ERIC ED364386: A Curriculum Guide from the Montana School Accreditation Standards for Montana's Rural Schools.

67 Pages·1993·1.3 MB·English

by  ERIC

DOCUMENT RESUME
RC 019 408
ED 364 386
Morton, Claudette, Ed.
AUTHOR
A Curriculum Guide from the Montana School
TITLE
Accreditation Standards for Montana's Rural
Schools.
Western Montana Coll., Dillon. Montana Rural
INSTITUTION
Education Center.
PUB DATE
93
NOTE
67p.
Non-Classroom Use (055)
PUB TYPE
Guides
MF01/PC03 Plus Postage.
EDRS PRICE
*Educational Objectives; *Elementary School
DESCRIPTORS
Curriculum; Elementary Secondary Education; Program
Development; Rural Education; *Rural Schools;
*Secondary School Curriculum; State Curriculum
Guides; *State Standards
*Montana
IDENTIFIERS
ABSTRACT
After the Montana Board of Public Education enacted
new accreditation standards in 1989, the original Montana rural
school curriculum guide no longer reflected state standards. A new
rural curriculum guide was developed by drawing on pertinent sections
of the Montana School Accreditation Standards and Procedures Manual,
and by including model learner goals written by program-area
committees that worked on the manual. This guide is divided into the
nine program areas used the by State of Montana: communication arts,
fine arts, guidance, health enhancement, library/media, mathematics,
science, social studies, and vocational/practical arts. Each program
area contains a description taken from the state accreditation
manual; the rule outlining state requirements in that area; model
goals that provide schools with somc guidance in the development of
effective programs; and expected learner outcomes at the primary,
intermediate, and secondary levels.
(S1l)
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*
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
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A CURRICULUM GUIDE
from
THE MONTANA
SCHOOL ACCREDITATION STANDARDS
for
MONTANA'S RURAL SCHOOLS
1993
UAL DEPARTM(NT Of EDUCADON
Or Ina or Educatronai flemarch rid Improvement
EDUCATIONAL RESOURCES INFORMATION
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The Rural Education Center
"PERMISSION TO REPRODUCE THIS
Western Montana College
MATERIAL HAS BEEN GRANTED BY
of
The University of Montana
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERICI."
Western
The University of Mcotana
Montana College
2
is
INTRODUCTION
The end of the intermediate level (typically
During the eariy 1980s, committees of rural school
the eighth grade); and
teachers, counti superintendents and small high
school teachers came together in various parts of the
Upon graduation (typically the twelfth
state and deeeioped the first rural education
grade).
It was a most successful
curricult.m guide.
document in that it enjoyed a wide circulation and
In this way these new model goals provide some
was referred to and used not only by most of the
freedom and recognition of what is already going on
rural multigrade schools, but also by several K-12
in Montana schools.
districts.
These model goals were adopted by the Board of
In 1989, after a two year study entitled PROJECT
Public Education as an appendix to the accreditation
EXCELLENCE: Designing Education for the Next
standards to provide guidance for schools as they
Century, the Montana Board of Public Education
develop their own educational programs, however,
enacted new accreditation standards for Montana's
because most teachers do not peruse the
public schools. For the first time the accreditation
accreditation standards on a daily basis or generally
standards defined each educational program area in
think of them as providing curriculum guidance, the
the standards. The original Montana Rural School
editor, after consultation with the Montana
Curriculum Guide no longer reflected what the state
Association of County School Superintendents of
required, so there was a need to develop a new
Schools and with permission from the Office of
guide. Unfortunately, there has been no money to
Public Instruction, chose to reprint here as a new
bring committees together since the new
rural school curriculum guide the portions of the
accreditation standards were enacted.
MONTANA SCHOOL ACCREDITATION
STANDARDS AND PROCEDURES MANUAL which
However, PROJECT EXCELLENCE included
are pertinent to curriculum work for all Montana
committees in each of the program areas who did
schools.
extensive curriculum work. In addition to the
language defining each program area in the
There may be some concern that these models were
standards, the committees which had participated in
not developed by rural educators, but on each of the
the study also wrote model leamer goals to further
committees of the study were rural and small school
define the educational program in Montana.
representatives. These committees also had
Because of the recognition that Montana had many
representatives from all levels: elementary,
multigrade rural schools and also because of
secondary and higher education; as well as
research which suggested more individualized
representatives of school administrators and the
learning, the committees did not write the model
public. They received guidance in their work from
learner goals grade by grade, but rather listed
the respective curriculum specialists at the Office of
benchmark levels of "By the end of the primary level,
Public Instruction, and they used models from
the end of the intermediate level, and upon
national professional organizations as well as
graduation."
working successful models from schools here in
Montana.
They further defined these levels as:
The end of the primary level (typically the
third grade):
HOW TO USE THIS GUIDE:
number as the State of Montana uses and they are
This guide is divided into nine education program areas, the same
In some cases, for those educators coming
presented alphabetically. The names also are the same as the state's.
reflect a holistic approach to curriculum. The
from out of state, some titles may not be familiar, however, they tend to
language. The Fine Arts Include
Communications Arts include reading and English language arts as well as second
includes both health and physical education,
visual arts, drama, music, and creative movement. Health Enhancement
approach. The other program titles should need no
but the new title reflects a more integrated concept and lifelong
explanation.
in italics. This is taken directly out of the state
In each program area, after the title, there is a description of the program
requires schools to include in the program.
accreditation manual. Next is the rule in bold, which tells what the state
but they are not in rule but rather are In an
The next area is the model goals. These are also from the manual,
Part of the model goals included is a
curriculum.
appendix as models for schools to use as they work on their own
This area provides some guidance as to the parameters and special
section called Program Development.
model goals divided into various topics
requirements for an effective program. The last area of each section are the
intermediate level. (See inside front cover, the
with the expected learner outcomes at the primary level and at the
Introduction, for an explanation of these levels.)
of the old rural school curriculum guide
Because the Rural Education Center received many requests for an extension
high school level, a special secondary addition to
to the secondary level and since the model learner goals do have a
this guide may be requested from the Center for K-12 districts.
COMMUNICATION ARTS
Through language, humans learn
Language is at the core of successful schooling and living.
experiences in the communication
beyond their own direct experiences; through their skills, concepts, and
English," but in all subject areas. Thus, effective
arts, students become educated not merely in
communication arts programs have a very high priority in the curricula of Montana schools.
The education program in Communication Arts encompasses the study of languages and
literatures, the development of reading, writing, listening, and speaking skills, effective media use, and the
nurturing of creative, logical, and critical thinking.
RULE 10.55.1101 COMMUNICATION ARTS PROGRAM
In general, a school's communication arts program shall:
(1)
Be literature-based and include a wide variety of fiction and nonfiction, representing
(a)
diverse cultures of Montana, the United States, and the world;
Create a "whole language" environment that integrates communication skills in all
(b)
subject areas and that gives students extensive opportunities to use these skills in
meaningful contexts;
The
Encourage reading as a search for information, meaning, and pleasure.
(c)
is enriching for every age and
program will provide literature of high quality, which
ability level;
Include a writing program that emphasizes process and focuses on the
(d)
communication of ideas;
Include an oral language program that involves students in a variety of speaking,
(e)
listening and viewing activities;
through co-
Give students opportunities to pursue their special gifts and interest
(f)
curricular offerings such as drama, speech, debate, journalism, literary publications,
and humanities;
in the
Provide programs that enable students to use their communication arts skills
(9)
community and in the world;
and
Take advantage of the offerings of special groups in education, business,
(h)
industry;
learning, small-
Be accomplished by activities such as creative drama, cooperative
(I)
cross-content projects;
group discussion, whole-language experience, and
Use the language of students with limited English proficiency to develop more
(i)
diverse English language skills.
4
COMMUNICATION ARTS MODEL LEARNER GOALS
GENERAL
In the study of languages, students shall be given the opportunity to:
(1)
Learn how languages function, e..olve, and reflect cultures.
(a)
Learn how context--topic, purpose, audience--influences the structure and use of language.
(b)
Have the opportunity to develop second-language proficiency.
(c)
In the study of literature, students shall be given the opportunity to:
(2)
Read, listen to, view, and study a variety of classical, contemporary, and multicultural
(a)
Literature shall include poetry, fiction and non fiction, and
literature, at all grade levels.
drama.
Respond to literature through writing, speaking, and through media and the fine arts.
(b)
Gain insights from literature, recognizing it as a mirror of human experience.
(c)
Learn about their own and other cultures and recognize that literature is a reflection of
(d)
culture.
Experience literature as a way to appreciate the rhythms and beauty of language.
(e)
In the study of communication skills, five interwoven strands: listening, speaking, reading, writing,
(3)
and using media, students shall be given the opportunity to:
Understand and practice the process of listening: perceiving, discriminating, attending,
(a)
assigning meaning, evaluating, responding, and remembering.
Speak effectively, formally and informally, in all five basic communication functions:
(b)
expressing feelings, utilizing social conventions, imagining, informing, and controlling.
Read for both pleasure and information and approach reading as a search for meaning.
(c)
Write clearly and effectively to express themselves and to communicate with others.
(d)
Use,, view, and understand print and electronic media and be aware of the impact of
(e)
technology and the media on communication.
In the study of thinking, students shall be given the opportunity to:
(4)
Think creatively, exploring unique insights, points of view, and relationships.
(a)
Think logically, testing the validity of arguments and detecting fallacies in reasoning.
(b)
Think critically, asking questions, making judgments, and evaluating messages.
(c)
ACROSS THE CURRICULUM
COMMUNICATION ARTS
and
communication arts recognizes that communication skills
The basic education program in
(1)
Programs shall integrate all of these skills and concepts
concepts should not be taught in isolation.
truly engage students.
in cross-content experiences that
PROGRAM DEVELOPMENT
COMMUNICATION ARTS
the standards
be developed and evaluated according to
The communication arts curriculum shall
for all program areas.
part of the instructional team by helping other
Library/media specialists will be viewed as a
their search for
and by teaching and guiding students in
instructors select appropriate materials
information and worthwhile reading.
communication
facilities shall be available to enhance the
Learning assistance centers and fine arts
dramatic, cultural, and media presentations.
arts curriculum with access for
GOALS
COMMUNICATION ARTS MODEL LEARNER
INTERMEDIATE
PRIMARY
AREA
(a) Understand that words are
(a) People label objects and
ENGUSH LANGUAGE
arbitrary, culturally-based symbols
Ideas with words and that words
for objects and ideas that change
and their meanings change over
over time and through usage.
time and through usage.
(b) Recognize that people gain
(b) Groups of people use
identity through their language,
different pronunciations and word
including pronunciation, word
choices to refer to the same
choice, and nonverbal
objects and Ideas.
communication.
(c) Language changes to
(c) Analyze the ways that
accommodate subject, audience,
language changes to
and purpose.
accommodate subject, audience,
and purpose.
(a) Experience oral and literary
(a) Experience rhymes, stories,
SECOND LANGUAGE
traditions of the second language
songs, and dramatic activities that
culture.
promote enjoyment in learning a
(b) Expand cross-cultural
second language.
understanding.
(b) Recognize some cultural
(c) Speak and understand more
traditions from the second
complex ideas and information in
language culture.
directed activities, both formal and
(c) Reproduce and understand
informal.
sounds, words, and sentences
(d) Use reading and writing
using pronunciation, stress,
skills in the second language in a
rhythm, and intonation,
variety of meaningful activities.
(d) Speak and understand a
(Elf. 7/1/94)
second language in informal
conversations, using simple
vocabulary. (Elf. 711199)
INTERMEDIATE
PRIMARY
AREA
(a) Expand experiences with
(a) Experience a variety of
LITERATURE
classical, contemporary, and
classical, contemporary, and
multicultural literature.
multicultural works of literature,
(b) Respond to literature on the
including poetry, fiction and
basis of his/her own insights and
nonfiction, and drama.
respect the different responses of
(b) Respond to a literary work by
others.
recapturing the meaning of plot in
(c) Recognize and understand
words, dramatic presentations, or
the interrelationships among the
pictures.
elements in a literary work.
(c) Recognize and make
(d) Begin to recognize how
associations with the people,
culture influences literary works
places, and problems in her/his
and to compare and contrast that
reading.
culture with his/her own
(d) Begin to understand culture
experiences.
through literature.
(e) Appreciate and understand
(e) Recognize and appreciate
how language enhances meaning
rhythm, rhyme, and repetition and
in literature and how meaning is
other qualities of language in
enhanced by sensory and
literature,
figurative language; by literary
(f) Begin to evaluate the major
devices such as metric patterns
components of literary works,
and imagery (e.g., simile,
including characters, setting, and
metaphor); and by an author's
action,
semantic and connotative
(g) Create and share original
qualities.
pieces of literature that use
(f) Analyze and evaluate
characters, setting, and action.
elements of literary works,
including characters, setting, plot,
theme, and imagery.
(g) Create and share original
pieces of literature in a variety of
genres that use characters,
setting, plot, theme, ard imagery.
INTERMEDIATE
PRIMARY
AREA
(a) Discriminate between
(a) Discriminate between
USTENING
emotional and unemotbnal
significant and Insignificant sounds
and words.
speaking and between
(b) Develop a "listening set":
spontaneous and scripted
speaking and acting.
anticipate meaning, ignore
distraction, and visualize what is
(b) Increase attentiveness by
expanding attention span,
heard.
(c) Assign a basic meaning to predicting and rehearsing ideas,
and being aware of factors that
what is heard by recognizing the
main idea and supporting details,
affect attention.
(d) Distinguish new from familiar
(c) Recognize a variety of
speaking purposes and patterns of
material, significant from
insignificant, and fantasy from organization.
(d) Distinguish fact from opinion,
reality.
information from persuasion, and
(e) Respond to what is heard by
logic from emotion.
asking questions, following
(e) Respond to what is heard by
directions, and giving feedback.
controlling emotions, asking
(f) Remember important aspects
questions, and giving appropriate
of the message.
feedback.
(f) Expand memory through
note-taking and relating new
material to old.
INTERMEDIATE
PRIMARY
AREA
(a) Use words, figures of
(a) Show an awareness of oral
SPEAKING
speech, and nonverbal factors to
expression features: pronunciation,
enhance oral presentation.
volume, and rate of speaking.
(b) Urganize and expand oral
(b) Begin to adapt speech to
and nonverbal skills to suit the
audience and context in order to
level of communication
communicate ideas clearly,
(Interpersonal, Intrapersonal,
(c) Begin to establish a
group, public, and mass).
relationship with the audience
(c) Become increasingly aware
through eye contact and attending
of audience feedback during the
to audience reaction,
speech.
(d) Develop confidence as a
(d) Increase confidence and
speaker through experience with
effectiveness as a speaker in all
the five functions of speaking:
five functions of speaking.
expressing feelings, utilizing social
conventions, imagining, informing,
and controlling.
(a) Use appropriate strategies to
(a) Associate the written form
READING
Identify words and their meanings.
with the spoken word.
(b) Refine his/her use of word
(b) Recognize basic word and
attack and context clues which aid
sentence structures which are
comprehension within a word,
essential to comprehending written
sentence, paragraph, or an entire
material,
work.
(c) Understand how punctuation
(c) Adapt fluency, rate, and
affects meaning.
style of reading to the purpose of
(d) Read a variety of material
the material.
and begin to use study skills to find
(d) Read for information and
answers and information.
continue to develop study skills.
(e) Enjoy and appreciate
(e) Read as a leisure activity.
reading.
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