Standard 3 Curriculum
A quality system offers
a research-based curriculum based on clearly defined
expectations for student
learning that is subject to review and revision at regular
intervals.
Quality System
Indicators
In fulfillment of the
standard, the system:
3.1 Develops curriculum
based on clearly defined expectations for student learning;
3.2 Provides a
curriculum that includes a set of essential knowledge and skills in each
content area;
3.3 Aligns curriculum
with clearly defined expectations for student learning across
subject areas and grade
levels;
3.4 Ensures that the
curriculum reflects a commitment to equity, an appreciation of
diversity, recognition
of different ways of learning, and challenges each student to
excel;
3.5 Develops written
curriculum guides and support materials that serve as a basis
for implementing the
curriculum;
3.6 Promotes in the
curriculum the active involvement of students in the learning
process, including
opportunities to explore application of higher order thinking
skills and to
investigate new approaches in applying their learning;
3.7 Gathers, analyzes,
and uses data and research in making curriculum choices;
and
3.8 Provides a balance
of educational experiences through the curriculum that is
based
on knowledge of human growth and development, and relies on sound learning
principles.
The curriculum of Abbeville County Schools is
based on the South Carolina Department of Education Standards for the following
eight areas: English Language Arts, Math, Science, Social Studies,
Visual/Performing Arts, Foreign Language, Physical Education and Health/Safety.
The state standards are correlated to national standards in each of the core
content areas. Each curriculum standard
is specific and clearly defines student expectations for providing direction
for classroom instruction across all grade levels. Teachers at the 4k level
follow the state approved “Creative Curriculum” to address the needs of
the students. To provide support and guidance to teachers and administrators
the district provides curriculum guides for each grade level 5k-8th
grade in the areas of Language Arts, Math, Science and Social Studies. Through
these guides teachers are able to support the needs of their students by providing
activities and experiences that provide opportunities to apply higher order
thinking skills, address diverse learning styles, promote diversity and provide
consistency throughout Abbeville County
Schools.
In grades 9-12 students select from seven
career clusters to guide their educational programs in addition to the state
requirements for graduation.
1-Agriculture, Food & Natural Resources,
2- Arts, Communications & Humanities, 3- Human Services, 4-Health Science,
5-Transportation,Distribution & Logistics, 6-Architecture &
Construction and 7-Science, Technology & Mathematics. Within these clusters
students choose from 15 majors.
Pacing Guides which are implemented throughout
the district ensure that teachers have specific timelines for addressing
content standards. A pacing guide for each of the four core content areas has
been implemented. Teachers of 4k follow the pacing guide of “Creative
Curriculum”.
A main focus of
In Spring of 2007,
Measures of Academic Progress (MAP) testing was implemented in a pilot program.
Abbeville County Schools prior to this time did not have a researched based
assessment that was correlated to the state standards. It became evident by
looking at test data that a district wide assessment was needed to assist
teachers in addressing areas of need for students and direct classroom
instruction.
The MAP implementation proved to be
successful in providing reliable data and full implementation begins in
2007-2008 school year with a September 2007 and March 2008 testing events.
Data from the various sources will be
reviewed at the district level and by each school’s data team. Data teams which
are made up of the Principal, Instructional Specialist, and two teachers from
the school will further analyze and use the results to make curriculum
decisions for students as well as decisions concerning instructional programs.
At the district level, data such as test
scores, teacher and administrator suggestions as well as input from
Instructional Specialists at monthly meetings are used to plan professional
development opportunities for teachers and administrators. A multi-session
approach is being implemented when possible. That is, teachers are given
training in multiple workshops instead of the “hit it one time” approach. Also professional development addresses one
or more of the following three areas within the district strategic plan which
are student achievement, teacher quality and school climate.
The district is in the process of developing
and implementing a Response to Intervention (RTI) model. Through this model
monitoring of the curriculum, screenings and early interventions will develop
to ensure that all students are provided effective instruction. To insure that implementation is successful,
the Instructional, Special Services and Technology Departments are working
closely together.
The Gifted and Talented Program serves
students across the district that have been tested and
meet the state requirements for the program. After reviewing data, it is apparent
that this program needs more attention and direction. A part-time coordinator
was put in place in 2006-2007. Beginning
with the 2007-2008 school year a full-time coordinator will oversee the
development, implementation and monitoring of the program. The goal is to
increase the student population in Academic Gifted and Talented and build an
Artistic Gifted and Talented Program in Abbeville schools. To date, teachers
have been provided additional training to meet the future needs of the
district. Data from the 2006-2007 year will be reviewed and strategies will be
developed to build a high quality and successful program for our students.
As analysis of data is performed, the
following are indicated for the next five year period:
·
Provide opportunities at
the high school level to meet the expanding academic needs of students through
on-line, distant learning and/or
·
Continue building and
training Data Teams to assess and make data driven decisions in all areas such
as student achievement, teacher quality and school climate.
·
Continue to update and
monitor the curriculum, instruction and assessment alignment throughout the
district.
·
Continue building new
career clusters at the high school level to meet the needs of all stakeholders.
·
Continue integrated
approach with Instructional, Technology and Special Services Departments to
provide a comprehensive program.
·
Build a program that
addresses the needs of higher achieving students through the Gifted and
Talented Program.