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Casey

Fries
EDL 675
Curriculum Action Plan
6/16/13


Curriculum is a set of modifiable performance objectives that are deemed essential
for the overall development of each individual student.

When thinking about my definition of curriculum, many questions entered my mind.
Should incidental learning be part of the curriculum? Is curriculum modifiable or
rigid? Should curriculum be individualized or more of a one size fits all? These are
just a few of the questions I considered when writing my definition. In order to help
me answer these I questions I reflected back to the discussions I had with my table
group during the curriculum presentation. I remember that we discussed that
curriculum needs to have some standards, and that those standards need to be
essential for success in that course. I recall that we discussed how important it is
that the curriculum fits the needs of each individual student, and that there is the
option that it can be modified or adjusted if needed.

Over the past couple of years my definition of curriculum has evolved from a rigid,
one size fits all definition, to the one mentioned above. I have realized that all of our
students are different and while we need to have high expectations for them all,
those high expectations can, and will vary between each student. I believe there are
basic skills that each student must retain from every course, but those basic skills
only make up a small portion of the total learning that a student will take away from
the class.


















Fall Curriculum Action Plan



Activity/Goal
Timeline
Meet with Darla Berks and
July, 2013
Mark Larson to discuss
the districts vision of Data
Teams and Power
Standards. Discuss how
they can be implemented
in our department.

Present the concept of
August, 2013
Data Teams and Power

Standards to the entire

Math Department.

Work individually with
September-October, 2013
each PLC group to help
with the Power Standard
creation process.

Evaluate the entire Data
November, 2013
Team/Power Standard
process. Discuss what
people liked and disliked,
and what they would
change to make the
process more effective.

Present feedback to
December, 2013
Department Chairs, and
School Improvement
Committee.











Evidence
Meeting notes

Meeting agenda and


handouts

Samples of PLC work

Teacher feedback

Feedback handouts

There are many things I would like to get more involved with that center around
curriculum. One of the major things I would like to target next year is being a part of
the Lincoln High School Data Team implementation process. Data Teams are a new
initiative that is being introduced by Lincoln Public Schools. The goal of these Data
Teams are to create Power Standards for each course. A power standard as it
relates to math, is a standard that students need for success: in school, in life, and on
the NeSA-M. Lincoln High will be looking for certain departments to help pilot the
development of these power standards. I would like for the math department to
take the lead on this pilot program. I feel that we are the core subject area that is
the most ready to take the next step in curriculum development. We already have
common pacing guides, common textbooks, and common assessments. Our next
step is to narrow our focus on those items that we view as essential for each course.
Once we have these items identified, we can then begin to focus on the best
instructional strategies and methods for teaching each item.

There will be many people I will look to for help with the Data Team process. Mark
Larson is in charge of School Improvement and will be heading the Data Team pilot
program. He will be a major resource and guide throughout this process. Matt
Larson is the head of Curriculum for Mathematics, and I will utilize him while
deciding on the items that we view as a power standard. I will be teaming up with
Darla Berks to help educate our department on the process of creating a power
standard. I will also need buy-in and support from the other teachers in the math
department. It is always hard to be a pilot group, but I think our department is
strong enough to undertake the Data Team process.

To help with the process of identifying the power standards, I will be reading the
book Focus by Mike Schmoker. There is a chapter in the book that specifically
focuses on Math and identifying essential outcomes. I think this will be a valuable
resource when trying to streamline our syllabus for those items that we consider
power standards.

The Data Team pilot program is important in my development in Instructional
Leadership. The entire process will focus on the creation of curriculum, the
implementation of the power standards, proven instructional strategies, and
assessments utilizing research based best practices.

While I believe our department is ready to be a part of this pilot program, there is no
doubt that it will be met with some resistance. Many members in the math
department are comfortable with the current way our department PLCs operate. In
the past, there have been programs that we have introduced to the department, and
after further discussion and explanation we got everyone to buy-in. I think the Data
Team process will be the same way. At first it will seem like extra work, but after
discussing how this could positively impact our students, and how we need to be
leader in modeling quality PLC work for the school, I believe we will get the buy in
that is needed to make the program work.

Even after we overcome the initial resistance, there are still some risks to think
about when dealing with a pilot program. Will this process make our department
better? Will we be able to model the process to the rest of the school if we are
successful? These are just a few of the risks that come to mind. I believe the process
will make our department better, but if it gets to a point where I think we are
moving in the wrong direction I will bring Mark and Matt Larson in for some
guidance. They may be able to offer suggestions, or agree that we need to stop the
program all together. The risk of being able to model the process is a good situation
to be in. If we find ourselves having to do this, that means the program worked. I
think we have enough leaders in our department that we would be able to lead staff
development sessions on what we did and what we found to be most successful.

I have put a lot of thought into the Data Team process. I think our department is
ready to take the next step in becoming leader in our school and in the district.

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