The district's curriculum undergoes regular review. The review process includes evaluating what is currently being taught, researching best practices in each content area, examining assessment data, correlating outcomes to academic standards, establishing criteria to evaluate resources and recommending changes. Emphasis on differentiation of learning to respond to individual needs of students to ensure success for all is fundamental to the process. The curriculum is focused on results, and a commitment to continually improve student achievement. Implementation of curricular changes are supported by thorough professional development.
Curriculum in School District 197 is reviewed using a ten-year cycle of continuous improvement. The review cycle follows the standards review cycle and provides a manageable way for the district to provide the needed support and resources to each content area.
Click here for the ten year schedule for curriculum review.
The review cycle includes 5 phases and a pre-review phase for most areas.
Pre-review: When standards are in review the Minnesota Department of Education (MDE), a series of optional meetings are held for staff providing instruction that specific area. The purpose of the meetings is to follow the standards development process and provide feedback to MDE when requested.
During the first three phases, participating curriculum areas are considered to be in "formal review".
Phase 1: Self Study
During this phase a content area team of teachers conducts an in-depth study of the current program to determine its overall effectiveness. Community and staff input is gathered and the team of teachers examines current best practice in curriculum and instruction. Based on the results of the study the team, with assistance from the Curriculum Advisory Committee (CAC), identifies strengths and needs of the existing program, creates a vision for future programming and develops Outcomes that Matter to All and Core Beliefs. The CAC plays a significant role in the review process. Per MN statute they must recommend:
- Strategies to ensure the curriculum is rigorous, accurate, anti racist, culturally sustaining and reflect the diversity of the student population
- Strategies to ensure that curriculum and learning and work environments validate, affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic groups.
Phase 2: Developing
During phase 2, content area teams review the current scope and sequence of the curriculum for grades K-12 and assess how it aligns to state and/or national standards and benchmarks. They then create a district curriculum framework/map that identifies the knowledge, skills, and learning targets that students need to know, be able to do, and act upon. Content area teams also select the materials (paper and electronic) needed to implement the revised curriculum and work to ensure the new curriculum and materials are culturally sensitive and non-discriminatory. Produce explorations take place of the top resources being considered. Teams also plan professional development activities to ensure proper training and support are provided relative to the new curriculum. This phase can take 1 - 3 years, the amount of time it takes depends on a variety of factors.
Phase 3: Implementing
During phase 3 each curriculum area moves to the implementation phase where teachers look at the curriculum as taught, identify holes, design common assessments and begin to review at data. The content area team also recommends grouping strategies, identifies how to accelerate or remediate students, and addresses issues relating to students with special needs (ELL and special education). Additionally, in the spring of year three, the content area team will meet to determine if the intended scope and sequence is achievable and identify areas for additional professional development.
Phase 4: Measuring
Phase 4 of the curriculum review cycle focuses on measurement and ensuring curriculum is being implemented as intended. Staff will pay careful attention to how well students are responding to the new curriculum and ensure that teachers' and parents' questions are answered. Common assessments continue to be reviewed and refined.
Phase 5: Monitoring
During year five, the revising phase, teams adjust implementation procedures and implement changes as needed. The curriculum is evaluated in terms of how well it is working and where modifications need to be made. Common assessments continue to be reviewed and refined. In the refining phase, year six, teams continue to refine the curriculum. They determine if adjustments are needed and implement them accordingly. Common assessments continue to be reviewed and refined.
