curriculum evaluation manual 2011 version

8/3/2019 Curriculum Evaluation Manual 2011 Version

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Curriculum Evaluation Manual

Revised 2011


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PURPOSE OF THIS GUIDE:

Curriculum is a collaboratively designed and implemented system of describing the content and

processes presented in the classroom; it must also provide for measuring what a student knows andis able to do as a result of the classroom experience. It is both tangible (overt and explicit) and

intangible (implicit and interactive) and guides the actual day-to-day experiences of students,

teachers, subject matter, and cognitive strategies within the Champaign Unit 4 School District.

The curriculum process guides the educational experiences; that is, students are first introduced to

knowledge and the practices by which it is acquired, and then afforded the opportunities toconstruct, reconstruct, and/or critique their classroom experience. The purpose of this document is

to provide guidance for all procedures associated with curriculum writing and curriculumevaluation.

Program is a system of services, opportunities, or projects that are sequentially programmed and

designed to meet the professional, academic, and/or social needs and desires of all ChampaignUnit 4 students and staff. The relationship between program and curriculum should be mutually

supportive. For guidance concerning program procedures and evaluation, please refer to the

Program Evaluation Guide.

CURRICULUM COMPONENTS

PLANNED AND WRITTEN CURRICULUM:The written curriculum will reflect the following:

1. National standards as adopted by professional organizations in various subject areas2. Federal and state mandates3. Illinois Learning Standards4. State mandated assessments5. District priorities

Subject-area written curriculum guides will be developed locally for all grade levels and courses in

the District. The guides will be revised and presented to the Board as they rotate throughout thecurriculum evaluation and adoption cycle. The guides will contain the following components:

1. Philosophy statement for a given subject area or program2. District essential questions and enduring understandings for a subject area or program

aligned with Illinois Learning Standards and assessments3. Scope and sequence (guides) for the subject area or program4. Representative instructional activities designed to support curriculum goals5. Relevant differentiated strategies for teaching6. Resources and materials.

All teachers will have in their possession the Board-approved District Curriculum Guides

(including electronic formats) and use the guides to develop daily lesson plans as specified by theadministrator in charge. Administrators and supervisors will work with teachers to ensureconsistency between curriculum design (written curriculum) and curriculum delivery (what is

actually taught).

All District-issued instructional publications and curricular materials developed locally, obtained

from state agencies, or other publishers in the name of the District will be the property of the

District. Such publications and materials will not belong to an individual teacher or administrator

and will remain in the current location upon termination of employment or change in placement ofan employee to whom publications have been assigned. Electronic format copies of the


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curriculum guides, as they are developed and modified, will be available for review on the Districtwebsite.

Campus and District staff development plans will be designed and implemented to prepare staffmembers to teach the designed curriculum.

TAUGHT CURRICULUM:

All teachers will have a responsibility not only to contribute to the refinements of writtencurriculum, but also to teach the curriculum. Teachers will plan collaboratively through team

time, grade level meetings, and other initiatives to ensure that all students are provided appropriatedifferentiated instruction and that their efforts are a part of the District Strategic Plan of quality

education. The principal or other supervisors will see that optimum use is made of the curriculum

guides. Curriculum coordinators, content area chairpersons, and building leaders will assist in this

endeavor.

Curriculum guides will serve as a framework from which a teacher will follow units of study,

develop lesson plans, and use strategies to differentiate instruction in order to create a learningenvironment that supports equity and excellence. The guides will be used to map the logical

sequence of instruction.

In addition to consistent delivery of the learning objectives in the curriculum, it is expected thatinstruction will be based on sound teaching principles grounded in educational research.

Instructional supervision will focus on the application of these principles.

A systematic process will be in place for planning and providing instruction appropriate for each

student and for engaging the student until learning objectives are attained. This systematic process

will include:

1. Establishing a school climate that continually affirms the worth and diversity of allstudents.

2. Expecting that all students will perform at high levels of learning.3. Ensuring that all students experience opportunities for personal success.4. Having staff members, students, and parents take shared responsibility for successful

student learning.

5. Developing written lesson plans that will incorporate:a. goals from the Districts written curriculum.b. measurable objective(s) that are displayed and explained to the students.c. differentiated tasks addressing diverse learning styles and abilities in order to meet

the needs of all students.d. assessments that monitor student mastery of the objective(s).e. modified instruction and reteaching based on assessment data.

6. Monitoring of teachers lesson plans by supervisors.Campus and District staff development programs will include research-based best practices to

provide teachers with sound instructional strategies so that subject mastery will be achieved by

students at all grade levels.


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TESTED CURRICULUM:

The District will use the state assessments, District-wide assessments (i.e., norm- referenced,

benchmark, common, diagnostic), and teacher-developed assessments to evaluate the effectivenessof the planned, written, and taught curriculum.

Administrators and teachers will use assessment results to determine the status of individual

student achievement, to identify and disaggregate achievement trends of students, and to modify

curriculum and instruction as warranted by assessment results.

Campus and District staff development plans will be designed and implemented to prepare staffmembers to create sound assessments and analyze assessment results to support individual student

achievement, to understand achievement trends, and to modify curriculum and instruction.

Grade reports will reflect student performance and the level of achievement in the written, taughtand tested curriculum.


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ROLES/RESPONSIBILITIES:

SUPERINTENDENT: The Superintendent is responsible for the implementation of curriculumpolicies and reporting these activities to the Board regularly. The superintendent will:

1. Ensure equal access to quality instruction, fair treatment of all students, and equity inresources and programs.

2. Ensure that all curricula are reviewed and evaluated in a systematic way.3. Recommend all new and revised curriculum documents and assessments to the Board for

approval.

4. Ensure that the framework for a comprehensive assessment program is aligned with thewritten and taught curriculum.

DISTRICT-LEVEL CURRICULUM STAFF: The Deputy Superintendent for Curriculum Design,

Educational Services and Equity and the District-level curriculum staff will:1. Provide support to principals and teachers in their roles of planning, implementing,

assessing, and monitoring the curriculum on their campuses.

2. Organize and facilitate committees to develop, review, and revise the curriculum as part ofthe district curriculum adoption cycle, and oversee the progress of those committees

3. Support the design and implementation of a long-range, comprehensive staff developmentplan to support teachers in promoting higher levels of student achievement.PRINCIPALS: Principals will direct the campus implementation of the aligned District curriculum

and use the following strategies to monitor classroom implementation and promote success for all

students:1. Develop a working knowledge of the curriculum for all subjects/courses taught at the

campus.

2. Review curriculum guide.3. Review lesson plans and observe classroom instruction on a regular basis to ensure that the

staff teaches the required District curriculum and uses research-based best practices.

4. Facilitate the analysis and sharing of District and state assessment data with teachers tosupport instruction.5. Communicate the importance of effective curriculum and instructional practices to staff on

a regular basis.

6. Conference with individual teachers, as needed, to ensure they understand how to usecurriculum guides and assessment data to guide instruction.

7. Provide or facilitate campus staff development based upon identified needs.8. Utilize the services of curriculum coordinators and support staff in curriculum

implementation.9. Facilitate the development of an annual school improvement plan, aligned with the

Districts Strategic Plan, and based on student achievement assessment data and other

identified campus needs.

TEACHERS: As those primarily responsible for curriculum delivery, teachers will:

Write lesson plans that adhere to the District curriculum guides.

1. Participate in staff development and implement research-based best practices.2. Establish a classroom environment that continually affirms the worth of all students.3. Communicate high expectations to all students.4. Ensure that all students experience opportunities for success.5. Assess student mastery of learning objectives and reteach as necessary.


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6. Plan instruction based upon student strengths and needs identified from state, District, andclassroom assessments.

7. Differentiate instruction according to the needs of the individual student and thecomplexity of the task.

8. Collaborate with other teachers, support staff, and/or the principal to provide differentiatedinterventions that accelerate and enrich student performance.

9. Assist in writing new and revised curriculum and assessments as part of the evaluationprocess of the curriculum adoption cycle.

PARENTS/GUARDIANS/CITIZENS: As partners in the educational process,

parents/guardians/citizens are encouraged to:1. Support learning through students prompt and regular school attendance.2. Provide students with the physical, social, and emotional support needed for school

participation.

3. Communicate regularly with teachers and administrators.4. Ensure that students complete and return homework.5. Participate in student/teacher/administrator conferences.6. Volunteer in activities and committees that support the school and District.

STUDENTS: As partners in the educational process, students are expected to:1. Attend school daily and arrive promptly.2. Come prepared to engage in all learning activities.3. Communicate regularly with teachers.4. Complete and return homework on time.5. Participate in student/teacher/administrator conferences as appropriate.6. Investigate extra-curricular opportunities.

COMMITTEES:

STEERING TEAM FOR EVALUATION OF PROGRAMS: The purpose of the Steering Team for

Evaluation of Programs (STEP) is to provide the Superintendent and Board with input regardingcurriculum and curriculum-related programs. STEP also has program evaluation responsibilities inareas other than curriculum. STEP will be composed of campus-based and District-level

professional staff.

The roles of STEP with regard to the Curriculum Adoption Cycle will include:

1. Reviewing in accordance with the Six-year Cycle for Curriculum Study:a. Current placement of curricular areas on the adoption cycle;b. Training and preparation of teachers and administrators for years 1 and 2 of the

evaluation process

2. Coordinating the process for evaluating the curriculum and placing the curriculum on theCurriculum Steering calendar.

3. Recommending to the Board, STEP and Curriculum Steering evaluation of the new andrevised curriculum as determined by the work done during year 3 of the evaluation process.

4. Disseminating evaluation reports to intended users.5. Maintaining files of completed program evaluations.

CURRICULUM STEERING COMMITTEE: Membership should include one representative from

each PreK-8 school site, curriculum area representatives from 9-12, parent representatives, District

coordinators, Director(s) of Curriculum, and the Deputy Superintendent for Curriculum Design,Educational Services and Equity. The role of the Curriculum Steering Committee will be to ensure


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the consistency and equality of educational opportunities for students, and to maintain the integrityof the curricular process by reviewing and responding to:

1. Recommendations regarding proposals for new and/or modified curriculum and coursepilots, including courses which are part of a school improvement plan and/or restructuring.

2. Reports on the pilot selection and process to be given at Curriculum Steering by March ofthe year following piloting.

3. Recommendations regarding in-cycle curriculum evaluation including review andrecommendations on STEP Forms 1-4 and completion of STEP Form 5. (see evaluation

forms appendix)4. Summer writing proposals in years where money is available.5. Recommended changes to the High School Curriculum Handbook.6. Out-of-cycle curriculum requests.

VERTICAL TEAMS: Membership includes a minimum of one teacher per building in each

fundamental learning area. The Teams function under the direction of the curriculum coordinatorsin:

1. Reviewing state goals and standards in the fundamental learning areas, District curriculum,materials and equipment, staff development needs, and student achievement.

2. Providing support to principals and teachers in their roles of planning, implementing,assessing, and monitoring the curriculum on their campuses.

3. Ensuring articulation between grade levels and among the various subjects within thecurriculum.

4. Promoting a climate which nurtures and enhances the professional growth of the staff.5. Supporting the implementation of a staff development plan to assist teachers in promoting

higher levels of student achievement.6. Establishing and facilitating the Subject Area Curriculum Steering Committees.

SUBJECT AREA CURRICULUM STEERING COMMITTEES: Membership includes at least one

teacher from each PreK-8 grade level, and one teacher from each high school level. Thesecommittees function under the direction of the curriculum coordinators in:

1. Completing the training and activities necessary to complete Forms 1, 2, and 3 of theevaluation process during YEAR 1. (see evaluation forms appendix)2. Completing Form 4 of the evaluation process as well as choosing pilot material during

YEAR 2 of the adoption cycle. (see evaluation forms appendix)

3. Choosing curriculum materials and facilitating piloting based on pilot recommendationduring YEAR 3 of the adoption cycle.

4. Facilitation adoption procedures and acting as building liaisons for trouble-shooting duringYEAR 4 of the adoption cycle.

5. Gathering and evaluating information on adoption implementation in YEARS 5 and 6 ofthe adoption cycle.


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CURRICULUM DEVELOPMENT AND EVALUATION

The Board supports an active program of curriculum development in order to provide currentlyvalid instructional plans and to take advantage of improved teaching methods and materials. The

educational program must be responsive to the rapid expansion of knowledge, to technological

developments, and to social change. Existing programs must be continuously reviewed and

reformed or revised to more effectively meet the needs of students and the expectations of the

community.

Curriculum evaluation provides information which helps make program decisions by identifyingstrengths that should be maintained or enhanced, and by identifying specific needs that should be

addressed. Curriculum evaluation reports will serve to inform the Board and public about the

nature of the program as well as the level of student achievement.

The responsibility for curriculum development is shared by all members of the professional staff.

However, recognizing that specialized training and experience, as well as sufficient time and

resources, are required to keep abreast of relevant changes and promising developments, theSuperintendent, administrative staff, District level curriculum staff and related committees will be

responsible for the following:Identifying and evaluating trends in curriculum and sharing this knowledge withprofessional staff.

Monitoring the operation of the instructional program and working with staff in problemareas.

Providing leadership and/or counsel in District curriculum studies.

GENERAL PROCEDURES FOR CURRICULUM WRITING

The procedures to follow when writing or reviewing curriculum for individual courses or segments

of a subject area are as follows:

1. Identify the Districts educational goals which align with the State and National Standardsin each Fundamental Learning Area and/or course.

2. Review the essential questions and enduring understandings at each grade/department levelby:

a. Adding, deleting, clarifying, and restating as needed.b.Assuring scope and sequence by checking the preceding and succeeding grade level

descriptors.

3. Specify assessment techniques to determine level of student mastery of outcomes/descriptors.

4. Determine materials and equipment that may be used for the subject course (i.e., textbooks,supplementary materials, consumables, etc).

5. Identify instructional methods and procedures that would be appropriate for thecourse/subject area.

6. Define approximate time allocation for units within a course.7. Determine staff development needs to prepare staff for successful implementation.8. Review for sequential curriculum and evaluation procedures by:

Amending curriculum in order to integrate outcomes, delete repetitions, identify gapsin sequential development, and assign high school course weight, if applicable.


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Matching outcomes with standardized tests, College Readiness Standards, State andNational Standards for learning, District common assessments , and District

curriculum goals at each grade level whenever possible.

Submitting change proposals to appropriate committees.

Providing teacher in-service.

Implementing the curriculum.

Evaluating and reviewing the curriculum in accordance with the District CurriculumDevelopment and Evaluation Guide.

BUDGET

The District budget is needs based. The budget development process will utilize appropriate

planning and budgeting strategies that support the Districts curriculum philosophy, beliefs, and

learning objectives. Budget development will be based upon the need to:1. Close the achievement gap.2. Provide professional development.3. Fund expenditures according to federal, state, and District accountability expectations.4. Align expenditures to support curriculum evaluation and adoption as warranted by the

curricular areas position on the curriculum evaluation and adoption cycle.

CURRICULUM ADOPTION AND EVALUATION CYCLE:

The Six-Year Cycle for Curriculum Study provides for a review of a total subject area once in a

six-year period. All levels, PreK-5, 6-8, 9-12 will be studied at one time to provide continuity and

vertical articulation in planning and decision-making. This procedure assures that all aspects of asubject will be updated at a specified time. Specific building needs and concerns should be

articulated during the evaluations training process conducted by the Steering Team for Evaluation

of Programs (STEP) in Year 1 of evaluation. The intent of the curriculum decision-making processis to integrate building needs with the District needs.

All curricula will be formally evaluated on an identified cycle to ensure:Efficient use of District resources.

Informed decisions based on valid data.

Program and service alignment with District goals.

Effective instruction of all students.

A systematic approach to evaluation of programs and services.

Accountability to all stakeholders.

A collaboratively developed plan for District and school improvement.

The decision-making process considers the following factors:

Vertical and horizontal articulation across all levels.Mandates associated with the school recognition process.

Coordination and clarification with site-based decision making.

Recommendations set forth in the Districts Strategic Plan forthe continuation of anadoption cycle.

Incorporation of all disciplines including special education, gifted, Title I, ESL/Bilingual,technology, alternative education, etc.

Establishment of broad-based involvement of staff, students (at the secondary level), andparents.


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Encouragement of grant writing to support programs.

Support of integration and/or the interdisciplinary connection among the variousdisciplines.

Correlation with District performance indicators and state standards.

Reduction of politics and policies that may hinder the process.

Support for providing flexible planning time for teachers who are involved in the decision-making process.

The following continuous cycle is used to revise, improve, and keep current the Districtscurriculum.On-going Tasks: The Six-Year Cycle for Curriculum Study is a continuous process of information

gathering which includes the following activities each year:

Research on national trends, state goals and mandates.

Review and revision of current District curriculum and assessment.

Analysis of District progress in respect to student achievement.

Attending state and national conferences and conducting site visits as needed.

In addition to on-going tasks, the following specific tasks are addressed and emphasized within the

Six-Year Cycle for Curriculum Study:

Year One:

Completing Forms 1, 2, and 3 of Curriculum Evaluation (see evaluation forms appendix)

o Completing training by Steering Team for Evaluation of Programs (STEP) (Deadline:mid-September)

o Developing evaluation methods and instruments.o Distributing evaluation instruments and evaluation of other data-gathering

methodology as needed

Presentation Forms 1, 2, and 3 of Curriculum Evaluation delivered to Curriculum SteeringCommittee, prior to distribution of any surveys or completion of data-gathering, as

information and discussion items (Deadline : February or March meeting of CurriculumSteering Committee)

Year Two:

Completing Form 4 of Curriculum Evaluation (see evaluation forms appendix)

Presenting Form 4 to Curriculum Steering Committee for approval (Deadline: Octobermeeting of Curriculum Steering Committee) and subsequent completion of STEP form 5

by Curriculum Steering Committee.

Developing curriculum based on findings of evaluation process

Submitting pilot course descriptions for courses new to the curriculum

Reviewing curriculum materials for possible pilot:

o Developing a list of preview materials to review with the Curriculum Directoro Consulting with teachers for materials recommendations.

Selecting pilot materials and pilot staff.

Scheduling of pilots - to be ready for adoption by March of Year Three

Identification of appropriate staff and professional development needed forimplementation.

Identification of additional summer writing needs.

Year Three:


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Monitoring pilots and staff development.o Providing support to teachers who may be able to implement some new curriculum

without new material

o Providing timely vertical and horizontal communicationo Completing pilot evaluation instruments to determine which materials best match our

curriculum needs.

Presenting itemized recommendations for adoption of curriculum and curricular materialsto Curriculum Steering Committee. (Deadline: February Curriculum Steering Meeting for

presentation to Board at March meeting)

Year Four:

Monitoring adoption implementation.

o Providing support to teachers.o Providing timely vertical and horizontal communication

Recommending/modifying staff development opportunities.

Revising curriculum guides as needed.

Year Five:

Monitoring adoptions and staff development activities

o Providing support to teacherso Providing timely vertical and horizontal communication

Providing analysis of the impact of the curriculum adoption on student performance

Year Six:

Monitoring adoptions and staff development activities

o Providing support to teacherso Providing timely vertical and horizontal communication

Providing - analysis of the impact of the curriculum adoption on studentperformance

Making preparations for Year One by attending orientation for the Curriculum EvaluationProcedure with the Steering Team for Evaluation of Program (STEP)

Informal evaluation of programs will be continuous. Formal evaluation in addition to the six-year

cycle may be planned to assess portions of the curriculum. The Board of Education,

Superintendent, Deputy Superintendent for Curriculum Design, Educational Services and Equity,Directors of Curriculum, and school improvement teams may also request more frequent

evaluations. For example, a school may want to target a particular population and compare

achievement levels before and after a particular curriculum revision. Other variables which impact

student achievement and which could be considered for evaluation either by a building or theDistrict might include:

Instructional techniques

Student attitudes toward learning

Self-perception as it relates to achievement

Allocation of time in the classroom

Effect of parent involvement

Effect of extra curricular student involvement

Cost effectiveness


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Six-Year Cycle for Curriculum Study

Every six years, in the absence of changes in curriculum procedures, the cycles will repeat.

NOTE:Special Education, Bilingual/ESL, and Gifted and Talented Education will parallel the same

content areas and time frame as the District plan.

*Vocational Education/Technology includes all vocational education courses in the vocational

education strand as well as those courses listed under Industrial Technology

2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 2014 - 2015 2015 - 16

PE / Health /SafetyDriver Ed

(Cycle Year 4)

PE / Health /Safety / Driver EdMusic / Band /

StringsArtHome EconomicsDrama

Performing ArtsConsumer Ed.Business Ed.*Voc Ed.

(Cycle Year 5)




(Cycle Year 6)




(Cycle Year 1)




(Cycle Year 2)

PE / Health /Safety /Driver Ed

Music / Band /StringsArtHome Economics

DramaPerforming ArtsConsumer Ed.Business Ed.

*Voc Ed.(Cycle Year 3)

Science

(Cycle Year 3)

Science

(Cycle Year 4)

Science

(Cycle Year 5)

Science

(Cycle Year 6)

Science

(Cycle Year 1)

Science

(Cycle Year 2)

World LanguagesInstructionalTechnology(Cycle Year 2)






Math(Cycle Year 1)

Math(Cycle Year 2)

Math(Cycle Year 3)

Math(Cycle Year 4)

Math(Cycle Year 5)

Math(Cycle Year 6)

Social Studies(Cycle Year 6)






Language Arts

ReadingEnglish(Cycle Year 5)

Language Arts


Language Arts


Language Arts


Language Arts


Language Arts



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GUIDELINES FOR CURRICULUM PILOTS AND INSTRUCTIONAL MATERIALS

SELECTION

The Superintendent of Schools is responsible for the selection of material in accordance with the

policies of the Board of Education. The authority for this function is assigned to the Curriculum

Director(s), under the general supervision of the Deputy Superintendent for Curriculum Design,

Educational Services and Equity. Instructional materials for use in the Districts schools are

selected by professionally trained staff members and appropriate administrative and supervisorypersonnel. Final recommendations for purchase made to the Board of Education rest with the

Superintendent of Schools. A 30-day waiting period is observed between the Superintendents

recommendation and Boards adoption. At the time of the Superintendents recommendation,instructional materials will be made available for public examination and comment.

Selection and Evaluation of Instructional MaterialsThe primary responsibility in selecting instructional materials is to identify those materials that

best fit the needs of the Districts curriculum as related to students. The alignment is done by

matching a buildings documented needs with the characteristics of the instructional materials(e.g., textbook, software, etc.). Part of this process may or may not involve a formal piloting of

materials.

PILOTING INSTRUCTIONAL MATERIALS FOR AN EXISTING COURSE

Selection of instructional materials that could replace or be in addition to current materials will

follow these guidelines:1. Funds to pilot within the adoption cycle will be provided by the District in year 3 of the

adoption cycle; pilots related to curriculum outside of the adoption cycle will, in most

circumstances, be the responsibility of the piloting building.

2. The acquisition and return of pilot materials within the adoption cycle will occur as a resultof the cooperative efforts of the Curriculum Directors, District Coordinators, and interested

teachers. The acquisition and return of pilot materials outside of the adoption cycle will bethe responsibility of the person(s) requesting the pilot.

3. Pilot materials may be utilized for one or two semesters.a. Out-of-Cycle Adoption Curriculum RequestsImprovements and/or innovative

practices such as modifications and development of curriculum materials, minorcontent revisions, pilot requests, and/or grant opportunities, etc., which do not alter

the Districts curricula and/or restructuring/school improvement needs, may beconsidered for adoption outside the curriculum development cycle. These may occur

as a result of building-level school improvement/restructuring activities and/or theresult of a grant opportunity.

i. Submit the Curriculum Pilot Request form (see Appendix PP.23-24) to the DeputySuperintendent for Curriculum Design and the Curriculum Steering Committeefor approval. Upon determination of the proposals feasibility, the DeputySuperintendent for Curriculum Design will submit the request to the Curriculum

Steering Committee and complete the Checklist for Rating a Curriculum Pilot

Request (see Appendix PP. 25-26). As a result of that review, the CurriculumSteering Committee may either ask for a resubmission with further information,

or approve the proposal.

ii. At the conclusion of the approved pilot, person(s) piloting the materials should

complete and submit to the Director of Curriculum and the Curriculum SteeringCommittee:


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1. Instructional Materials Analysis form (see Appendix sample p. 29)2. Curriculum/Course Change or Addition Request form (see Appendix pp. 30-

32) if recommending the pilot become a permanent addition to the

curriculum.3. If approved, purchases are the responsibility of the building.

b.In-Cycle Adoption Curriculum Requests - It is the intent of the Champaign Schools toprovide the necessary instructional materials to implement the curriculum. Textbook

and supplementary material adoptions will be made every six years, utilizing theprocedures outlined in this document i.e., a recommendation from the Adoption

Committees to the Curriculum Steering Committee to the Deputy Superintendent ofCurriculum Design, Educational Services and Equity and to the Superintendent and

Board of Education.

i. For new courses implemented as the result of in-cycle evaluation (e.g. not anexisting revised course) submit the Curriculum Pilot Request form (see Appendix

pp.23-24) to the Curriculum Steering Committee for approval. If a course seeks

honor point designation, requests must also include the Application for Honors

Designation form (see Appendix p. 32).ii. At the conclusion of the approved pilot, person(s) piloting the materials should

complete and submit to the Directors of Curriculum and the CurriculumSteering Committee:

1. Instructional Materials Analysis form (see Appendix sample p. 29 and directionsbelow)

2. Curriculum/Course Change or Addition Request form (see Appendix pp.30-32) if recommending that pilot materials become a permanent additionto the curriculum.

Instructional Materials Analysis forms

An Instructional Materials Analysis form should consider the following for each reviewed set ofmaterials:

1. Degree to which the materials meet the documented needs of the District and buildings inthe various curricular areas.

2. Degree to which materials align with the state goals, standards, benchmarks, and with the

District's objectives.

3. Degree of effectiveness of the materials relative to the learner.4. Competency and qualifications of the author(s).

5. Quality of the physical and mechanical features.

6. Appropriateness of the subject matter. The content should avoid bias and prejudice, should

stress equal rights and responsibility, and should depict all social groups.7. Appropriateness for intended grade level both of content and readability.

8. Recommendation of person(s) who piloted course materials, if applicable.

In curricular areas that require a large amount of reading, it is strongly recommended that thereading level and source of that evaluation (i.e., publisher, various reading level assessment

procedures, etc.) be reported.

ADDING NEW OUT-OF-CYCLE COURSES

New curriculum will be instituted in the District only after careful research, study, and planning

have been completed. Courses will be added to the curriculum when the need or demand ispresent and when resources, facilities, and teachers are available. A course is a school offering


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taught by certified personnel in an institution recognized by the Illinois State Board of Education.A course may be classified as an elective or a requirement. In addition, at the high school level, a

course should be recommended for placement within a category of the District's rank-in-class

honor point system. Consideration will be given to Illinois Learning Goals and Standards, bestpractice in the subject area, the success of the course/program if offered in other Districts, and

student interest or need.

Piloting a New Out-of-Cycle Course

All new courses must be piloted. A pilot course is a trial effort of one year, usually limited to aclass, grade level, or building to demonstrate whether or not the course is desirable for district-

wide or continued building use.

When adding courses, the following procedures will apply:

1. a. Teachers, principals, coordinators, or directors will submit to the Curriculum SteeringCommittee a proposal using the Curriculum Pilot Request form (see Appendix pp. 24-25)

of the course/program that identifies the following: essential questions and enduring

understandings, a pilot time frame, texts, resources, training and equipment needed, andestimated budget to support the course/program needs. Course proposals from the

campus level need Building Councils and Principals approval. District-wide proposalsneed appropriate directors approval.

b. The Curriculum Steering Committee will review the request and complete the Checklist

for Rating a Curriculum Pilot Request (see Appendix pp.25-26).

c. If a course seeks honor point designation, requests must also include the Application for

Honors Designation form (see Appendix p. 32).

2. The Deputy Superintendent for Curriculum Design, Educational Services and Equity orhis/her designee will take proposals for new courses/programs to the Superintendent and

the School Board.

3. If approved, the course will be piloted and monitored for one year. Data will be collected,

which includes program impact on student achievement.

4. If the pilot recommendation is that the course/program and supporting pilot materials

become a permanent addition to the curriculum, the evaluation data must be presented to a

joint meeting of the STEP committee, Curriculum Steering Committee, and the Board for

approval. A Curriculum/Course Change or Addition Request (see Appendix pp. 28-30),and an Instructional Materials Analysis form (see sample in Appendix p.27) must also be

submitted. If a course seeks honor point designation, requests must also include the

Application For Honors Designation form (see Appendix p. 32).

5. At the high school level, the new course is approved for continued implementation. The

appropriate coordinators/directors will write a final course description to be included in the

student handbook and assign a computer number to the courses.

6. Appropriate coordinators/directors will coordinate development of a curriculum map,

budget for course materials, and provide necessary staff development before the program

or course is implemented District-wide.


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7. Out-of-cycle adoptions will be formally reviewed with the curriculum in which they appearas part of the six year adoption cycle regardless of the number of years that the out-of-cycle

course has been instituted.

TIMELINE FOR TEXTBOOK ADOPTION / COURSE CHANGE FOR OUT-OF-CYCLE

ADOPTION

Improvements and/or innovative practices which do not alter the Districts goals, outcomes, and

objectives may be considered outside the curriculum development cycle. These out-of-cycleadoptions may occur as a result of building-level school improvement/restructuring activities

and/or the result of a grant opportunity.

Out-of-Cycle Curriculum Change Timeline

Pilot Requests for New Courses:

September: Two Years Prior to Proposed New Course/Course Change Implementation:

Any individual or committee planning to pilot a new course should submit the Curriculum Pilot

Request form (see Appendix pp. 23-24) for evaluation to:1) content area chair/building leader

2) District coordinator3) principal

4) building council

*It is the responsibility of the originator of the proposal to shepherd the proposal through the

above-delineated routing. Anticipating approval, draft and submit a course description for theCurriculum Handbook identifying the new course as a pilot.

October: Two Years Prior to Proposed New Course/Course Change Implementation:

The originator of the proposal should submit the Curriculum Pilot Request form ( see Appendix pp.23-24), along with the actions taken by the previous evaluators, to the Deputy Superintendent for

Curriculum Design, Educational Services and Equity who will then route the proposal to thefollowing:1) Curriculum Directors

2) Curriculum Steering Committee

3) Superintendent

November-December: One and One-Half Years Prior to Proposed New Course/Course Change

Implementation:

The Superintendent will submit the final forms to the Board of Education for consideration andaction no later than the April Board Meeting. The originator of a proposal to pilot may wish to

submit a proposal for summer writing to the Curriculum Directors by February in anticipation of

approval by the Board.

August -January: One to One-Half Year Prior to Proposed New Course/Course Change

Implementation:

Pilot the course and complete the pilot evaluation as identified on the Curriculum Pilot Requestform (see Appendix pp. 23-24). If anticipating a recommendation for the course to become a

permanent addition to course offerings, draft and submit a course description for the Curriculum

Handbook.

January: One-Half Year Prior to Proposed New Course/Course Change Implementation:


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At the conclusion of the approved pilot, person(s) piloting the materials should complete thefollowing forms:

a. Instructional Materials Analysis form (see Appendix sample p. 27)b. Curriculum Course Change or Addition Request form (see Appendix pp. 28-30) if

recommending that pilot materials become a permanent addition to the curriculum.

c. Ordering Information Spreadsheet form (see Appendix p.31) if recommending that pilotmaterials become a permanent addition to the curriculum.

d. If necessary, complete the Application for Honors Designation form and Application forHonors Points Designation form (see Appendix p. 32) and submit these to:

1) content area chair/building leader2) District coordinator3) principal4) building council

*It is the responsibility of the originator of the proposal to shepherd the proposal through theabove-delineated routing.

February: One-Half Year Prior to Proposed New Course/Course Change Implementation:

The originator of the proposal should submit the forms, along with the actions taken by the

previous evaluators, to the Directors of Curriculum and Deputy Superintendent for CurriculumDesign, Educational Services and Equity who will then route the proposal to the following:

1) Curriculum Steering Committee2) Superintendent - The Superintendent will submit the final forms to the Board of Education

for consideration and action no later than the March Board Meeting.


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ILLINOIS TEXTBOOK LOAN PROGRAM

The Illinois State Board of Education, in accordance with Public Act 79-961 of 1975, providestextbooks on a loan basis, "free of charge," to students.

In past years, beginning in 1976-77 until 2008, funds were available to purchase books for students

at specific grade levels. Textbooks are allocated on the basis of one (1) book per child or a set of

books when several books of a series are required at a grade level; i.e., first grade readers areusually packaged in a set of five (5), which represents one book. Each year ISBE indicates which

grade levels will be honored for the textbook requests.

If the State of Illinois reinstates the purchase program, the basic regulations to be followed are:

1. All textbooks, both hard and softbound, are acceptable, while consumable items andlearning systems are ineligible.

2. All textbooks received by the District remain the property of the State of Illinois and mustbe identified (stamped) as such by the District. The District must maintain an up-to-date

inventory of all state-owned textbooks. The disposal of state-owned textbooks is theresponsibility of the District textbook coordinator.

3. All requests for state-funded textbooks must be received in the State office by the State

determined deadline.

4. The program permits a school District to request one (1) textbook per student enrolled in

the eligible grades.

5. Requested textbooks must be part of a school District's major adoption cycle and be on thestate textbook listing published yearly.

Due to the deadline date (State determined), any recommendations for textbooks to be requestedfrom the State Board of Education must be given to the Deputy Superintendent and Directors of

Curriculum and Instruction two months prior to the State-determined deadline date. Presentation

to the Board of Education will occur one month prior to the State-determined deadline date withexpected action by the Board in time for the designated deadline.


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Challenging Instructional Materials

Despite the qualifications of the persons who select the materials and the care taken to choose

valuable materials for student and teacher use, occasional objections to a selection may be made bythe public.

1. Citizens of the school community may register criticism of instructional materials withthe Directors of Curriculum or principals, where they may obtain the Challenge of

Instructional Materials form (see Appendix pp. 35-37).a. The complaint must be specific as to author, title, publisher, and when relevant,

page numbers of items to which objection is being made.b. The statement shall be signed and identification given which will allow a proper

reply to be made. The statement shall be filed with the Office of the Deputy

Superintendent for Curriculum Design, Educational Services and Equity and

Instruction, 703 South New Street, Champaign.

2. The complaint shall be referred to a committee composed of:a. one senior high school teacherb. one middle school teacherc. one elementary school teacherd. one library media specialiste. one building administratorf. two parent representatives (selected by PTA Council) one Director of

Curriculum

g. Deputy Superintendent for Curriculum Design, Educational Services and Equity3. The committee may call in representative persons who might bring particular

knowledge and competencies to bear on the specific complaint.

4. The committee will be responsible for:a. reading and examining the materials referred to it as a whole, not passages out ofcontextb. weighing strengths and weaknesses and forming opinions based on selection

criteria and relevance to the curriculum as a whole and not passages out of

contextc. meeting to discuss the material and to prepare a report on itd. notifying complainant of the decision and sending a formal report to the

Superintendent. The Superintendent forwards the formal report to the Board of

Education.

5. The material may remain in use pending a decision of the committee; however, studentsmay be excused from using the challenged materials at parents' request.

6. An appeal may be made to the Board of Education in the event the complainant is notsatisfied with the decision of the committee and the Superintendent.

7. No decisions in regard to the removal of any challenged instructional materials may bemade without the approval of the Board of Education.


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Objections to Supplemental Texts for Individual Students

Champaign Unit 4 provides a formal complaint procedure for citizens to use when objecting to the

inclusion of particular materials in the districts general curriculum. (see Challenging

Instructional Materials, p.18) Occasionally, however, individual families do not object to the

general inclusion of material, but rather to their own childs use of specific supplemental texts.When that occurs, the normal procedure regarding objections is not applicable, and the guidelines

outlined below will be followed.

1. Upon request from the parent, teachers will provide a list of primary reading assignmentsto the parents at the beginning of each semester, as well as a list of texts approved for usein the course. Two weeks after receiving the list, the parent must submit to the teacher the

form, Objections to Supplemental Texts for Individual Students (see Appendix p. 38). The

parent will submit the form having filled out items up to and including required signatures

after the Basis portion.

2. Upon receipt of the form, the teacher will review the districts approved text list forliterature which would be similar in genre, time period, and difficulty. The teacher willthen meet with the parent and student and offer up to three alternative texts from the district

list. At that meeting, the rest of the form Objections to Supplemental Texts for IndividualStudents will be completed and signed by the parent, student, and teacher. A copy of the

form will be given to the Contact Area Chair.

3. In the case of summer reading, the summer reading assignment will be distributed to allstudents prior to the end of the school year. The parent must notify the principal and/or theContent Area Chair that the summer reading text is not suitable for his/her student by

submitting the form, Objections to Supplemental Texts for Individual Students (see

Appendix, p. 38) prior to the end of the school year. The form must be filled out up to and

including the required signatures after the Basis portion. After submission of the form,the parent and student will be offered three alternative texts for summer reading. The

alternative text must be agreed upon by the parent, the student, and the Contact Area Chairprior to the end of the school year.

4. Teachers will not consider objections to texts following the beginning of any particular unitof study which includes the text in question. Students will not be excused from summerreading responsibilities, if the parent has not requested an alternative text prior to the end of

the previous school year.

5. Once the texts are approved by the parent, teachers are not required to submit individualassignments, supplemental readings, materials, quizzes, or handouts to the parent for

approval. The student will be required to complete the entire unit associated with each text

in the same time frame as the rest of the class.

6. Teachers are not required to communicate with any particular parent concerning the day-to-day details of the content of a course beyond the contact that teacher would normally have

with all parents concerning student performance or course work.


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SUMMER WRITING APPLICATION PROCEDURES

Summer writing time is available for in-cycle adoption curriculum, pilot curriculum, and out-ofcycle new curriculum. Priority will be given to in-cycle adoption curriculum. The application form

is in the Appendix under Summer Writing Proposal. The following timeline needs to be taken into

consideration when submitting an application:

JanuaryApplications available from Directors of Curriculum

FebruaryApplications due mid-February

MarchReview of all proposals by a subcommittee of the Curriculum Steering Committee

AprilDeputy Superintendent for Curriculum Design, Educational Services and Equity

and/or Superintendent presents recommended proposals to Board as an information

item

AprilProposal initiators notified as to Board action

AprilSummer writing positions advertised

MayParticipants for Summer Writing selectedJune-AugustSummer Writing

OctoberDirectors of Curriculum sends reminder that results of assessment plan or narrative

of progress on assessment plan is due by mid-January

Summer writing applicants need to continue to work to provide information on their assessmentplan throughout the year following their summer writing. Assessment plans might involve rubrics,

objective tests, checklists, portfolio items, etc., which can be used to evaluate the effectiveness of

your project as it relates to student learning and/or instructional delivery. If the assessmentcomponent can be evaluated by the end of the first semester, the results should be submitted to the

Directors of Curriculum by mid-January. If the evaluation must be ongoing throughout theacademic year, a narrative summarizing the progress of the assessment/evaluation should besubmitted to the Directors of Curriculum by mid-January and the final evaluation should be

submitted by the end of the academic year. Projects which have, in the past, been awarded

summer writing monies but do not submit the assessment component the following year will not

be awarded future monies.

In times of fiscal duress, summer writing projects will be limited to the subject areas that are in

Years 2 and 3 of the adoption cycle. Other projects will be funded at the discretion of the Deputy

Superintendent for Curriculum Design, Educational Services and Equity.Routing Procedure:

1. Building principal(s)2. Directors of Curriculum3. Curriculum Steering Subcommittee

4. Deputy Superintendent for Curriculum Design, Educational Services and Equity

5. Superintendent6. Board of Education


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TIME FRAME FOR CURRICULUM DECISIONS

Adoptions: State Textbook Money ...............Funding deadlines vary year-to-year

1. Approval by Curriculum Steering Committee 3 months prior to deadline.

2. Information to Board one month later

3. Action by Board two months after approval4. Submit online to ISBE by deadline

5. Distribution list to Servicenter

Adoptions: Local Money........................................................................................September to May

1. Adoption requests due to Directors of Curriculum in January

2. Materials approved by Curriculum Steering Committee in February3. Informational item to Board in March with action in April

4. Order materials/invoice after July 1

Pilots.......................................................................................................................September to April

1. Pilot requests approved by Curriculum Steering Committee by February2. Informational item to Board in March

3. Action by Board in April

Summer Curriculum Writing.................................................................................September to April

1. Summer writing proposals submitted and reviewed in February2. Summer writing proposals approved by Curriculum Steering Committee in March

3. Information to Board in April

4. Action by Board in April

5. Post positions in April6. Hire and notify personnel in May

7. Prepare report of summer writing for September Board of Education meeting

Publication: HS Profile Sheet...September to October

1. Update annually and send to colleges and universities with student transcripts. Each high

school principal updates the previous year's sheets.

Publications: SIP (School Improvement Plan)...April to November 8

1. Give necessary information to principals in April to August.

2. Individual SIPs due to Director of Curriculum in time for Board approval prior to ISBEsubmission.

3. Due to the Board of Education as determined by ISBE deadlines.

End of the Year Report: Education to Careers.June 1 to June 301. Request from data processing the lst quarter and 3rd quarter student enrollment by class list

and

2. Send report to ROE by due date (June 30).

Textbook Inventory Lists: Elementary, Middle, and High School.January to May

1. Add new adoptions.

2. Delete replaced texts.


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Course Changes: High School..September to December

1. Changes discussed and approved by principals and Curriculum Steering Committee byOctober Curriculum Steering meeting to meet next curriculum handbook deadline.

2. Tied to the curriculum handbook schedule.

3. Informational item to Board of Education in November with action in December.

Publication: High School Curriculum Handbook................................................November to June 41. Throughout the year, areas under study under the curriculum adoption calendar prepare

changes for the following year's handbook.2. Changes are brought to the Curriculum Steering Committee after they have been reviewed

and approved by principals, buildings, departments or grade levels.

3. Changes are due in October to early November to Director of Curriculum.

4. Informational item to Board in November/action in December.5. Printed in December and distributed to the buildings after the winter holiday.


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APPENDIX


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CURRICULUM PILOT REQUESTSubmit to the Deputy Superintendent for Curriculum and the Curriculum Steering Committee for Approval.

1. Curricular Area: ____________________________________________________________

2. Course Title: _______________________________________________________________

3. Course No.: ________________________________________________________________

4. Grade Level(s): _____________________________________________________________

5. Semester: __________________________________________________________________

6. Building: __________________________________________________________________

7. Name of Contact Person: _____________________________________________________

8. Proposed Pilot Start-End Time: _________________________________________________

Centennial Central

Date

Submitted

Date

Approved Initials

Date

Submitted

Date

Approved Initials

Content Area Chair /

Building Leader __________ _________ ______


Building Leader _________ _________ ______

District Coordinator __________ _________ ______ District Coordinator _________ _________ ______

Principal __________ _________ ______ Principal _________ _________ ______

Building Council __________ _________ ______ Building Council _________ _________ ______


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Part A: Documentation of Proposed Curricular Changes1. What is the rationale for and goals of this proposal? (Please include as much quantifiable

information as is available; e.g., needs assessment, test scores, etc.)

2. What are the essential questions and enduring understandings of this pilot?

3. Describe how this curriculum will support curriculum/program initiatives (e.g., schoolimprovement, restructuring, etc) and best practices. (Within the description, please citespecific state and national goals and alignment to curriculum maps and District Strategic

Plan.)

4. What student population will be served by this proposal? (Please include an estimate of thenumber of students impacted by this proposal.)

5. What specific changes will be made to the curriculum?

6. How will these changes affect current district level curriculum and, if applicable, how willthe changes more effectively deliver current District level curriculum?

7. What are the course prerequisites (FOR NEW COURSES ONLY)?

8. If applicable, attach an Application for Honors Level Designationform .

9. How and when will this information be shared with other staff to be impacted by thischange?

10. Proposed dates for implementation:

Part C: Evaluation of Pilot CurriculumDescribe the process (formative and summative evaluation) by which you intend to assess theeffectiveness of the goals set forth in this pilot (refer to Part A). Include your timeline; alsoinclude factors that you will consider as evidence of curriculum betterment and impact onstudent achievement. Examples of this evidence could include student grade improvement,teacher, student, and parent feedback, etc.


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Part D: Pilot Cost Analysis EstimatesPlease be specific as possible; include numbers, amounts of time, etc. wherever possible.(Please note that, in most cases, out-of-cycle adoptions will have to provide their own funding.)

Number/Amount Unit Cost TotalStaff: Current

Staff: Additional

Textbooks

Supplementary Material(s)

Equipment/Supplies

Staff Development

Summer Writing

Source of Funding: (Please include and grant funds to be used and indicate grant renewability.)

Maintenance Costs:


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Application for Curriculum Pilot Proposal Rating Rubric

ADEQUATE INADEQUATE

PROCEDURE

1. All required signatures present2. Verification of routing

submissions and approvalpresent.

3. State and national goals,District Strategic Plan, andcurriculum guides connected bynarrative to proposal.

1. One or more signaturesmissing.

2. All information in top box isnot filled in

3. Narrative of connection to oneor more required areas notpresent or inadequate.

DOCUMENTATION

OF PROPOSED

CURRICULAR

CHANGES

1. Clear data-driven descriptionof population served andnumbers impacted byproposal.

2. Proposed curriculum changes

clearly defined and tied toimpact on current curriculum.

3. Course prerequisites identifiedand rationale substantiated

4. Honors level applicationsubmitted with score of 20.

5. Plan for necessary informationdissemination and inservicingpresent along with proposeddates for completion.

1. Data either missing,unsubstantiated, or notrelevant.

2. Lack of or unclear definedcurriculum changes and/or

unsubstantiated impactassessment

3. One or both elements missingor incomplete.

4. Score of less than 20 onapplication rubric

5. One or more aspects ofinformation necessary toimplementation not submittedor incomplete.

EVALUATION

PLAN

1. Plan for assessment process

complete with timelines andlist of multiple instrumentswhich will be used todetermine success of pilotclearly identified.

1. One or more aspects of

assessment process notsubmitted or incomplete.(Please note that success of thepilot cannot rest solely onrecords of student gradeperformance.)

COST ANALYSIS

1. Cost analysis complete on allitems.

1. One or more items regardingfunding not addressed.

2. Source of funding for out-of-cycle adoptions not identified.


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Checklist for Rating A Curriculum Pilot Request

Recommendation Accept

of Reviewer(s): Resubmit

Name(s) and Title(s) of Reviewer(s): ____________________________________________________________________________________

Directions:This sheet should be attached to the front of the Curriculum Pilot Request form by the DeputySuperintendent for Curriculum Design, Educational Services and Equity upon submission. The DeputySuperintendent for Curriculum Design, Educational Services and Equity will route the proposal to theappropriate person/committee. All items on this proposal must be checked adequate upon review usingthe Application for Curriculum Pilot Proposal Rating Rubric (p. 26) and the Application for HonorsLevel Proposal Rating Rubric (p. 35) where applicable.If any items are checked inadequate, theproposal will be returned to the originator for resubmission.

1. Proposal states the curriculum area affected.

Adequate Inadequate

Reason for Inadequate rating:

2. Verification of routing submissions and approvals present.

Adequate Inadequate


3. Narrative of proposal is clearly communicated and all of the following are fully developed.

Part A. Documentation: Adequate Inadequate



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Part B. Proposed Curricular Change: Adequate Inadequate


Part C. Assessments: Adequate Inadequate


Part D. Pilot Cost Estimates: Adequate Inadequate


4. FOR HIGH SCHOOL APPLICATIONS ONLY

Application forHonors Level Designation*

Adequate Inadequate


*Please note: Attaching taxonomy levels to essential questions and enduringunderstandings is imperative to upper level critical thinking demanded in any honors levelcurriculum guide. Even though essential questions and enduring understandings inherentlyemploy inquiry, there must be a clear connection to the various types of upper level criticalthinking involved in the curriculum design for the proposed course to receive honors leveldesignation.


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INSTRUCTIONAL MATERIALS ANALYSISSubmit to the Directors of Curriculum and the Curriculum Steering Committee.

(Other material analysis forms or additions may be submitted in lieu of this form at the discretion of the Pilot Adoption Committee)

Curricular Area___________________________________ Date ______________________

Evaluator____________________________________ School______________________

Grade(s) ___________________________________

Please complete the following analysis by using the rating scale below:1weak; 2adequate; 3good; 4superior

Areas of Analysis Publisher

Rating

Publisher

Rating

Publisher

Rating

1. Degree to which the materials meet

the documented needs of the districtand buildings in the variouscurricular areas.

Low High

1 2 3 4Evidence:

Low High

1 2 3 4Evidence:

Low High

1 2 3 4Evidence:

2. Degree to which materials alignwith the State goals, standards, andbenchmarks, and with the Districtobjectives.

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

3. Appropriateness of the scope,spiraling, and sequencing.

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

4. Degree of active engagement,motivating, and challenging lessonsand activities

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

5. Degree of effectiveness of thematerials relative to the learner.

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

6. Degree of teacher support forassessment, differentiation, andmaterials use.

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

7. Degree to which materials arestudent-friendly and comprehensive.

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

Low High1 2 3 4

Evidence:

8. Quality of physical and mechanicalfeatures. Low High1 2 3 4Evidence:

Low High1 2 3 4Evidence:

Low High1 2 3 4Evidence:

Overall rating of this program

*Note: The areas of analysis can be revised to address the specific and priority goals andcomponents of a subject area/program. See guidelines on p.13 of the CurriculumDevelopment and Evaluation Guide


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The following material is recommended for adoption:

Curriculum/Course Change or Addition Request FormThis form is intended for out-of-cycle requests which have already completed a pilot year and are requesting

adoption or for courses new to a curricular area during the in-cycle adoption process. Submit completed form andattachments to Deputy Superintendent for Curriculum Design, Educational Services and Equity and Directors ofCurriculum at the conclusion of the pilot or prior to in-cycle adoption process.

1. Curricular Area: ____________________________________________________________

2. Course Title: _______________________________________________________________

3. Course No.: ________________________________________________________________

4. Grade Level(s): _____________________________________________________________

5. Semester: __________________________________________________________________

6. Building: __________________________________________________________________



Centennial Central

Date

Submitted

Date

Approved Initials

Date

Submitted

Date

Approved Initials


Building Leader __________ _________ ______


Building Leader _________ _________ ______





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Part A: Documentation of Proposed Curricular Changes

1. What is the rationale for and goals of this proposal? (Please include as much quantifiableinformation as is available; e.g., needs assessment, test scores, summative evaluation ofthe pilot, etc.)

2. What are the essential questions and enduring understandings of this pilot?

3. Describe how this program will support curriculum/program initiatives and bestpractices.

4. What student population will be served by this proposal? (Please include an estimate ofthe number of students impacted by this proposal.)

5. What specific changes were made to the curriculum? (Please submit documentation ofthose changes.)

6. What are the course prerequisites (FOR NEW COURSES ONLY)?

7. When and how was this change shared with other staff to be impacted by this change?Was there any staff feedback which will need to be addressed and how will theseconcerns be resolved?

8. Proposed dates for implementation:

Part C: Resources Needed for ImplementationCost EstimatesPlease be specific as possible; include numbers, amounts of time, etc. wherever possible.(For textbooks, equipment, supplemental materials, etc.)

Number/Amount Unit Cost Total

Staff: CurrentStaff: Additional

Textbooks

Supplementary Material(s)

Equipment/Supplies

Staff Development

Summer Writing


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Source of Funding: (Please include and grant funds to be used and indicate grant renewability.)

Maintenance Costs:

Part D: EvaluationDescribe the process by which you assessed the pilot curriculum, Please include the instrumentsused for the evaluation and a narrative of the results obtained from the evaluation instruments.

Part E: AttachmentsTo this document, please attach the following:

a copy of the course curriculum guide(s)

the Instructional Materials Analysis form used in the pilot (if applicable)

a summative narrative describing the assessments and assessment processwhich will be used to analyze the effectiveness of the curricular change (If this

course was piloted, this evaluation must be specifically related to theassessment/evaluation proposed on the Pilot Request form.)

evaluation instruments used for determining curriculum impact on studentperformance

If applicable, an Application for Honors Level Designationform with acommittee- reviewed grade of 20.

High School only: Course description for inclusion in the High SchoolCurriculum Handbook

After review and approval of this form by the Curriculum Steering Committee, out-of-cyle

adoption requests will become part of the curriculum and will join the rest of the curriculum on

the 6-Year Adoption Cycle. In-cycle adoption requests will be brought to Curriculum Steeringas information item only.


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APPLICATION FOR HONORS LEVEL DESIGNATIONSubmit to the Directors of Curriculum and the Curriculum Steering Committee .

1. Curricular Area: ____________________________________________________________

2. Course Title: _______________________________________________________________

3. Course No.: ________________________________________________________________

4. Grade Level(s): _____________________________________________________________

5. Semester: __________________________________________________________________

6. Building: __________________________________________________________________



Centennial Central

Date

Submitted

Date

Approved Initials

Date

Submitted

Date

Approved Initials


Building Leader __________ _________ ______


Building Leader _________ _________ ______





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1. Submit and clearly define the critical thinking taxonomy (eg., Bloom, Sternberg) whichdrives the identification of all levels of critical thinking skills used to write thiscourse/design this curriculum.Attaching taxonomy levels to essential questions andenduring understandings is imperative to upper level critical thinking demanded in anyhonors level curriculum guide. Even though essential questions and enduring

understandings inherently employ inquiry, there must be a clear connection to the varioustypes of upper level critical thinking involved in the curriculum design for the proposedcourse to receive honors level designation.

2. Provide the Essential Questions and Enduring Understandings required by thiscourse/curriculum. Identify those EQs/EUs which require higher level thinking skills.(Please see Application for Honors Level Proposal Rating Rubric (p. 34) for furtherdefinition of higher level.)

3. Of the total number of goals in the course, what percentage of the goals require only higherlevel critical thinking skills?

4. Approximately what percentage of the work involved in the course will be done outside ofclass time?

5. Describe the student assessment plan (formative and summative) for this course, andconnect the assessment plan to the level(s) of the taxonomy listed above.

6. Attach one example of a student assessment which will validate a Honors Leveldesignation for this course.

Deputy Superintendent for Curriculum Design,

Educational Services & Equity

Application Approved_____ Denied_____


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Application for Honors Level Proposal Rating Rubric

1 2 3 4 5

PROCEDURE All required

signatures not

present

All required

signatures

present

ESSENTIALQUESTIONS AND

ENDURING

UNDERSTANDINGS/

TAXONOMIES

One of threeelements of

description is

missing

One of threeelements of

description is

incomplete

Taxonomy forcritical

thinking

identified and

defined; all

EQs and EUs

attached to

levels of

taxonomy;

some but less

than 40% of

EQs/EUs

attached to top

2 levels oftaxonomy

Taxonomy forcritical

thinking

identified and

defined; all

EQs and EUs

attached to

levels of

taxonomy; less

than 80% but

greater than

40% of

EQs/EUs

attached to top2 levels of

taxonomy

Taxonomy forcritical thinking

identified and

defined; all

EQs and EUs

attached to

levels of

taxonomy; at

least 80% ofEQs/EUs

attached to top 2

levels of

taxonomy

WORK OUTSIDE OF

CLASS

Information

not includedReferences

work that will

be done

outside of

class.

Clearly defines

the type of work

that will be done

outside of class

and estimates

the time that the

assignment(s)

will take

STUDENT

ASSESSMENT PLAN

No assessment

planAssessment

plan present

butinsufficient;

not clearly tied

to curricular

design

Assessment

plan not

sufficient butvague

connection to

honors level

curricular

design

Assessment

plan clear but

not clearly tiedto honors level

curricular

design

Assessment plan

complete and

clearly ties tohonors level

curricular design

Scoring

PROCEDURE____________/5

Total Score

___________

A score of 20 will be required for

honors points designation; scores

of 15-19 may be returned to theapplicant for refinement and the

possibility of earning 20 points,

but there is a possibility that a

delay in completing the process

would delay the pilot for one year.

ESSENTIALQUESTIONS AND

ENDURINGUNDERSTANDINGS/TAXONOMIES

____________/5

WORK OUTSIDE OFCLASS

___________/5

STUDENTASSESSMENT PLAN

___________/5


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CHALLENGE OF INSTRUCTIONAL MATERIALSubmit form to the Office of the Deputy Superintendent for Curriculum Design, Educational Services and

Equity and Instruction,

703 South New Street, Champaign

INITIATED BY:(Name) (Address) (Phone)

REPRESENTING:Self: Organization or Group:

(Name)

School:

MATERIALS QUESTIONED:Print

Material: Author: Title:

Copyright Date: Publisher:

AV Material:(Title and Type: film, video, filmstrip, record, etc.)

Other Material: Title: ________________________________________________________

Identify: ____________________________________________________


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Please respond to the questions on the next page. If sufficient space is not provided, please use

an additional sheet of paper.

1. To what in the material do you object (please be specific: cite pages or sections)?

2. What value do you see in the material?

3. What do you feel might be the influence of this material?

4. For what age group would you recommend this material?

5. Did you study the entire work? Yes No What page or section?

6. Are you aware of the judgment of this material by critics?

7. Are you aware of the educational purpose of using this material?

8. What do you believe is the theme or purpose of this material?

9. What recourse do you seek?

10. What material would you recommend in its place that would convey as valuable a pictureand perspective on a society or a set of values?

(Signature of Complainant)

(Policy 620R, Approved 6/13/05)

(Date)


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Objections to Supplemental Texts for Individual Students

INITIATED BY:___________________________________________________(Name) (Address) (Phone)

SUPPLEMENTAL TEXT FOR WHICH ALTERNATIVE IS REQUESTED:Author: ______________________________________________Title: ________________________________________________

BASIS FOR REQUEST: (Please be as specific as possible about the reason(s) for this request.)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of Parent ____________________________________________________

Signature of Student ___________________________________________________

Date received by teacher ________________________________________________

ALTERNATIVE TEXTS SUGGESTED:1) ___________________________________ ____________________________

(Title) (Author)

2) ___________________________________ ____________________________(Title) (Author)

3) ___________________________________ ____________________________(Title) (Author)

Please circle the number of the alternative text which has been agreed to by the parent, student,and teacher and sign below.

Signature of Parent ______________________________________________

Signature of Student _____________________________________________

Signature of Teacher _____________________________________________

Signature of CAC (summer reading alternative only) ___________________

Date of agreement _______________________________________________


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Summer Writing ProposalSubmit this cover sheet and your proposal to the Director of Curriculum.

Directions:On a separate sheet of paper and using the same format as below, respond to the following

prompts. Please note that all projects require an assessment component; the final project requiresan evaluation instrument which will be used to measure the effectiveness of the summer writingproject when it is implemented into the curriculum. No summer writing will be paid until allparts of the project are submitted to the Director of Curriculum. The funding of your project willdepend on the score your application receives as a result of its rating on the attached rubric.

1. Project Title2. Focus

a. State goal(s)/standard(s)/benchmark(s) addressed by your project b. Local goal(s) addressed by your projectc. Rationale (e.g., data which supports need for project)

3. Project Descriptiona. Short summary of project which is no more than two typed pages and which

includes status of project in relation to adoption cycle (e.g., year 1, year 2, etc.)b. Number of students who will be impacted and projected impact on student

performancec. How you will share your project and with whom

4. Expendituresa. Number of participants b. Duration of projectc. Estimates cost (please note that there is a $1000 limit per course/subject area)

5. Assessment Component Plana. Identify procedures that will serve as evidence of student learning and/or

instructional delivery as a result of your project.b. Identify all curricular indicators that should be served by this assessment.

*Results of assessment gathered during the subsequent academic year should besubmitted to the Director of Assessment on or before: _________________

Contact Person:

Building:

Phone:

Email:

Signature of Building Principal:

All applications for summer writing are due in the Office of the Directors of Curriculum by

_______________________________.


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Adopted September 15, 2008 1

GREAT SCHOOLS TOGETHER STRATEGIC PLAN

D. Strategic Goals, Actions and Measures

I. Student Achievement and Well-BeingGoal: Foster high academic achievement, wellness and well-being among all learners in asafe, supportive environmentShort-term actions

A. Establish a uniform, proactive approach regarding behavior/discipline in the Districtthat emphasizes positive models, desired behaviors, and family involvement

B. Provide more in-depth solutions to recurring and serious behavior problems

C. Implement a bullying prevention program

D. Make procedures and criteria for identifying and serving special education and giftedstudents transparent to professionals and families

E. Offer choices for special education and gifted students with regard to program

placement, rather than a one-size-fits-all approachF. Promote engagement and active learning for all students through the use of

differentiated instruction, hands-on learning, project based instruction and field trips

G. Implement programs that teach students practical work and life skills

H. Expand programming focusing on career and technical exploration

I. Improve nutrition in breakfast and lunch programs and vending machines

J. Conduct, analyze, and utilize the data from the graduating senior surv

curriculum evaluation manual 2011 version

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