019

Legal Reference:   20 U.S.C. § 1232h; 34 C.F.R. pt. 98; Iowa Code §§ 216.9, 256.7, 279.8, 280.3-.14; 281 I.A.C. 12.8.

Cross Reference:   101 Educational Philosophy of the School District; 103 Long-Range Needs Assessment; 505 Student Scholastic Achievement; 602 Curriculum Development; 603 Instructional Curriculum

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Evaluation                                                                                                                                                                                                    Code No.  602.3

 

 

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, conducting fidelity checks, 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 (make judgments about) 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 is 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 will 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 establishing at least three levels of performance (rubrics for priority standards) (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);
• Verify that assessment tools are fair for all students and are consistent with all state and federal mandates.

It is the responsibility of the Superintendent to keep the Board apprised of 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.

 

Approved:  February 24, 2004

Reviewed:  December 10, 2019

Revised:  December 10, 2019

Legal References: 20 U.S.C. § 1232h; 34 C.F.R. pt. 98; Iowa Code §§ 216.9, 256.7, 279.8, 280.3; 281 I.A.C. 12.8.

Cross Reference:   101 Educational Philosophy of the School District; 103 Long-Range Needs Assessment; 505 Student Scholastic Achievement; 602 Curriculum Development; 603 Instructional Curriculum

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Pilot -- Experimental -- Innovative Programs                                                                                                                                                              Code No.  602.4

 

 

The Board welcomes new ideas in curriculum.  Proposals for pilot or experimental programs will first be reviewed and analyzed by the Superintendent.  Programs recommended by the Superintendent will be considered by the Board.  Pilot and experimental programs 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 participating, or are asked to participate, in a research, experimental program, must have their parents' written consent on file prior to participating in the program.  A research or experimental program requiring parents' prior written consent is a program designed to explore or develop new or unproven teaching methods or techniques.  These programs are designated as a research, experimental program may be inspected and reviewed by the parents of the students participating or being considered for participation in the program.  The inspection and review by the parents is in accordance with Board Policy 605.2, "Instructional Materials Inspection".

 

Approved: February 24, 2004

Reviewed:  December 10, 2019

Revised:  December 10, 2019

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

Cross Reference:   602 Curriculum Development; 603 Instructional Curriculum

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Accountability Test Integrity/Test Preparation                                                                                                                                                      Code No.  602.5

 

 

The Oskaloosa Community School District is committed to ensuring the integrity of the information obtained from the use of educational assessments.  This policy is intended to apply to two assessments in particular; the assessment used to meet the reporting requirement under the current law and the assessment used to meet the reporting requirements for the Annual Progress Report to the Iowa Department of Education.

The purpose of this policy is to identify procedures that can ensure assessment results are truly representative of the achievement of students in our district.  It is also our intent to create awareness of the potential negative impact that inappropriate assessment practices might produce, to outline processes to be followed, and to identify the potential consequences of violating the policy.  If test scores become questionable because of inappropriate practices in either preparing students or in administering tests, the meaning of the scores will be distorted and their value for their original purpose will be diminished or lost.

APPOINTMENT OF DISTRICT TEST COORDINATOR

The district shall appoint a District Test Coordinator, who may in turn delegate responsibility for testing-related functions to one or more Building Test Coordinators.  The District Test Coordinator is the Director of Curriculum.  The District Test Coordinator is responsible for storing materials from Iowa Testing Programs in a secure area with restricted access both prior to and after the testing period.

TEST PREPARATION

As a function of educating students, staff may prepare students for assessments by providing instruction in the content areas to be assessed.  Staff may also prepare students for assessments by teaching general test-taking skills that are applicable to any test or test format.

Staff shall not conduct reviews or drills that use actual test items or identical format items of the accountability assessments, use copies of tests from previous years, or review test-specific curriculum content with students at any time.

ADMINISTRATION OF TESTS

In the administration of standardized, it is a violation of test security to do any of the following:

1. Provide inappropriate test preparation such as any of the following:
   
   1. Copy, reproduce, or use in any manner any portion of any secure test booklet, for any reason.
   2. Share an actual test instrument in any form.
   3. Use test preparation materials or strategies developed specifically for Annual Progress Reporting or the Annual Yearly Progress Report.

2. Deviate from the test administration procedures specified in the test examiner's manual.

3. Provide inappropriate assistance to students during the test administration.

4. Make test answers available to students.

5. Change or fill in answers on student answer documents.

6. Provide inaccurate data on student answer documents.

7. Engage in any practice to artificially raise student scores without actually improving underlying student achievement.

8. Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in this policy.

After testing is completed, test materials are to be returned according to procedures established by the District Test Coordinator.

CONSEQUENCES OF POLICY VIOLATIONS

If a violation of this policy occurs, as determined by the Superintendent following an investigation of allegations of irregularities, the Superintendent shall determine whether the integrity of the testing program has been jeopardized, whether some or all of the test results are invalidated, and whether a teacher or administrator has violated the Code of Ethics of the Iowa Board of Educational Examiners as found at 282 - Iowa Administrative Code chapter 25.

Reports of students cheating on assessments shall be submitted to the building principal for investigation and disciplinary procedures.

A staff member found to have committed testing irregularities shall be subject to discipline in accordance with law and Board policy.  If the staff member is a licensee of the Board of Educational Examiners, the Superintendent shall make a timely report to that Board

If the Superintendent believes that assessment results are invalid, the Superintendent shall make a timely report to the Iowa Department of Education.

 

Approved:  February 24, 2004

Reviewed:  December 10, 2019

Revised:  December 10, 2019