Curriculum Policy - Booker T. Washington Primary Academy

Booker T. Washington Primary Academy
FIRST READING: February 13, 2014
APPROVED: March 13, 2014
(2)(c) 1 The school council shall have the responsibility to set school policy consistent with
district board policy which shall provide an environment to enhance the students’ achievement
and help the school meet the goals established by KEA 158.645 and 158.6451. The principal or
head teacher shall be the primary administrator and the instructional leader of the school, and
with the assistance of the total school staff shall administer the policies established by the school
council and local board.
An SBDM council ad-hoc committee has the responsibility of reviewing curriculum information for
the curriculum development. Department chairs are responsible for keeping this committee
informed of current assessment updates and of changes of their department’s curriculum.
Long range plans and standards based units of study or thematic units will be updated by
teachers at least annually. These documents will be monitored and compiled by departments.
Copies will be maintained in an electronic database accessible by all school personnel.
The Council shall review and approve planning for and implementation of instructional practices
recommended by this committee. The committee shall assess the status of the school’s
curriculum and instruction, research, and discuss appropriate curriculum and instruction issues.
They shall make recommendations for consideration to the school council on issues related to
curriculum and instruction, and complete assignments from the council related to curriculum and
instruction. The principal or designee will observe classrooms and make sure the related
curriculum and instructional practices are being used.
All students shall complete activities that result in products or performances, which will
demonstrate their learning progress. Student products or performances should:
be aligned with the school’s adopted curriculum, the state learning goals and Kentucky’s
standards for student performance.
follow rubrics or scoring guides that are designed with and/or shared with students prior
to the assessment.
be reflective of formative assessments that inform and guide instruction
Reflect developmentally appropriate practices for the ages or developmental stages of
be embedded in the learning process and be part of interdisciplinary units or thematic
units whenever possible.
include opportunities for student self-reflection and self-evaluation.
Include options for students to choose from products, performances, or demonstrations
that acknowledge multiple intelligences.
be supported by student work samples that reflect proficiency