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fragmented from school to school and from instructional model to instructional model. This lack of a systemic approach to developing, implementing and monitoring curriculum through and across grade levels was also evident from interviews. The following comments were noted:

  • “Curriculum isn’t articulated.” (middle school principal)

  • “Less than 50 percent chance [exists] that teachers would be teaching the same topics in the same course at different campuses.” (teacher)

  • “Articulation between levels is a very big need.” (central office administrator)

  • “What curriculum exists from level to level, as well as from school to school within a level, changes.” (parent)

  • There is a horrible lack of communication now that we have gone to site-based. For example, communications on deadlines for state standards, programs, or finance.” (teacher)

  • Content area disciplines do not get together across the district. We don’t know what the other high school is doing, but they want it to be the same.” (teacher)

  • “We don’t know what they’re doing in the middle school and they don’t know what we’re doing.” (in the high school regarding curriculum) (teacher)

  • “We need to connect special education to the curriculum.” (central office administrator)

In addition, there was little evidence that articulation existed between the high schools and Pierce College or Tacoma Community College (TCC). Auditors were informed by a representative of the

TCC that Clover Park had not invited TCC articulation in either high school

members of directorship.

the staff believed that this was Evidence of articulation need also

due to the long-term opening surfaced during interviews.

this year. Some in the vocational

  • “I would like to see better articulation with the Technical College.” (school board member)

  • “Students are currently missing opportunities to get college credit.” (Parent)

  • “We need a vocational director. We aren’t catering to total populations -- only the college

bound.” (school board member) Learning is cumulative and any break in the sequence of learning can be detrimental for students.

The absence of comprehensive

it difficult, curriculum.

if not impossible, This also leads

centralized actions to implement articulation and coordination makes to consistently tie the various program models to a district-wide to fragmented learning experiences and unnecessary repetition.

Furthermore, the lack of cooperation with the Pierce Tacoma Community College group opportunities for students at the high school level and prevents appropriate “building” of experiences in a coherent manner that would otherwise be available.

delimits learning

Finding 3.3: Board Policies and Standards for Curriculum Monitoring Are Inadequate for Improving Instruction.

Supervision of curriculum and instruction can be an effective tool for improving teaching and learning. Monitoring needs to be systemic and occur at all levels to ensure that the curriculum is

implemented effectively. Board policies need expected in the classroom and expectations teaching practices to be improved and provides

to provide direction for the instructional approach for monitoring. An effective principal diagnoses teachers with feedback to improve their teaching.

The auditors reviewed board policies, job descriptions, and other documents to identify expectations for curriculum monitoring for principals, assistant principals, and other instructional supervisors. The auditors also interviewed teachers, principals, central office staff, and board members concerning monitoring of the curriculum.

Board policy references principals’ and instructional supervisors’ responsibility for monitoring the curriculum, but does not specify the behaviors that constitute monitoring (see Finding 1.1).

Clover Park School District Audit Report Page 58

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