With the recent issues concerning the state budget, the Clay Community School Board of Trustees met Thursday and received a positive update on curriculum.
"All these things that go on politically, which are so frustrating, in terms of the budget, which everyone in this room agonizes over, has to happen," Assistant Supt. of Curriculum Kim Tucker said. "However, it is well in the classrooms."
She began by discussing the four types of curriculum, including the planned curriculum, taught curriculum, learned curriculum and the guaranteed viable curriculum.
The goal for Clay Community School is to have a guaranteed viable curriculum, which Tucker said is the number one factor for increasing levels of learning.
"If teachers have not come together to establish a viable curriculum," she said. "Then you are never going to make the achievement gains you hope to."
Teachers are continually working on curriculum mapping, which is a procedure for collecting and maintaining a database of the operational (planned and taught) curriculum in a school and/or district.
"It is a continuous dynamic process. No teacher, grade or discipline is an island," she said. "In the old days, teachers would walk into the classroom and shut the door. Now there is accountability."
There are four different types of curriculum maps, projected maps, diary maps and collaboration maps.
Projected maps are when the grade level or a subject area teacher maps what they plan to do for the semester or year. It is an individual scope and sequence overview of the learning standards, unit plan, assessments and resources the planned curriculum.
Diary maps are when the grade level or a subject area a teacher maps what is actually being taught over the course of several days, weeks and months throughout the semester or year. Standards and assessments are aligned but more detailed in terms of lesson planning. This allows for greater flexibility with subject material, timeliness and resources-the taught curriculum.
Collaboration maps, which is what Tucker is currently working with teachers to establish, is the product of a group of teachers representing the same grade level or subject area within a building or corporation. The teachers take part in reflective conversations about teaching and lesson planning by studying the achievement data the learned curriculum-as well as learning standards and the available instructional resources for the subject area. As a group teachers determine the curricular framework of a course, the scope and sequence of the learning standards, identification of units and the alignment of essential questions, content and skills the guaranteed and viable curriculum.
"If a teacher in Clay City finishes a unit and gives a test. It will be the same test that a teacher at Staunton gives to the students," Tucker said. "We can then compare data and see if there are any gaps."
Tucker explained the reason schools map is to identify repetitions, gaps and potential areas for integration in the curriculum. Mapping also allows teachers to gain valuable information, match assessments with desired outcomes and review timeliness. She continued to say the information gained from mapping includes unit names, essential questions, content, skills, assessments, lessons and standards.
Tucker presented the board with information on Rubicon Atlas, the curriculum-mapping tool used by teachers in CCSC.
"A majority of school corporations in Indiana are using this," she said. "They can browse and look at other people's maps, not only in the district, but anywhere in the world that has Rubicon Atlas."
The website can be accessed from anywhere there is an Internet connection.
Updates were also given to the board regarding Advanced Placement (AP) classes. The process of how AP classes can be applied to universities to look at the schedules and content before deciding if they can be used for college credit.
"I'm pleased, because I feel very optimistic going into the state standardized testing season," Tucker said. "I hope this was encouraging to you."