Curriculum Standards

Your have been randomly selected to complete the Curriculum Survey conducted by the School Improvement Team. This survey will only take a few minutes of your time and your participation is greatly appreciated. For NAME, type the name of your department, NOT your name. Please complete by 4:00 P. M. Thursday, December 19. Thank you advance for your participation.

Tools

Name:

C 1.1
The school's curriculum is sequenced and organized to ensure students, know, do and understand the core content outlined in the Quality Core Curriculum or Georgia Performance Standards (based on phase-in-plan).

	Not addressed - No written curriculum documents (e.g., maps, units, scope and sequence documents, guides) exist to support implementation of Georgia Performance Standards, or the textbook is the curriculum.
	Emergent - Some written documents exist to support the GPS.
	Operational - Most currriculum documents reflect a planned, systematic alignment of content and skills with the GPS across a majority of grade and subject areas.
	Fully Operational - All written curriculum documents fully align with all of the GPs and serve as useful guides for instructors to ensure that students know do, and understand requirements for each subject area for each grade level and grading period.

C 1.2
Horizonal and Vertical Alignment

	Not Addressed - There is little if any evidence of horizontal and vertical alignment within and across grade levels and subject areas.
	Emergent - There is some evidence of horizontal and vertical alignment, but the GPS elements are inconsistent within and across grade levels and subject areas.
	Operational - There is general evidence of horizontal and vertical alignment among curriculum elements, but some additional work in this area would be beneficial.
	Fully Operational - The overall curriculum is carefully and fully aligned with horizontal elements supporting the GPS and vertical elements preparing students for growing levels of standards mastery.

C 1.3
Curriculum Planning Process

	Not Addressed - Because of the lack of curriculum planning, no students experience a curriculum that is rigorous and requires depth of understanding.
	Emergent - Because of inconsistent or sporadic curriculum planning, many students do not experience a rigorous curriculum that demands depth of understanding.
	Operational - As a result of this process of curriculum planning, most students participate in a curriculum that requires some level of rigor and understanding.
	Fully Operational - As a result of this process of curriculum planning, all students participate in a curriculum that requires depth of understanding and rigor.

Curriculum Standard 2
School-wide Curriculum Collaboration
Teachers engage in a process of collaborative planning for curriculum implementation to ensure that they agree on core content and required performance(s).
C 2.1 School-wide Curriculum Corraboration

	Not Addressed - Attempts to plan collaboratively and design curriculum are not evident.
	Emergent - Individual teachers or teams of teachers have begun to align curriculum and design units of study and related curriculum products without a consistent school-wide approach.
	Operational - A majority of staff collaborates to align the written curriculum (e.g., units, courses of study) with GPS, ensuring that they understand and implement the standards with consistency and in alignment with state expectations across most grade levels and subject areas.
	Fully Operational - School wide collaboration on curriculum design and implementation is constantly evident, with teachers and administrators demonstrating a clear, consistent, and shared understanding of what students are expected to know, do, and understand at all grade levels and subject areas.

C 2.2 Systematic and Consistent Approach to Collaborative Planning

	Not Addressed - As a result of a lack of collaborative planning, there is no evidence of teachers agreeing on what all learners should know, do, and understand at key points in their education.
	Emergent - As a result of sporadic collaborative planning, there is inconsistency concerning expectations regarding what all learners should know, do, and understand within and across grade levels and subject areas.
	Operational - As a result of this systematic approach to collaborative planning, there is general agreement concerning what all learners should know, do, and understand, but there are some areas where further agreement and consensus building are necessary.
	Fully Operational - As a result of a systematic and consistent approach to collaborative planning, there is a high level of consensus concerning what all learners should know, do, and understand by the end of each grading period at all grade levels and within all subject areas.

Curriculum Standard 3 - Teachers and administrators use a systematic process of monitoring and evaluating implementation of the the curriculum.
C 3.1 Monitor and Evaluate Curriculum Implementation

	Not Addressed - Attempts to establish a systematic process for curriculum monitoring are not evident.
	Emergent - Administrators and teacher leaders attempt to monitor curriculum implementation absent of a systematic, school-wide process to ensure implementation of all Georgia Performance Standards.
	Operational - Administrators and teacher leaders systematically monitor and evaluate implementation of aspects of he curriculum at points in the school year would ensure that the Georgia Performance Standards are fully and effectively taught.
	Fully Operational - Administrators and teacher leaders monitor and evaluate implementation of the curriculum through an ongoing, systematic school-wide process throughout the school year to ensure consistency within and across classrooms, grade levels, and subject areas relative to all Georgia Performance Standards.

C 3.2 Curriculum Monitoring System

	Not Addressed - As a result of the absence of a systematic process for monitoring curriculum implementation, there is no review of performance data or student work to revise curriculum implementation and/or align available resources.
	Emergent - As a result of an inconsistent process for monitoring curriculum implementation, there is sporadic review of performance data and student work. Minimal revision of curriculum implementation and alignment of resources occurs as a result.
	Operational - As a result of a systematic but inconsistent approach for monitoring curriculum implementation, there is only sporadic external review of student work to revise curriculum and align resources.
	Fully Operational - As a result of a highly effective curriculum monitoring system, administrators and teacher leaders use performance data and the review of student work to revise curriculum implementation and alignment of resources.

J. R. Revere