Indicator 5

Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district.

What to Look For:

  • the school will have a written curriculum review cycle, which includes time devoted to the development, review, and evaluation of the curriculum
  • faculty members will spend time in collaboration activities (e.g., PLC’s, critical friends groups, common planning time, et. al.) within content areas, across content areas, and with sending schools for the purpose of articulation of the curriculum
  • district curriculum guides will provide a continuum of student learning expectations and curriculum guides K-12
  • curriculum is aligned across disciplines and within disciplines (e.g., tenth grade English teachers are not asking students to read a novel the students read in grade 8)
  • regular formal meetings of curriculum leaders/teachers are held between sending schools and the high school to ensure seamless curriculum articulation
  • meetings of school instructional leaders (e.g., department heads or curriculum leaders) and teachers occur regularly to ensure that all student learning expectations are addressed consistently throughout the school (e.g., student writing is reviewed to determine whether writing expectations are being met by the curriculum across all subject areas)
  • the library/media center’s resources, programs and services are coordinated with and supportive of the curriculum
  • all faculty members and student support service personnel (e.g., guidance counselors, special educators, and library media specialists) are involved in the development, evaluation, and revision of curriculum