MOUNT BAKER SCHOOL DISTRICT CURRICULUM AUDIT

 

Appendix D (Optional)

Sample Curriculum and Instructional Program Evaluation Policy

 

Systematic program evaluation serves three purposes: (1) to determine if the curriculum meets district standards, (2) to determine if student achievement or curriculum objective meets or exceeds district expectations, and (3) to determine if the instructional program is effective in meeting curriculum objectives.

In conducting program evaluation, two components must be considered -- curriculum and instruction. Curriculum is defined as determining the objectives of the system. Instruction is deciding on the procedures for accomplishing the objectives. Curriculum program evaluation will focus on the student leamings and objectives specified for all subject areas, grades Kindergarten through twelve. The content of the curriculum is outlined in a scope and sequence chart for each subject area. In most areas, corresponding assessment tools are available.

Instructional program evaluation will focus on the manner in which student achievement objectives are met. The instructional program includes such variables as the amount of instructional time, the instructional materials and resources used, methods of teaching the content or skills, and supplemental support services and programs.

Program evaluation efforts will take place when scope and sequence charts are available using the timelines outlined in the district's five-year plan for curriculum review. The five-year plan identifies by year curriculum areas that are in the phases of "planning, design and tryout, program evaluation, design revision, and implementation."

A. Curriculum Program Evaluation Criteria

There are four criteria levels to be used in curriculum program evaluation. A description of the levels and the evaluation criteria follow.

Level 1: Curriculum Completeness

On an annual basis the entire curriculum will be reviewed to determine if all needed subject areas are included, and if instructional time allocations are appropriate. Subjects will be added or deleted, and time allocations will be modified as a result of the evaluation.

The evaluation criteria are:

Level 2: Subject/Strand Completeness

Each curriculum subject area or strand will be evaluated on a cyclical basis according to the district's five year for curriculum review. Modifications will be made if the evaluation criteria are not met.

The evaluation criteria are:

Level 3: Subject/Strand Quality

Content and placement of objectives (scope and sequence) within each subject and strand area will be evaluated on a cyclical basis according to the same schedule for Level 2.

The evaluation criteria are:

    1. Students needs and interests are reflected in the objectives.
    2. Competencies needed to function in society are included in the objectives when appropriate.
    3. Recent research and knowledge related to the content of the subject/strand are reflected in the objectives.
    4. Objectives are consistent with district philosophy and community values.
    5. The sequence of objectives and assignments to grade levels are developmentally appropriate.

Level 4: Student Achievement of Subject/Strand Learnings

Evaluations will be conducted using an established time frame to determine if students at each grade level have acquired the knowledge and skills identified in the scope and sequence. In the basic skill areas, evaluations will be conducted annually. In all others subject/strand areas, evaluations will take place according to the schedule outlined in the District's Five Year Plan for Curriculum Review. An evaluation schedule will be developed and published across the system.

The evaluation criteria are:

  1. Survey level measures of student achievement of curriculum objectives are appropriate.
    1. Tests cover an adequate number of objectives from a given curriculum area.
    2. Test items measure learning outcomes described in curriculum objectives.
    3. Mastery criteria are appropriate.
  2. A majority of students enrolled in the district achieve mastery of. Identified grade level objectives.
    1. At each grade level at least 75 percent of students in the district master 70-100 percent of tested curriculum objectives in a given strand.
    2. At least 75 percent of students receiving instruction below or above grade level will master 70-100 percent of instructional objectives derived from assessing student performance on off-grade level curriculum objectives.
    3. Demographic characteristics of students not meeting grade level mastery criteria reflect the same demographic characteristics as the total school population.
    1. A majority of the students in the district meet national achievement standards.
    1. At least one-half of the total number of students in the district rank at or above the 50th national percentile rank on the Iowa Tests of Basic Skills.
    2. No more than one-quarter of the total number of students in the district rank at or below the 25th percentile on national percentile rankings on the Iowa Tests of Basic Skills.

B. Instructional Program Evaluation Criteria

The instructional program defines the means by which students will acquire the knowledge and skills specified in the curriculum. The two levels of instructional program evaluation are quality and effectiveness. These are described below.

Level 1: Instructional Program Quality

In evaluating the quality of the instructional program the major question being addressed is whether or not personnel at the district and school levels are providing an adequate instructional program.

              1. District level evaluation criteria:
    1. Courses of study guides are provided for each curriculum area that includes grade level performance objectives and recommended instructional time allocations.
    2. Enough staff and other needed support staff members are provided for each school.
    3. Adequate resources are provided for instructional materials.
    4. Instructional support services are provided.
    5. Staff training needs are assessed and necessary training provided.
  1. School/classroom evaluation criteria:
    1. Teachers are teaching to the objectives specified in the curriculum.
    2. Teachers are following recommendations for instructional time allocations.
    3. Instructional materials and resources are available and are used appropriately according to learning outcomes specified in objectives.
    4. Teachers assess student performance related to specified objectives and use evaluative data to plan instruction.
    5. Teachers use principles of learning in delivery or instruction.
    6. Student performance is routinely monitored and records are kept.
    7. Remediation is provided when needed.
    8. Instructional interventions are evaluated to determine if student achievement is influenced.
    9. A plan for use of support services is developed and is operational.

Level 2: Instructional Program Effectiveness

The primary measure of effectiveness is student achievement or the District student achievement standards are being met (refer to Curriculum Program Evaluation - Level 4), then the instructional program is judged to be effective. If standards and expectations are not being met at both the District and school levels, intervention should be planned which corresponds to the outcomes of the instructional program evaluation, Level 1.

C. Curriculum and Instructional Program Evaluation Procedures

The Superintendent will be responsible for designing, planning, implementing, and supervising the evaluation of the curriculum and instructional program.

Curriculum

The "Five Year Plan of Curriculum Review" outlines a schedule for planning designing, implementing, and evaluating individual curriculum areas in the program. In the "planning" phase of the cycle, the scope and sequence of a specified curriculum strand will be reviewed and evaluated according to the criteria outlined for Levels 2 and 3 of Curriculum Evaluation of this policy.

In the "design" year phase, curriculum revisions will be made according to the recommendations resulting from the above evaluation. A draft version of the revised scope and sequence will be submitted to the board for interim adoption if needed. The final activity in the "design" phase will be the development or refinement if needed, of an evaluation tool to be used to measure student achievement of a sample of curriculum objectives. The criteria outlined in Level 4, Curriculum Evaluation, of this policy should be applied in the development of this evaluation tool.

In the third year of the cycle a "try-out" of the scope and sequence and evaluation tool will be conducted if major refinements have taken place in those cases where there are major changes and when possible, pilot schools and/or classes will be identified for the "try-out" phase of development. Student performance data and evaluative feedback from teachers at pilot sites will form the basis for the final revision of the pilot scope and sequence.

At the end of the third year the final version of the scope and sequence will be presented for board adoption for the entire district.

During the "program implementation" phase of the "Five Year Plan for Curriculum Review," student achievement data will be gathered and analyzed according to the criteria specified in Level A (curriculum evaluation) of this policy.

Instructional Program

Student achievement data will be analyzed according to the time frame specified in the schedule of assessment. The instructional program will be evaluated according to criteria outlined in Levels 1 and 2, (instructional program evaluation) of this policy.


Table of Contents

Introduction Methodology Findings Recommendations Summary

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Gerald Hunter, Superintendent
Mount Baker School District
P. O. Box 95
Deming, WA 98244
360 383-2000
e-mail to: jsande@mtbaker.wednet.edu
1999 Mount Baker School District
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