Curriculum+Audit+Review

 Curriculum Audit Review (doc. created by Kirsten Ruglis 1-13-2010)

__**//Elementary Level Section//** Bullet 1__ PreK - K-+ solution: ela achievement scores should be monitored 1st- +- an enrichment program should be offered 2nd- + enrichment 3rd- + - questioned "what efforts". Suggestion - CALM TIME - geared more toward test prep and move 3's to 4's? 4th- +/- questioned "generally good" and that achievement should be "monitored". We feel is monitored through AIS team and DataMentor. Sp. Ed.-+ ongoing Specials- +/- AIS- + - how should we monitor? PE - N/A

__Bullet 2__ PreK - K-+ for idea, take a closer look at grade level specific needs 1st- +-scheduling is an issue. 2nd- - not enough collaboration 3rd- + - like CALM - make some improvements to programs academic accountability - maybe more like an "enrichment program" 4th- +. Feel that the small groups are a huge positive with class sizes of 22-24 students. Sp. Ed.-+ for concept -morning sessions negatively impacts core instruction, lacks strength of curricular ties on some grade levels Specials- + Arts are imbedded into core curricula and is a culture of the school. It also provides enrichment through CALM program AIS- +, if used appropriately, -, if not PE - N/A

__Bullet 3__ PreK - K-+ 1st- + 2nd- + hoping for MS follow through 3rd- + 4th- + would also like MS to be using Sp. Ed.-+ Has been available for several years, still needs to be consistent throughout ES Specials- + is used within CALM programming AIS- + PE - N/A

__Bullet 4__ PreK - K-+ 1st- +- Testing takes a long time when it's finally approved. 2nd- move through the process faster 3rd- + 4th- + helps implement support if needed Sp. Ed.-+ IST needs ongoing training, not all teachers are comfortable referring students, unfortunate that it is seen as the doorway to testing/assessment Specials- + AIS-+ PE - + information is gathered from all individuals

__Bullet 5__ PreK - K- - publicize positives of the district including test scores 1st- - why is enrollment declining? It should be researched. 2nd- + more clarification is needed 3rd- - class sizes are getting too big 4th- - negatively effecting our classrooms Sp. Ed.-- This fact has to impact organizational decisions but not solely based upon numbers. Specials- - class sizes are becoming too large to address individual student needs AIS- - class sizes are too big PE - - class sizes are very large and it is difficult to give individual attention to each student

__Bullet 6__ PreK - K- +wording? 1st- + 2nd- + The language/wording needs to be changed to "is apparent" 3rd- + 4th- + Sp. Ed.-+ concept - wording. We have strong ties and community members are welcome. The Social Worker has good community support. Specials- + Through assemblies, art shows, concerts, adopt-a-book, spaghetti dinners, fundraisers and involvement in the Tulip Festival we are a visible and active part of the community. AIS- + PE - +

__Bullet 7__ PreK - K- + examples of evidence? 1st- + 2nd- + 3rd- + 4th- + Sp. Ed.-+ would have liked auditor to visit more than __a__ class. Specials- + YES! AIS- + any integration of core curriculum is always a bonus PE - N/A

__Bullet 8__ PreK - K- + all use consistent program, - special education needs are not met through this program at all grades 1st- +- We love the Scott Foresman program. It raises expectations. 2nd- + 3 years 3rd- - we all agreed we would like a more "back to the basics" approach, more focus on Orton in the k-2 maybe 3 too, possibly look at McGraw Hill 4th- + for regular ed., but a lot of foreign language used in some selections, which is hard for some students Sp. Ed.-+ Core reading program does not meet needs of sp ed students grade 2-4. More appropriate at grades K-1. Specials- + Library & arts lessons are integrated with the Scott Foresman curriculum at all grade levels when appropriate. AIS+ for consistency for a reading program in building, - for not meeting lower levels (sometimes the SF **intervention** program is still too hard, what about those kids?) PE - N/A __Bullet 9__ PreK - K- + new science kits - social studies 1st- +- science kits are a positive 2nd- + new science kits are in place 3rd- + more kits for science would be great 4th- +/- s.s. series is not outdated in 4th grade. science kits are a definite bonus! Sp. Ed.-+ ELA/Science/SS link is a plus for sp ed students Specials- + Library & arts lessons are integrated with the Scott Foresman curriculum at all grade levels when appropriate. Library resources supplement curriulum materials -- in house and on loan from BOCES AIS- -, need updated text books, +, for integrating subject areas PE - -Incorporation of a health curriculum in science

__Bullet 10__ PreK - K- + 1st- + 2nd-+ 3rd- + 4th- + Sp. Ed.-+ Specials- + Science kit concepts are being expanded through the art and music program in enrichment experiences. AIS- +, hands-on, will meet needs of struggling kids PE - N/A

__Bullet 11__ PreK - K- - need to consolidate maps into one place (not Rubicon) 1st- - We now have reading, math, and science programs which include curriculum maps (scope and sequence) - plus we all are doing Step-Up 2nd- Need for consistent curriculum coordinator 3rd- - this is a perfect example of the need for a curriculum coordinator in the district 4th- - "no documentation". we feel there is vague documentation. no time given to add to curriculum maps. curr. cordinator would be helpful with something like this. Sp.Ed.- -Curriculum Maps or some form should be available to all, would benefit sp ed students if core curriculum was articulated. Curriculum coordinator could arrange for this. Specials- - Library, Music and Art have curriculum in place on Rubicon for all elementary grade levels AIS- +/-, this seems to be an unclear area PE - -time for curriculum mapping update needs to be given each year.

__Bullet 12__ PreK - K - curriculum coordinator would help promote cross grade level collaboration 1st - - Our reading and math programs should already be aligned for the different grade levels 2nd - we have Scott Foresman as well as Soc. Studies map 3rd - - again, feel that a curriculum coordinator could help with this 4th- sort of confused on this bullet. wondering if there is a "set" social studies curriculum in grades K-2. SpEd - curriculum coordinator needed Specials - Curriculum has been aligned K - 12 in Art & Music. Special area teachers within our curricula use longitudinal assessment with students throughout each student's elementary school experience. AIS PE - +/-PE has a curriculum that follows development from K-12, but time needs to be given for updates

__Bullet 13__ PreK - K- - don't care for the Rubicon program for these levels 1st- -Is Rubicon necessary for all areas? Is there another mapping program that would be more useful in those areas where we do not already have detailed curriculum maps? 2nd- agree with, but no time 3rd- - although this is a negative comment - we total agreed and feel this is an area of great concern for our building 4th- - Rubicon/curriculum mapping is hard to find time to do. Sp. Ed.- - Specials- - Library, Music and Art have curriculum in place on Rubicon for all elementary grade levels AIS- N/A PE - mapping completed several years ago but time needs to be allotted for updates __Bullet 14__ PreK - K- + improve use of the tools 1st- - teachers use data from DIBELS and testing for grouping, IST, and deciding what to re-teach 2nd- + staff development needed with Data Mentor, and more communication with AIS 3rd- - we agreed we need more data driven instruction and we are hoping to have DataMentor to help with this in the future 4th- + Sp. Ed.- - SF tests not always appropriate for sp ed students. SpEd department uses a variety of assessments and data to inform instruction Specials- 3rd & 4th grade ELA data was analyzed by Mrs. Driscoll & Mrs. Kellner to create a poetry curriculum in summer 2009. This curriculum has been in place in library lessons during the current school year. AIS-+/-, +AIS does provide data to teachers, - there is not enough time to spend time on "data mentor/data warehouse" and meet with teachers. PE - N/A

__Bullet 15__ PreK - K- + 1st- + 2nd- + 3rd- +all agreed that the RTI model has been helpful 4th- + Sp. Ed.- + SpEd students should not have to go to IST to amend IEPs. SF intervention program not appropriate for many SpEd students at grades 2-4. Assessments poor. Could use additonal reading materials. Specials- N/A AIS- + PE - N/A

__Bullet 16__ PreK - K- confused by the statement 1st- - we don't feel that scheduling is problematic and we like the push-in, pull-out model. We wondered about the statement of "high numbers of students in grade 2 require additional reading." Is this just for this year's group of 2nd graders? 2nd- + 3rd- + we need more remedial math 4th- - we feel this is a negative comment, but DO NOT feel that AIS is negative, we find it very helpful with the scheduling and the working with the smaller groups to help improve academic performance of the 1's and 2's. Were confused by who views the scheduling of AIS "problematic"? Sp. Ed.- scheduling is always an issue. AIS teachers are providing flexibility and services appropriate for students. Don't see solution to the pull-out issue unless they are assigned for longer sessions as push-in. Pull-out allows for more intense and more appropriate intervention. Specials- N/A AIS- - this is a negative comment, as reading/AIS teachers, we feel we can meet more needs using both a push-in AND pull-out model. For the push-in model to work effectively, reading needs to be going on at that time. Scheduling is difficult trying to meet the needs of all grade levels at the same time. The current second graders will be 3rd grade taking a state test and will need additional support. PE - N/A

__Bullet 17__ PreK - K- we hope results from the use of this program will be reflected in the test scores for 3rd grade this year 1st- + We are happy with the Scott Foresman reading series. The first grade teachers were not the ones who mentioned the expansion of Orton-Gillingham training. 2nd- Happy with our reading series -Scott Foresman 3rd- + 4th- + Orton-Gillingham training would be benefical for all, especially in teaching about spelling patterns. Sp. Ed.- SF should be used as a tool not the only instructional tool. Orton Gillingham is a good program but not all children need it. Good use in Kindergarten for foundation skills. The longitudinal data is the state test. Specials- N/A AIS- + Grade 1 should be supported in their efforts to expand the Orton-Gillingham reading strategy. Orton-Gillingham training for all teachers K-2 would enhance student's core reading skills. All reading/AIS teachers should be trained. PE - N/A


 * //__Instructional Technology Section__//**

__Bullet 1__ PreK - K- 1st- + 2nd- lack of communication due to scheduling 3rd- + this needs to improve, we want integration in the classroom with consistency and 4th- + needs to improve and there needs to be follow through and classroom integration needs to be more aligned with what classroom teachers are doing and state standards. Keyboarding also needs to be a consistent necessity for all students with more time spent. Sp. Ed.- instruction for new teachers too basic, not specific enough to instructional software/hardware available in Holland Specials- -training opportunities are typically a one time course with little follow through AIS- - AIS has not received opportunities for technology training PE - -training opportunities rarely occur and when they do they are typically a one time course with little follow through __Bullet 2__ PreK - K- 1st- - 2nd- Yes. See comments below 3rd- - "Technology integration is a focus." We all disagreed with this statement. If this was a focus this district would commit to a technology integration teacher for, at least, each building, rather than stretching Suzanne so thin. 4th- - do not agree also. The technology integrations needs to be aligned. Projects need to be more revelant to the 4th grade curriculum and more basic computer skills to need to be taught to the students (ie; Save as, font change, copy/paste) also basic skills of programs (ie; Word, Powerpoint) Sp. Ed.- time is an issue, we agree with grade 3 Specials- - the training of teachers needs to be a priority if we are to prepare students for our high tech world AIS- + PE - -the training of teachers needs to be a priority if we are to prepare students for our high tech world __Bullet 3__ PreK - K- 1st- ? 2nd- Not sure why this is in here 3rd- ? why is this in here? 4th- PD time should be more make and take or more hands on time practicing using the technology. Sp. Ed.- PD time is hit or miss Specials- PD time should be more hands on time practicing using the technology. AIS- PE - ideas are presented and then little or no follow through

__Bullet 4__ PreK - K- 1st- N/A 2nd-N/A 3rd- - mapping needs to be worked on 4th- n/a Sp. Ed.- special ed follows IEP goals and uses maps for information only Specials- ES Art, Music, Library completed but needs updating regularly AIS- N/A PE - ES PE mapping completed but needs update


 * //__Business Officials Section__//**

__Bullet 1__ PreK - K- 1st- - more teacher input is needed for professional development - teachers should be asked in what areas they would like more information and training and given a choice 2nd-PD seems to be disconnected from the needs of teachers, and there is "no money" for outside PD 3rd- - people making the decisions for professional development seem, at times, disconnected from the needs of teachers and staff 4th- - more teacher input to help guide our PD time. teachers know what they need more instruction in depending on inidividual strengths and weakness. Sp. Ed.-prof dev should be differentiated. Individual needs are seldom met Specials- - AIS- - professional development should be catered to the needs of individual teachers/grade levels/depts. PE - PD needs to be specialized to meet the needs of individuals or departments instead of "busy work"

__Bullet 2__ PreK - K- 1st- + 2nd- + 3rd-+ we agreed that a curriculum coordinator could help connect gaps with instructional budget 4th- + Sp. Ed.-+ Specials- + AIS-N/A PE - +

__Bullet 3__ PreK - K- 1st- - What is the cycle? 2nd- + 3rd- + 4th- + Sp. Ed.- SpEd uses classes materials or modifies Specials- N/A AIS-N/A, AIS does not use text-books PE - N/A


 * //__Board of Education Section__//**

__Bullet 1__ PreK - K- 1st- + 2nd- N/A 3rd- + 4th- + Sp. Ed.-+ Specials- + AIS- PE - N/A

__Bullet 2__ PreK - K- 1st- + a curriculum coordinator would be helpful if he or she worked closely with the teachers to determine the needs of the students. She/he could also be a person who analyzes the data and pinpoints areas of weakness and strengths and provides materials to assist teachers in addressing these areas. 2nd- + curriculum coordinator 3rd- + we agree - a curriculum coordinator would be awesome - our concern was if the district tries to attach technology integration duties this person might be overwhelmed, and inturn both areas (curriculum and technology) will continue to suffer 4th- + Sp. Ed.-+ Specials- + AIS- PE - + alignment through curriculum coordinator

__Bullet 3__ PreK - K- 1st- - We are also concerned about larger class sizes. 2nd- With State Regs. larger class sizes will be more diffucult to differentiate 3rd- - concerned that class sizes are going to get too big 4th- concerned with larger class sizes Sp. Ed.-stafing should be provided to allow for appropriate class sizes, 20 or less Specials- - AIS- PE - it is difficult to offer individualized instruction as the class sizes become larger. __Bullet 4__ PreK - K- 1st- + 2nd- + 3rd- + 4th- + Sp. Ed.-+ Specials- + AIS- PE - +

__Bullet 5__ PreK - K- 1st- + 2nd- + 3rd- + 4th- + Sp. Ed.-+ Specials- + AIS- PE - facilities are well kept, but some area are outdated and need to be reviewed

__Bullet 6__ PreK - K- 1st- + 2nd- + 3rd- + 4th- + Sp. Ed.-+ Specials- + AIS- PE - +

__**//Holland Graduates Section//**

Bullet 1__ PreK - K- 1st- N/A 2nd- N/A 3rd- + 4th- N/A Sp. Ed.-NA Specials- NA AIS- PE - N/A


 * //__Other Comments/Concerns to Note from Curriculum Review__//**

PreK - K- 1st- We feel that the curriculum we have in reading, math, and now science is pretty solid. We have the social studies on rubicon and it is also embedded in our reading curriculum. We are using the reading series and Step-Up for writing. We need to determine where our weaknesses are and create/obtain materials to address these areas. 2nd- agree with comments from below 3rd- agree with comments from 4th grade below 4th- Refering to bullet #10 under Middle School: Concern about what lack of understanding and or articulation of curriculum/skills/outcomes/data between the levels and the "preparation" of the elementary students. What? Too vague. Suggestion: Middle school teachers should have an informational meeting with grade levels in elementary to inform us what they feel is lacking. Sp. Ed.-A district/building goal should always be to improve communication Specials- AIS- PE - PE was not considered during the curriuculum review