6:040 Curriculum Development and Instructional Resources
The Board of Education is responsible for curriculum adoption and must approve all curriculum and/or new course offerings that have gone through the review process, had significant changes and/or have been development. In addition, new instructional resources (textbooks & core materials) must be approved by the Board of Education after being put on public display for a period of one month to seek input from the public.
The curriculum shall be designed to address the criteria that follow:
- The District 101 Mission, Vision, Values, Goals and educational philosophy.
- Student needs as identified by scientifically based research, best practice, demographics, and student achievement and other qualitative/quantitative data,
- The knowledge, skills, and abilities required for students to become life-long learners;
- The minimum requirements of State and federal law and regulations for curriculum and graduation requirements
- The Illinois State Learning Standards and/or Common Core Standards any District learning standards:
- The Illinois Assessment Frameworks and federal (NAEP) student testing framework: and
- The subject area contents are articulated across all grade levels district-wide.
The Superintendent or designee shall develop a curriculum review program to monitor the current curriculum and promptly suggest changes to make the curriculum more effective, to take advantage of improved teaching methods and materials, and to be responsive to social change, technological developments, student needs, and community expectations. The curriculum review shall:
- Regularly evaluate the curriculum and instructional program through formative and summative assessments.
- Ensure the curriculum continues to meet the stated design and content criteria.
- Include input from a cross-section of district teachers, administrators, and parents.
- Coordinate with the school and district improvement processes.
The Superintendent or designee shall develop in collaboration with the Curriculum and Assessment Advisory Committee subject area curriculum that enumerates grade or course standards and objectives/skills to students, staff, parents and community members.
Experimental Educational Programs and Pilot Projects.
The Superintendent may recommend experimental educational programs and/or pilot projects for Board consideration. Proposals must include goals, material needs, anticipated expenses, and an evaluation process. The Superintendent shall submit to the Board periodic progress reports for programs that exceed one year in duration and a final evaluation with recommendation upon the program’s completion.
Single-Gender Classes and/or Activities
The Superintendent or designee may recommend a program of non-vocational single-gender classes and/or activities to provide diverse educational opportunities and/or meet students’ identified educational needs. Participation in the classes or activities must be voluntary, both genders must be treated with substantial equality, and the program must otherwise comply with State and federal law and with Board policy 7:010, Equal Educational Opportunities. The Superintendent must periodically evaluate any single-gender class or activity to ensure that: (1) it does not rely on overly broad generalizations about the different talents, capabilities, or preferences of either gender, and (2) it continues to comply with State and federal law and with Board policy 7:010, Equal Educational Opportunities.
Textbooks and instructional materials, both print and non-print, are selected based upon there match to standards, objectives/skills of the designed curriculum. In addition, material quality and educational value must contribute to a general sense of the worth of all individuals regardless of sex, race, religion, nationality, ethnic origin, disability, or any other differences which may exist. The Superintendent’s or designee’s recommendation to the Board shall include the following information:
- Recommended texts, including the title, publisher, copyright dates, number of copies desired and cost;
- Texts being replaced, publisher and copyright dates;
- Rationale for recommendation; and
- Selection method.
The ongoing communication from teacher to teacher and grade level to grade level with regard to the scope and sequence of course content is of primary importance. The Superintendent or designee is responsible for the maintenance of professional development and curricular materials designed to facilitate this process. In addition, the Superintendent or designee shall make provision for the professional development of new staff with regard to the District’s curriculum and assessment practices.
Date Adopted: 01/26/2010
Date Amended: 07/29/2014