CI5103 Module 2 Analysis.docx - RUNNING HEAD A FRAMEWORK FOR EVALUATION A Framework for Evaluation Ashley Corrigan American College of Education CI 5103

CI5103 Module 2 Analysis.docx - RUNNING HEAD A FRAMEWORK...

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RUNNING HEAD: A FRAMEWORK FOR EVALUATION A Framework for Evaluation Ashley Corrigan American College of Education- CI 5103
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A FRAMEWORK FOR EVALUATION 2 Part 1: Student Needs Assessment data has shown that African American students in my school are not performing at the same levels as students in other ethnic groups. Students are tested in the areas of reading and math on the Northwest Evaluation Association (NWEA) and the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments. Therefore, I will be focusing on the reading curriculum to improve the scores of my student group on these assessments. Most of the elementary grade levels in our school district do not have a set curriculum for reading, instead teachers use the Common Core Standards to guide their instruction in this area. At the elementary level, sixth grade is the only grade level with a set reading curriculum and we use the StudySync English Language Arts (ELA) program. When comparing our school district’s reading scores on the PARCC assessment, it is clear that our reading curriculum is lacking overall. In the state of Illinois, 37% of students are meeting or exceeding the state expectations in reading, whereas in our school district only 26% of students are meeting or exceeding the state expectations. More alarming, however, is that only 13% of our African American population are meeting or exceeding the expectations. It is clear that the reading instruction across our school district is not meeting the needs of this student group (ISBE, 2018). The reading curriculum must be made relevant to the student’s lives outside of the school environment and must address the social injustice and inequality that students in this group see every day. Part 2: A Framework for Curriculum Evaluation Criteria Evidence Rating Alignment to Standards Were specific standards given with each lesson? Is there a connection to prior knowledge? Each lesson has a specific skill focus and a focus standard. Additional standards are given for each lesson. Skills and standards are building and developing skills 0 1 2 3 NA
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A FRAMEWORK FOR EVALUATION 3 Does the curriculum cover all of the grade level standards for the school year? that students have used in prior grade levels. All grade level reading, language and speaking and listening are covered. Essential Content Is the content relevant to current times? Are there any gaps in the content? Is the content relevant to students’ lives? The texts included in the curriculum are excerpts from past and current literature. No current event, non fiction topics are covered. All necessary reading, language and speaking and listening skills are covered. Texts cover topics and issues that students may encounter outside school and have topics about students’ interests. 0 1 2 3 NA Integrated Approach Does the content allow students to understand concepts and problems from multiple perspectives?
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