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The Henry County, Georgia K-12
Curriculum is organized by Content
Strands. One of the underlying goals of the curriculum is to deliver content
via Process Strands.
Each Content Strand has Benchmarks
at the gate grades of 2, 5, 8, and 12. Benchmarks have Performance
Standards that are specific student expectations. Content has been aligned K-12
to support Benchmarks and Performance Standards. Introduction The curriculum framework presented here is the result of four years of extensive exploration, study, and discussion by numerous individuals in the Henry County School District. The project was initiated in an ongoing effort to ensure that all students experience quality teaching and learning throughout the education process and, upon graduation, are prepared to be productive and responsible citizens in the twenty-first century. Background In September, 1994, the Superintendent established a steering committee to provide direction to the development of a comprehensive, quality curriculum for grades kindergarten through twelve. The Steering Committee was comprised of 25 individuals, including educators, parents, business leaders, and community representatives. The group met regularly between September and December will continue to meet as appropriate throughout the duration of the project. The group's initial responsibility was to draft learner standards to guide the curriculum development process. As the basis of its work, the group used three major resources: (1) the results of a comprehensive community assessment pertaining to curriculum and instruction in Henry County; (2) summaries of relevant educational research; and (3) national and state reports delineating expectations of higher educators and the business community for student preparedness. The community assessment was conducted by the consulting firm, Spaulding and Associates, in the fall of 1994. Through a series of focus groups and individual interviews, approximately 250 Henry County educators, parents, business leaders, and other citizens were asked for their perceptions of the quality of teaching and learning in the Henry County schools and were given the opportunity to offer recommendations for improvement. The Steering Committee studied and discussed the assessment findings and other related issues and, after thorough deliberations, identified a set of draft standards indicating what students should know and be able to do when they graduate from Henry County schools. The draft standards were subjected to an extensive community review during which students, educators, parents, business leaders, and other citizens had the opportunity to offer reactions and suggested modifications. After considering all input received through the community review process, the Steering Committee reached consensus on the six learner standards which are summarized in the section which follows. I. STANDARD: Students will demonstrate proficiency in the application of basic academic skills.
II. STANDARD: Students will demonstrate knowledge of the skills necessary for career and post-secondary success.
III. STANDARD: Students will demonstrate knowledge and skills necessary to contribute to the economic and general well-being of self and society.
IV. STANDARD: Students will demonstrate knowledge and skills necessary to function effectively and responsibly with others.
V. STANDARD: Students will demonstrate knowledge and skills necessary for responsible citizenship.
VI. STANDARD: Students will demonstrate knowledge and skills necessary to appreciate artistic expression.
Curriculum Framework Development Phase one of the curriculum development process began in January, 1995, when a committee of fifty district educators, to become known subsequently as the "committee of 50", met for the first time. The Superintendent charged the group with the task of developing a curriculum framework to support the established learner standards. As an introduction to its work, the committee formulated its vision of the three major dimensions of quality learning programs, namely, curriculum, instruction, and assessment. The group's shared vision is included in the sections which follow. The "committee of 50" met weekly between mid-January and the end of April and held two weekend work sessions. Activities focused on identifying the major dimensions, or strands, around which the curriculum should be organized and on developing the academic standards and benchmarks associated with the agreed-upon strands. The most difficult issue for the group to resolve pertained to whether the curriculum should be structured on the basic academic disciplines or in an alternative form which would better support the committee's vision of a quality curriculum. The framework offers several advantages: (1) it is student-focused; (2) it includes a strong cross-curricular emphasis; (3) it is premised on a commitment to celebrate differences through the accommodation of multiple intelligences; (4) its structure is flexible, and (5) it includes clear and sound bridges across instructional levels. Curriculum, Instruction, and Assessment Vision Quality curriculum: 1. Is meaningful
2. Is aligned
3. Is challenging
4. Promotes creativity and encourages individuality 5. Promotes appreciation of knowledge and learning, diversity of the community and learning as a lifelong process 6. Is transportable
7. Is accessible
Quality instruction: 1. Is founded upon sound learning principles 2. Is interdisciplinary 3. Is integrated within each discipline 4. Uses a variety of resources 5. Includes a variety of methods 6. Includes a variety of strategies/tools
7. Is pragmatic; can be modeled 8. Occurs in a conducive environment
9. Affords flexibility
10. Promotes the joy of learning 11. Promotes collegiality Quality Assessment: 1. Supports curriculum and instruction
2. Is appropriate
3. Is meaningful
4. Is technically sound
5. Incorporates critical thinking skills
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Updated 7/27/98
