1. Stage 1- Planning
1.1. Committee Members
1.1.1. ABC School District Director of Curriculum and Instruction
1.1.2. ABC School District Principal
1.1.3. ABC School District 6-8 Humanities Coordinator
1.1.4. ABC School District Instructional Coach
1.1.5. 6th Grade ELA Teachers
1.1.6. 7th Grade ELA Teachers
1.1.7. 8th Grade ELA Teachers
1.1.8. Student Representatives
1.2. Purpose
1.2.1. During this phase, curriculum developers collect data to guide their judgments on what content is required, the right sequencing of the content, acceptable instructional methodologies, and how the different curricular components should be adapted to the students (Ornstein & Hunkins, 2017).
1.3. Tasks
1.3.1. Analysis of needs and tasks for ELA
1.3.2. Establish Goals, Aims, and Objectives
1.3.3. Select platform for curriculum map creation
1.3.4. Establish a timeline
1.3.5. Address concerns/questions
1.3.6. Identifying Key Issues and Trends in the Specific Content Area
2. Stage 2- Developing
2.1. Committee Members
2.1.1. ABC School District Director of Curriculum and Instruction
2.1.2. ABC School District Instructional Coach
2.1.3. ABC School District 6-8 Humanities Coordinator
2.1.4. 6th Grade ELA Teachers
2.1.5. 7th Grade ELA Teachers
2.1.6. 8th Grade ELA Teachers
2.2. Purpose
2.2.1. This component of the curriculum preparation process assists in focusing teaching and ensuring the often elusive but crucial alignment of curriculum, instruction, and assessment (Kranthi, 2017).
2.3. Tasks
2.3.1. Define Grade-Level and Course Goals
2.3.2. Identify Resource Materials to Assist with Program Implementation
2.3.3. Develop and/or Identifying Assessment Items and Instruments to Measure Student Progress
3. Stage 3- Implementation
3.1. Committee Members
3.1.1. 7th grade ELA Teachers
3.1.2. ABC School District Curriculum Coach
3.1.3. ABC School Disctrict 6-8 Humanities Coordinator
3.1.4. ABC School District Principal
3.2. Purpose
3.2.1. New curriculum takes time and effort to properly adopt. Instructors require time and chances to become familiar with the new curriculum and its general design, particularly how it varies from previous versions; and they need school or grade level workshops that focus on the specific portions of the curriculum for which they are accountable (Kranthi, 2017). Curriculum Implementation must be supervised and monitored (Ornstein & Hunkins, 2017).
3.3. Tasks
3.3.1. Classroom Observations
3.3.2. Demonstration Teaching
3.3.3. Staff Development Meetings
3.3.4. Teaching Content to Students
4. Stage 4- Evaluate/Review
4.1. Committee Members
4.1.1. ABC School Dictrict Director of Curriculum and Instruction
4.1.2. ABC School District 6-8 Humanities Coordinator
4.1.3. ABC School District Curriculum Coach
4.1.4. ABC School District Principal
4.1.5. 6th Grade ELA Teachers
4.1.6. 7th Grade ELA Teachers
4.1.7. 8th Grade ELA Teachers
4.1.8. Student Representatives
4.2. Purpose
4.2.1. Maintenance is required for continuation of the innovation (Ornstein & Hunkins, 2017). The curriculum development cycle ends and then begins again with a careful evaluation of the effectiveness and impact of the program (Kranthi, 2017).
4.3. Tasks
4.3.1. Review Curriculum Map
4.3.2. Review student data/assessments
5. Stage 5- Modification
5.1. Committee Members
5.1.1. ABC School District Director of Curriculum and Instruction
5.1.2. ABC School District 6-8 Humanities Coordinator
5.1.3. ABC School District Curriculum Coach
5.1.4. 6th Grade ELA Teachers
5.1.5. 7th Grade ELA Teachers
5.1.6. 8th Grade ELA Teachers
5.2. Purpose
5.2.1. It is important to periodically update a curriculum guide by holding grade-level meetings to share materials, activities, units, assessments, and even student work that support the achievement of curriculum goals that were unknown or unavailable when the guide was first created (Kranthi, 2017).
5.3. Tasks
5.3.1. Update the Curriculum based on recommendations/feedback
5.3.2. Determine the success of the program