A S E M

Transcription

A S E M

Appleton Area
School District
ASSESSMENT,
CURRICULUM
& INSTRUCTION
HANDBOOK
Revised, August 2009
1
August 2009
Assessment, Curriculum & Instruction Department Handbook
Table of Contents
Core Organizational Value: Student Success ..............................................................................................4
ACI Mission Statement ...................................................................................................................................5
Curriculum Cycle Components
6-Year Curriculum Cycle Visual ................................................................................................................6
6-Year Curriculum Cycle Chart .................................................................................................................7
ACI Program Revision Components .........................................................................................................8
Checklists for Curriculum Cycle
Phase 1: (P)K-12 Self-Study and Level/Course Pre-Planning and Review .........................................9
Phase 2: Revision and Materials Selection ..................................................................................10-11
Phase 3: Initial Implementation ......................................................................................................... 12
Phase 4: Mid-Point Review ................................................................................................................ 13
Phase 5: Implementation Refinement ............................................................................................... 14
Initiating New Courses or Course Changes
7-12 New Course Development Procedure ......................................................................................... 15
Assessment Information
District-Wide Standards-Based Assessments: Development, Administration,
Scoring, and Analysis ...................................................................................................................... 16
Accountability Measures ....................................................................................................................... 17
Textbook/Resource Information on Acquisition and Maintenance
Materials Preview Checklist .................................................................................................................. 18
Checklist for K-12 Materials Selection – Special Populations ........................................................... 19
Request for Reconsideration of Educational Material Form .............................................................. 20
APPENDICES
I.
Formats
A. Standards Format .................................................................................................................22-24
B. Curriculum Format ................................................................................................................25-27
C. Teacher’s Application for Committee Work Form .................................................................... 28
D. Item of Information (sample) .................................................................................................... 29
E. Item for Consideration (sample) ............................................................................................... 30
II.
Procedural Forms
A. Materials/Resources Distribution Form..............................................................................31-33
B. Student Textbook Request Procedure ..................................................................................... 34
C. 9-12 Textbook Routing Form .................................................................................................... 35
D. End-of-Year Textbook Procedure .............................................................................................. 36
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August 2009
APPENDICES (continued)
E. Textbook Condition Form .......................................................................................................... 37
F. Textbook Damage Fine Slip ...................................................................................................... 38
G. Assessing End-of-Year Textbook Damage
(Teacher, Media Specialist, and Office Instructions) ...................................................40-41
H. Textbook Rebinding Information .............................................................................................. 42
III.
Software
A. Guidelines for Software ........................................................................................................43-44
B. Software Application.............................................................................................................45-46
IV.
Assessment, Curriculum & Instruction Department Personnel
A. ACI Organizational Chart ......................................................................................................48-49
B. Curriculum Coordinator/Director Job Description ..............................................................50-51
C. High School Curriculum Support Specialist Job Description .................................................. 52
D. Middle School Curriculum Support Specialist Job Description .............................................. 53
E. Guidelines for Curriculum Support Specialist Compensation ................................................ 54
F. Program Leader Job Descriptions .......................................................................................55-62
G. Building Administrator Curriculum Areas ................................................................................. 63
V.
Related District Policies
A. 321 (321-Rule) School Day (Minutes of Instruction) .........................................................64-67
B. 330 (330-Rule) Curriculum Development and Adoption ...................................................68-71
C. 361 (361-Rule) Educational Materials Selection ...............................................................72-78
D. 346 Assessment Programs....................................................................................................... 71
VI.
Cycle Schedule (Updated Yearly) (see Excel attachment in folder for documents)
A. 2007-2008 Curriculum Cycle ........................................................................................... Sheet 1
B. Career and Technical Education Curriculum Cycle ......................................................... Sheet 2
C. Communication Arts Curriculum Cycle ............................................................................. Sheet 3
D. Fine Arts Curriculum Cycle ................................................................................................ Sheet 4
E. Guidance, Health and Physical Education Curriculum Cycle .......................................... Sheet 5
G. Math Curriculum Cycle ...................................................................................................... Sheet 6
H. Science Curriculum Cycle.................................................................................................. Sheet 7
I. Social Studies Curriculum Cycle ....................................................................................... Sheet 8
J. World Language Curriculum Cycle.................................................................................... Sheet 9
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August 2009
CORE ORGANIZATIONAL VALUE
STUDENT SUCCESS
Value
The Appleton Area School District is passionately committed to student success. Student success
means that each student demonstrates productivity in meaningful schoolwork that has personal
and societal value.
Guidelines for Decision Making
WE WILL:
 inspire students to be life long learners in a vastly changing world.
 bridge the world of the student, the world of the school and the world outside the
school.
 emphasize exploration and discovery as integral to each student’s school
experience.
 create an environment where students are active and interactive learners.
 develop critical thinking, creative thinking, and problem solving.
 provide for each student’s individual development.
 convey to each student, ―You are important, you can succeed, and we will not
give up on you.‖
 expect all students to develop a strong work ethic.
 measure student productivity with appropriate formal and informal assessments.
 provide a safe, caring environment.
 develop curriculum and instructional strategies to meet these guidelines.
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August 2009
ACI MISSION STATEMENT
The mission of the Assessment, Curriculum &
Instruction Department is to provide
high-quality instructional programming that meets
the diverse cultural backgrounds, educational needs,
and individual aspirations of each student.
ACI VISION STATEMENT
The vision of the AASD Assessment, Curriculum &
Instruction Department is to support adopted
standards and curriculum that lead to student
success.
The Appleton Area School District does not discriminate against pupils on the basis of sex, color, race, religion, national
origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning
disability or handicap in its education programs or activities. Federal law prohibits discrimination in employment on the
basis of age, race, color, national origin, sex, religion or handicap.
El Distrito Escolar de Appleton no discrimina contra los alumnos a base del sexo, la raza, la religión, el origen nacional, la
ascendencia, el credo, el embrazo, el estado civil o patemal, la orientación sexual, o la incapacidad física, mental,
emocional, o de aprendizaje en sus programas educacionales o en sus actividades.
Cov tsev kawm ntawm hauv Appleton no txwv tsis pub thuam, cem, cais, thiab ua tsis ncaj ncees rau ib tug tibneeg twg
vim nws yog pojniam lossis txivneej, nws cev nqaij daim tawv, nws txoj kev ntseeg lossis nws kev dab qhuas, nws haiv
neeg, nws caj ces mus rau poj koob yawm txwv, kev coj, muaj/tsis muaj menyum, muaj/tsis muaj pojniam lossis txiv,
muaj/tsis muaj tub ki, kev plees kev yi, lossis puas tes puas taw ntawm cev nqaij daim tawv, kev nyuaj siab ntxov plawv,
kev kawm tsis tau lossis ib yam dabtsi geeb/poob qab ntawm kev kawm. Txoj cai hauv Federal txwv tsis pub thuam, cem,
cais thiab ua haujlwm txog nws lub hnub nyoog, nws haiv neeg, nws cev nqaij daim tawv, nws caj ces, nws yog pojniam
lossis txivneej, nws kev ntseeg los yog kev dab qhuas thiab puas/xaim ib qho dabtsi ntawm cev nqaij daim tawv lossis
hauv hlwb (handicap).
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August 2009
Appleton Area School District
6-Phase Curriculum Cycle
Planning
P(K-12)
and
SelfReview
Study
Revision
& Materials
Selection
High
Implementation
Quality
Refinement Programming For 6 year budget
All Students
Mid-Point
Review
6
cycle
Initial
Implementation
August 2009
AASD 6-Phase Curriculum Cycle
P
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P
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P
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Phase 1: (P)K-12 Self-Study and
Level/Course Planning
and Review
Review National, State, and Local
Standards
Study research in field
Reflect on performance indicators
Review state test data
Analyze district assessments and
data
Assess effectiveness
Teachers
Administrators
ACI
Students Input
Community Members/Input*
Phase 2: Revision and
Materials Selection
Review course standards
Review course objectives
Identify Essential Learning
Review performance
indicators
Review classroom
assessments
Make final recommendation
for materials
Recommendation to BOE
(2nd Semester)
Purchase order for payment
after July 1
Teachers
Administrators
ACI
Students
Phase 3: Initial
Implementation
Phase 4: Mid-Point Review
Phase 5:
Implementation
Implement staff
development
Collect district-wide
standards-based
assessment data
Identify recommendations
for future staff
development
Provide support to sites
Identify areas of
strength/weakness
Collect data
Conduct focus groups,
surveys, and/or listening
sessions
Analyze data
Develop recommendations
Implement
recommendations
Continue staff
development
Teachers
Administrators
ACI
Teachers
Administrators
ACI
Students
Community Members
Teachers
Administrators
ACI
Progress report to BOE
List of suggested
refinements
* (P)K-12 Self-Study only
Assessment report to committees
Recommendations to provide
direction to committees
Any major changes must be taken
to the Board of Education
Curricular Documents (guide)
List of adopted materials
District wide/standards-based
assessments
Publish staff development
offerings
August, 2007
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August 2009
Assessment, Curriculum &
Instruction Program Revision
Components
District-Wide
Standards-Based
Assessments
Course/Grade
Standards
Material Selection
Course/Grade
Objectives
Performance
Indicators
Classroom
Assessments
BOE Approval
* Implementation
* Instruction
* Staff
Development
QIT
Knowledge Base
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August 2009
Curriculum Development
District (P)K-12
Content
Standards
AASD 6-Year Curriculum Cycle
Phase 1: (P)K-12 Self-Study and Level/Course Planning and Review
The initial phase of the cycle involves a self-study of the program, including achievement data and other
data. The purpose is to recommend a direction for the program in the remaining years of the cycle.
This initial phase of the cycle begins with a (P)K-12 self-study. If the adoption will be done by level or by
course, the planning and review steps are applied to that particular level or course following the (P)K-12
self-study.
I.
Establish a committee for program review
□ (P)K-12 Steering Committee makeup: ACI Director/Coordinator; Administrators from High
School (1), Middle School (1) and Elementary School (3); Teachers - High School Curriculum
Support Specialists (3), Middle School Curriculum Support Specialists (4), and Elementary
School (3); Special Education representative; and as pertinent TAG, Title I and ELL.
□ Send E-mail with attachment to AASD staff containing letters of application for committee
membership
□ Screen applicants and select committee members taking into consideration a diversity of
opinions and background, veteran as well as new teachers, etc.
□ Committee must include a site administrator.
□ Send letters of acceptance with information regarding first meeting and letters of nonparticipation to applicants
II. Provide information to committee members
□ National, state, and local standards
□ Research in field regarding pedagogy, best practices, performance indicators, national
trends, and local needs
□ Curriculum guides
□ Review of standardized test scores and/or analysis of district-wide assessments
□ Templates for committee work
III. Committee Meetings
□ First Meeting - Provide overview of the process, timeline, and future goals, collect E-mail
addresses of participants, set times for future meetings
□ Outline expectations of committee members and process for minutes
□ Articulate process for feedback of the committee’s work
□ Analyze data, including data on course enrollment and academic progress based on gender
and ethnicity (and SES if available)
□ Identify key questions for additional data collection and analysis
□ Gather data on key questions from appropriate sources (community, students, parents, etc.)
□ Review district program goals, revising if necessary
IV. Outcome
□ Written analysis of review of program (see template)
□ Written recommendations to provide direction for next stage of the cycle
□ Item of Information to the Board of Education if significant changes are recommended
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August 2009
Phase 2: Revision and Materials Selection
Using information and recommendations from Phase One, committees will revise the curriculum,
write/identify district-wide standards based assessments, select resources for the delivery of the
curriculum, and recommend staff development.
I.
Review Existing Curriculum
□ Establish a representative committee of teachers, administrators and department staff
(include representation from special populations to the extent possible)
□ Establish committee chairs
□ Review existing curriculum (course objectives, performance indicators and classroom
assessments) for alignment with state and local standards
□ Include recommendations from the (P)K-12 Self-Study Planning and Review committee work
in revision process
□ Make preliminary changes to the curriculum document following the established format
(page 22)
□ Determine process for writing and disseminating meeting summaries. All teachers at a level
or department should receive regular meeting updates.
II. Review Possible Materials/Resources to Support the Curriculum
□ With the same committee, identify possible materials/resources
□ Committee Chair will request sample copies and request the company to do an alignment of
their product to the AASD standards
□ Committee develops an evaluation instrument using established AASD criteria (see appendix)
and content specific requirements
□ Using the criteria, narrow the choices to two to three vendors who will be asked to do
presentations to the committee and a separate presentation to teachers
□ Make materials available for preview to teachers
□ Systematically collect feedback and information from teachers and site administrators
regarding the choices
□ Share feedback with the committee; committee makes the selection
□ Identify texts/materials and any other resources needed by special populations (EEN, ELL,
TAG)
□ Utilize Materials Preview Checklists and checklist for K-12 Materials Selection for Special
Populations (page 17)
III. Curriculum Writing
□ Identify texts/materials and any other resource costs (include resource needs of special
populations).
□ Revise curriculum with broad representation throughout the District (TAG/Special
Education/ELL involvement)—there must be representation from site administration
□ Use the template format (page 22)
□ Identify Essential Learning Objectives
□ Specifically identify how reading and writing standards will be addressed in each course
□ Identify or develop the district-wide assessments to benchmark the major standards (and
upload into Eclipse)
□ Provide curriculum to department, administrators and ACI department for feedback
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August 2009
□ Make any needed adjustments
□ Suggest implementation strategies for the following school year
□ Curriculum documents reviewed by content steering committee by February
IV. BOE Approval Process
□ Include topic on ACI agenda before the information is disseminated for Program and Services
□ By the end of the calendar year, for budgeting purposes, Item for Consideration is presented
to Program and Services (from Curriculum Coordinator/Director to Assistant Superintendent)
□ Item for Consideration packet includes revised curriculum and list of resources being
adopted
□ Resources on display second floor of Morgan for public viewing (thirty days before Item is
taken to full Board of Education)
□ Determine if charter schools will be using materials or budget an equal allocation
□ Determine number of textbooks to be purchased by looking at largest class in lower grades
(for required classes). Order 10% more of required course texts to accommodate future
losses and/or wear
□ Purchase orders completed with Materials/Resource Distribution form (see appendix) by July
1st (new fiscal year). Be sure to write on PO: ―Please bill after July 1.‖
□ Transfer per pupil monies to charter schools if they are not getting the adopted texts and
materials
□ Provide manuals and as much support material possible to teachers before the summer
break
□ Post BOE approved curriculum on the web site and on the K drive
High
Quality
Programming
For All
Students
11
Revision
& Materials
Selection
August 2009
Phase 3: Initial Implementation
Phase 3 focuses on staff development, data collection and support to teachers in implementing the
new curriculum and resources.
I.
Assess the need for the depth and breadth of staff development
□ Determination of need by ACI staff
□ Review staff development recommendations from Phase 2 Committee
□ Set up a variety of opportunities as needed:
o Summer staff development
o Grade level/content level networking sessions
o Company presentations
o After school study groups, workshops/courses during the year
□ Work with Staff Development personnel to set up district points, district staff development
hours and/or university credit (see Staff Development page on website)
□ Post staff development options on website
□ Provide information/staff development to administrators (hints for the principal and what to
look for)
II. Collect district-wide standards-based assessment data
□ Set up a way to systematically collect the data
□ Organize a staff development opportunity for department/grade level teachers to analyze
data
□ Disaggregate the data and analyze for various special populations
III. Identify recommendations for future staff development
□ Use the assessment information to develop further staff development options
□ At end of the first year, get input from teachers regarding areas that further staff
development is needed
□ Summarize staff development opportunities and participation as basis for further planning
IV. Provide Support to sites
□ Attend team meetings, grade level/content area networking sessions, department meetings,
and staff meetings as requested to provide information and dialogue on the new materials
□ Respond to teacher and administrator questions as they arise
□ Contact principals once a quarter to see if program is being delivered as described and offer
services
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August 2009
Phase 4: Mid-Point Review
Completed by Content Area Steering Committee
Even though data is collected during the years of implementation, a mid-point review is a time to report
to the BOE and to ascertain any major or minor adjustments that may need to be made prior to the
beginning of the next adoption cycle.
In order to identify overall strengths and weaknesses in the program:
I.
Collect data from standardized testing and compare to the standards
II. Collect data from end of course assessments and compare to standards
III. Analyze data to determine:
□ If there is evidence to determine which standards are being met by 90% of the students.
□ Which standards are not being met
□ Which standards are not being measured adequately
□ Identify and analyze academic progress and course enrollment based on gender and
ethnicity
IV. Develop recommendations to:
□ Pinpoint areas that need closer alignment of instruction, assessment and the standard.
□ Identify areas in the curriculum that need supplemental support to achieve the closer
alignment stated above.
□ Develop a process to get feedback on the adopted curriculum from parents, teachers,
students, and administration.
V. When this process has been completed, a formal update of the review needs to be presented to
the ACI department, teachers in that department, building administrators, and the Programs and
Services Committee of the Board of Education.
Suggested format:
executive summary of data analysis
recommendations
VI. Adjustments should be part of the refinement phases of the curriculum cycle.
High
Quality
Programming
For All
Students
Mid-Point
Review
13
August 2009
Phase 5: Implementation Refinement
I.
Implement Recommendations
□ Factor any refinement costs into project budgets
□ Select members for committee if needed
□ Review data and recommendations from mid-point review
□ Identify areas of needed staff development with focus on continued, on-going opportunities
for staff
□ Place on district staff development website
□ Continue evaluation of staff development opportunities/staff needs
II. Produce
□ Written summary of staff development evaluations and future needs
□ Analysis of impact of staff development on student success/teacher effectiveness
□ Written list of suggested refinements
High
Implementation Quality
Refinement Programming
For All
Students
14
August 2009
7-12 New Course Development Procedure
I.
Course Concept Development Considerations
 Need is identified
 Preliminary discussions on course content at Curriculum Department meeting
 Impact on department and congruency with district philosophy and standards is discussed
(also costs of FTE, resources, other budget factors)
 Costs (FTE/Resources) and budget
II. Communication and Input
 Discussion with Associate Principals and Curriculum Support Specialist who will forward the
request to ACI staff person for that area
 Curriculum Coordinator brings to principals’ meeting for the input of principals and
perspective of the Assistant Superintendents
 ACI department analyzes impact on other content areas
III. Initial Approval Process – Program & Services
 Explanation of need, course description and economic impact in Item of Consideration to the
Program and Services committee of the BOE for approval of course in concept (Schedule of
Program & Services and BOE meetings available from the district office)
 Item of Consideration is moved from Curriculum Administrator to Associate Principals 10
days before the Program and Services meeting (item is mailed by central office in packet the
week before the meeting)
 This must be done by September of the year before initial offering in order to be included in
the course description book
IV. Curriculum Writing
 Course curriculum and standards-based assessment is written with representatives from
each school (TAG/Special Education/ELL involvement)
 Texts/materials and any other resource costs are identified (include resource needs of
special populations)
 Copy of curriculum to department, high school administrators and ACI department
 Feedback on course is gathered and any needed adjustments are made
 Conversation with ACI and District Registrar to identify a proper course number.
V. BOE Approval Process
 By April/May of the year before initial offering for budgeting purposes, Item of Consideration
to Program and Services (from Curriculum Administrator to Assistant Superintendent)
 Item of Consideration packet includes new course curriculum and list of resources being
adopted
 Resources on display second floor of Morgan for public viewing
 Purchase orders completed with routing sheets by July 1st
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August 2009
District-Wide, Standards-Based Assessments:
Development, Administration, Scoring, and Analysis
(Created: June 3, 2002; Revised: October 2007)
The purposes of “District-Wide, Standards-Based Assessments” are to:
* provide students with opportunities to show evidence of what they know and can do in relation
to our district curricular standards.
* provide common assessments that engage classroom teachers in focused dialog about
teaching and learning.
* provide classroom teachers with data to assist them with reflection, instructional planning and
decision-making.
In addition, the “District-Wide, Standards-Based Assessments”:
* provide data to the district to assist with program planning.
* provide data that, when viewed with other classroom data and standardized data, will provide a
clearer picture of what our students know and can do in relation to our AASD standards.
“District-Wide, Standards-Based Assessments” Overview:
Each Assessment, Curriculum, and Instruction (ACI) team member is responsible for the
identification/development, implementation, and on-going refinement of “District-Wide, Standards-Based
Assessments” for each 7-12 course. The appropriate ACI team member will also be responsible for the
identification/development, implementation, and on-going refinement of “District-Wide, Standards-Based
Assessments” at the elementary level.
Assessment Development:
ACI team members will determine who will be involved with the development of the assessments
and will determine when the assessment will be administered. ACI team members will oversee the
entire process.
Teachers involved in this process may count these hours toward the 12 staff development hours
identified in the district ―Staff Development Waiver,‖ if this work is done outside of the contracted
school day.
Assessment Administration and Scoring:
The assessments will be administered by classroom teachers as defined in the assessment
directions and within the specified timeframe. This is considered part of one’s professional
responsibility.
Classroom teachers will score the assessments and forward this information to the appropriate
ACI team member for aggregation and analysis. This is considered part of one’s professional
responsibility.
Assessment Data Aggregation and Analysis:
ACI team members will determine who will be involved with the data aggregation and analysis. ACI
team members will also determine when this will occur.
Teachers involved in this process may count these hours toward the 12 staff development hours
identified in the district ―Staff Development Waiver,‖ if this work is done outside of the contracted
school day.
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August 2009
Accountability
Measures
Based on the work of Judy K. Sargent, Ph.D., Director of the
Standards & Assessment Center, CESA 7
Internal/Formative
Accountability
External/Summative
Accountability
12
Classroom-Based
Assessments:
To be developed for each course/grade level program area.
& Concepts Examination
WKCE-CRT: WI
Knowledge & Concepts
Examination – Criterion
Referenced Test
MAP: Measures of
Academic Progress
District-Wide, Standards-Based Assessments
WKCE: WI Knowledge
9
8
7
6
5
4
WKCE
*Alt. Assess.
WKCECRT
* Alt.
Assess.
Reading
and Math
Grades
3, 4, 5, 6, 7, 8
& 10
WKCE
*Alt. Asess.
3
2
1
K
17
Assessment/Accountability Measures 09-10 NCLB.doc
* Alt. Assess.
ACCESS for ELL Students
Key
WKCE
10
MAP
Reading, Language Usage & Math
Grades 2 - 9
Observations
Conferences
Portfolios
Checklists
Quizzes
Projects
Speeches
Diagrams
Work Samples
Chapter Tests
Experiments
Running Records
Anecdotal Notes
Etc.
11
Naglieri
Nonverbal
Ability Test
August 2009
Materials Preview Checklist
The curriculum committee will make the final selection of the materials under consideration by using a
forced consensus/scoring process using the criteria listed below with the addition of content specific
elaboration under ―Aligns with Standards.‖
1 low - - - - - 4 high
Criteria
Aligns with Wisconsin and AASD
standards
User friendly teacher’s manual and
student materials
Emphasizes connections within and
among curricular areas
Appropriate for the age and grade
level of students
Integrates technology
Emphasizes effective instructional
practices and learning theories
Provides opportunities for interactive
student process
Presents content in a
nondiscriminatory manner to all
students
Materials are presented in an
organized/logical manner that
facilitates ease of use
Promotes student assessment as an
integral part of the instructional
process
Provides adequate support material
for the teacher
Concepts aligned with state testing
Opportunities for varying individual
needs (TAG, Enrichment, Reteaching,
Practice, EEN, and ELL)
Additional factors specific to content
area:
#1
18
#2
#3
#4
August 2009
Checklist for K-12 Materials Selection – Special Populations
Please indicate special population:
ELL
TAG
Special Education (list category)
Key Questions
1. Indicate the educational setting for which these materials are intended?
Integrated _____
Sheltered _____
Language Learning Class _____
Pull Out _____
Inclusion _____
In-Class Enrichment _____
2. Is the material intended to be supplemental or the primary source for the delivery of the
curriculum?
Supplemental _____
Primary Source _____
3. For which content area is this material designed?
Communication Arts _____
Science _____
Social Studies _____
Math _____
Health _____
Career and Technical Education _____
4. Have the following factors been considered when choosing the material?
Readability for the language proficiency level _____
Age appropriate _____
Culturally appropriate _____
19
Instructional Level _____
August 2009
REQUEST FOR RECONSIDERATION OF
EDUCATIONAL MATERIAL
Title ___________________________________________________________________________________
Author ________________________________ Format of Material ________________________________
Publisher/Producer ______________________________________________________________________
School in which material is used ___________________________________________________________
Request initiated by (Name) _________________________________ Phone ________________________
Address ____________________________________ City ______________________ Zip ______________
1. Did you review the entire material?
Yes _____
No_____
2. Did you discuss the use of this material in the instructional program with personnel from our
school?
Yes _____
No _____
3. To what in the material do you object? (Please be specific)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. In your opinion, what negative effects might result from the use of this material with students?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Do you perceive any educational benefit for students resulting from the use of this material?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6. Is there any age group of students for which you would recommend this material?
_______________________________________________________________________________________
7. During the review process, do you wish to give a short presentation relative to your objection?
Yes _____
Signature __________________________________________
20
No _____
Date _______________________
August 2009
APPENDICES
I. Formats
A.
B.
C.
D.
E.
F.
Standards Format
Curriculum Format
Teacher’s Application for Committee Work Form
Administrator’s Application for Committee Work Form
Item of Information (sample)
Item for Consideration (sample)
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August 2009
Format for Standards Documents
Contents:
Cover Page and Public Nondiscrimination Statement
Committee Membership
Introductory Statement—mission statement or additional information needed to
understand the development of the standards
Content Area Goal Statements
Content Standards organized two ways
*
Individual standards with grade level or spans of grade levels as column headings.
** By each grade level or span of grades
Performance Standards—tell how students will show that they are meeting a standard
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August 2009
Format
*Organized by individual standards – grade level or spans of grade levels as column headings
___. ____(Letter and Title of Standard—e.g. “I. Number Operations and Relationships)
Content Standard: Students in the Appleton Area School District will __________________________________________________
___________________________________________________________________________________________________________.
Performance Standards
Example below:
By the end of Kindergarten,
students will …
By the end of ____________,
students will …
By the end of ____________,
students will …
Demonstrate understanding of numbers
up to 100.
Describe simple addition and
subtraction problems and situations
A.
B.
**Organized by Each Grade Level or Span of Grades
Example:
Kindergarten
Content Standard: I. Number Operations and Relationships
Students will . . .
A.
Demonstrate the relationship between numbers and
quantities up to 30.
B.
Describe simple addition and subtraction problems and
situations.
B.
Use comparative and positional terms.
C.
Use estimation strategies in computation and problem
solving that involve numbers that use the ones and tens
place.
Content Standard: II. Geometry
A.
Identify common geometric objects in their environment
and describe their attributes.
Content Standard: III. Measurement
A. Use direct comparison or reference objects to compare the
length, weight (mass) and liquid capacity of objects.
DRAFT
B. Demonstrate understanding of concepts of time, money and
temperature.
24
August 2009
AASD (content area name) Curriculum
Grade or Course name and (number)
Grade or Course Name and (Number)
Description (For high school courses, this is the description that will go in the course description book.)
Credits (if applicable)
Prerequisites (if applicable)
Textbooks/Resources List all board adopted and district supplied materials and resources
Required Assessments List the district-wide-standards-based assessments that all students in this course will take
Board Approved List month and year of approval
Revised
AASD (content area name) Goals for (include grade or course) Students:
 List broad program goals from the standards document
Board Approved
25
August 2009
AASD (Content Area) Standards for Students in (Grade or Course Name)
I.
Fill in the Content A. Fill in the performance standards.
Standards
B.
C.
II.
A.
III.
A.
B.
IV.
A.
V.
A.
Board Approved (List month and year)
FORMAT
26
August 2009
Course Objectives
1. Identify the 8-12
major objectives
for the course –
these should start
with a verb (e.g.
demonstrate use
of reading/study
skills and
strategies)
Performance Indicators
Performance will be satisfactory when the
student:
a.
List specific knowledge/skills students must know
in order to attain the course objective (e.g.
recognizes beginning sounds in words).
Classroom Assessments
List district-wide standards-based
assessments appropriate to the
objective and performance indicators
(e.g. Phonemic Awareness
Interview). These should be listed in
bold print.
List any additional classroom
assessment methods (e.g.
observation checklists)
Objectives are linked to these AASD standards:
List specific content area standards as well as content s standards from
other subjects that are relevant to the course objectives
2.
Performance will be satisfactory when the
student:
a.
Objectives are linked to these AASD standards:
Resources and learning activities that address course objectives:
Board Approved (List month and year)
FORMAT
27
August 2009
APPLICATION FORM – ______________ CURRICULUM ALIGNMENT
Teachers
Name:
Building:
Grade Level:
Work Phone:
FAX:
E-Mail:
Please briefly describe your interest in applying to participate on this
committee
and what you hope to contribute:

This box will expand as you type…
Start here
You can either FORWARD this application to (Secretary’s Name) [using the FORWARD
button via E-mail]
-orprint this form and send via interschool mail to:
(Name of appropriate secretary)
Morgan Building
Return by: (Include Date)
(Individuals will be notified of committee membership status by (include date) and will
receive more information concerning planning sessions.)
For more information contact:
--Name, position, and phone #’s of appropriate curriculum coordinator/director
28
August 2009
ITEM OF INFORMATION
Topic:
Computer Donation
Background
Information:
Tech Corps Wisconsin, Inc. is a statewide, non-profit organization
dedicated to enhancing K-12 teaching and learning through the effective
use of volunteers to integrate technology into the educational environment.
This organization is located in Racine.
Tech Corps Wisconsin, Inc. (TCW) provides technology assistance to
schools and non-profit organizations that serve the children of Wisconsin
in the form of computer equipment, support and training. Through these
partnerships, TCW is able to support these organizations on the technology
side of their operations leaving the organization to concentrate on working
with children.
The Executive Director of TCW is Michael Pitsch, a graduate of West
High School. He has offered to donate 100 computers to West, 50
computers to Wilson, and 20 lap top computers to the Odyssey Charter at
Foster. We have estimated the district cost for electrical and data wiring,
software licensing, memory upgrade and furniture. We have compared the
estimate to what new computers would cost the district. Based on the
projected cost savings we have decided to accept this generous donation.
Tentative plans are to transport the computers to Appleton on October 18,
2002. Representatives from TCW will be working with Jim Hawbaker and
his staff on Saturday, October 19 to begin installation of the computers.
Some computers will be stored until the remaining electrical and data work
is completed.
Contact
Person(s):
(point person for project)
(include appropriate assistant superintendent)
29
August 2009
ITEM FOR CONSIDERATION
Topic:
Civics (#3000) & ELL (#3560) Curriculum Revision & Textbook Purchase
Background
Information:
Terry Gross and Mark Leschke facilitated a district committee to make any
necessary curriculum revisions and select appropriate materials. The revised
curriculum maintains the emphasis on student interaction with processes of
civic governance, going beyond the content knowledge about different forms
of government.
During the school year the committee evaluated materials to assist in
providing all teachers the resources necessary to teach this course in a way
that connects citizenship to the students’ real world. The committee narrowed
the possibilities to two texts. Civics: Government and Economics in Action
(Prentice Hall, 2007) and its ancillaries were chosen as the company was able
to provide additional resources within our budget. This text correlates with
areas that were emphasized in the revised curriculum: attention to careers and
education, economics and study skills.
An alternate text is being recommended for special education and ELL
(#3560) students: United States Government (AGS, 2005).
Fiscal Note:
$73,000 for both texts, purchased as part of the curriculum cycle.
Administrative
Recommendation:
Approve as submitted.
Instructional
Impact:
The purchase of the new materials will provide all Civics teachers with the
resources necessary to deliver the revised curriculum. The teacher’s guide
offers suggestions for meeting the needs of diverse students, opportunities for
students to interact with citizenship concepts, and reading/study skills required
for students to be successful in the school and as citizens.
Contact
Person(s):
Nan Bunnow, 832-1743, bunnownanette@aasd.k12.wi.us
Kevin Steinhilber, 832-6141, steinhilberkev@aasd.k12.wi.us
30
August 2009
APPENDICES
II. Procedural
Forms
A.
B.
C.
D.
E.
F.
G.
Materials/Resources Distribution Form
Student Textbook Request Procedure
9-12 Textbook Routing Form
End-of-Year Textbook Procedure
Textbook Condition Form
Textbook Damage Fine Slip
Assessing End-of-Year Textbook Damage (Teacher,
Media Specialist, and Office Instructions)
H. Textbook Rebinding Information
31
August 2009
CONTACT PERSON(S):
Tel#
Elementary Schools
SCHOOL
DESCRIPTION OF MATERIALS
ATTENTION TO:
# TO SEND
Badger
Berry
Classical
Columbus
Edison
Ferber
Foster
Fox River
Franklin
Highlands
Horizons
Houdini
Huntley
Jefferson
Johnston
Kaleidoscope
Lincoln
McKinley
Montessori
Odyssey
Richmond
Wisconsin
Connections
Academy
32
August 2009
CONTACT PERSON(S):
Tel#
Middle Schools
SCHOOL
DESCRIPTION OF
MATERIALS
ATTENTION TO:
# TO SEND
Classical
Community
Learning Center
Einstein
Fox River
Kaleidoscope
Madison
Magellan
Roosevelt
Valley New School
Wisconsin
Connections
Academy
High Schools
Career Academy
Central
eSchool
East
North
Renaissance
Tesla Engineering
Valley New School
West
33
August 2009
Student Textbook Request Procedure
Elementary
 Classroom teacher directs requests for additional student textbooks to
the LMC personnel.
 LMC personnel will check to determine if additional copies are located
at the building.
 If textbooks are NOT available from the building library, the LMC
personnel will submit requests with the teacher’s name to Becky
Walker or Nan Bunnow
 After checking availability of the requested text, Becky and/or Nan will
request books via E-mail to the building LMC personnel of the LMC(s)
having the texts available and cc the requesting party.
 The library receiving the request will fill the request.
Middle
the LMC personnel in the building.
 LMC personnel will check to determine if additional copies are located
at the building.
 If textbooks are NOT available in the building LMC, the LMC personnel
will submit requests to the other middle level LMC personnel.
 After checking availability of the requested text, the other middle level
LMC personnel will fill the request and cc the other middle level LMC
personnel that the request has been filled.
Secondary
the Curriculum Support Specialist/Program Leader.
 The Curriculum Support Specialist will check the automation system
for availability and location of the requested texts.
 The Curriculum Support Specialist will fill the request and use the
“Textbook Routing Form” [see appendix] if the texts are available at
his/her building and/or E-mail the appropriate building/teacher to
request that texts be sent with a cc to the requesting teacher.
 The teacher will fill the request by sending the texts to the requesting
site’s LMC using the “Textbook Routing Form” [see appendix].
34
August 2009
9-12 Textbook Routing Form
1. Curriculum Support Specialists (CSS) identifies textbook
needs prior to each semester, by comparing the class
enrollment with the number of books physically in the
building.
2. Building CSS people contact one another to arrange for the
movement of textbooks to meet student enrollments in
each class.
3. CSS gather the books, box them, and label the boxes to be
sent directly to the LMC. ALL textbooks, CA novels, kits
and teacher resources, must route into a building through
the LMC for inventory purposes.
4. Prepared boxes are labeled, using the label below and
placed in the school’s designated area for inter-school mail
pick-up.
5. The requesting school’s LMC checks in the books and
notifies the appropriate department CSS.
TEXTBOOK REQUEST FORM
Send to:
_________________ LMC.
Textbooks for:________________________________________
(Curriculum Support Specialist)
8/28/2007
35
August 2009
End-of-Year Textbook Procedure
Students should check in all texts at one time. Sites are responsible for scheduling
student text check-in
1. The office at the site copies and provides “Textbook Damage Fines” forms
for all classroom teachers.
2. The office at the site houses the master “Textbook Damage Fines” form for
future duplication.
3. Teachers assess damage of textbooks and identify lost textbooks.
4. Teachers fill out the “Textbook Damage Fines” form when a book has been
damaged or lost and turns the forms into the office.
5. The teacher notifies the LMC staff regarding ALL books that are LOST or
need to be REPLACED. The LMC staff will remove the identified
textbooks from the system. This allows for an accurate inventory of the
books at your building.
6. The office at the site generates the fine letters to the parent(s)/guardian(s).
7. The office at the site collects the fine money.
8. The office at the site provides a receipt and sends the fines to Business
Services at the Thomas G. Scullen Leadership Center.
9. LMC staff will identify students leaving their level or graduating from the
district that have not returned textbooks. Identified student’s records will be
cleared of any textbook charges by the end of the first semester of the
following year.
Depending upon the level/size of the building, texts should be housed in the LMC,
a specified grade level classroom, or content area storeroom until fall checkout.
05/2009
36
August 2009
TEXTBOOK CONDITION FORM
TEXTBOOK CONDITION FORM
Student Name: _____________________________
Student Name: _____________________________
Textbook Title: ____________________________
Textbook Title: ____________________________
Textbook Barcode Number: __________________
Textbook Barcode Number: __________________
Condition of Book: (be specific)
Condition of Book: (be specific)
Check In:
Check In:
_______ Amount of Fine Owed
_______ Amount of Fine Owed
_______ Fine Paid
_______ Fine Paid
Teacher’s Signature ________________________
Teacher’s Signature ________________________
DAMAGE CATEGORIES: Please circle the appropriate category used
DAMAGE CATEGORIES: Please circle the appropriate category used
1.
Lost or unusable book – Replacement cost of textbook –
Teachers will have a list of textbook prices.
1.
Lost or unusable book – Replacement cost of textbook –
Teachers will have a list of textbook prices.
2.
Rebinding required - $10.00
(Charge will be made if damage was result of misuse not the result of a
weakness in the manufacturer’s binding process.)
2.
Rebinding required - $10.00
(Charge will be made if damage was result of misuse not the result of a
weakness in the manufacturer’s binding process.)
3.
Damage - $5.00
(examples: minor water damage, bent cover corners or minor damage to spine,
major ink damage, sticky residue left from book covers or tape)
3.
Damage - $5.00
(examples: minor water damage, bent cover corners or minor damage to spine,
major ink damage, sticky residue left from book covers or tape)
4.
Damage - $3.00
(examples: pencil marks, bent pages, unrepaired torn pages, tape damage on
inside cover from covering book)
4.
Damage - $3.00
(examples: pencil marks, bent pages, unrepaired torn pages, tape damage on
inside cover from covering book)
5.
Fines less than $3.00 at the discretion of the teacher.
5.
When assessing fines, teachers will take into account the age of the book and the
natural aging process of a book.
When assessing fines, teachers will take into account the age of the book and the
natural aging process of a book.
37
August 2009
TEXTBOOK DAMAGE FINES
Student ___________________________________
Student ___________________________________
Teacher __________________________________
Teacher __________________________________
Class
Class
Date
Date
Textbook _________________________________
Textbook _________________________________
FINE
FINE
Lost/unusable--Replacement cost
Rebinding from misuse--$10.00
Damage--$5.00 (minor water damage,
bent cover corners, major ink damage, sticky residue
from tape)
from tape)
Damage--$3.00 (pencil, bent pages,
torn pages, tape damage inside cover)
Less than $3.00
Less than $3.00
TOTAL DUE
TOTAL DUE
TOTAL PAID
TOTAL PAID
PLEASE SEND EXACT AMOUNT
Student ___________________________________
Student ___________________________________
Teacher __________________________________
Teacher __________________________________
Class
Class
Date
Date
Textbook _________________________________
Textbook _________________________________
FINE
FINE
from tape)
from tape)
Less than $3.00
Less than $3.00
TOTAL DUE
TOTAL DUE
TOTAL PAID
TOTAL PAID
38
August 2009
TEACHER INSTRUCTIONS
ASSESSING END-OF-YEAR TEXTBOOK DAMAGE
Each teacher who uses texts will need to assess damage on their textbooks and issue fines. The information
will be entered on the “Textbook Condition Form” and forwarded to the office--no later than ******.
 You will receive a packet of fine slips (1/2 page) to use as needed.
 Textbook replacement prices are available on the Teacher Home Page, to use if textbooks are lost or
damaged beyond repair.
 If a book needs rebinding please write “REBIND” on masking tape and affix to the front of the textbook.
Books for rebinding should be boxed for summer pick up.
 Fill out the “Textbook Condition Form” if you find a book problem or if a book is lost.
 Students must pay all fines to the office (not to teachers) by ***** with the fine slip.
 Textbooks will be checked in by team/grade level on ******. Teams/Classroom teachers will schedule
check-in hours in the LMC. After the textbooks are checked in, the computer will list lost textbooks only
(no damaged textbook fines), library late fines, and lost library books.
 Teachers will have a list of unpaid fines and lost books after textbook check-in on ******.
 The office notifies the LMC of payment made for lost books.
FINES FOR LOST OR DAMAGED TEXTS
When assessing fines, teachers will take into account the age of the book and the natural aging process of a
book.
 Lost or unusable book- Replacement cost of textbook
(Teachers will have a list of textbook prices.)
 Rebinding required- $10.00
(Charge will be made if damage was result of misuse not the result of a weakness in the manufacturer’s binding
process.)
 Damage Category 1- $5.00
(Examples: minor water damage, bent cover corners or minor damage to spine, major ink damage, sticky residue left
from book covers or tape)
(Examples: pencil marks, bent pages, torn pages not repaired, tape damage on inside cover from covering book)
40
August 2009
OFFICE INSTRUCTIONS
END-OF-YEAR DAMAGE/FINES FOR TEXTBOOKS
Each teacher who uses texts will need to assess damage on their textbooks and issue fines. The information
will be entered on the “Textbook Condition Form” and forwarded to the office--no later than ******.
 Make 10 copies of the “Textbook Condition Form” slips (1/2 page) on bright colored paper for each
teacher in the building.
 Teachers fill out the “Textbook Condition Form” when they find a book problem or if a book is lost.
 Office sends a letter to parents/guardians to notify them of the fine.
 Parents/Guardians remit payment to school office by ********
 The office provides a receipt of payment.
 The office notifies the LMC of the payment made for lost books.
FINES FOR LOST OR DAMAGED TEXTS
When assessing fines, teachers will take into account the age of the book and the natural aging process of a
book.
 Lost or unusable book- Replacement cost of textbook
(Teachers will have a list of textbook prices.)
 Rebinding required- $10.00
(Charge will be made if damage was result of misuse not the result of a weakness in the manufacturer’s binding
process.)
(Examples: minor water damage, bent cover corners or minor damage to spine, major ink damage, sticky residue left
from book covers or tape)
(Examples: pencil marks, bent pages, torn pages not repaired, tape damage on inside cover from covering book)
41
August 2009
Attention!! Textbook Rebinding Information
The district has arranged to have Houchen rebind textbooks that have been designated as
needing this repair. The books are scheduled for pick up in mid-June at the location
determined by your building.
PLEASE NOTE!
Due to budget constraints, the following changes to the rebinding
directions/procedure have occurred:
Only board adopted textbooks will be rebound. Supplemental materials (such as
dictionaries) will not be accepted. Building sites have the responsibility of binding
these materials, if they so decide.
The district will only rebind board adopted textbooks if they are in short supply in
the district and are needed to meet 09-10 course enrollments. If the textbook is
not needed next year, it should be put into storage and not rebound until there is a
need for it.
o CA, Math, Science, Social Studies, and World Language HIGH SCHOOL
teachers should work with their building CSS to determine if the text should
be sent in to be rebound or stored at the building site based on
inventory/anticipated enrollment next year.
o Grade 3-8 MATH textbooks should be kept and the building site and NOT sent
in for rebinding pending the anticipated new material adoption.
There will be only one date and one location for pickup.
Books must be boxed for Central Media by June 9 to allow for proper processing prior
to the pickup. The maintenance department will pick up the boxes on June 9th.
Books that have not been sent to Central Media -- Morgan in time for proper
processing for the pick-up date by the Binder will not be included in the bindery
order.
In order to simplify this process please follow the guidelines listed below:
Box the textbooks to be rebound in a small to medium size box not to exceed 50 lbs.
o Label the boxes with white paper with the following information:
To: Central Media
FOR REBINDERY
From: (Your School Name)
Thank you for your cooperation. The rebound texts will be returned to your school
during the summer break.
42
August 2009
APPENDICES
III. Software
A. Guidelines for Software
B. Software Application
43
August 2009
GUIDELINES FOR SOFTWARE
The following information is presented in the order of priority purchase and installation as a guideline to be
followed when considering software purchases.
1. Administrative software
(SIS, Office 2000, Windows 95, etc.)
Determination of administrative software is done by administrative leadership and the Director of
Technology.
2. Curriculum based software
Curriculum based software is approved by the ACI Team. Requests must be submitted on the
Software Application form for approval.
3. Software purchased to support and enhance district approved curriculum
Curriculum based software is approved by the ACI Team. Requests must be submitted on the
Software Application form for approval.
4. Co-curricular software
(sports timing, debate, etc.)
This software is a site purchase. Therefore, the decision to purchase is approved by the principal
with Technology Dept. approval that it is compatible with the district/site network.
Applications for software should be submitted no later than March 15th for review and approval by the ACI
committee. Upon approval, district purchases will be made. This allows for the purchase, installation and
trouble shooting of the software so that it will be available for use district-wide at the beginning of the
following school year.
Software applications for individual or site purchase can be submitted to the committee at any time. Every
attempt will be made to install approved software of this type at the next available school break: Teachers’
Convention break, Winter break, Spring break. Please send your software applications to Chris Warrick at
Morgan.
When submitting an application for software purchase it is IMPERATIVE THAT ALL REQUIRED
SIGNATURES are on the application and that the application is complete.
Software Previewing: Staff in the Appleton Area School District are encouraged to investigate and preview
various software that supports curriculum and instruction. Software preview should be of a short duration,
and with the approval of the site administrator, curriculum coordinator and program leader. It is not
recommended that district staff purchase software for preview. It should be understood that if a staff
member purchases software for preview there is no guarantee that the software will be approved for
permanent installation. Software for preview may only be used on non-networked machines. It may not be
loaded on classroom or lab computers.
44
August 2009
SOFTWARE APPLICATION
Name___________________________
School________________________________
Grade__________________________
Subject Area___________________________
Vendor_____________________ Vendor’s Phone____________
E-mail_________________
Software Funding Source
District________________
Site__________________
Software Title________________________________
Cost of Software_____________
I. CONTENT (to be completed by applicant)
1. What grade levels does this software address?
2. Does this software reflect the curriculum and standards?
3. Is the content information accurate?
4. Does the software have supplemental material?
5. Does the software represent diversity fairly?
6. Is the software visually appealing?
II. MANAGEMENT (to be completed by applicant)
1. Does the software include any assessment tools?
2. Can the software be customized to fit the needs of the students?
3. How much time (teacher/student) is needed to use the software
effectively?
45
August 2009
III. BEST PRACTICES (to be completed by applicant)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Does the software encourage interdisciplinary activities?
Does the software address different learning styles?
Does the software promote home/school partnerships?
Does the software monitor the progress of individual
students?
Does the software adjust learning experiences appropriately?
Does the software pose questions that require thinking
beyond simple recall?
Does the software provide accurate, meaningful, and
constructive feedback?
Does the software infuse “real life” situations into the
activities?
Are the directions and procedures clear?
Does the software provide Internet links?
Does the software engage students actively in the learning
process?
IV. TECHNOLOGY (to be completed by technician)
1. Does the software meet the school district’s Operation System
requirements?
2. How much space is needed on the hard drive to operate the
software?
3. How will the software run?
Server
Stand-Alone
Either
4. Who will install the software?
5. Are upgrades available?
6. Will there be a charge for upgrades?
School Administrator__________________________________
Date____________
Curriculum Coordinator/Program Leader__________________
Date____________
Director of Technology________________________________
Date____________
ACI Software Committee____________________________
Date____________
46
August 2009
APPENDICES
IV. Assessment, Curriculum &
Instruction Department
Personnel
A. ACI Organizational Chart
B. Curriculum Coordinator/Director Job
Description
C. High School Curriculum Support
Specialist Position
D. Middle School Curriculum Support
Specialist Position
E. Guidelines for Curriculum Support
Specialist Compensation
F. Program Leader Job Descriptions
G. Building Administrator Curriculum
Areas
48
August 2009
ASSESSMENT, CURRICULUM, INSTRUCTION
2009-2010
Mark Huenink
Judy Baseman
Assistant Superintendent/School Services
Assistant Superintendent/
School Services
Positive
Behavior
Kevin Steinhilber
Director of ACI
Director of
Humanities
Coordinator
of Title I/
Even Start
Director of
Math/Science/
Phy Ed/
Health
Coor. of
Fine Arts
Coor. of
ELL
Amy
Wilson
Nan
Bunnow
Donna
Hodges
Becky
Walker
Jim Heiks
Bill
Curtis
8861211
Ext. 1743
(MOR)
Ext. 6321
(HOU)
Ext. 5710
(MOR)
Ext. 6121
(MOR)
Ext. 1729
(MOR)
Director of
Instructional
Tech & CTE
Director of
Staff
Develop.
Director of
ACI
Director of
Technology
Coordinator
of Talented
& Gifted
Support
Specialist
AASD
B-5
Coor.
Dale
Hanson
Lou
Chicquette
Kevin
Steinhilber
Jim
Hawbaker
Paula
Sween
Gary
Mulry
Ext. 6145
(MOR)
Ext. 4956
(MOR)
Ext. 6141
(MOR)
Ext. 2127
(MOR)
Ext. 4604
(HIG)
Ext. 4329
(MOR)
CTE
Program
Teacher
Induction
Phy.
Ed./Health
Leader
Program
Leader
Program
Leader
Rita
O'Brien
Stephanie
Malaney
Mikki
Duran
Ext. 7026
(EIN)
Ext. 3998
(MCK)
Ext. 5200
(JOH)
Media
Program
Leader
Judy Owen
Ext. 7443
(WHS)
50
August 2009
CURRICULUM COORDINATOR/DIRECTOR
Appleton, Wisconsin
REPORTS TO:
Assistant Superintendent/School Services or Director of ACI
WORKS WITH:
ACI Staff, Student Services Coordinator, Building Principals and Classroom
Teachers
DESIRED EXPERIENCE AND TRAINING:
At least five years experience in elementary and/or secondary education.
Experience as learning coordinator, department head, curriculum coordinator and/or supervisor.
Professional training in instructional methodology, curriculum development, assessment
analysis and development.
Has or will acquire QIT training.
Process skills relative to group dynamics, interpersonal relations, consensus processes, team
building and conflict resolution.
Strong general background in assessment, curriculum & instruction.
POSITION RESPONSIBILITIES:
Management of Programs
Serves as liaison person for curriculum, instructional and assessment related needs for
individual school improvement.
Provides leadership in developing program coordination within cluster schools and across the
district.
Assists with the preparation and management of budgets for designated programs and projects.
Assists in writing project proposals.
Assessment Development
Provides a vision for the integration of standards, curriculum and assessments.
As part of the curriculum process development, assists in the development of performance
assessments.
Systematizes the implementation of all district-wide and state mandated assessments.
Develops procedures or methods for analysis of assessment data.
Based on data analysis, works with district staff for improved student performance through
program and instructional improvement.
Works with Director of Technology for effective reporting of all assessments in a user-friendly
format.
Reports student performance to broader school community.
Coordinates program evaluations.
Provides leadership in implementation of curriculum changes.
Serves as resource person in areas of expertise.
Assists teaching staff in coordinating new assessment components accompanying new
adoptions.
52
August 2009
Disseminates information about model programs.
Coordinates and supervises task force groups and/or leadership teams.
Staff Development
Visits schools and classrooms and attends staff and departmental meetings to support
instructional programs at all levels.
Facilitates sharing of innovative ideas and expertise.
Works with teachers on data collection, data analysis, instructional planning, techniques and
problem solving.
Identifies and coordinates staff development needs as it relates to assessment.
Plans continuing professional advancement with/for teachers and administrators.
Works closely with schools, leadership and project teams to meet staff development needs.
Other
Related tasks as may be assigned.
53
August 2009
HIGH SCHOOL CURRICULUM SUPPORT SPECIALIST
Appleton, Wisconsin
REPORTS TO:
Building Principal
WORKS WITH:
Principal at Building Assigned
Teachers
ACI Staff
Responsibilities to include but not be limited to:
Collaborate with building principals and ACI staff to implement the curriculum cycle.
Oversee curriculum as it relates to district, state, and national standards.
Facilitate the sharing of innovative ideas, programs and subject-specific instructional resources
and technology.
Oversee district wide assessments, MAPS data, and WKCE data in your curricular area.
Provide analysis of assessment results to assist in the improvement of instruction and curricular
changes as needed.
Be actively involved in textbook adoptions and textbook and material inventory.
Be involved in staff development as it relates to your curricular area, both within the district and
outside the district.
Work collaboratively with your middle school/s, to insure a seamless transition from middle
school to high school for students.
Work collaboratively with the teachers in the same position at the other high schools
Work collaboratively with district level ACI administrators.
Act as a liaison to the building administration in areas listed above.
Qualifications:
At least three years of teaching experience
An understanding of best practices in curriculum, instruction, and assessment
Leadership skills including organization, creativity, written and oral communication, initiative and
accountability
Collaborative skills for facilitating staff development and content area planning
54
August 2009
MIDDLE SCHOOL CURRICULUM SUPPORT SPECIALIST
Appleton, Wisconsin
REPORTS TO:
Building Principal
WORKS WITH:
Principal at Building Assigned
Teachers in Content Department
ACI Directors
Responsibilities to include but not be limited to:
Collaborate with building principals and ACI Staff to support
Collaborate with building principals and ACI Staff to support the implementation of the
curriculum cycle in building assigned.
Facilitate discussions of assessment data within the department.
Meet with other respective curriculum support specialists to share innovative ideas, programs
and subject-specific instructional resources and technology.
Collaborate, as needed, with CSS people at your feeder high school, other middle schools, or
other CSS positions in your building.
Qualifications:
At least three years teaching experience.
An understanding of best practices in curriculum, instruction, and assessment.
Leadership skills including organization, collaboration, creativity, written and oral
communication, initiative and accountability.
Time Commitment:
Approximately 40 hours outside the regular school day during the school year.
Curriculum work or requested work outside that time frame will be paid at the curriculum rate by
the requester (ACI or site principal).
Stipend for the Position:
$1000 per year for up to 40 hours of responsibilities delineated at the site.
o Communication Arts, Science, Math, Social Studies
o Limited funds will be available for World Language as hourly payment on an ―as needed‖
basis
55
August 2009
Guidelines for Curriculum Support Specialist Compensation
Whenever possible, CSS responsibilities should be confined to the school year. When it is necessary for
CSS personnel to assume responsibilities over the summer months, the following guidelines will be
referenced:
CSS personnel will be compensated for summer work that has been approved in advance by
their principal or by ACI administrators.
Compensation will be at the contractual hourly rate for curriculum writing.
Compensation terms will be established prior to work beginning.
Compensatory time will be utilized as a form of compensation only if there is not significant
impact on direct student instructional time.
CSS personnel will be compensated for summer work only when they are acting in a leadership
capacity for their department or when they are a member of a committee on which all other
members are being compensated.
Alternatives to these guidelines should be approved by the appropriate assistant superintendent.
High School CSS personnel will be released from one teaching assignment (.2) and from supervision
duties for the year. This enables each person in this position to be available two periods each day to
complete work related to the CSS position.
Middle School CSS personnel will be paid a stipend of $1000 for 40 hours of week during the school
year to complete work related to the CSS position at their level.
56
August 2009
APPLETON AREA SCHOOL DISTRICT
Personnel Department
122 E College Ave, Suite 1A
Appleton, WI 54912
(920) 832-6105
Job Description
Position Title: CTE Program Leader
Location/Site: AASD
Reports To: CTE Curriculum Director
Principle Responsibilities: Seeking a highly communicative individual who will spend significant time at
school sites supporting administrators and staff with curriculum development and implementation; assessment
development, analysis and use of data; and high quality instructional strategy development and refinement.
Manage the Career and Technical Education curriculum cycle of 50 + courses.
As part of the curriculum process, facilitate the development and refinement of high quality districtwide, standards-based assessments.
Provide a vision for the effective integration of standards, assessments, and instruction.
Develop and serve as liaison for the CTE business and community advisory committee.
Serve as liaison with post-secondary institutions regarding articulation and related initiatives.
Serve as liaison for curriculum, assessment, and instruction related needs at individual school sites.
Assist with the preparation and management of budgets for designated programs and projects.
Assist in writing project proposals.
Assist with VEERS data collection and reporting as needed.
Provide leadership in implementation of curriculum changes.
Serve as resource person in areas of expertise.
Disseminate information about model programs.
Coordinate and supervise task force groups and/or leadership teams.
Facilitate continuous improvement within the department that is data responsive.
Staff Development
Visit schools and classrooms and attend staff and departmental meetings to support high quality
curriculum, assessment, and instruction at all levels.
Facilitate sharing of innovative ideas and expertise.
Work with teachers to ensure quality data collection, data analysis, instructional planning, instructional
delivery, and problem solving.
Identify and coordinate staff development needs as it relates to assessment.
Plan continuing professional advancement with/for teachers and administrators.
Work closely with schools, leadership and project teams to meet staff development needs.
Provide support for new staff in buildings.
57
August 2009
Other
Minimum Education/Experience/Certification:
A minimum of five years experience in elementary and/or secondary education preferred
Experience as a learning coordinator, department head, curriculum coordinator and/or supervisor.
Professional training in instructional methodology, curriculum development, assessment analysis and
development.
Has or will acquire QIT training.
Process skills relative to group dynamics, interpersonal relations, consensus building, team building and
conflict resolution.
Strong general background in curriculum, assessment and instruction.
Working Environment Conditions: Work is performed primarily in the classroom environment where the
professional educator may be exposed to students who express inappropriate types of behavior in feelings under
normal circumstances and/or a general pervasive mood of unhappiness and depression and/or a tendency to
develop physical symptoms or fears associated with personal or school problems. The teacher may be exposed to
sick and/or injured students or staff.
Physical and Sensory Requirements: This position requires the educator to:
Sit and walk throughout the day; Lift and /or carry books, computer paper or other teaching materials; Climb
stairs; Reach, stoop and bend to perform classroom activities; Use of hands and legs are required to perform
classroom activities; Use general hearing, speaking and visual skills; Use cognitive reasoning to interpret, report,
compare, edit, organize and evaluate.
Problem Solving: Examples of typical problem solving include a variety of choices. Daily situations require
analysis and judgment to apply the best solution.
Judgments and Decisions: Examples of typical independent judgments include evaluating students according
to District, State and Federal policies, procedures and appropriate regulations.
Communication and Interaction: Position requires various contacts and interactions with co-workers,
professional educators, students, school-site administrators, cluster or District-level supervisors or
administrators, parents, general public, vendors, bidders, service providers, outside agencies (federal, state, local
government), uncooperative, angry or hostile individuals, special interest groups such as education, community
parent, union, superintendent, board members, and state or federal elected/appointed officers.
Appleton Area School District is an Equal Opportunity Employer. In compliance with the American Disabilities Act, the District will provided
accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential
accommodations with the employer.
58
August 2009
122 E College Avenue, Suite 1A
Appleton, WI 54912
(920) 832-6105
Job Description
49
Position Title: Media Services Program Leader (K-12)
Location/Site: AASD
Reports To: Curriculum Director
Principle Responsibilities: These duties and responsibilities are illustrative only and may include other duties
and responsibilities as appropriately assigned.
1. Collect and analyze data relevant to the mission of the Media Services department
2. Develop a vision for continuous improvement within the department that is data responsive.
3. Support the implementation of program improvements which includes model teaching, materials and
staff development.
4. Provide support for new teachers.
5. Work with District technology team and the automation librarian to meet future District initiatives.
6. Coordinate District periodical orders.
7. Ensure representation of AASD media services at regional library media meetings (NEWIST, FOX
VALLEY GROUP, etc.)
8. Membership and/or participation in professional organizations.
9. Provide leadership in program and policy coordination between middle and high school levels and
buildings.
10. Facilitate the sharing of innovative ideas, programs and subject-specific instructional resources and
technology.
11. Provide resource, assistance and information to the Media Department.
12. Promote media services initiatives throughout the District.
13. Facilitate department and building meetings as needed.
14. Facilitate chair the District Material Review Committee.
15. Liaison between Media department and District administration.
Wisconsin DPI Teaching Certificate: Instructional Library Media Specialist (902).
Masters degree in Library/Information Science
At least three years of experience in a building (ideally K-12).
Understanding of the role media and technology plays in the schools.
Understanding of library automation technology.
Leadership skills including organization, creativity, written and oral communication, initiative
and accountability.
Collaborative skills for facilitating team and department planning.
Understanding of budgetary items.
59
August 2009
Essential Skills, Knowledge and Abilities:
1. Ability to demonstrate competence in the ten teacher standards.
2. Ability to facilitate the development, articulation, implementation and stewardship of a vision of learning
that is shared by the school community.
3. Ability to manage by advocating, nurturing and sustaining a school culture and instructional program
conducive to student learning and staff professional growth.
4. Ability to collaborate with families and community members responding to diverse community interests
and needs, and mobilizes community resources.
5. Ability to act with integrity, fairness and in an ethical manner.
6. Ability to understand, respond to and interact with the larger political, social, economic, legal and
cultural context that affects schooling.
60
August 2009
Appleton, WI 54912
(920) 832-6105
Job Description
Position Title: Health and Human Performance Program Leader (K-12)
Location/Site: AASD
Principle Responsibilities: These duties and responsibilities are illustrative only and may include other duties
and responsibilities as appropriately assigned.
1. Collect and analyze data relevant to the mission of the physical education/health department.
2. Develop a vision for continuous improvement within the department that is data responsive.
3. Support the implementation of program improvements which includes model teaching, materials and
staff development.
4. Provide support for new educators.
5. Membership and /or participation in professional organizations.
6. Provide leadership in Standards’ based program and policy coordination between elementary, middle and
high school levels and buildings.
7. Facilitate the sharing of innovative ideas, programs and subject-specific instructional resources and
technology.
8. Provide resource, assistance and information to the Physical Education/Health Department.
9. Promote District initiatives.
10. Facilitate department and building meetings as needed.
11. Liaison between Physical Education/Health department and District and building administration.
Wisconsin DPI Teaching Certificate: Physical Education (530) and Health (910) (7-12).
Masters Degree in Secondary Physical Education/Health
At least three years experience in a building (ideally, K-12)
Understanding of best practices in Physical Education/Health instruction.
Leadership skills including organization, creativity, written/oral communication, initiative and
accountability.
Collaborative skills for facilitating team and department planning.
Understanding of budgetary items.
Essential Skills, Knowledge and Abilities:
1. Ability to demonstrate competence in the ten teacher standards.
2. Ability to facilitate the development, articulation, implementation and stewardship of a vision of learning
that is shared by the school community.
3. Ability to manage by advocating, nurturing and sustaining a school culture and instructional program
conducive to student learning and staff professional growth.
4. Ability to collaborate with families and community members responding to diverse community interests
and needs, and mobilizes community resources.
61
August 2009
5. Ability to act with integrity, fairness and in an ethical manner.
6. Ability to understand, respond to and interact with the larger political, social, economic, legal and
cultural context that affects schooling.
62
August 2009
Appleton, WI 54912
(920) 832-6105
Job Description
Position Title: Teacher Induction Program Leader
Location/Site: AASD
Principle Responsibilities: The Teacher Induction Program Leader will establish, implement, and maintain a
teacher induction program that yields professionally empowered educators who understand that the Appleton Area
School District is committed to their continual professional growth and personal satisfaction, thereby fostering
student success.
Direct the operation of all aspects of the teacher induction program:
o Ensure that all new educators to the Appleton Area School District will be a part of a structured,
collaborative, non-threatening and non-evaluative support system as outlined in the district
induction program.
o Establish, implement, and maintain a new to the district orientation program for all employee groups.
o Work with building level administration to establish building level orientation expectations for all
employee groups.
o Establish, implement, and maintain a mentor program.
o Ensure that all new certified educators are assigned a trained mentor.
o Recruit and establish a pool of trained mentors to draw upon as the district hires new employees.
o Develop a mentor-training program.
o Establish professional development seminars connected to the Wisconsin Teaching Standards for all
new certified instructors and their assigned mentors.
o Chair the Appleton Area School District’s New Teacher Induction Program steering committee.
o Develop an evaluation model for the teacher induction program.
Support initial, professional, and master educators as they work to fulfill their respective requirements for
licensure as defined in PI 34.
o Ensure all certified district staff has an understanding of how PI 34 impacts their professional
licensure.
o Provide initial educators with support as they work to obtain their professional certification.
o Work with professional educators as they work towards their master educator licensure.
o Serve as a liaison to Institutions of Higher Education to implement PI 34.
o Serve as a liaison to the WI Department of Public Instruction as the district works to implement PI
34.
o Provide district parents with an understanding of teacher licensing requirements.
63
August 2009
Support staff recruitment and retention efforts.
o Work with members of the administrative team and community to develop and implement a staff
recruitment plan. Promoting the application of minority candidates and candidates for market
sensitive positions.
o Any other duties as assigned by the supervising assistant superintendent.
o Education/Training:
o Training in-group processing strategies.
o Experience as a facilitator of adult education.
o Knowledge of mentoring programs
o Knowledge of PI 34
o
Work Experiences:
o Large group facilitation experience
o Adult education experience
o Leadership experience with educators
64
August 2009
Assessment, Curriculum, Instruction Department
2009-10 Structure Update
(September 28, 2009)
Curriculum Support Specialists (CSS) and Program Leaders (PL):
East
World Language
Social Studies
Comm Arts
Science
Math
Phy Ed/Health (PL)
Media (PL)
CTE (PL)
World Language
Social Studies
Comm Arts
Science
Math
Phy Ed/Health (PL)
Media (PL)
CTE (PL)
North
Cathy Etheridge
Paul Hermes
Jane Reichardt
Elissa Hoffman
Tom Pritzl
Mikki Duran
Judy Owen
Rita O’Brien
Karen Pfeffle
Joel Hermansen
Bernie Edmonds
Doug Davis
Bob Hillestad
Mikki Duran
Judy Owen
Rita O’Brien
Einstein
Madison
John Wuebben
Donna McClelland
Nancy AufderHeide
Mikki Duran
Judy Owen
Rita O’Brien
West
Kelly Leopold
Steve Gargo
Paul Endter
Greg Franzen
Jennifer Duerr
Mikki Duran
Judy Owen
Rita O’Brien
Roosevelt
Wilson
Contact: Krista Dejarlais
Sarah Pope
John Richards
Trina Haase
Samantha Sawitski
Andrew Schanke David Paul
Kimberly Karr
Lisa Sackman
Mikki Duran
Mikki Duran
Judy Owen
Judy Owen
Rita O’Brien
Rita O’Brien
Chia Lee
Amy McClellan
Mike Picard
Kristilyn Marx
Mikki Duran
Judy Owen
Rita O’Brien
Building Administrator Curriculum Representatives:
Math
Science
Social Studies
Comm. Arts
World Language
P.E./Health
CTE
Music/Art
At-Risk
TAG
Media Services
Elementary Level
Middle Level
High School Level
Bobbie Schmidt, Paul Cooney,
Jan Haven
Rick Waters, Tiffany Frerks, Tom
Kubisch
Jim Donnellan, Bill McClone,
Nichole Schweitzer
Kim Barlament, Sheree Garvey,
Jennifer Dordel
David Boden
Greg Hartjes
Joel Cannon
James Huggins
Paul Weisse
Todd Kadolph
John Magas
Ben Vogel
Andrea Vinji
Dave Torrey
Dave Hash
Al Brant
Katherine CrowleyPeckham
Matt Mineau
Lori Leschisin
Jack Knaack
Ron Schreier
Dave Mueller
Dom Ferrito
Carrie Willer
Kristin Comerford
Val Dreier
Karen Brice
65
August 2009
APPENDICES
IV. Related
District
Policies
A. 321 (321-Rule) School Day (Minutes ofInstruction)
B. 330 (330-Rule) Curriculum Development and
Adoption e
C. 361 (361-Rule) Educational Materials Selection
D. 346 Assessment Programs
66
August 2009
321
SCHOOL DAY
(MINUTES OF INSTRUCTION)
Elementary Minutes of Instruction
Elementary level students will be provided the recommended number of minutes of instruction in the
specified subject areas, as set forth in the Procedures, which follows this policy in compliance with
Wisconsin Department of Public Instruction guidelines.
It is recognized that recommended minutes cannot always be adhered to each day without constraining
desirable classroom flexibility. Teachers will be certain that, over an extended period, each curricular
area is allocated sufficient time to meet the adopted number of minutes per area.
Kindergarten students in a half-day program will receive a minimum of 437 hours of instruction per
year. Students in full-day kindergarten through Grade 6 will receive a minimum of 1,050 hours of
instruction per school year.
Middle School Hours of Instruction
Middle school students will receive a minimum of 1,137 hours of instruction per school year.
Senior High Hours of Instruction
Senior high school students will receive a minimum of 1,137 hours of instruction, or other Boardapproved activity per school year.
Cross Reference:
Basic Instructional Program, 321-Rule
Legal References:
Wisconsin State Statutes 115.01(10), 120.12(15), 120.44 and
121.02(1)(f)
Wisconsin Administrative Code PI 8.01(2)(t)
Adoption Date:
January 13, 2003
67
August 2009
321-Rule
SCHOOL DAY
(MINUTES OF INSTRUCTION)
Procedures
Elementary Minutes of Instruction
The following guidelines are recommended with the expectation exceptions may occur in any given day
or week, but that over time the total minutes of instruction are allocated in the classroom. It is also
appropriate that some instruction would be counted as dual minutes, if standards from multiple areas
are addressed. Examples: If an essay is assigned in social studies, instructional minutes may be
appropriately counted in both Communication Arts and Social Studies. If graphs are used to monitor
the growth of plants in Science, these minutes may count in both Math and Science. Instruction in
developmental guidance and library media skills are an integral part of the total elementary program.
These areas are delivered via dual minutes drawn from whatever aspect of the formal curriculum that
best fits. Environmental Education, Computer Literacy, and Career Education shall be integrated within
existing curriculum areas, with emphasis in the areas of science, math, social studies, art, and
communication arts.
Responsibilities of Central Office:
Provide a recommended time allotment at each grade level to insure a balanced program to meet
identified standards.
Identify standards that are core for all assessed content areas.
Responsibilities of the Principal:
Provide each teacher with a copy of the recommended time allotment for his/her grade.
Counsel with each teacher regarding daily schedule and subject times appropriate for each class.
Supervision of teachers will include determining whether appropriate time is given each subject
area and that standards are addressed.
Encourage integrated subject area teaching that has integrity in meeting standards.
Responsibilities of the Teacher:
Develop and follow a schedule, which will insure that each subject gets adequate time.
Secure approval from the principal if deviation from the recommended time is necessary.
Give the principal an up-to-date copy of the daily schedule.
Understand that integrated subject area instruction that meets standards will vary daily times for
any subject, but that, overall, each skill should receive the necessary time allotment to insure
mastery.
Understand that special area subjects must be scheduled on a building basis and make
adjustments accordingly.
68
August 2009
321-Rule (cont.)
BASIC INSTRUCTIONAL PROGRAM
Allocated Instructional Time:
1845 Minutes of Instruction
Grade Level
Kgn
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Communication Arts
800
800
800
700
700
600
600
Mathematics
305
305
305
375
375
375
375
Social Studies
135
150
150
165
165
215
215
Science
135
150
150
165
165
215
215
Health/Guidance/AODA
120
90
90
90
90
90
90
Physical Education
90
90
90
90
90
90
90
Art
50
50
50
50
50
50
50
Music
60
60
60
60
60
60
60
(Reading, Writing,
Language, Speaking, and
Listening)
Foreign Language
30 minutes per day in pilot programs
Environmental
Education
Integrated into content areas
Computer Literacy
Career Exploration and
Planning
Recess
150
150
150
150
150
150
150
Total Allocated
Instructional Minutes
1845
1845
1845
1845
1845
1845
1845
Adoption Date:
January 13, 2003
69
August 2009
330
CURRICULUM DEVELOPMENT AND ADOPTION
The Board of Education has delegated the responsibility for curriculum development to the department
of School Services. Content area leaders, in cooperation with teaching staff, develop programs and
courses which reflect Board-approved District philosophy and goals, local and State standards as well
as content required by law. New programs, courses, curriculum and/or substantial modifications to
existing curricula shall be approved by the Board of Education prior to implementation.
Program evaluation is a continuous process. Content area leaders, working with the teaching staff, will
monitor program effectiveness, relevance, and the accomplishment of identified standards. Program
modifications, as a result of mid-year review, shall be presented to the Board of Education for review
and/or approval. Formal and informal assessments based on State and District standards will form the
basis for such monitoring.
Legal References:
Wisconsin State Statutes 118.01, 118.015, 120.12(14), 120.44 and
121.02(1)(k)
Wisconsin Administrative Code PI 8.01(2)(k)
Adoption Date:
January 13, 2003
70
August 2009
330-Rule
CURRICULUM DEVELOPMENT AND ADOPTION
Procedures
I.
Pre-Planning and Review
Focus
Review National, State, and Local Standards
Study research in field
Reflect on performance indicators
Review standardized test scores
Analyze district-wide assessments
Assess effectiveness
Participants
Teachers
Administrators
ACI
Students
Community Members
Product
Assessment
Recommendations to provide direction
II. Revision and Materials Selection
Focus
Review course standards
Review course objectives
Review performance indicators
Review classroom assessments
Make final recommendation for materials
Final recommendation to Board of Education in April
Purchase order for payment after July 1
Participants
Teachers
Administrators
ACI
Students
Product
Curricular Documents (guide)
List of adopted materials
District-wide/standards-based assessments
71
August 2009
330-Rule (cont.)
III. Initial Implementation
Focus
Implement staff development
Collect district-wide/standards-based assessment data
Identify recommendations for future staff development
Provide support to sites
Participants
Teachers
Administrators
ACI
Product
Publish staff development offerings
IV. Mid-Point Review
Focus
Identify areas of strength/weakness
Collect data
Conduct focus groups, surveys, and/or listening sessions
Analyze data
Develop recommendations
Participants
Teachers
Administrators
ACI
Students
Community Members
Product
Progress report to Board of Education
V. Implementation Refinement
Focus
Implement recommendations
Continue staff development
Participants
Teachers
Administrators
ACI
Product
List of suggested refinements
72
August 2009
330-Rule (cont.)
VI. Hiatus
Focus
Continue staff development
Continue refinements of district-wide assessments
Begin collecting data for pre-planning stage
Evaluate efficacy of course offerings
Participants
Teachers
Administrators
ACI
Students
Community Members
Adoption Date:
January 13, 2003
73
August 2009
361
EDUCATIONAL MATERIALS SELECTION
Responsibilities for the Selection of Educational Materials
In Wisconsin, it is the role of the local school board to establish written policies, procedures, and rules
for the operation of the schools within the district and to adopt textbooks. The school district also has
the responsibility to provide adequate materials, texts, and library services which reflect the cultural
diversity and pluralistic nature of the American society. In addition, the school district shall not
discriminate in the selection and evaluation of instructional and library materials on the basis of sex,
race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual
orientation or physical, mental, emotional or learning disability or handicap. Discrimination complaints
shall be processed in accordance with established procedures.
The Board of Education, as the governing body of the School District, is legally responsible for all
educational materials utilized within the instructional program of the Appleton Area School District. The
selection of educational materials is delegated to the professionally trained and certified personnel
employed by the school system. The responsibility for coordinating and maintaining qualitative
standards in the selection process rests with the professional staff. Textbooks, however, must be
formally adopted by the Board of Education since they constitute the major content of the curriculum.
Objective of, and Criteria for, the Selection of Educational Materials
The primary objective of selecting materials is to implement, support, and enrich the educational
program of the school system. While specific criteria are developed by the individual curriculum
committees and the media department, the general criteria utilized in the selection processes are:
Materials are selected consistent with the educational goals of the District regarding locally
designed standards, State standards, and National standards.
Materials selections are appropriate for the age, social development, and maturity of students.
Materials and information shall meet high standards of quality in factual content and presentation.
Materials and information shall have factual, aesthetic, literary, ethical, or social value.
Materials and information chosen shall be written/produced by competent and qualified authors
and producers.
Materials and information shall be chosen to foster respect for women and minority and ethnic
groups and shall realistically represent our pluralistic society, to foster respect for all groups of
people who form our society.
Physical format and appearance of materials and information shall be suitable for their intended
use.
74
August 2009
361 (cont.)
Materials are selected on all levels of difficulty with diverse appeal and differing points of view.
The selection of materials on political theories and ideologies, religion, public issues and on topics
considered by some to be controversial, is directed toward maintaining a balance representing
various views.
Materials are judged as a whole taking into account the author’s/producer’s intent rather than
focusing on single words, phrases, pictures, or incidents taken out of context.
Procedures for Handling Challenged Materials
The option is always open for a parent to object to specific educational materials being used with
his/her child as part of the educational program. The parent or guardian has the right to judge whether
certain materials are acceptable for his/her child. However, no parent or organization has the right to
abridge the rights of other parents or children to have access to materials which are part of the School
District’s educational program.
Any adult resident or employee of the School District may raise objection to materials used in the
educational program. In the event of an objection to the use of a specific educational material, every
effort should be made to first resolve the matter at the school or building level. If the school or building
process is unsuccessful, the complainant may formally challenge the use of specific materials. This
complaint must be in writing, and will be forwarded by the District administration to a materials review
committee composed of citizens, professional staff members, and high school students. The task of the
committee is to review the material in question and provide a written recommendation to the
Superintendent of Schools.
Any review committee recommendation and subsequent decision by the District administration may be
appealed to the Board of Education for a final decision.
Cross References:
Student Discrimination Complaint Procedures, 411.2-Rule
Educational materials Selection, 361-Rule
Legal Reference:
Wisconsin State Statutes 118.03, 118.13, 119.18, 120.13, 120.49
and 121.02
Adoption Date:
Amended Date:
June 26, 1993
June 13, 2003
75
August 2009
361-Rule
EDUCATIONAL MATERIALS SELECTION
Procedures
I.
Definitions
Educational materials - the general term used to refer to all print and non-print materials or
resources which are used as a part of the educational program of the School District. Throughout
this policy, the term ―materials‖ shall be used to mean educational materials.
Textbooks - the book or set of materials which serves as the foundation for more than fifty percent
of the content of any Board-approved course. In Wisconsin, textbooks must be formally adopted by
the Board of Education.
Supplementary materials - books or other non-print materials used within the context of the
instructional program which are not included in the definitions of textbooks or instructional
materials listed above. Other resources used by the school system in its educational program such
as field trips, resource persons, speakers or dramatic events, are not within the scope of this policy.
LMC materials - those materials that are acquired by and circulated from the Library Media Centers
(LMC’s) for student or teacher use.
II. Procedures for Selection of Educational Materials and Textbooks
Curriculum revision is an ongoing process as defined in the Board approved Appleton Area School
District (AASD) Assessment, Curriculum & Instruction Handbook. This Handbook delineates the
processes leading to Board approval for curriculum revision, adoption of new courses, and
implementation of curriculum materials.
III. Procedures for Selection of School Library Media Center Materials
For the purposes of these rules, School Library Media Center is used as a synonym for School Media
Center and School Library. School Library Media Specialist is used as a synonym for School Media
Specialist or Librarian. The term Materials is used for any materials or information, regardless of
format.
In selecting materials and information for purchase for the school library media center, the
school library media specialist will evaluate the existing collection and the curriculum needs,
consider the weeding and replacement plans, and consult with reputable, professionally
prepared selection aids and other appropriate sources.
Recommendations for purchase will be solicited from faculty and the student body.
Recommendations from parents and community members will also be considered. Such
recommendations will be seriously considered but are not binding on the library media
specialists.
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August 2009
361-Rule (cont.)
Materials and information offered as gifts shall be evaluated by the criteria in Section II and shall
be accepted or rejected by those criteria. Such materials will not be accepted if subject to
restrictions on use or disposal or if they would produce an imbalance the library media center
cannot afford to redress.
Selection is an ongoing process. It shall include the removal of materials no longer appropriate
and the replacement of lost and worn materials still of educational value. This process shall be
guided by the policies and procedures for replacement and weeding.
Selections shall be forwarded to the designated business or administrative office for purchase
throughout the year.
IV. Procedures for Selection of Supplementary Materials
The use of supplementary materials in the educational program is based on the criteria in this
policy, the needs of the curriculum, and the professional judgment of the instructional staff.
Whenever a teacher plans to utilize supplementary materials beyond the normal parameters of the
curriculum, the matter should be discussed with the building principal or appropriate
supervisor/program leader.
V. Use of Controversial Materials in the Classroom
The option is always open for a parent to object to a specific educational material being used with
his/her child as a part of the educational program. The parent or guardian has the right to judge
whether certain materials are acceptable for his/her child. However, no parent or organization has a
legal right to abridge the rights of other parents or children to have access to materials which are a
part of the School District’s educational program.
Occasionally, course objectives can be achieved through exposure to materials that may be
considered controversial in nature. If in the professional judgment of the teacher, supervisor, or
principal such material might be objectionable to a number of parents from the community, a letter
must be sent to parents or guardians of students in the course prior to the use of the material(s) in
question. The letter shall indicate the titles of the proposed material and offer to substitute
alternative materials for any on the list considered objectionable by the parent or legal guardian.
VI. Procedures for Handling Challenged Materials
A.
B.
C.
D.
E.
REVIEW
ALTERNATE EDUCATIONAL MATERIALS
REQUEST FOR REVIEW
REVIEW COMMITTEE
REVIEW PROCESS
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August 2009
361-Rule (cont.)
A. Review
Any adult resident of the Appleton Area School District (AASD) may raise objection to materials
used in the educational program and ask that a specific title or titles be reviewed or reexamined.
The term ―review‖ used in this section will refer to reexamination or reevaluation of material
based on a complaint resulting in the submission of a completed Request for Reconsideration of
Educational Material form. It should not be confused with the normal reviewing process as a
part of selection. This will not be considered to reflect adversely on the qualifications of the
person or persons who made the selection.
1. The school official or staff member receiving a request for review or reexamination regarding
library media center (LMC) or text materials shall explain (or seek assistance in explaining) to
the requester the place this material occupies in the educational program, its intended
educational usefulness, and additional information regarding its usefulness. The materials
shall remain in use unless removed through the formal procedure herein provided.
2. In the event that the person asking for the review is not satisfied with the initial explanation,
the person raising the question should be referred to the building principal. Every building
has in place a process for the discussion of challenged materials. The complainant shall be
apprised of the District’s selection policy, criteria for selection, the reason for the selection
and the judgment of other outside professionals, such as reviewers, regarding the material.
Appropriate district-level personnel should be consulted for their expertise, which may
contribute to a resolution of the issue. Upon completion of the building-level process, the
complainant shall be informed of the school’s decision regarding the material in question.
Notification will be in writing and indicate name, material, and resolution within two weeks.
3. If the building decision is unacceptable to either the complainant or any committee member,
he/she may formally request an appeal of the use of the material in the educational program
following the AASD Challenged Materials review process.
B. Alternate Educational Materials
The option is always open for a parent to object to a specific educational material being used
with his/her child as a part of the educational program. The parent or guardian has the right to
judge whether certain materials are acceptable for his/her child. However, no parent or
organization has a legal right to abridge the right of other parents or children to have access to
materials that are a part of the School District’s educational program.
Occasionally, course objectives can be achieved through exposure to materials that may be
considered controversial in nature. If, in the professional judgment of the teacher, supervisor, or
principal, such material might be objectionable to a number of parents from the community, a
letter must be sent to parents or guardians of students in the course prior to the use of the
material(s) in question. The letter shall indicate the titles of the proposed material and offer to
substitute alternative materials for any on the list considered objectionable by the parent or legal
guardian.
78
August 2009
361-Rule (cont.)
C. Request for Review
1. All formal requests for review must be made on the Request for Reconsideration of
Educational Material form. Forms are available through the School District’s office, building
principal, or library media specialist.
2. The Request for Reconsideration of Educational Material form must be signed by the person
making the request and filed with the District Superintendent.
3. Within two weeks of the receipt of the formal complaint, the District Superintendent or the
Superintendent’s designee shall present the formal complaint to the District’s materials
review committee for re-evaluation. The task of the review committee will be to make a
recommendation for disposition of the material in question to the District Superintendent.
D. Review Committee
1. The Review Committee shall be made up of thirteen members.
a. One teacher appointed biannually by the Superintendent
b. Program Leader, Media Services
c. One principal and one central office administrator appointed biannually by the
superintendent
d. Six members from the community appointed annually by the city-wide PTA
e. Three high school students (one each from East, West, and North) selected annually by a
process determined at each high school, or selected annually from and by the Student
Advisory Committee
Continuity should be provided in the selection process to ensure the same members are not
appointed over and over.
E. Review Process
1. At the first meeting following receipt of a Request for Reconsideration of Educational
Material form,
a. The positions of chair and secretary shall be selected. The chair of the committee shall be
elected from the six community representatives and the secretary shall be an employee
of the District.
b. The Superintendent or his appointee will prepare and distribute the following:
Copies of the written Request for Reconsideration of Educational Material form
Copies of the material in question for full review
Reputable, professionally prepared reviews of the material if available
Appropriate checklist form for fiction or nonfiction material
c. Discussion and procedures will be finalized as to how the committee will proceed.
2. At a subsequent meeting, thorough discussion of the material will be conducted. Interested
persons, including the person requesting the review, will have the opportunity to share their
views. The committee may request individuals with special knowledge to present information
to the committee.
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August 2009
361-Rule (cont.)
3. In the event of multiple challenges, the review committee may appoint a subcommittee of
members and/or nonmembers to consolidate challenges and make recommendations to the
full committee. The composition of such subcommittees shall approximate the
representation of the review committee.
4. The person requesting the review shall be kept informed by the secretary concerning the
status of the review through the committee process. All known interested parties shall be
given appropriate notice of committee meetings.
5. At a subsequent meeting, the committee shall make its decision in open session to:
a. Take no removal action.
b. Remove all or part of the material from the total school environment.
c. Allow the use of alternate titles, selected by appropriate school personnel.
d. Limit the educational use of the material.
The sole criterion for the final decision is the appropriateness of the material for its intended
educational use.
6. The written decision and its justification shall be forwarded to the Superintendent for
appropriate action, to the person initiating the request, and to the appropriate building
principal(s).
7. A request to review materials that have previously been before the committee must receive
approval of a majority of the committee members before the materials shall be reconsidered.
Requests with less than a two-year lapse will not be considered. Every Request for
Reconsideration of Educational Material shall receive a written response from the
committee.
8. Committee members directly associated with the selection, use, or request for review of
materials shall be excused from the committee during the deliberation on such materials.
The Superintendent may appoint a temporary replacement for the excused committee
member, but such replacement shall be of the same general qualifications of a member
excused.
9. If not satisfied with the decision, any person may request that the matter be placed on the
agenda of the next regularly scheduled meeting of the Board of Education for a final decision.
10. If the matter reaches the press, the District Superintendent, or designee, will make the
response.
Cross References:
Curriculum Development and Adoption, 330 and 330-Rule
Testing Programs, 346
Assessment, Curriculum & Instruction Handbook
Legal References:
Wisconsin State Statutes 118.03, 118.13, 119.18, 120.13, 120.49
and 121.02
Adoption Date:
Amended Date:
June 26, 1993
January 13, 2003
80
August 2009
346
ASSESSMENT PROGRAMS
The Appleton Area School District shall establish and maintain a testing and assessment program.
The program will contribute to:
1. A qualitative assessment of the educational program of the district for purposes of reporting the
overall status of the district and charting the growth of its students, grades, and schools from
year to year.
2. Appropriate reports to the Board and community.
3. Interpretation and use by district staff, students, and parents in developing and providing
appropriate programs and services.
All students with identified disabilities who receive special education services will participate in
standardized group assessments as administered unless determined otherwise by an IEP team. When
based on disability-related needs, allowable accommodations - such as changes in the assessment
setting, presentation methods, or student response requirements - may be recommended by the IEP
team to help assure that assessments appropriately allow students to demonstrate their knowledge
and skills. If the daily instruction of students with disabilities is significantly different from the general
curriculum, IEP teams may recommend participation in an alternate assessment.
English Language Learners at levels III, IV, V, and VI will take standardized group tests and the
Wisconsin Reading Comprehension Test, as administered or with allowable accommodations. English
Language Learner at levels I and II will participate in alternate assessments and may take standardized
group tests and the Wisconsin Reading Comprehension Test, as administered or with allowable
accommodations.
Student Nondiscrimination
The Appleton Area School District does not discriminate against pupils in the methods, practices, and
materials used for testing, evaluating, and counseling students on the basis of sex, race, color, religion,
national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical,
mental, emotional or learning disability or handicap.
Cross References:
Student Discrimination Complaint Procedures, 411.2-Rule
Legal References:
Wisconsin State Statutes 118.13, 118.30, 120.12 (2), 120.44, and
121.02 (1)(r)(s)
Wisconsin Administration Code PI 8.01(2), (r) & (s) and PI 16
Adoption Date:
January 13, 2003
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August 2009

A S E M

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