D633 Leadership of Curriculum Design and Instruction
GKN2 Task 1: Evaluation of Curriculum for Improvement
Part A:
1. Based on the curriculum map provided, the Math curriculum generally aligns with the
Common Core State Standards. The curriculum does not present two standards(4.NF.B.4a
and 4.NF.B.4b). Any comprehensive curriculum should include all standards.
2. The school report card indicates that the school's demographics align with the district
averages.
Student proficiency in math overall is 23%, with 45 minutes of math instruction daily. The
school's proficiency is slightly higher than the district average of 20.1% but still significantly
lower than the state average of 31.5%. Looking deeper into the data, it is concerning that the
fourth grade has achieved
22.4% proficiency in Math. The level of understanding decreases as they progress through
the curriculum. Domains 4.MD (Measurement and Data) and 4.G (Geometry) show the least
experience and present it at the school year's end. These areas need improvement. Two
subgroups are achieving less than their peers: Students with IEPs and Students receiving
Free/Reduced Lunch. 4% of IEP students and 17% of students on Free/Reduced lunch are
achieving proficiency in Math.
3. Each Unit breaks down into an estimated time frame ranging from as little as 2-3 weeks to as
much as
7-8 weeks. While chapters and units vary in length and complexity, some timing adjustments
are in order here. The students spend between 15 and 18 weeks on the first three units and
have the most understanding of those standards. They spend 8-10 weeks on the last two units
where the least understanding occurs. Twelve standards are taught in these 8-10 weeks
resulting in proficiency ratings or 17.9% and 22.3% respectively indicating that students need
more time to master these skills.
GKN2 Task 1: Evaluation of Curriculum for Improvement
Part A:
1. Based on the curriculum map provided, the Math curriculum generally aligns with the
Common Core State Standards. The curriculum does not present two standards(4.NF.B.4a
and 4.NF.B.4b). Any comprehensive curriculum should include all standards.
2. The school report card indicates that the school's demographics align with the district
averages.
Student proficiency in math overall is 23%, with 45 minutes of math instruction daily. The
school's proficiency is slightly higher than the district average of 20.1% but still significantly
lower than the state average of 31.5%. Looking deeper into the data, it is concerning that the
fourth grade has achieved
22.4% proficiency in Math. The level of understanding decreases as they progress through
the curriculum. Domains 4.MD (Measurement and Data) and 4.G (Geometry) show the least
experience and present it at the school year's end. These areas need improvement. Two
subgroups are achieving less than their peers: Students with IEPs and Students receiving
Free/Reduced Lunch. 4% of IEP students and 17% of students on Free/Reduced lunch are
achieving proficiency in Math.
3. Each Unit breaks down into an estimated time frame ranging from as little as 2-3 weeks to as
much as
7-8 weeks. While chapters and units vary in length and complexity, some timing adjustments
are in order here. The students spend between 15 and 18 weeks on the first three units and
have the most understanding of those standards. They spend 8-10 weeks on the last two units
where the least understanding occurs. Twelve standards are taught in these 8-10 weeks
resulting in proficiency ratings or 17.9% and 22.3% respectively indicating that students need
more time to master these skills.
