The Public Process of Developing Curriculum

March 19, 2024

Realigning our Comprehensive Reading Program with the Science of Reading (Rye City School District) – Dr. Eric Byrne, Superintendent and Dr. Tricia Murray, Assistant Superintendent for Curriculum, Instruction & Assessment

Artificial Intelligence (Pleasantville UFSD) - Dr. Tina DeSa, Superintendent and Dr. Cameron Fadjo, Assistant Superintendent for Instructional Services

Health Curriculum: Radical Sex Indoctrination at Croton-Harmon High School? (Croton-Harmon UFSD) - Steve Walker, Superintendent and Dr. Laura Dubak, Croton-Harmon High School Principal

How do administrators look to develop and implement curriculum to suit new needs?

• Typically, there is a trigger that leads to a curriculum review or design process. In the presentations the initiating events included a new superintendent’s entry plan that revealed the need for improved literacy instruction, news reports of ChatGPT and the expected changes to education and work, and community pressure when students were involved in an off-campus sexual assault case.
• Curriculum development occurred through a planned process, involving many stakeholders –including targeted taskforce work, curriculum and technology committees and the use of outside expert resources.
• Parents, students, teachers, administrators and BOE members had a role to play in the taskforces or committees that planned for curricular changes.
• Curriculum changes were bolstered by reviewing relevant board policies and codes of conduct to ensure that they were updated and/or still appropriate for planned new technology tools and school culture.
• Strategically improving instructional practices can be undertaken by allowing early adopters and passionate teachers to suggest and try new things.

How are curriculum changes communicated internally and externally to ensure transparency and buy-in?

• Within the district, plans to involve teachers and administrators at all (relevant) schools were critical to implementing all the curriculum programs discussed.
• Planning for the rollout of curriculum revisions includes considering who the early adopters are likely to be, getting them involved in the change process, but including others from the beginning in planning and professional development.
• Including potential “naysayers” on taskforces to review curriculum can result in greater buy-in from the community, as former skeptics can help explain the process and results to the wider community.
• Student participation in the process can provide a thoughtful perspective from young people who understand the needs of their peers in developing curriculum.
• Public support for teachers and administrators who are embarking on potentially controversial curriculum implementation can reinforce a district culture of innovation.

How can the Board of Education get involved in supporting and communicating the curriculum process?

• At summer board retreats, the governance team in Rye reflects on the past year and considers upcoming plans that lead to setting goals in curriculum and instruction.
• Board members may be involved in committees or taskforces - such as BOE participation on the Technology committee in Pleasantville and the Curriculum Council in Rye. Taskforces focused on specific issues – such as Literacy, AI, or Culture of Respect in each district involved wide participation, including board members, parents, and students, in addition to district faculty and administrators.
• Policy review is a key role of the Board and ensuring that policies and the district Code of Conduct continue to be applicable to new issues and technologies is critical.
• Board awareness and/or contribution to community messaging ensures that administrators and the Board are on the same page.
• When board members understand the context of curricular decisions, they can relay that message to the community – at the Board table or in community settings.