A Framework for Curriculum Evaluation

A FRAMEWORK FOR CURRICULUM EVALUATION

Donna J. Amiotte

Matilda Montileaux

Sharei Ricketts

Olivia Sierra

For

Shannon Amiotte, ED.D.

LMEA 733 Owayawa Wicoun (Fundamentals of Curriculum Development)

submitted in partial fulfillment of the requirements

for the degree of

Master of Arts

(Educational Administration)

in the

Graduate Studies Department

Oglala Lakota College

2012

A Framework for Curriculum Evaluation

Introduction

This Framework for Curriculum Evaluation was collaboratively developed by the LMEA 733 Owayawa Wicoun (Fundamentals of Curriculum Development) Graduate Students of the Oglala Lakota College as a tool forLakota Educational Administration Instructional Leadership for the purpose of:

Implementation and support of the school vision, mission, and philosophy;

Guiding a climate of continuous improvement among educational staff and community members;

Enhancing the relationship of the school community, school culture and the state education system;

Using Lakota ways of knowing and doing in identifying cutting edge procedures for designing and evaluating curricula, and identifying the role of technology in the process of designing and evaluating curricula;

Providing improved instruction connected to increased student achievement;

Identifying the different components of training needed, Comprehensive Professional Development Plan (CSPD), if any;

Reinforcing student’s foundation in Lakota history, values, thought and philosophy, and for students to develop leadership skills that will provide a catalyst for change;

Providing strategies for schools to effectively utilize organizational planning that aligns resources to the learning needs of students;

Providing schools a guide to effectively manage resources (including technology and creative funding sources) in order to maximize student learning;

Enhancing the nature of the symbiotic relationship between schools and the Oyate (larger community) that they serve, including Tiwahe (families), Tiospaye (extended family), community agencies, grassroots, etc.;

Addressing current issues and policy solutions in education law to communicate with school stakeholders for the improvement of the school community.

The essential components of the Framework for Curriculum Evaluation focus on improving the quality of student learning performances. All students will learn at a much higher standard of performance through their active engagement with their curriculum. Promoting critical thinking, problem solving, logic and reasoning skills through collaborative efforts and integrative approaches to teaching will ensure knowledge will contribute to change. Developing individual and collective student foundational knowledge of Lakota history, values, thought, and philosophy will also reinforce student performance as a catalyst for change.

Curriculum______Publisher______Date of Evaluation ______

Essential Curriculum Framework Components / Curriculum Element Descriptors / Does not meet Framework Components / Partially meets Framework Components / Meets Framework Components / Evidence of Alignment with Framework Components
Supports school vision, mission, and philosophy / Consistent and compatible with tribal and local statements;

Conforming to theories of child growth and development and includes the appropriate levels of cognitive domain.
Guides a climate of continuous school improvement / Demonstrates alignment with national, state, Common Core, and/or district standards;

Additional standards to include diverse learners: Oceti Sakowin, ELL, Special Education, and/or Gifted Education.

Reinforces student’s foundation in cultural (Lakota) history, values, thought and philosophy, and for students to develop leadership skills that will provide a catalyst for change;

Guide students in taking responsibility for their learning;

Inform learning and instruction.
Enhances relationship of school community, culture, and state education system / Developed collaboratively by all stakeholders;

Acknowledges the nature of the symbiotic relationship between schools and the Oyate (larger community) that they serve, including Tiwahe (families), Tiospaye (extended family), community agencies, grassroots, etc.

Provides links to home culture and the school as culturally appropriate, congruent, responsive, and compatible.

Encourages communications with parents/community members regarding assessment, homework and collaborative supports.
Providing improved instruction connected to increased student achievement / Are learner-centered and inclusive of learner goals, and learning styles;

Require the learner to build upon prior knowledge and experiences to construct meaning;

Assist the learner to develop skills through application for meaningful contextual uses;

Addresses the appropriate learning level;
Allow for choice and flexibility;
Include learner reflection and feedback;

Are multisensory;

Model appropriate research-based best practices;

Include combinations of flexible individual, small group, and large group instruction;

The use of technology is embedded at each grade level and Vertical alignment of expectations for information and technology literacy at each grade level.
Identifies all forms of assessment as assessments for learning / Provide a way for the learner to self-assess individual learning style;

Include one or more assessments of current knowledge and skills needed for specific content area;
Provide opportunity for learner involvement in self-assessment;

Informs instruction and evaluation;

Allow the learner to demonstrate knowledge and skills in various ways and contexts (multiple measures);

Are formative and summative;
Monitor, document, and certify learner achievement.
Provides a guide to effectively manage resources to implement the program / Identifies costs the school incurs by acquiring and implementing the curriculum;
Identifies the different levels of training needed (CSPD), if any;
Upgrading processes and additional training or materials needed, if any;

Identifies characteristics and requirement of technology features (technology infrastructure i.e. connectivity, operability, and access).
Suggested resources and materials that support learning and instruction / Are screened for accuracy and authenticity;
Are relevant to the curriculum and cross curricular;
Are multi-sensory;
Suggested print and non-print;
Explanations for use of included resources;
Are age and skill level appropriate;
Are rich, varied, and derived from multiple resources;
Contain annotated list with contact information.

Commendations:

Recommendations (Including strategic short term/ long term timelines for implementation):

Committee Members:

NameTitleDate

Glossary of Terms

Assessment: The measurement of knowledge, skills, and beliefs to determine the level of student achievement in a particular content area (e.g., performance-based assessments, written exams, quizzes)

Cognitive: Concerned with the acquisition of knowledge.

Common Core: Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Culturally Responsive (text): Texts that positively reinforce cultural identity and have affirming views of individuals of diverse backgrounds, including American Indians, African American, Asian American, and Hispanic Americans. Historically, literature written by for these groups of people generally lies outside of the literacy canon, recommended book lists and school curriculum.

Comprehensive System for Personnel Development (CSPD)

Curriculum: Guaranteed course of study and learning objectives that integrates standards, instructional strategies, materials and assessments to ensure that all students are able to achieve standards. In this document, we are referring to written curriculum in the texts.

ELL: English Language Learners

Formative Assessment: Process used by teachers to determine how to adjust instruction in response to student needs, and by students to adjust learning strategies. Formative assessments are used to inform and adjust instruction and are not used to evaluate student progress for grades.

Gifted Education: A program that offers supplemental, differentiated, challenging curriculum and instruction for students identified as being intellectually gifted or talented.

Infrastructure: The most basic level of organizational structure.

Mission Statement: A short, written passage that clarifies the beliefs of a school district about the nature of learning and the need for educational services to meet student learning needs.

Multisensory: Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels. They encourage students to use some or all of their senses.

Oceti Sakowin Consortium: Provides ongoing school improvement services to its member schools.

Philosophy: A common belief system that guides policy and practice, e.g., all students can learn.

School Improvement: Change that occurs in all aspects and levels of the educational process and that impacts all stakeholders within the process—students, teachers, parents, administrators, and community members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.

Special Education: Special instruction provided for students with educational or physical disabilities, tailored to each student's needs and learning style.

Standards: Statements of what students should know and be able to demonstrate. Various standards have been developed by national organizations, state departments of education, districts, and schools.

Summative Assessment: Assessments that are employed mainly to assess cumulative student learning at a particular point in time (e.g., unit tests, finals, etc)

Vertical Alignment: Specific learner expectations that are built upon on e another to ensure that fundamental knowledge is established, skills are mastered, gaps are eliminated, and that there is increasing sophistication and rigor across grade levels. When curriculum is vertically aligned, teachers have a clear understanding of what students should have already learned, what they currently have to teach, and what students will learn in future courses or years

Vision: The strategic objective of an organization

References

Connecticut State Department of Education. (2001). Connecticut curriculum development guide. Retrieved June 1, 2012, from Curriculum_development_Guide_2009.pdf

Diamond, R. M., & Gardiner, L. F. (2000). Curriculum review. Retrieved June 1, 2012, from

Education Development Center, Inc. (2003). Curriculum Review Tool. Retrieved June 1, 2012,

Maine Department of Education. (n.d.). Quality Curriculum Evaluation Rubric. Retrieved June 1, 2012, from QualityrubricRev3.pdf

Retrieved from

Sergiovanni, T. J., & Starrat, R. J. (2007). Supervision a redefinition. New York, NY: The

McGraw-Hill Companies, Inc.