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602.01 Curriculum Development, Implementation, and Evaluation

The superintendent/designee will establish the necessary administrative structures and procedures for the purpose of conducting continuous and long-range planning in curriculum development, implementation and evaluation and the improvement of instruction.

A comprehensive system of curriculum development, implementation and evaluation serves several purposes:

  • focuses attention on the content standards of each discipline to ensure the identified curriculum is rigorous and relevant
  • increases the probability students will achieve the desired knowledge and skills
  • facilitates communication among teachers
  • improves classroom instruction

The processes and procedures used in curriculum development are shared with staff at the beginning of a curricular review. These processes include:

  • review of standards and benchmarks
  • study of current educational research
  • review/establishment of course objectives and student achievement data
  • investigation and selection of materials
  • development of curriculum guides, common assessments, common vocabulary and common maps.

Following the development of the curriculum, assistance is provided to staff in order to assure the curriculum is implemented appropriately at the classroom level. There are two components of any implementation effort that must be present to support the planned changes in curriculum and instruction succeed as intended: (1) understanding the conceptual framework of the content/discipline being implemented and (2) organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.

Mechanisms for delivering this assistance include:

  • study groups
  • district staff professional learning courses
  • grade level/department meetings
  • professional learning communities
  • building level professional learning
  • job-embedded coaching
  • peer review/observations
  • classroom observations by administrators

Evaluation of the effectiveness of the curriculum is necessary to ensure that the curriculum has the desired effect on student achievement. Curriculum evaluation must be based on information gathered from a comprehensive assessment system that is designed for accountability and committed to the concept that all students will achieve at high levels, is standards-based, and informs decisions that impact significant and sustainable improvements in teaching and student learning.

Assessment information may be gathered in a variety of ways, including but not limited to:

  • student progress reports
  • district common assessments
  • standardized test results disaggregated by race, gender, free and reduced lunch eligibility, special
  • education eligibility, and English Language Learner eligibility
  • informal classroom assessments
  • student, teacher, and parent feedback
  • surveys
  • college admissions and post-secondary choices made by students
  • graduation rate

The superintendent/designee shall keep the board apprised of curriculum implementation activities and develop administrative regulations for curriculum implementation and making curricular recommendations to the board.

Legal Reference:
20 U.S.C. § 1232h (2004)
34 C.F.R. Pt. 98 (2004)
Iowa Code §§ 216.9; 256.7, 279.8 (2007)
281 I.A.C. 12.5., .8

Cross Reference:
100.00 Statement of Educational Philosophy
103.00 Strategic Plan
602 Series: Curriculum Development
603 Series: Instructional Arrangement
605 Series: Instructional Materials

Program of Studies

  • Each district middle and high school shall provide students assigned to their attendance center with access to the same standard courses as determined by the curriculum review process and approved by the Board of Education.
  • The district shall use the Program of Studies process to add new courses, pilot courses, and/or revise or drop existing courses.
  • Teachers and administrators shall collaborate to determine whether to develop and/or propose a new course and/or to drop a course.
  • Concurrent enrollment courses shall be exempt from this process but shall require approval from the superintendent/designee.
  • The Program of Studies process shall be used to consider courses developed outside the curriculum review process

Legal References:
20 U.S.C. § 1232h
34 C.F.R. pt. 98
Iowa Code §§ 216.9, 256.7, 279.8, .74;280.3.
281 I.A.C. 12.8.

June 5, 2000

February 11, 2009
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October 1, 2018
October 20, 2022

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December 19, 2011
June 16, 2014
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