Common use of Curriculum Development and Approval Clause in Contracts

Curriculum Development and Approval. WPCS will review curriculum and curriculum development on an ongoing basis, directed by the Administrator with the approval of the Board of Directors. The curriculum will be implemented and evaluated through observations of teachers and students, with follow- up discussions with the Administrator to include written future goals. The efficacy of curriculum will be assessed in light of standardized test performance. Prior to opening the STEM Academy, WPCS will enlist staff and third parties to aid in the purchase and/or development of project- and mastery-based curriculum for upper grades. WPCS will start with the State content standards to outline the content for each course and grade level. WPCS will then purchase/acquire and/or compile curated content resources that align with state content standards, including standard textbooks and treatises; available digital content from reputable curriculum publishers; and open source, digital educational content from reputable organizations and sources, like the The University of Idaho Doceo Center for Innovation + Learning (UIDC), ▇▇-▇▇.▇▇▇, OpenStax CNS (Rice Univeristy), Khan Academy, SAS Curriculum Pathways, PhET Science Simulations (University of Colorado Boulder), CourseRA, MIT Open Courseware, and others. WPCS will also adopt a slate of research-based competencies (e.g., skills) and rubrics on which to assess students in the STEM Academy. Examples of such competencies include but are not limited to: • The State of Idaho IMEN COMPETENCIES o Reading Critically o Expressing Ideas o Investigating through Inquiry o Reasoning Quantitatively o Designing Solutions o Building Networks o Using Sources o Learning independently o Leading Teams o Navigating Conflict o Sustaining Wellness o Engaging as a Citizen • Big Picture Learning Goals o Empirical Reasoning o Communication o Empirical Reasoning o Quantitative Reasoning o Empirical Reasoning o Social reasoning o Empirical Reasoning o Personal Qualities: Self-Management, Organization o Personal Qualities: Leadership, Cooperation o Social Reasoning; Personal Qualities: Responsibility, Empathy, Cooperation o Personal Qualities: Responsibility, Empathy, Cooperation; Social Reasoning o Personal Qualities: Enhance my Community • Workforce Readiness Skills o Critical Thinking/Creative Problem Solving; Digital Literacy o Oral/Written Communication o Critical Thinking/Creative Problem Solving o Critical Thinking/Creative Problem Solving o Critical Thinking/Creative Problem Solving o Professionalism/Work Ethic o Digital Literacy o Leadership; Teamwork/Collaboration o Teamwork & Collaboration o Knowledge of Core Subjects • Learning What Matters (B-21) o Reading Informational; Reading Literature o Collaborative Discussions; Writing Arguments; Writing Informational; Writing Narratives; o Leading Science Investigation o Mathematical Problem Solving, Mathematical Argumentation; Data Analysis o Conducting Research o Take Civic Action Working with industry partners, WPCS staff will develop real-world projects, activities, and exercises that will provide a context for content learning and development of the core competencies, and that provide opportunities for students to demonstrate proficiency in both content knowledge and identified competencies associated with each project, performance task, or exercise. The process for developing individual projects, performance tasks and assessments is the same expected of teachers in preparing lesson plans in traditional classes. Teachers and staff will be expected to review and curate course material (whether in a traditional textbook or in digital format); identify class and lesson objectives and ensure alignment with state content standards; determine methods and procedures for delivering instruction and/or facilitating learning; design projects and activities that align with content standards and WPCS competencies; determine and prepare methods for assessment; outline the sequence and timing of lessons and activities; identify the materials and resources needed for each lesson/project; and collaborate with other teachers for cross-curricular integration. Teachers will be expected to create course materials in digital format and upload syllabi, lesson plans, instructions, assessments, and other course materials into the LMS. Teachers will be trained on how to use the LMS, although many common LMS interfaces are web-based and have similar features and user-experience to familiar school productivity applications such as Google Docs/Sheets, Google Classroom, Microsoft Word, PowerSchool, etc. As with new teachers in a traditional classroom environment, preparatory work to implement mastery- and project-based learning is front-loaded, will require training, professional development, and upfront effort, including necessitating individual forethought and collaboration among WPCS staff. When hiring staff for the STEM Academy, WPCS will seek individuals with experience in mastery- and project-based learning, and/or provide ongoing professional development opportunities for staff to successfully understand the expectations and methodologies of successful mastery and project-based learning environments. As needed, WPCS will also engage staff and third parties in advance of the opening of the STEM Academy, including over the summer breaks, to continually refine and improve content, curricula, assessments, and projects. Teachers will be given preparation time and workdays before school is in session and throughout the school year to facilitate their professional development and to provide additional time to prepare digital lesson plans and course materials.