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RUNNING HEAD: A FRAMEWORK FOR EVALUATIONA Framework for EvaluationAshley CorriganAmerican College of Education- CI 5103
A FRAMEWORK FOR EVALUATION 2Part 1: Student NeedsAssessment 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 studentgroup (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 EvaluationCriteriaEvidenceRatingAlignment to StandardsWere specific standards given with each lesson?Is there a connection to prior knowledge?Each lesson has a specific skillfocus and a focus standard.Additional standards are given foreach lesson. Skills and standardsare building and developing skills0 1 2 3 NA
A FRAMEWORK FOR EVALUATION 3Does the curriculum cover all ofthe grade level standards for the school year?that students have used in priorgrade levels. All grade levelreading, language and speaking andlistening are covered.Essential ContentIs the content relevant to currenttimes?Are there any gaps in the content?Is the content relevant to students’ lives?The texts included in the curriculumare excerpts from past and currentliterature. No current event, nonfiction topics are covered. Allnecessary reading, language andspeaking and listening skills arecovered. Texts cover topics andissues that students may encounteroutside school and have topicsabout students’ interests.0 1 2 3 NAIntegrated ApproachDoes the content allow students to understand concepts and problems from multiple perspectives?