Through implementation of the Lakeland Curriculum-Development System, LakelandJoint School District plans to involve its teachers in the process of curriculum development and instructional material selection. The system will afford teacher involvement on an advisory basis, with final adoption of a curriculum and the supporting instructional materials being the sole responsibility of the Lakeland Board of Trustees.
Articulated programs in defined subject areas, K-12, based upon curriculum frameworks, are the expected products of the Lakeland Curriculum Development System. The district recognizes that the school principal is responsible for the implementation of curriculum in his/her school after board adoption.
1. Curriculum-Development System:
The Curriculum Development System is an organized plan for curriculum development in Lakeland Joint School District.
2. Instructional Materials:
Instructional materials are textbooks, videos, software, manipulatives, laboratory materials, guides, tests, etc. necessary for the implementation of a curriculum.
3. District Curriculum Advisory Council (DCAC):
The District Curriculum Advisory Council is the district wide coordinating advisory body for the curriculum-development system. It evaluates the products of subject area committees, and recommends action to the superintendent. The District Curriculum Advisory Council is composed of one representative from each identified subject area committee plus the Assistant Superintendent who shall act as chairman. At least one principal or vice principal representing each level (K-6, 7-9, 10-12) shall also serve on the DCAC, along with the representatives from the Senior High School Booster Clubs, Junior High School Parent Teacher Organization, and two elementary Parent Teacher Organizations.
4. Subject Area Committee (SAC):
A subject area committee is the primary body of teachers engaged in the development of curriculum frameworks and the evaluation of instructional materials, K-12. The membership of subject area committees is determined by the nature of the subject area, but shall include at least one administrator. The process for selecting teacher members and chairpersons is subject to approval by the District Curriculum Advisory Council, but should provide for representation from all secondary schools and for grade levels K-3 and 4-6. Subject area committees may develop their respective modes of operation subject to District Curriculum Advisory Council approval. Meetings may be arranged according to need.
The purpose of a subject area committee is to develop articulated curriculum frameworks K-12, which is aligned with state performance standards and state assessment practices. Subject area committees (SAC's) may be formed for social studies, math, science, physical education/health, reading, language arts, fine arts and vocational education.
A subject area committee in a particular discipline has the responsibility to engage collegial teams of teachers or individual teachers within schools in dialogue about the work of the SAC. Frameworks developed by SAC's are submitted to teachers in schools for review and critique. SAC's review and revise frameworks until there is substantial agreement among the teachers and principals of the district that the framework reflects the curriculum teachers agree to implement.
Subject area committees are advisory in function. This means that their work though developed by selected teachers, is subject to final recommendation by the Superintendent and approval by the Board prior to implementation. Obviously, frameworks tend to reflect not only the best thinking of professional teachers in the district, but they reflect their attention to research in the field, state performance standards and state assessment practices as well. Serious conflict between subject area committee frameworks and programs within schools is not expected.
5. Curriculum Framework:
A curriculum framework is a skeleton structure of a program. It lists the skills, knowledge and attitudes students are expected to acquire in a subject area by age level or grade level or for graduation. It includes appropriate goal statements showing the relationship of the curriculum program to the broad goals of the district.
A framework should include program goals, performance standards, a scope and sequence by grade level, specific assessment benchmarks and end-of-course assessment instruments.
6. Monitoring System:
A monitoring system is a plan for enroute checking. It establishes points for deciding whether or not the program is working. The monitoring system looks at processes in an attempt to decide if those processes are contributing to desired results. Monitoring could cause enroute program modifications to more adequately meet expected outcomes. Monitoring, for example, may uncover a need to reteach, reorganize or change emphasis in order for students to learn.
7. Assessment System:
An assessment system looks at results. Performance standards project results. Assessment confirms gains in student learning and leads to restructuring, reorganizing, program modifications and new objectives for a given learner or group of learners.
The assessment system should include gathering data from many indicators on student growth and program effectiveness, including ISAT, IRI, DMA, DWA, and district-level assessments. The assessment system should be done by collegial teams, so that data gathering becomes a routine part of the process for improving schools.
Functions of (DCAC) District Curriculum Advisory Council
1. Advise the Superintendent on broad curriculum needs and goals.
2. Develop guidelines for an on-going process of curriculum revision and instructional materials selection.
3. Review and make recommendations on materials questioned for censorship.
4. Review SAC proposals for curriculum changes and recommend changes to the Superintendent.
5. Monitor and guide the functions of SAC's.
6. Recommend staff replacements to vacant SAC positions.
Functions of (SAC) Subject Area Committees
1. Conduct needs assessments for curriculum revision (i.e. trends in indicators on student growth and program effectiveness, etc.).
2. Obtain input from other classroom teachers relevant to learner/curriculum needs and reactions to suggested curriculum frameworks.
3. Develop goals, performance standards, scope and sequences, benchmarks, and assessment instruments based on identified needs.
4. Coordinate textbook and/or supplemental materials selection and make recommendations to the DCAC and Superintendent.
6. Monitor and evaluate curriculum use and success.
Areas of Responsibility by Committee
Basal reading/literature program
Basal Math Program
Basal Science Program
Basal Social Studies Program
General Music K-6
Family Consumer Science
Basal health program
Personal safety K-6
Physical education 1-12
Guidance and counseling K-12
Student preparation materials for assessment instruments
Coordinate with Vocational Ed. SAC – Career Education
District consider during 2008-09 – State adopt September 2008 / District adopt January 2009
Mathematics / Computer Science (Math SAC)
Professional Technical: Business, Family and Consumer Science, Health Professions, and Trades and Industry (Professional Technical SAC)
District consider during 2009-10 – State adopt September 2009 / District adopt January 2010
Foreign Language (Lang. Arts SAC) SKIP SPANISH GERMAN – ADOPTED JAN. 2007????
Art and Music (Fine Arts SAC)
Physical Education and Health (P.E./Health SAC)
Driver Education (Professional/Technical SAC) SKIP – ADOPTED JAN. 2006?????
District consider during 2010-11 – State adopt September 2010 / District adopt January 2011
Social Studies (Social Studies SAC)
District consider during 2011-12 – State Adopt September 2011 / District adopt January 2012
Science (Science SAC)
District consider during 2012-13 – State Adoption September 2012 / District adopt January 2013
English, Spelling, Grammar, Composition, Handwriting, Speech and Journalism (Language Arts SAC)
District Consider during 2013-2014 – State Adoption September 2013 / District adopt January 2014
Reading and Literature (Reading SAC)
Curriculum Development/Adoption Cycle
Year 1 – Implement
Year 2 – Monitor and Assess
Year 3 – Monitor and Assess
Year 4 – Monitor and Assess
Year 5 – Monitor and Assess / Research and Development
Year 6 – Adoption of Curriculum and Instructional Materials By the Board
2008-2009 CURRICULUM DEVELOPMENT STATUS FOR SAC'S
Implementation / Monitor and Assessment Cycle:
P.E./Health (P.E. Health SAC) - Monitor K-12 curriculum
Language Arts (LA SAC) - Implement and monitor new 7-12 curriculum textbook adoption
Social Studies - Monitor K-12 curriculum
(Soc. St. SAC) - Review 7th grade curriculum and end-of-course assessment
Music and Art - Monitor K-12 curriculum
(Fine Arts SAC)
Foreign Language - Implement and monitor curriculum and Spanish / German textbook adoptions
Reading /Literature - Monitor K-12 curriculum
Driver Education - Monitor curriculum
(Vocation Education SAC)
Research and Development Cycle:
Mathematics/Computer - Review K-12 curriculum for high school grad. reform
(Math SAC) prepare for textbook adoption process next year
Voc./Tech./Business Ed. - Review curriculum and prepare for textbook adoption
(Voc. Ed. SAC) process next year
Science (Science SAC) - Review K-12 curriculum for ISAT
- Review end-of-course assessments
- Explore options for high school graduation reform
Language Arts - Review K-12 curriculum for ISAT
(Language Arts SAC) - Consider possible interim adoption for grades 3-6
Reading - Align the K-3 curriculum and report cards to the NEW IRI
Language Arts - Interim intermediate language usage adoption?????
(LA / Rdg. SAC’s)
Time Line for 2008-2009 Textbook Adoption Cycle:
(Mathematics / Professional Technical SAC)
September – November - Finalize curriculum evaluate new materials
December - Select two finalists
January - Publisher in-service on two finalists
February - Recommendations submitted to DCAC
March - Recommendations submitted to the Board
March 8 – April 12 - Recommendations available for review by patrons
April 12 - Recommendations approved by Board