Curriculum

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District 279 has a process to ensure continuous improvement in curriculum and program areas. The goal of the improvement process is that every area has an articulated K-12 scope and sequence supported by high quality materials and is implemented consistently across the District.

This process includes information and ideas contributed by teachers, administrators, and community members.

The improvement process takes place over a period of seven years and incorporates research on trends and best practices, evaluation of current programming and compliance with Federal and State statute, and planning for revision. Each year of the seven year cycle, every curricular and program area
is involved in a particular task related to improvement.

Planning Phase (One Year)

Major Activities: A plan for program improvement is developed. Rationale, outcomes, instructional skills, scope and sequence, topic outline, evaluation plan, materials selection and the implementation plan are developed.

Development Phase (Two Years)

Major Activities: Needs are reviewed and the current program is compared against the needs. A broad vision of the program area and specific recommendations for change are completed.

Implementation Phase (One Year)

Major Activities: Core and supplementary materials are ordered, inventoried and delivered. Staff development for teachers on using the new curriculum and materials is provided. Program monitoring guidelines are established.

Measurement & Adjustment Phase (Three Years)

Major Activities: Testing of student achievement and the analysis and evaluation of results occurs. In areas needing improvement, interventions and follow-up testing takes place. During year three, plans for collecting data about needs are made (stakeholder surveys, social trends, research, trends identified by professional organizations, laws and rules).

Osseo Area Schools has a long history of significant investment in maintaining, well-articulated curriculum and programs, and supporting them through staff development. In fact, the expectation for an inclusive curriculum and program development process and the requirement for staff to adhere to the District’s curriculum is set forth in School Board policy.