Curriculum Audit SUMMATIVE ASSESSMENT
: Strategic Plan https://www.nashua.edu/domain/196
Using the Strategic plan link above take the first indicator decide whether the curriculum achieves that or not and put a narrative together explaining your check Mark. Paper or can do it in PowerPoint state the indicator state yes, no, partial then gives four/five bullets to support the check Mark
Refer to the descriptors in the Curriculum, Instruction, and Assessment Project Rubric below for guidance
| CURRICULUM | |||
| Indicators | Minimally analyzes the elements of the curriculum | Competently analyzes the elements of the curriculum | Comprehensively and critically analyzes the elements of the curriculum |
| The curriculum integrates the Common Core State Standards
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| Support is given to staff to create with a backward design approach rigorous standards-based units of instruction that are aligned across grade levels and content areas
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| Processes are in place to support educator collaboration on developing a series of interconnected, well-structured lessons with challenging objectives and appropriate student engagement strategies, pacing, sequence, materials, and grouping and identifies specific exemplars and resources in each area
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| Processes ensure, through observation and review of unit plans, that teachers know and employ teaching strategies and practices that are effective with diverse learners while teaching their content and that they design integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula
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| Processes ensure, through observation and review of lesson plans, that teachers develop well- structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs | |||
| Processes ensure, through observation and review of unit and lesson plans, that teachers differentiate, adapt, and modify curriculum to meet the needs of ELL’s and student with exceptionalities
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| Processes are in place to continually monitor and assess progress, provide feedback, and connect educators to additional supports as needed
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| INSTRUCTION | |||
| Indicators | Minimally analyzes the elements of instruction | Competently analyzes the elements of instruction | Comprehensively and critically analyzes the elements of instruction |
| Teachers demonstrate expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject
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| Teachers demonstrate expert knowledge of the developmental levels of the teacher’s own students and students in this grade or subject and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting stated outcomes
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| Teachers consistently define high expectations for quality work and effort and effectively support students to set high expectations for each other to persevere and produce high-quality work
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| Teachers consistently use differentiated instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work
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| Teachers consistently differentiate, adapt, and modify instruction to meet the needs of ELL’s and students with exceptionalities
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| Teachers use a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations
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| Teachers use rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning
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| Processes are in place to support, improve and expand all of the above
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| ASSESSMENT | |||
| Indicators | Minimally analyzes the elements of assessment | Competently analyzes the elements of assessment | Comprehensively and critically analyzes the elements of assessment |
| Processes are in place to lead educator teams to develop and implement a comprehensive assessment strategy that includes ongoing informal assessment and common interim assessments that are aligned across grade levels and subject areas
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| Teachers use an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards
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| Teachers establish early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement
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| Teachers organize and analyze results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units | |||
| PROCESSES FOR CONTINUOUS IMPROVEMENT | |||
| Indicators | Minimally analyzes the processes for cont. improvement | Competently analyzes the processes for cont. improvement | Comprehensively and critically analyzes the processes for cont. improvement |
| Processes are in place to plan, facilitate, and support team review meetings after each round of assessments
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| Processes are in place to monitors teams’ plans, adjustments to instruction, and outcomes and to share lessons learned with others
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| Processes are in place to lead educator teams to identify a range of appropriate data sources, including non-traditional information that offers a unique perspective on school performance
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| Processes are in place to provide opportunities for teams to disaggregate data and identify individuals or groups of students who need support
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| Processes are in place to empower educators to use a range of data sources to pinpoint areas for their own and school-wide improvement
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| Processes are in place for educators to individually and with colleagues, draw appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions
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| Processes are in place that establish and implement a schedule and plan for regularly sharing, with all appropriate colleagues, conclusions and insights about student progress.
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| USE OF TECHNOLOGY TO MONITOR AND IMPROVE CURRICULUM, INSTRUCTION AND ASSESSMENT | ||||||
| Indicators | Minimally analyzes the use of technology to monitor and improve curriculum, instruction and assessment | Competently analyzes the use of technology to monitor and improve curriculum, instruction and assessment | Comprehensively and critically analyzes the use of technology to monitor and improve curriculum, instruction and assessment | |||
| Technology is consistently used to collect, analyze, and monitor curriculum, instruction, and assessment effectiveness
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| Educators consistently use technology to examine data of student subgroup achievement, including ELL’s and students with exceptionalities in order to narrow the achievement gap
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| Educators consistently use technology to monitor their own practice and to collaborate with other educators to improve curriculum, instruction, and assessment for optimal student learning
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| Recommendations For Improvement
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• Few recommendations are aligned with the audit analysis | • Most recommendations are aligned with the audit analysis | • All recommendations are aligned with the audit analysis | |||
| • Few recommendations are detailed, concrete, and outcome based | • Most recommendations are detailed, concrete, and outcome based | • All recommendations are detailed, concrete, and outcome based | ||||
| Citations | • Rarely integrates sources when appropriate | • Integrates sources when appropriate | • Smoothly integrates sources when appropriate | |||
| • Few sources appropriately cited within the text and in the reference list using appropriate APA format | • Most sources appropriately cited within the text and in the reference list using appropriate APA format. | • All sources appropriately cited within the text and in the reference list using appropriate APA format. | ||||
| Mechanics and Style | • Disjointed without smooth transitions between ideas within and between paragraphs | • Competently organized, uses smooth transitions between ideas within and between most paragraphs | • Well organized, uses smooth transitions between ideas within and between paragraphs
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| • Sentence structure awkward and lacks a professional style e.g., uses contractions, slang, colloquialisms | • Sentence structure adequately mature with a professional style e.g., avoids contractions, slang, colloquialisms | • Sentence structure mature with a professional style e.g., avoids contractions, slang, colloquialisms | |
| • Numerous mechanical errors | • few mechanical errors | • No mechanical errors |
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