SSIS Link Handbook Compendium EA Courses & Curriculum EE Curriculum Handbook Curriculum Development

Curriculum Development

    SSIS has written curriculum organized by subject area that includes: vision, standards, benchmarks at each grade or course level, utilizing a standards-based model. The Understanding by Design (UbD) model template provides the common vocabulary and template for mapping unit of studies. 

    CURRICULUM REVIEW PURPOSE 

    Five-year reviews are intended to ensure that curricula of SSIS meets the educational needs of students and are aligned with the Core Values. In conducting a review, each subject is asked to reassess its purpose, requirements, and courses, as well as its future direction and goals. The reviews also allow a team of teachers, acting on behalf of the faculty as a whole, to exercise the responsibility for the curriculum that rests squarely with the faculty. These functions include fostering ongoing discussions about curricula and pedagogy, maintaining an ongoing educational assessment plan, and assuring the quality and integrity of the academic program. 

    CURRICULUM REVIEW PROCEDURE

    Reasons for a systematic review cycle:

    • To ensure the curriculum meets the needs of the diverse student population.
    • To ensure the programs are aligned to international standards and current educational research.
    • EC-12 curricular articulation.
    • To update resources to meet curricular outcomes.

    CURRICULUM COUNCIL

    The Curriculum Council is comprised of two teachers and one specialist teacher from each division, and either the AP or IB coordinator and is chaired by the Curriculum Director. The purpose of the council is to aid in curriculum articulation amongst divisions, reviewing proposed curricular, program and resources changes and, together with the divisional principals, to make recommendations to the Head of School. The committee also plans and facilitates professional development days. The preliminary study and development of the subject area under review may be over a one or two year period depending on the complexity of the review.

    SSIS SCHOOL-WIDE STANDARDIZED ASSESSMENTS

    Subject Area

    Grades Level

    When Administered

    Title

    LA/Writing

    K-12

    Fall & Spring

    Beginning of the year and end of year writing sample; internal scoring

    LA/Reading

    Gr. 1-5

    Fall & Spring

    Fontas & Pinell Reading Assessment

    LA/Reading/Math

    Gr. 3-9

    Fall & Spring

    NWEA (Northweset Evaluation Association) MAP (Measures of Academic Progress); external scoring

    LA/Writing

    Gr. 3-12

    Spring

    ERB (Educational Records Bureau) WrAP (Writing Assessment Program); external scoring. End of the year writing sample; internal scoring

    College Board Exams

    Gr. 10-11

    October

    PSAT; external scoring

    College Board Exams

    Gr. 11-12

    multiple times per year

    SAT & SAT II; external scoring

    AP Exams

    Gr. 9-12

    May/June

    U.S. College Board; external scoring

    IB Internal/External Exams

    Gr. 12

    May/June

    IBO (International Baccalaureate Organizaton); internal/external scoring

    CURRICULUM REVIEW CYCLE 

    Subject Area 

    2015-2016 

    2016-2017 

    2017-2018 

    2018-2019 

    2019-2020 

    Early Childhood 

    Planning for Review 

    WASC ACCREDIATION

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    Full Implementation 

    English/Language Arts 

    Performance Indicators/ Assessments 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    EAL 

    Performance Indicators/ Assessments 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    Fine Arts 

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    Full Implementation 

    Performance Indicators/ Assessments 

    ICT 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    Full Implementation 

    Mathematics 

    Development/Pilot/Order Materials 

    Full Implementation 

    Performance Indicators/ Assessments 

    Planning for Review 

    PE/Health 

    Full Implementation 

    Performance Indicators/ Assessments 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Science 

    Full Implementation 

    Performance Indicators/ Assessments 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Services (Learning Support) 

    Planning for Review 

    Research/Review of Stand- ards & Benchmarks 

    Development/Pilot/Order Materials 

    Full Implementation 

    Social Studies 

    Development/Pilot/Order Materials 

    Full Implementation 

    Performance Indicators/ Assessments 

    Planning for Review 

    World Languages 

    Development/Pilot/Order Materials 

    Full Implementation 

    Performance Indicators/ Assessments 

    Planning for Review 

     

    Research/Review of Standards & Benchmarks

    • The year focuses on the research and reviewing best practice in the subject area. Current professional literature in the field, including standards from exemplary schools, professional organizations, different national standards and best practices literature is reviewed.
    • Collect data about student learning in the subject area such as internal and external assessments, surveys, and other data sources.
    • Revision of a K-12 subject area vision that describes the purpose of the subject area and agreements about the teaching of it based on the needs and characteristics of SSIS students are drafted.
    • Analysis of Standards and Benchmarks to ensure they meet subject area vision and policy.
    • Propose new Standards and Benchmarks to Academic Leadership Team for approval.
    • Identify instructional resources, including technology, which match the standards, outcomes, subject area vision and policy. If necessary, consider piloting of materials.

    Development/ Pilot/ Oder Materials

    • Review work from previous year.
    • Where appropriate, consider revisions or changes to Standards and Benchmarks to meet SSIS student needs, if needed.
    • Begin pilot of materials, if necessary.
    • Build or revise units of study.
    • Mapping on Atlas.
    • Build implementation plan for the subject area, including unit revisions and professional development, for the next school year.
    • Communicate changes to appropriate stakeholders. 

    “Full” Implementation

    • Implementation of Units of Study
    • Continue mapping on Atlas.
    • Performance Indicators/Assessments
    • Build performance indicator charts for each grade level in the subject area indicating the criterion of meeting the standard. • Analysis of formative and summative assessment to ensure alignment to performance indicator.
    • Where appropriate, consider revisions or changes to assessments that measure. 

    Planning for Review

    • Develop an action plan for the next year’s review.
    • Gather and review current professional literature in the eld, including standards from exemplary schools, professional organizations, different national standards and best practices literature.
    • Collect data about student learning in the subject area such as internal and external assessments, surveys, and other data sources. 

    Throughout the span of the curriculum review cycle, continual improvements/changes are being made, along with curriculum mapping in the Atlas Rubicon web-based system. 

    • attend professional workshops and conferences
    • offer professional practice workshops
    • purchase books, software or equipment related to a teacher’s professional practice

    SSIS teachers have numerous PD opportunities during the school year:

    • in-house training by experts on campus
    • learning plan with colleagues
    • weekend workshops facilitated by contracted consultants • numerous weekend workshops in the SE region
    • on-line training

    LEARNING PLANS 

    SSIS promotes collaboration amongst colleagues by providing time for teachers to analyze and improve their classroom practice. Teachers engage with colleagues in an ongoing cycle of questions that promote deep team learning:

    • What do we want each student to learn?
    • How will we know when each student has learned it? 
    • How will we respond when a student experiences dif culty in learning? Many teachers utilize 

    Professional Development Schedule 2015-16

     

    Page last modified 10:04, 27 Oct 2016 by trho?

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