Curricular Compacting

In

Elementary General Education Classrooms

Project Outline #2

By: Carol Jabs and Deb Austin

Introduction and Purpose of the Design Model

The elementary school in question is part of a school district with 300 students in grades K-12. All students are housed in one building. The ethnicity of the school is predominately Caucasian. Most adults have at least a high school education. Many have a four-year college degree. There are a number of single-parent families. The majority of families are supported by two-working parents. Agriculture is the primary economic base for this school district, though there are a number of new business (within 5 years) that employ significant numbers of people.

The Curriculum Compacting project is intended to create a challenging learning environment for all students in grades K-6. It is designed to guarantee proficiency in the basic curriculum and to buy time for enrichment and acceleration activities within the general education classrooms.

The rationale for Curriculum Compacting is that average and above-average students already know much of their text’s content before “learning it” in a general education classroom. Many students respond negatively to what they see as a boring and repetitive environment and may become behavior problems. Compacting provides time for more challenging learning experiences in the classroom for those students who already know the basic concepts the teacher is teaching other students. The pace of instruction and practice time can be modified. Compacting is a means of professional accountability. Teachers can document the professional appropriateness of a decision to change an assignment for individual students.

  • (Discuss Contemporary views – article summaries)
  • Key Concepts and procedures
  • Law regarding curriculum planning.

Plan for the Orientation of Key Players

  • School Board – Presentation will be made at a regularly scheduled school board meeting regarding Curriculum Compacting and how it can be used in general education elementary classes.
  • Teacher/Staff—Present Eight Steps to Curriculum Compacting. Discuss Rationale. Identify Curriculum to be compacted in each classroom. Ask for and respond to concerns.
  • Community meetings of parents and others—Go through the same Eight Steps and Rationale that was presented to teachers/staff. Ask for input and concerns.
  • Form a committee of parents, teachers, and community members to examine sample materials and enrichment ideas for each classroom. Committee must also examine exactly how Special Needs Students can be accommodated most effectively in a compacted curriculum setting.
  • Students—Hand pick students to help identify areas they feel would be appropriate for enrichment activities.
  • Principals—(Key players—perhaps even coordinators) from both elementary and high school to help with training and development activities.

Organizational Structure/Cycle for Attending to the Development and Evaluation of Formal Content Areas

  • Discussion of Philosophies—All four models should be discussed at initial planning meeting. (Attachment).
  • A Scientific Model will be used in that there will be standard goals and objectives. Pre-tests and post-tests will be given in each lesson. Teaching styles and enrichment activities will be somewhat eclectic in nature given different styles of learning and teaching. Student progress will be monitored lesson by lesson. Enrichment activities will be provided for those who demonstrate competency at 90% or other level established by the board, teachers, or student teams. Principals outlined by Tyler/Taba will be used. (A chart will be attached).
  • A (five or seven) year cycle will be used beginning with discussion of philosophies, determination of where students are performing currently (check CTBS, grades, etc.), and areas of weakness and strength within the school system.
  • Curriculum writing will begin in year one.
  • A Pilot program of curriculum compacting will be completed the second semester of year one with one class (5th graders).
  • Compacting will begin in year two in the area of (Math, Science, etc.) in grades 5 & 6; each remaining grade will be added year by year until all classes are involved in compacting and all subject areas are covered. (Chart will be included)
  • Objectives will be addressed in each subject area related to state and national standards. Assessment will be made yearly (at least) to determine how well the elementary curriculum is matching those standards and formal assessments (CTBS) will help determine how students are achieving individually and collectively.
  • Methods and materials will be discussed and materials ordered in a timely manner. (Schedule attached).
  • Professional Development and workshop attendance will be addressed in regard to compacting curriculum in all subject areas affected. (See attached chart).

Reference List

Teaching Materials

Year Phases of Review / 99-00 / 00-01 / 01-02 / 02-03 / 03-04 / 04-05 / 05-06
Year 1
-Identify Needs
-Research
-Workshops
-Develop Goals/
Outcomes
-Pilot program
-Assess Pilot
program / -5th grade
Language
Arts
-Math
Year 2
-Assess Program
-Develop Goals &
Outcomes
-Scope &
Sequence
-
Year 3
Year 4
Year 5
Year 6
Year 7