Education is a continual process, it's like a bicycle... If you don't pedal you don't go forward.
- George Weah
- George Weah
Language Arts Curriculum Development Process Overview
- Determine What Teachers Want and Need From a Language Arts Curriculum. The first step was a conversation with teachers about what they would like in a district-wide language arts curriculum - what were the desired outcomes, how should the process be undertaken.
- Become Familiar with the Colorado 2020 Reading Writing Communicating Standards. What is in the new standards? How are they different from the previous standards? What level of writing rigor is expected?
- Have Vertical Alignment Conversations. Vertical Alignment ensures that students experience a seamless flow in instructional content, appropriate increases in the complexity of skills taught, and a stair-stepping of academic vocabulary as they progress through the district so they enter each grade with the skills and knowledge they need to master the learning expectations for that grade and leave that grade prepared for the next grade. It is important that teachers are aware of the grade level expectations for students in both the prior and next grade levels.
- Outline Scope & Sequence. The Scope & Sequence identifies and summarizes what is taught when at each grade level. Teachers spent time developing and reviewing these for their grade levels/classes. See completed Scope & Sequences...
- Explore/Evaluate/Select Core Resources. Core resources support effective delivery of the curriculum. Much more than a textbook, today's core resources typically include online support materials and activities, aligned assessments, and best instructional practices support for teachers. After a thorough review process, HMH Into Reading was recommended for K-5 and McGraw-Hill StudySync was recommended for middle school and high school English. Learn more about the selection process...
- Create Unit Guides. Teachers spent time creating Unit Guides that provide the teacher with a summary of what will be taught in a unit, which Evidence Outcomes and 21st Century Skills will be emphasized, how much time will be spent on the unit, how student learning will be assessed, and more.
- Establish District Writing Progression. The District Writing Progression is a brief summary of the writing skills students should demonstrate at the end of each grade level. It includes links to student exemplars from the grade level PARCC assessments.
- Publish Curriculum. In order to make the Monte Vista School District easily accessible and to keep it a "living" document which can easily be updated over time, this was published digitally rather than in a (once) traditional three-ring binder printed format.
- Revise/Refine Curriculum Over Time. As noted, teachers will be easily able to update their Unit Guides as needed based on lesson effectiveness, pacing experience, and student performance.
- Evaluate/Revise/Refine Process. Teachers will be asked to complete a survey to provide feedback on what worked well with the curriculum development process and what could be improved. That information will help shape the process for the next content areas curriculum development team.