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Curriculum & Program Review

Jake Von De Linde
Director of Teaching & Learning

At Roseville Area Schools, we use our Curriculum and Program Review System to review curricular/program areas and to provide continuous improvement for teaching and learning in the district. As part of the review process, we gather input from a variety of stakeholders including the staff, administration, school board, and community.

The process is flexible, enabling the district to respond to the many rapidly changing areas in education such as alignment with standards, technology, and new ideas as they relate to 21st-century learning.

The review system is divided into 2 cycles:

  • A formal Program Review cycle
  • An Implementation and Continuous Improvement cycle.

Program Review

The Program Review cycle is made up of curricular areas and programs needing a formal review for one or more of the following reasons:

  • They are not meeting their intended outcomes.

  • Minnesota standards have been revised.
  • There’s been a change in Minnesota assessments.
  • It’s been 9 years since their last program review.
  • The curricular or program materials are outdated.
  • They haven’t met performance goals. 

The Program Review cycle has three phases:

  1. Program Evaluation: This phase helps us understand how our instruction compares with current research-based practices and stakeholder expectations.
  2. Program Design: In this phase, we develop and align our K-12 curriculum outcomes with Minnesota state standards, student assessments, and instructional strategies.
  3. Implementation Plan and Purchase: In this phase, we recommend materials for the district to purchase and develop a plan to implement the curricular area or program.

Implementation and Continuous Improvement

The Implementation and Continuous Improvement cycle is an ongoing process of evaluating how well a program is being implemented and determining whether the program is meeting intended outcomes.

This cycle has four phases:

  1. Installation
  2. Early Implementation
  3. Full Implementation
  4. Sustainable

Keeping Stakeholders Involved & Informed

The District Curriculum Advisory Committee (DCAC) and the Roseville Area School Board are involved as described in sections 6.1 through 6.4 in School Board Policy 604. The DCAC is consulted after each phase of the Program Review cycle. The DCAC or the school board may also request a Curricular/Program Review Team to give a work update throughout the process. 

At the end of Phase 3 (Implementation Plan and Purchase), an in-depth report is made to DCAC and to the school board for approval on their consent agenda. Detailing the work accomplished in the Program Review cycle, the report describes the program design, curricular/program purchases, implementation plan, and expected curricular/program outcomes.

We assign curricular areas and programs to a cycle and phase each year based on their outcomes. Also, an annual report is presented to the district’s principals, DCAC, and school board. This report details the curriculum and program work accomplished in the past year, current efforts, and anticipated outcomes.

First page of the PDF file: TLCurriculumReviewCycleGraphic08-20-2014-5

This graphic of Roseville Area Schools' Curriculum and Program Review System depicts key elements of the process and where the curriculum areas currently are placed in the process.