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Project Parkway

Subcommitte 2/A/1 Essential Question:
What are our core curricula that support social/emotional/behavioral learning for all students?

9/28/2009: What data will be collected to reveal current reality?

  • Missouri Grade Level Expectations (GLEs) for content areas with state standards clearly targeting students' social / emotional development.
    • Guidance (K-12)
    • Health / Physical Education (K-12)
    • Social Studies (K-12)
    • Fine and Performing Arts (K-12)
    • Early Childhood Education (Pre-K)
  • Artifacts from Parkway's Online Curriculum Guide (OCG) demonstrating alignment with state standards as they relate to the social / emotional development of students.  Artifacts may include:
    • Course Goals and Objectives
    • Course Enduring Understandings / Essential Questions
    • Specific Units
  • Artifacts from individual schools / programs demonstrating efforts to meet the social / emotional needs of students within the core curricula.

3/1/2010: Key Findings

A. Positive Observations Revealed by the Data

There is significant evidence to suggest Parkway’s core curriculum is written to address the social / emotional / behavioral development of students. There are multiple standards addressed in Parkway’s core curriculum at multiple grade levels. Note: The first number represent the grade level and the second number the identified standard (i.e. K [Kindergarten] – 3 [the third standard for that grade level]).

Standard addressed in a minimum of five (5) curricula per grade level:

  • K-7 Listening
  • 7-3 Patience, communication, organization, compassion, tolerance, fairness, determination, persistence, tradition, understanding
  • 8-5 Apply Individuality


Standard addressed in a minimum of four (4) curricula per grade level:

  • K-5 Diverse culture
  • 1-6 Consideration, cooperation, safety, citizenship, responsibility, tradition, fairness, compassion, patience, listening, tolerance, understanding, persistence, communication
  • 1-7 Feelings, listening, diverse, cultures, self concept, social skills
  • 2-9 How our choices affect others
  • 3-4 Understanding, patience, listening, tolerance, integrity, communication,. Determination, tradition, courage, fairness, compassion, safety
  • 5-5 Organization, appreciation, patience, understanding, fairness, tradition, respect
  • 5-6 Self control, sportsmanship, cooperation, diversity, follow rules, cooperation, communicate feelings and ideas
  • 6-8 Enhance understanding
  • 6-9 Communicate globally
  • 6-10 Apply individuality
  • 6-11 Diverse Culture
  • 7-4 Enhance understanding
  • 7-5 Communicate globally
  • 7-6 Apply individuality
  • 8-4 Communicate globally
  • 10-9 Healthy relationships
  • 10-10 Living effectively with others
B. Identified Needs

There are, however, multiple standards not addressed in Parkway’s core curriculum or addressed in only one content area. Note: The first number represent the grade level and the second number the identified standard (i.e. K [Kindergarten] – 3 [the third standard for that grade level]).

Standard not addressed:

  • K-9 Qualities of a good friend
  • 2-3 Use role playing to investigate proper social skills
  • 6-4 Using improvisation or dramatic play, act out a character or scene from a previous time period or culture that is not your own
  • 8-1Response to American artwork based on subgroup
  • 10-1 Research the cultural and historical background of a specific play
  • 10-2 Research, evaluate and synthesize cultural and historical information to support artistic choices
  • 10-3 Compare responses to art based on whether member of the culture
  • 10-4 How perceptions in art reflect community or culture


Standard only addressed in one (1) content area:

  • K-11 Community helpers
  • K-13 Define private parts / safe and unsafe touch
  • 1-1 Tell stories about character with a beginning, middle, and end
  • 1-2 Express a feeling through gesture and voice
  • 1-4 Response or feeling to an artwork
  • 1-11 When to ask an adult for help
  • 1-12 Community helpers
  • 1-13 Decisions have consequences
  • 2-1 Tell stories through role play, imitation, and recreating dialogue
  • 2-2 Different responses to different artwork
  • 2-4 Imitate and synthesize life experiences
  • 2-6 Patriotism, respect, consideration, cooperation, tradition, fairness, safety, cleanliness, understanding, sympathy, timeliness, optimism, organization, initiative, compassion
  • 2-11 I messages
  • 3-1 Tell stories through group improvisation using original idea and conflict
  • 3-2 School, homes, stores, neighborhood
  • 3-3 Reflect historical and diverse cultural influences in dramatic play
  • 3-9 Define bullying
  • 4-4 Understanding, organization, initiative, tradition, fairness
  • 4-10 Strategies to prevent bullying and violence
  • 5-1 Write an original story based on teacher-generated theme (DARE, social studies based)
  • 5-3 Using improvisation or dramatic play, act out a character or scene from a previous time period or culture that is not your own
  • 5-4 Examine and compare characteristics of theatrical works from various cultures throughout history
  • 6-3 Explain responses or feelings to artworks from various cultures
  • 6-6 Examine and compare characteristics of theatrical works from various cultures throughout history
  • 6-12 Performance enhancing drugs
  • 6-15 Decision making, social skills
  • 6-18 Manage feelings
  • 6-21 Life management skills
  • 7-1 Write scenes from personal experience with conflict and resolution
  • 7-2 Examine and compare characteristics of theatrical works from various cultures throughout history
  • 9-1 Research the cultural and historical background of a specific play
  • 9-2 Research, evaluate, and synthesize cultural and historical information to support artistic choices
  • 9-4 Analyze and evaluate historical and cultural influences on theatre
  • 9-8 Healthy relationships
  • 10-5 Identify, compare and contrast the lives, works and influences of representative artists from various cultures and historical time periods
  • 10-6 Analyze and evaluate historical and cultural influences on theatre
C. (If Necessary) Additional Data Needed
  • To what extent is the “written” curriculum implemented?
  • To what extent is the core curriculum sufficient as it relates to meeting the social / emotional / behavioral learning of students?
  • What curricula are being implemented within Parkway to address perceived gaps? What are the gaps being targeted?