Curriculum

Curriculum Design at Pine City Schools

Curriculum Advisory Committee

Nichole Laven, Director of T&L
Annette Freiheit, Superintendent
Troy Anderson, Principal
Stephanie Lorsung, Principal
Kim Bever, Community Member
Mary Anderson, Community Member
Kris Clementson, Community Member
Becky Schuller, Community Member
Heidi Brown, Community Member
Kim Whaley, Student
Ashli Webster, Student
Cindy Stop, EC/Community Ed
Joanne Blake, Elementary Staff.

Committee Meetings

Location: District Board Room
Time: (check District Calendar)
September 12, 2016
October 10, 2016
November 14, 2016
December 12, 2016
February 13, 2017
March 13, 2017
April 10, 2017
May 8, 2017

Rigorous Curriculum Design

A rigorous curriculum is an inclusive set of intentionally aligned components, clear learning outcomes with matching assessments, engaging learning experiences, and instruction strategies, organized into sequenced units of study that serve as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of designed grade level and course-specific standards with a particular content area.

Continuous Improvement of Student Learning Foundational Beliefs

A rigorous curriculum must be made up of rich content, based on priority standards, giving every student adequate learning time to achieve proficiency.
The curriculum must offer students precise learning targets, meaningful and relevant lessons, and authentic student activities.
A curricular focus on standards, must result in multiple opportunities for students to become proficient to the standards.
A rigorous curriculum, embedded in a collaborative process, will raise the level of teaching across all classrooms.
Teachers and curriculum must remain flexible and adaptable to the unique learning needs of all students.

Continuous Improvement of Student Learning Cycle

Year 1-Research (Early Childhood, Gifted and Talented, Math)
- Develop review plan and goals
- Study trends and issues in the content area through review of research, professional reading, site visits, teacher collaboration, workshops/conferences, etc.
- Analyze national, state, and district standards and benchmarks.
- Analyze the Minnesota Comprehensive Assessment (MCA) test specifications (if applicable to content area).
- Analyze the district’s student performance data on state, district, and classroom assessments.
- Create philosophy, vision and collective commitments for content area.
- Create frameworks of K-12 curriculum that clearly identifies the content that must be addressed in each grade level/course.

Year 2-Development (English Language Arts)
- Create philosophy, vision and collective commitments for content area.
- Create frameworks of K-12 curriculum that clearly identifies the content that must be addressed in each grade level/course.
- Identify “best practice” instructional strategies.
- Identify professional development needed to effectively implement the curriculum frameworks, instructional strategies, assessments, and resources.
- Plan for professional development and implementation.
- Develop implementation plan and goals
Year 3-Implementation (None)
- Implement curriculum frameworks, instructional strategies, assessments, and resources.
- Provide professional development for the curriculum frameworks, instructional strategies, assessments, and resources.
- Determine progress and outcomes of implementation goals

Year 4-Monitor/Modification (Science, PE, Health)
- Evaluate the effectiveness of implementation and make adjustments as necessary. Review/update and revise as needed.
- Monitor all aspects of implementation; revise and adjust as needed
- Determine progress and outcomes of implementation goals
Year 5-Evaluation Process (Art, World Languages, FACS, Art)