CURRICULUM/INSTRUCTION
Program: Curriculum & Instructional Programs Person(s) Responsible: Assistant Superintendent
Number of Employees: Certified 130 Support Staff N/A
Number of Students Enrolled/Participating in program: Approx. 1500 Program Required by: Board of Education X State X Federal X Program Costs: $71,235.16
Goal(s):
The educational needs of the Morgan County R-II students will be assessed and the district’s curriculum will be developed to meet those needs. Course objectives, assessment methods and performance expectations will be developed and shared with students and their parents/guardians at appropriate times in a way they can understand. Student progress is monitored continuously with regular information provided to the students and their parents/guardians about the students’ performance.
Objectives:
1. The Morgan County R-II School District will maintain and follow a curriculum review schedule.
2. The Morgan County R-II School District will involve staff, parents, community members and students in the curriculum planning process. 3. A curriculum guide is in place for all instructional programs that meet all
MSIP standards, is articulated through the grade levels and across subject areas, utilizes a variety of instructional strategies, and has been adopted by the Board of Education.
4. Learning objectives and expectations are shared with students and parents/guardians prior to instruction.
5. Assessments include application of skills and knowledge that students have acquired.
6. Student progress is monitored continuously and students and parents receive frequent information about the student’s progress.
Evaluation Criteria:
The Morgan County R-II School District will maintain and update a curriculum review schedule that includes at least a 5-year plan for maintenance.
Staff, parents, community members and students have been involved in the curriculum planning process.
Curriculum guides include: rationale, course description, measurable objectives, appropriate activities and assessments that are aligned to the objectives and articulated throughout the grade levels.
Curriculum revisions have been approved by the Board of Education.
Effectiveness of the curriculum as well as instructional activities and assessments are analyzed by looking at student performance on the MAP and other
assessments over time.
Parents receive regular progress reports of student performance. Procedures Used to Evaluate the Collected Data:
The Board will annually evaluate curriculum and instructional programs to determine if the goal is being met.
Data Collected by: Assistant Superintendent Data Reported by: Assistant Superintendent
Data Analyzed by: Administration/Board of Education Success of Program based on the Data:
The curriculum review schedule has been updated and maintained. The following is the current review schedule.
Year Curricular Areas for Review
2013-2014 Gifted Communication Arts
Library
2014-2015 Mathematics Guidance Foreign Lang.
2015-216 Fine Arts Science Articulation
Agreements 2016-2017 Social Studies Practical Arts Health & PE 2017-2018 Gifted Communication
Arts
Library
2018-2019 Mathematics Guidance Foreign Lang.
Staff, parents, community members and students have been involved in the curriculum planning process. Students and parents are represented on the Instructional Coordinating Council which continues to oversee curriculum and instructional practices on a district level. Parents and students have been involved in the implementation of Success For All in grades PK – 8 in the communication
arts department. All activities and assessments have been updated to include the new SFA materials.
The Instructional Coordinating Council (ICC) continues to oversee and includes students and parents as standing members. Committee feedback was positive regarding the level of involvement in the oversight and review of instructional program changes during 2012-2013.
The district increased parent access to the curriculum that is being taught in class by making available the curriculum objectives for each course via the school district website.
The bulk of the curriculum work during 2012-2013 centered on development of standards-based grading scales. All staff members developed scales for every grade level, every course in elementary, all core subject courses in middle school, one non-core academic course per teacher in middle school, and one course per teacher in high school. The result is an articulated set of performance scales that will begin piloting during 2013-2014.
All curriculum revisions are approved the Board of Education each August.
In September 2012 all MAP data was analyzed for student performance on
various concepts. Trends in performance were analyzed identifying some areas in need of improvement. Staff looked at activities and assessments related to the concepts to determine if changes were required in instructional techniques to enhance student performance. This exercise is repeated each September and curriculum activities and assessments modified as needed.
The development of common/benchmark assessments in addition to development of new standards-based grading scales continues to provide immediate feedback regarding student progress on each GLE item assessed. In addition to these locally developed assessments, the Acuity Program was utilized again during 2012-2013 which has been scientifically tested for reliability and validity in alignment to the MAP. Acuity use was expanded to include reading sub-tests in the Elementary used for RtI purposes. This information provides the basis of discussion amongst the professional staff regarding learning methodologies and types of activities used for learning.
Staff, parents, and students are involved in the Instructional Coordinating
Curriculum Council (ICC). The following are the individuals who are serving on this committee.
CATEGORY Two Year Term 2012-2014 Two Year Term 2013-2015 High School Teacher Amanda Sprinkles Marty Underwood Middle School Teacher Natasha Anderson Michelle Gerlt*
Intermediate Teacher Cindy Vandel Carrie Schad
Primary Teacher Janet Gaughan Sandy Yeokum
Special Education Teacher Christine Troyer Amy Hibdon
Counselor Lisa Roark
Librarian Lisa Kincaid
Board Member/Parent Melissa Owsley
Parent Christy Whittle
Middle School Student Bobby Love High School Student Ryan Surface
All parents receive progress reports and mid-term and the end of each quarter in order to ensure that parents are kept abreast of their child’s progress.
Analysis of Effectiveness:
The district continues the use of the on-line curriculum program, which allows curriculum to remain up-to-date. Staff can access curriculum any time and have the ability of changing resources, activities, and assessments, as updates to the curriculum are needed.
Progress has been shown in the use of the Success For All Program. The following table tracks the percent of students reading at or above grade level.
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 South Elementary 95% 80% 88% 86% 96.8% Versailles Elementary 75% 77% 75% 80% 82% Middle School 79% 79% 75% 76% 74.19%
At the District Level in 2012, the Total students in Communication Arts was Approaching with a change of 2.6% comparing the current 2 year average to the prior 2 year average. At the District Level, the Total students in Mathematics was Exceeding with a change of 10.3% comparing the current 2 year average to the prior 2 year average.
In the Versailles Elementary, the Total students in Communication Arts was Approaching with a MPI of 353.6 with a MPI target of 362.3 or higher. In the Versailles Elementary in 2012, the Super Sub Group in Communication Arts was
Approaching with a MPI of 347.1 with a MPI target of 362.3 or higher. In the Versailles Elementary, the sub-group IEP in Communication Arts was
Approaching with a MPI of 317.6 with a MPI target of 362.3 or higher. In the Versailles Elementary, the Total students in Mathematics was On Target with a MPI of 361.5 with a MPI target of 355.8 or higher. In the Versailles Elementary, the Super Sub Group in Mathematics was On Target with a MPI of 355 with a MPI target of 355.8 or higher. In the Versailles Elementary, the sub-group IEP in Mathematics was On Target with a MPI of 361.8 with a MPI target of 355.8 or higher.
In the Middle School in 2012, the Total students in Communication Arts was On Target with a MPI of 367.8 with a MPI target of 362.3 or higher. In the Middle School, the Super Sub Group in Communication Arts was Approaching with a MPI of 356.3 with a MPI target of 362.3 or higher. In the Middle School, the sub-group IEP in Communication Arts was Approaching with a MPI of 200 with a MPI target of 345.5 or higher. In the Middle School, the Total students in Mathematics was On Target with a MPI of 383.6 with a MPI target of 355.8 or higher. In the Middle School, the Super Sub Group in Mathematics was On Target with a MPI of 367.0 with a MPI target of 355.8 or higher. In the Middle School, the sub-group IEP in Mathematics was Approaching with a MPI of 325.0 with a MPI target of 355.8 or higher.
In the High School in 2012, the Total students in Communication Arts was Approaching with a MPI of 356.2 with a MPI target of 362.3 or higher. In the High School, the Super Sub Group in Communication Arts was Approaching with a MPI of 330 with a MPI target of 362.3 or higher. In the High School, the sub-group IEP in Communication Arts was Floor with a MPI of 200 with a MPI target of 362.3 or higher. In the High School, the Total students in Mathematics was On Target with a MPI of 365.1 with a MPI target of 355.8 or higher. In the High School, the Super Sub Group in Mathematics was Approaching with a MPI of 307.8 with a MPI target of 355.8 or higher. In the High School, the sub-group IEP in Mathematics was Floor with a MPI of 211.1 with a MPI target of 355.8 or higher.
Recommended Changes Needed to Achieve the Goals and Objectives of the Program:
The district needs to continue to place strong emphasis on elementary reading and mathematics improvement.
An improvement plan must be submitted for the Middle School building to address stalled progress in reading and mathematics.
In order to help teachers monitor student progress on concepts learned, the Acuity diagnostic and predictive software program will continue to be utilized to provide higher quality alignment to the MAP.
In order to meet professional development needs and to better focus on individual student learning, the district will work towards standards-based grading practices and will pilot newly developed scales that will focus on specific student strength and weaknesses utilizing collaborative methods learned in PLC training. The district continues to develop and implement building level Success Plans in
order to implement the RtI model.
Action Needed: Implementation of all recommended changes. Changes Made: August 2013
