{"id":4090,"date":"2016-09-30T16:38:58","date_gmt":"2016-09-30T20:38:58","guid":{"rendered":"http:\/\/www.acpsk12.org\/news\/?p=4090"},"modified":"2016-10-02T20:47:14","modified_gmt":"2016-10-03T00:47:14","slug":"results-of-curriculum-review-guide-next-steps-for-higher-achievement","status":"publish","type":"post","link":"http:\/\/www.acpsk12.org\/news\/?p=4090","title":{"rendered":"Results of Curriculum Review Guide Next Steps For Higher Achievement"},"content":{"rendered":"
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High performing school divisions are continuously seeking feedback and reflecting on methods to improve their operations to meet their vision and mission. In that regard, ACPS recently concluded a review of the division-developed curriculum with the goal of improving student learning and achievement. The ACPS curriculum, launched in 2011, was designed to \u201cprovide a rigorous, relevant and internationally benchmarked education to enable all students to succeed as citizens in the global community.\u201d A curriculum is considered a \u201croad map\u201d to guide and inform the learning process and includes information for teachers to aid in instruction.<\/p>\n

\"DSC_0276\"To conduct the review, ACPS sought the expertise of an external and independent evaluator. McRel International, a non-profit, non-partisan education research and development organization was selected competitively to conduct this work. McRel researchers reviewed the written curriculum documents, interviewed staff, conducted focus groups of students, teachers, and administrators, administered surveys to school staff and parents, and conducted classroom observations. We would like to thank the parents who contributed to this evaluation including the 1,358 parents who responded to the parent survey.<\/p>\n

The goals of the evaluation were to determine the alignment between the written curriculum and state standards as well as the alignment to the tested and taught curriculum. In addition, ACPS sought input on how the curriculum met the needs of special populations and the level of classroom engagement and rigor. The evaluation also sought feedback on the extent to which teachers and staff had the support they needed to deliver the curriculum in a way to improve student learning.<\/p>\n

\"preschool-class-activities2-2-1251386\"The final report submitted to the Board and reported out on September 29 included 32 strengths and 29 recommendations. The report commended the curriculum\u2019s inclusion of a variety of diverse learning experiences<\/em><\/strong> including group work, individual work, and project-based learning. Survey results indicate that parents\u2019 perceptions of student learning<\/em><\/strong> at ACPS are positive. Parents also perceived ACPS as meeting the academic needs of their children<\/em><\/strong>. Perceptions of rigor and student engagement<\/em><\/strong> in ACPS classrooms were also high with parents of elementary students having the most positive perceptions.<\/p>\n

Four themes emerged from the recommendations including the usability of written curriculum<\/em><\/strong> documents; usability of data from Transfer Tasks (assessments)<\/em><\/strong>; meeting the needs of diverse learners<\/em><\/strong>; and how professional development<\/em><\/strong> supports curriculum implementation. In addition to these four themes and their discrete recommendations, additional recommendations emerged including:<\/p>\n