Curriculum Design Process

1. Propose curriculum review/renewal to districts Curriculum Council, involving stakeholders.

Include a clearly identified need for the review/renewal (possibly supported by gaps)

There is a need to select a viable ELA curriculum that embraces the Montessori philosophy and ensures an equitable and accessible
21st century education for all students.

2. Establish a committee with clear roles for each member

How will teachers from various grade/department levels from various buildings contribute to this process?

Collect input from all teachers in Childrens House, Lower Elementary, Upper Elementary, and the Adolescent Program.

How will instruction / effectiveness coaches contribute to this process?

Literacy coaches from W-STEM and Wauwatosa Montessori will contribute to this process.

How will RtI Interventionists contribute to this process?

The Wauwatosa RtI team will review the curriculum options.

How will outside consultants / experts (could include university level representation) contribute to this process?

The Montessori consultant Phil Dousman has suggested the adoption of a core program. His input will be used as part of this
curriculum design process.
3. Review and analyze the curriculum for alignment with current best practices

Describe process of review of current practices.

The review of current practices includes collaboration with classroom teachers to understand their 3 period lessons. Additionally,
walk-throughs with the principal and the outside Montessori consultant take place.

Describe analysis of current practices.

The current practices are not consistent amongst grade levels and schools. Each teacher has different portfolios in which he/she
has created during his/her Montessori training. Within the 3 period process the teacher provides learning opportunities for
grammar, guided reading with trade books, and independent comprehension practice using SRA. There are some upper
elementary pioneer teachers that are developing and aligning Montessori work cards that are aligned to the districts skill and
strategy scope and sequence.

4. Discuss current program in regards to strengths, weaknesses, opportunities, and threats (SWOT) . Use a series alignment rubric to
ensure the instrucaitonal materials are researched based and proven.
Strengths Weaknesses Opportunities Threats

Current Achievement TBD TBD TBD TBD

Gap

Content / Performance TBD TBD TBD TBD

Standards

District Educational TBD TBD TBD TBD

Initiatives

Cultural Awareness TBD TBD TBD TBD

 Access for All TBD TBD TBD TBD

21st Century Skills TBD TBD TBD TBD

Technology TBD TBD TBD TBD

Enhancement

5. Survey staff, students and parents in relation to

Staff How well does the current program meet the needs of students?

What areas need to be addressed?

Students What types of ways are they learning in (insert subject here)?

What areas need to be addressed?

Parents What types of ways is your child learning in (insert subject here)?

What areas need to be addressed?

6. Collaborate with Institutes of Higher Education and community members regarding the expected rigor
and alignment with College Career Readiness skills.

Demonstrate examples of expected rigor and alignment with College Career Readiness skills. Create a Montessori Curriculum
Council which will meet regularly at first and then four times a year thereafter.

7. Select research studies and/or literature to be reviewed.

Describe the materials reviewed while in the research process.

8. Select materials (start with 5-10, then narrow down to 3)

Describe the Strengths Weaknesses Questions

materials under
review

Superkids (K-2) Professional development built

into teacher editions
Learning activities for
foundational skills reflect
current research

Wonders Aligned to the CCSS By grade level - will need to be

Resources are 100% digital or stair stepped for Montessori
100% print Expensive
School-to-home in 9 languages
Essential questions for the
weeks instruction
Supports/scaffolds for students
who are ELL
Interactive Worktext Options
Fluency, Writing, Grammar
Built in Tier 2 Intervention
Support
Digital performance task
practice for grades 3-6
Online games that support
foundational skills
 Engaging book trailers
Leveled strategy texts for fiction
and nonfiction
Research based accreditation
Digital reporting for progress
monitoring
Connected to authentic texts

Junior Great Books Learning Objectives Copyright date 2006

Student Look Fors Not aligned to CCSS
Focus is shared inquiry Not skill/strategy based
Built in self-reflection for the Doesnt offer differentiation
students options for students with
Options for implementation disabilities or students who are
Read aloud and paired text for ELL
students By grade level - will need to be
Focus is comprehension and stair stepped for Montessori
critical thinking
Before reading, during reading,
after reading sequence
Similar socratic seminar
Includes a writing component
8 curriculum connections

Junior Great Books Inexpensive By grade level - will need to be

(updated (K-1) Interactive Read Aloud stair stepped for Montessori
curriculum) Experience
Grouped by theme
Annotating text at middle
school level
Great books seminars for
critical thinking
Aligned to the anchor standards
 Simple formative assessment
component
Research based accreditation

Lucy Calkins Units Already in bands that meet the

of Study Writing for Montessori model of (JK/SK),
Primary & (1-3), (4-6), (7-8)
Intermediate Professional development
embedded and available online

The Common Core TBD

Writing
Book/Reading Book

Wit and Wisdom TBD

(Reading, Writing,
Speaking and
Listening)

Describe off-site visits:

On Friday, November 4 we observed several lessons at the Wind Lake Seeds of Health. The team was comprised of 1 lower elementary
teacher, 1 principal, 1 elementary instruction supervisor, and 1 reading specialist/literacy instructional coach.

Describe community review of materials:

TBD

Describe your efforts to address dissent:

TBD

9. Propose one program for pilot and request initial materials purchase

TBD
10. Create SMART goal to guide process in a focused manner

TBD

Specific

Measureable

Attainable

Relevant

Time-Bound

11. Establish a timeline and delineate responsibilities

Responsibility Date Task to be Complete

TBD