D)+Curr+Needs+Assessment


 * Curriculum Needs assessment questions**


 * Student Name: Luis Gonzalez/School District of Philadelphia**


 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * **Administrative** ||  ||   ||   ||   ||   ||   ||   ||   ||

Who’s in charge? ||  || IP ||   ||   || 3 || Linda Chen ||
 * 1. Does the district have a curriculum coordinator?
 * 2. What does the program cost? ||  || IP ||   ||   || 3 ||   ||

Local School ||
 * 3. What resources are available for implementation? ||  || IP ||   ||   ||   || 3 ||   || District Web Page.


 * 4. Is there an implementation plan? ||  || IP ||   ||   ||   || 3 ||   || Since 2002 ||


 * 5. What problems of implementation exist? ||  || IP ||   ||   ||   || 3 ||   || Lesson Plans ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 6. What plans exist for future changes and improvements? ||  || IP ||   ||   ||   || 1 ||   || Changes in society. 3 phases of continuos planning: Organize and review data, analyze data (root problems) and plan solutions. ||

Yes. ||
 * 7. Is there administrative understanding and support of the program? ||  || IP ||   ||   ||   || 1 ||   || Revising/needs.


 * 8. Is the curriculum mapped? ||  || IP ||   ||   ||   || 3 ||   || Paced ||


 * 9. Does the district have an organizational structure for developing curriculum? ||  || IP ||   ||   ||   || 3 ||   || Office of Curriculum Support ||


 * 10. Does the district have a long-term plan for developing curriculum? ||  || IP ||   ||   ||   || 1 ||   || Aligned with standards. ||


 * 11. Does the district require groups developing curriculums to submit specific plan for accomplishing that task, and are those plans monitored? ||  || IP ||   ||   ||   || 1 ||   || Need to revise the wording/national Standards. In accordance to needs identified. ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 12. Does the board have written policies delineating its role in curriculum development and providing guidance to district educators? ||  || IP ||   ||   ||   || 3 ||   || Yes. ||


 * 13. Does the district have written curriculum goals? ||  || IP ||   ||   ||   || 3 ||   || Yes. ||


 * 14. Does the district have a written vision of excellence for curriculum? ||  || IP ||   ||   ||   || 3 ||   || Yes. ||


 * 15. Does the district have a systematic process for developing and evaluating curriculums, and is that process explained in writing? ||  || IP ||   ||   ||   || 3 ||   || Pacing. The Office of Curriculum Support revises the content in accordance with analysis of data. ||


 * 16. Does the district have a systematic process for monitoring the curriculum? ||  || IP ||   ||   ||   || 3 ||   || Lesson Plans from teachers and assessments through benchmarks/Acuity. ||


 * 17. Do classroom teachers develop yearly plans, courses of study and integrated units? ||  || N ||   || N ||   || 1 ||   || No. Scripted for the most part. ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 18 Has the district recently conducted an audit that assesses the quality of delivered curriculum? ||  || IP ||   ||   ||   || 2 ||   || Classroom Observations. Walkthroughs. ||


 * ** ORGANIZATIONAL STRUCTURE ** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 19. Who teaches the curriculum? ||  || IP ||   ||   ||   || 2 ||   || Teachers/Administrators. ||


 * 20. How much time is devoted to instruction? ||  || IP ||   ||   ||   || 2 ||   || Math=90 minutes, Reading=120 minutes... ||


 * 21. How are students grouped? ||  || IP ||   ||   ||   || 3 ||   || Teacher or Student oriented. ||


 * 22. Which aspects of the curriculum are electives? requirements? ||  || IP ||   ||   ||   || 3 ||   || Elementary Setting ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * **CURRICULUM/**
 * INSTRUCTION ** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 23. Does the district have a coordinated curriculum, K-12? ||  || IP ||   ||   ||   || 3 ||   ||   ||


 * 24. What are the key components of the curriculum? ||  || IP ||   ||   ||   || 3 ||   || Content, Content performance, standards, text pages, resources and multicultural connections. PSSA sample items. ||


 * 25. Is it based on national or state frameworks or standards? ||  || IP ||   ||   ||   || 3 ||   || Based on national and state standards. ||


 * 26. Does it have a philosophy? Conceptual design? ||  || IP ||   ||   ||   || 3 ||   || The philosophy of the curriculum is based in student competence and understanding of skills to prepare them as citizens of the 21st Century. ||


 * 27. Does it have clear goals and objectives? ||  ||   || IP ||   ||   || 3 || Yes. Objectives are geared towards student achievement and competence to be succesful. ||   ||


 * 28. Is there articulation between grade levels? ||  ||   || IP ||   ||   || 3 || Yes. In accrodance with national and state standards of performance per grade. ||   ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * = 29. What are the primary purposes of the program in practice? ||=  ||= IP ||=   ||=   ||=   ||=   ||= 3 ||= The curriculum frameworks of Philadelphia supports the belief that every student can be proficient in accordance to NCLB ||


 * 30. Which teachers and what grade levels are involved in the program? ||  || IP ||   ||   ||   || 2 ||   || All staff are part of the implementation of the goal of the Curriculum. ||


 * 31. Is there a written curriculum? How much of the actual curriculum is based on the written curriculum? ||  ||   || IP ||   ||   || 3 ||   || There is a written map of the pacing schedule in which each teacher is supposed to follow. These time frames are within cycles followed by benchmark assessments. ||


 * 32. What types of instructional strategies are used in the program? ||  || IP ||   || 3 ||   ||   ||   || Instructional strategies: higher order thinking, learning centers, technology, guided reading, corrective programs, test taking strategies, check-points, QAR, lawyer talk, marking text, diagrams... ||


 * 33. Does the program make connections to experiences, events, and circumstances outside the classroom and school experience? ||  ||   || IP ||   ||   ||   || 3 || The program referes to 'connections' to multicultural and historical events for students to identify and embrace differences as they learn. ||


 * 34. Do students have opportunities to be creative? To explore topics and processes that are personally meaningful? ||  ||   || N ||   ||   ||   || 1 || Students have little or any input in the creation implementation of this program. ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 35. What outside resources are used in the program (guest speakers, field experiences, etc.)? ||  ||   ||   || IP ||   || 2 ||   || The program makes specific recommendations for resources to use to complement the lesson and build background on content ( Discovery Streamline Video Segments and/or other). ||


 * 36. Are special events and activities included as part of the program? ||  ||   || N ||   ||   ||   || 1 || Not evident. ||


 * 37. Does the program support the understanding and development of careers? ||  ||   || N ||   ||   || 1 ||   || Only the philosophy of supporting the individual to reach their potential. ||


 * 38. Does the program utilize technology to foster its goals? ||  ||   || IP ||   ||   || 3 ||   || The program is accessible through the internet and supports the use of programs to achieve student success. ||


 * **STAFF DEVELOPMENT** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 39. Is planning time available for teachers? ||  || IP ||   ||   ||   || 1 ||   || Teachers have Grade Group Meetings, however administrative concerns or agendas shadow planning time. ||


 * 40. How are staff development programs developed? ||  ||   || IP ||   ||   || 3 ||   || Professional Development is managed through the District and other workshops are presented based on the recommendations of the School Improvement Plan. ||




 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 41. What staff development sessions are offered? When? How? ||  ||   || IP ||   ||   || 3 ||   || The School District provides school wide development designed for improving student achievement. Sessions are scheduled in full or half days in accordance with teachers contract. The presenter is usually an assistant principal or other resource from the regional offices. ||


 * 42. Who is involved in staff development? ||  ||   || IP ||   ||   || 3 ||   || Staff development is delivered by teacher leaders or administration to ensure that best practices are delivered to teachers and evident in lesson plans. ||


 * 43. What is the reaction to staff development in this program? ||  || IP ||   ||   || 2 ||   ||   || Staff is mandated to teach based in national and state standards. ||


 * **EVALUATION/**
 * ASSESSMENT** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 44. What are the students actually learning in the program? ||  || IP ||   ||   || 2 ||   ||   || Students at Elkin Elementary School and others are learning skills to prepare them to become productive citizens. These skills are measured by the PSSA. ||


 * 45. What assessment procedures are used? ||  ||   || IP ||   ||   || 2 ||   || Benchmarks, PSSA ||


 * 46. Does the program incorporate a variety of assessment approaches, including performance and/or portfolios? ||  || IP ||   ||   || 2 ||   ||   || The variety of assessments can be used for grades in an individual basis. The push is for schools to pass the PSSA which will give them the AYP pass or fail status. ||


 * 47. How do teachers feel about the program? Are they satisfied? ||  ||   ||   || IP ||   ||   || 1 || Teachers comment that the program is geared to develop skills/strategies to pass the test and not to prepare them for the real purpose of school ... learning for life. ||


 * **Question** ||  || **Is this in place (IP) or is it a need? (N)** ||   || **Needs found** ||   || **In your opinion, how would you prioritize these needs?**
 * (1-3) 1=High, 2=medium, 3=low** ||  || **Comments** ||


 * 48. Do students like and enjoy the program? || N ||  ||   || 1 ||   ||   ||   || No evidence of a student survey that addresses this issue. ||


 * 49. Do students value their experience in this subject area? Do they believe it is important? ||  ||   || N ||   ||   ||   || 1 || o evidence of a student survey to address this issue. ||


 * 50. How are students graded? ||  || IP ||   || 2 ||   ||   ||   || Traditional marking in A, B, C, D and PSSA. ||


 * 51. Is there a regular program evaluation that provides feedback on the success of the program? ||  || IP ||   ||   ||   || 3 ||   || The predictive test for PSSA and benchmarks. ||


 * **COMMUNITY INPUT AND INVOLVEMENT** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 52. In what ways is the community involved in planning in this program? ||  ||   || N ||   ||   || 1 ||   || The School District wants to increase parental participation in failing schools. There are more meetings within the community to involve 'leaders' in student achievement. ||


 * 53. How is the community informed of the program? ||  || IP ||   ||   ||   || 3 ||   || The community is informed by flyers distributed by the schools and regions. ||