Page 8 - 2021 Academic Achievement and Growth Report

Table of Contents

Each year, two or three programs are reviewed through a year-long study, resulting in recommendations for
action and improvement. Through our in-depth program review processes, we examine each of our programs by
department (e.g. English Language Arts; Math; Health & Physical Education) or service (e.g. Gifted and/or
Highly Achieving; Special Education and Intervention Supports). Importantly, the process was designed to
emphasize a balance of internal needs and a review of best practices from external sources. It asks questions,
such as, “Are we doing the right things?” or “Do we need to consider more significant changes in program
design?”

In the image above, the curriculum writing process is like a “springboard” to “dive” more deeply into the
content area. The personnel, structure, and work processes are then organized into four major sub-committees:
(a) research; (b) data: (c) K-12 exemplars; and (d) community connections. Recommendations emerge and are
taken through an action priority matrix to inform the final report conclusions, based on the internal and external
findings. Formal action plans support the implementation process and ensure deployment to appropriate
workforce members for shared ownership and accountability. It is understood that the entire program cannot be
overhauled at once. The recommendations made are prioritized based on the degree of impact they will have on

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