International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens 2013-2014 Curriculum Plan Dear Teachers, The 2013-2014 academic year at ISKR marks the first year of the second phase of the ISKR Curriculum Review Cycle. For the first four years at ISKR, curriculum was under development and initial plans and drafts were created as the foundation of ISKR s curriculum. Now that a preliminary draft is in place for most content areas, it is time to begin a formalized review of the programs that have been created. The Curriculum Review Cycle runs parallel to the Strategic Plan and the existing document establishes a cycle through the 2016-2017 academic year. If you read the document, the individual phases for ongoing review assume that each content area has already gone through a specific progression of review. However, the first year of the cycle will inevitably entail some modifications to each phase in order to take all content areas, which are at roughly the same point as of June 2013, and address them at different points in the cycle in order to establish staggered phases. Below you ll find an overview of each phase of the cycle, the content areas addressed in each phase, and the specific plan for each that should both accomplish the goals of the review phase as well as address gaps and any components missing or incomplete in the current drafts. There are two major phases of the review cycle that will require committees to tackle the goals and tasks of review; the remaining two phases will require teacher feedback, periodic curriculum meetings, and the use of benchmark assessments to track student achievement, make adjustments as needed, and to evaluate the resources and documents supporting each program. Thank you in advance for your cooperation and support. I am excited to be moving ahead from documentation and drafting to begin a comprehensive review of what has been developed. I look forward to what the 2013-2014 academic year will bring. Sincerely, Jessica Kalisa Curriculum Coordinator ISK Rwanda jkalisa@isk-rwanda.org ISK Rwanda BP 6217, Kigali, Rwanda www.isk-rwanda.org Email: office@isk-rwanda.org Tel: (+250) 0786725369
Phase One: Curriculum Study Goal: To identify the strengths and weakness of the curriculum and to create a plan of action to address areas needing improvement and to update the curriculum based upon desired learning outcomes and ISKR goals. In the first phase of the cycle, for an existing curriculum, an intensive study into the effectiveness and appropriateness of the curriculum will be undertaken in order to update content, standards, units, assessments, and appropriate professional development. Current research for both grade-level and content area will be considered in order to ensure that the most up-to-date teaching practices and student achievement goals are implemented. For new programs, this phase may encompass two academic years. A small committee of a cross-section of faculty will conduct a study, which will include: August September October November December January February March April Formation of Curriculum Review Committee for each area Grade-level and content area research in teaching methods and assessment, standards and trends in curriculum design and content, and innovative technology integration Data review from previous years SWOT analysis of the program which considers not only its international relevance and timeliness, but also in terms of the results of assessments and other student achievement data, as well as in light of ISKR and subject Guiding Statements Vertical (or Horizontal) meeting regarding committee findings Re-evaluation of the effectiveness of texts and other resources Identification of professional development needs Research into available technologies, online resources, to support student learning Evaluation of the effectiveness and relevance of reporting methods for individual student achievement and school-wide achievement Vertical (or Horizontal) meeting for an update and to inform final report A culminating report outlining the strengths and weaknesses of the curriculum and making recommendations for changes Plan and Timeline for Phase Two: Update and Procurement (Curriculum Coordinator) Content Areas in Phase One: Co-Curricular Program Personal Health & SafetyMontessori Co-Curricular Program In the 2012-2013 academic year, the co-curricular subjects were brought under the umbrella of a single department designated the Co-Curricular Program. Physical Education, Art, Computers, and assorted high school elective subjects have been a part of ISKR curriculum from its inception, and teachers have come under the French/Co-Curricular Coordinator for logistical purposes; however, during the 2012-2013 academic year, whole-school courses in Music, Rwandan Music, Rwanda Studies, Study Skills, Library, and more strategic and consistent elective offerings in high school have been added, and it was necessary to define
these subjects in the context of the whole-school curriculum. Each subject, however, was still too small often with only one or two teachers to create separate departments. The Co-Curricular Program was created and defined in order to strategically place the program within the whole-school program at ISKR and in order to establish its purpose and goals. In terms of curriculum documentation, the documentation required of co-curricular teachers has been a modified version of the templates used by core courses. For each course within the co-curricular program, teachers created tables for each trimester that provide an overview of goals in terms of what students will know, understand, and be able to do, as well as defining materials and assessments. This structure was designed to establish a framework from which to build a more detailed curriculum in subsequent academic years. By June 2013, this documentation has been completed, with three exceptions: 1) High School electives are written as syllabi according to the standard requirement at that level, 2) Health has not been integrated into the PE curriculum beyond the existing PE standards, 3) Music classes are currently contracted to a local company, which uses a different style of documentation, which the Curriculum Coordinator will work to streamline in the 2013-2014 academic year. For the 2013-2014 academic year, the Co-Curricular Program will be treated as a single program. However, beginning in the 2014-2015 academic year, the individual content components will be separated out. Library Science/Study Skills and Rwandan Studies will remain in Phase One, and PE/Health, Visual & Performing Arts, and Computers/IT will move on to Phase Two. The 2013-2014 academic year will involve a modified Phase One schedule and goals in order to accommodate both the newness of the existing program and the future division of subjects into individual departments. Rather than establish a committee of multiple Co-Curricular teachers, the Curriculum Coordinator and Co-Curricular Coordinator will work together in coordinating with these teachers and the head of the Music school in order to facilitate the process of expanding the written curriculum and to accomplish the various tasks of the 2013-2014 academic year. Articulate teaching methods Determine and clearly define assessments, including benchmark assessments Finalize mapping and write detailed units Address Health integration into PE curriculum Identify teaching and learning resources Create subject-based guiding statements Streamline Music documentation with whole-school program Guidance & Learning Support In the 2011-2012 academic year, ISKR hired a part-time counselor who began to establish basic programs, such as a Girls Only group, and individual counseling, child study teams, and the initial stages of an anti-bullying program. In the 2012-2013 academic year, this counselor was retained, and another counselor was hired primarily for the High School. For the first time, ISKR was able to offer SAT prep courses, counseling for university entrance, as well as the beginnings of a service learning
component. At this time, the whole-school guidance program and its individual programs are in the process of being formally articulated. : Program Components This is a two year area for Phase One, allowing for further development and research, as well as the consideration of creating a Special Needs program. High School Guidance Counseling ELL This is the first year in which ELL was offered at all levels. ELL courses will use California standards for ESL and the courses will be formally documented using and modifying maps that have been made available by the California education department; this system uses the same ELL program as ISKR and links it to the Language Arts program used in ISKR s elementary school. However, as ELL students do not come into courses in the traditional sense, these maps are designed to reflect the scope and sequence of the program through Grade 6. ELL resources have recently been ordered for the upper grades, and mapping of these levels will take place during this academic year. Child Protection Personal Health & Safety Special Needs In addition to reviewing the existing Guidance and Counseling program and features, the committee will look into the feasibility of establishing a basic special needs program involving resources and professional development for teachers for in class use. Recommendations will be made regarding the development of a more sophisticated program with appropriate faculty in the future. Determine how to assess the program Identify needed resources Create guiding statements Develop Child Protection Curriculum Development of professional development will address offering resources and techniques for in-class assistance for ELL and special needs students Montessori Preschool Horizontal Montessori has previously used a topical outline for its curriculum. Some initial documentation was initiated in Mathematics for KG during the 2012-2013 academic year based upon the AERO standards and modified UbD template.
Montessori will be streamlined with the general curriculum in terms of documentation style. All Kindergarten subjects will be aligned with the AERO standards, and maps and units will reflect the whole-school method of documentation. For the Pre-K classes, the committee will research existing preschool standards and frameworks and chose one that best meets the needs of the Montessori and whole-school programs. The Montessori program will remain in Phase One for two years in order to allow for a more in-depth curriculum study to take place after documentation is completed at the end of the 2013-2014 academic year. Because this is a horizontal, rather than vertical, study, special focus will be placed upon special features of the Montessori section as a whole, such as events, activities, and field trips that are embedded into the program. Articulate teaching methods Determine assessments Work on mapping/units Identify teaching and learning resources Create Montessori guiding statements Identify and adopt Pre-K standards Define Montessori special features 2013-2014 Timeline for Phase One Month August Standard Timeline Formation of Curriculum Review Committee for each area September Grade-level and content area research in teaching methods and assessment, standards and trends in curriculum design and content, and innovative technology integration Data review from previous years October November SWOT analysis of the program which considers not only its international relevance and timeliness, but also in terms of the results of assessments and other student achievement data, as well as in light of ISKR and Co-Curricular Personal Health Program & Safety Montessori Jess, Bridget Jess K, Emily, Committee: facilitate tasks Brian, Jess M Jess, all with Co-Curr. Montessori teachers; -PD: AERO Coordinate SBC & with David backwards Wald of music design/ubd school template -Review -Review relevant -Review findings of Sec. sections of the B, findings of Sec. B Report E, and F Reports B Report -Research in (teaching) methods and assessment, technology integration, and best practices; articulation of findings and inclusion in guides (general pedagogy PD for Co-Curricular teachers) -Determine methods for creating and reviewing data -Identify and plan for areas needing further curriculum documentation during this academic year for areas remaining in Phase 1 for this and next year (only PE/Health, Visual & Performing Arts, and Computers/IT will move to Phase 2) -Work on identified areas needing documentation -Feasibility study regarding Special Needs program; recommendations for short and long term development -Continuous work on documentation SWOT analysis of program as perceived by committee members and through feedback from
December January February March April subject Guiding Statements Vertical (or Horizontal) meeting regarding committee findings Re-evaluation of the effectiveness of texts, other resources; Identification of professional development needs; Research into available technologies, online resources, to support student learning; Evaluation of the effectiveness and relevance of reporting methods for individual student achievement and school-wide achievement; Vertical (or Horizontal) meeting for update & to inform final report A culminating report outlining the strengths, weaknesses of the curriculum and making recommendations for changes; Plan and Timeline for Phase Two: Update and Procurement (Curriculum Coordinator) teachers Vertical (or Horizontal) meeting regarding committee findings Identify and order relevant texts/resources ID PD needs Research into available technologies and online resources to support student learning Evaluation of the effectiveness and relevance of reporting methods for individual student achievement and school-wide achievement Vertical (or Horizontal) meeting for an update and to inform final report No Changes -Culminating Report with Major Recommendations -Timeline for Phase Two (PE/Health, Arts, IT/Computers) -For all other subjects take inventory and evaluate success in finalizing documentation -Timeline for Phase One
Phase Two: Update and Procurement Goal: To implement the recommendations of the plan of action created during Phase One, including: August Formation of Curriculum Review Committee for each area September Revision of subject-based Guiding Statements and goals in light of ISKR Guiding Statements, Strategic Plan, student learning, and Phase One findings. October Selection or updating of curriculum standards November December January February March April Content Areas in Phase Two: English and Language Arts World Languages Elementary School Updating of or revision of maps at each grade level Recommendation of updated materials, textbooks, and technological resources to be procured Re-evaluation of individual units and unit content in light of revised maps and program goals Revision of student assessments Revisions are distributed to relevant teachers and administrators for feedback Development of professional development based upon program updates, current research and best practices, and areas of identified need based upon student achievement data Updating of annual teacher feedback survey Plan and Timeline for Phase Three: Implementation and Assessment (Curriculum Coordinator) English and Language Arts The English and Language Arts curriculum has undergone several revisions in the past four years. Initially, McREL standards were selected for this subject, and the decision to transition to AERO standards was made in the 2012-2013 academic year. This process is still underway. High School syllabi are completed, and Middle School maps have been updated; most Middle School units were completed by June 2013. Some revisions to the Middle School maps and units are still necessary. The elementary school curriculum is a more complex issue. Due to ordering and shipping complications, the elementary school had been without resources and materials until January 2013, when the remaining resources finally arrived. By June 2013, maps for elementary school Language Arts using AERO standards were completed; units were divided by term and needed to be broken down further. Units still need to be written. Kindergarten Language Arts has yet to be mapped and will be addressed by the Montessori committee. Resources will take a prominent place in this year s review. Many of the resources for elementary have barely been used, and in Middle School, several texts and novel sets no longer are sufficient in number; there are also some Middle School resources that did not
arrive with shipments and need to be reordered. In High School, the majority of books are the personal property of the teacher; arrangements need to be made to either procure these books for ISKR or to purchase the texts from the teacher upon or prior to his exit. Determine assessments Completion of mapping/units Identify teaching and learning resources Articulation of teaching methods for Middle School and High School Language Arts World Languages The Pre-K to 12 French program has been functional since the first year at ISKR; however, the 2012-2013 academic year was the second year in which French classes from grades 2-8 have been offered at multiple levels (beginner, intermediate, advanced, francophone), and individual high school classes were offered in lieu of High School French. Therefore, the French curriculum has undergone various changes and mapping and documentation began later than other subjects. By June 2013, all maps were completed, and the majority of units have been written. The 2012-2013 academic year was the first in which High School Spanish courses were offered. Spanish courses have not been formally articulated at this point. At this point, Spanish courses are only offered at the High School level, primarily to accommodate francophone students and those who are deemed proficient in French usually from having completed the ISKR French sequence for High School. Spanish courses will be documented using the High School syllabus template and the American Council for Teachers of Foreign Languages (ACTFL) standards that are also used for French. Determine assessments Completion of mapping/units Identify teaching and learning resources Articulation of teaching methods Elementary School Horizontal The elementary school program is in various stages of development as far as the written curriculum for each subject is concerned. These areas will be addressed by subject-based committees at their respective phases of review. Beyond the curriculum, the elementary school has developed and maintained various programs and events, such as Journey Through the Arts, that are division-wide and in some respects, extra-curricular. While these
programs have been developed, improved, and sustained, it will be necessary to embed them into the written documents to ensure their continuation. For the purpose of review, the elementary school committee will focus on developing written, clearly articulated elementary teaching and assessment methods based upon best practices for integration into curriculum guides. The committee will also determine a system for student assessment and data reporting at the elementary level. In terms of the existing maps and units, the elementary committee will focus on the integration of Rwandan and international themes, technology, and learning styles in the written curriculum. Finalization of Elementary Guiding Statements Articulation of teaching methods, assessments, and best practices for elementary school Development of program of benchmark assessments for data collection and reporting Embed Rwandan and international themes, technology, and learning styles Development of teacher feedback method for program assessment 2013-2014 Timeline Month Standard Timeline English/LA August September October Formation of Curriculum Review Committee for each area Revision of subject-based Guiding Statements and goals in light of ISKR Guiding Statements, Strategic Plan, student learning, and Phase One findings. Selection or updating of curriculum standards Jess K, Mary, Caitlin, elementary teacher Review Guiding Statements; - Research in teaching methods and assessment, technology integration, and best practices; articulation of findings and inclusion in World Languages Jess K, Bridget, Wilfrid, Chancelle? Review Guiding Statements; - Research in teaching methods and assessment, technology integration, and best practices; articulation of findings and inclusion in guides guides ID and plan for gaps in documentation Updating of or revision of maps at each grade level Elementary School Jess K, Jennifer, 2 elementary teachers Review Guiding Statements; -Research in teaching methods and assessment, technology integration, and best practices; articulation of findings and inclusion in guides -Identify and plan for areas needing further curriculum documentation during this academic year November December Updating of or revision of maps at each grade level Recommendation of updated materials, textbooks, and technological resources to be procured Recommendation of updated materials, textbooks, and technological resources to be procured -Determine methods for creating and reviewing data
January February March April Re-evaluation of individual units and unit content in light of revised maps and program goals Revision of student assessments Revisions are distributed to relevant teachers and administrators for feedback Development of professional development based upon program updates, current research and best practices, and areas of identified need based upon student achievement data Updating of annual teacher feedback survey Plan and Timeline for Phase Three: Implementation and Assessment (Curriculum Coordinator) Continued development of units; periodic committee review Continued development of units; review and development of assessments No Changes No Changes No Changes
Phase Three: Implementation and Assessment Goal: To implement revisions made in Phase Two, to assess their effectiveness, and to make recommendations to improve student achievement. Actions include: August September - Teachers are given updated curriculum documents, Guiding Statements, and expected learner outcomes In-house professional development is implemented during teacher orientation in order to prepare teachers to implement the new materials Note: Content areas in Phase Three will be given priority for internal professional development Unit-based feedback forms are completed by teachers throughout the year Benchmark program assessments evaluate the effectiveness of program changes and monitor student achievement data. Meetings every 6 weeks to discuss progress and feedback Teachers submit feedback at the end of the academic year about the effectiveness of the program and make recommendations. A culminating report analyzing teacher feedback, student achievement data, and overall program effectiveness is written, and revisions are planned for implementation in the subsequent academic year. Plan and Timeline for Phase Four: Revision (Curriculum Coordinator) Content Areas in Phase Three: Math Science Middle School Math/Science Math and Science maps and the majority of units were completed in the 2011-2012 academic year. In the 2012-2013 academic year, it was determined that both subjects would be transitioned to AERO standards in order to come into alignment with international best practice and to be prepared for using the MAP assessment, which is AERO-aligned. Maps have been transitioned to AERO and reviewed and initially approved by teachers; all units were also transitioned to AERO prior to the 2013-2014 academic year. For the purposes of review, Math and Science will be addressed separately, but the tasks are the same. A workshop will be held for each subject to accomplish the goals for this year, but the majority of work will be ongoing review and feedback by teachers. At this time, benchmark assessments included in the teaching resources and the MAP assessments will form the basis of data collection for these subjects.
Articulation of teaching methods, assessments, technology integration, and best practices for inclusion in guides for secondary math and science Course components established for science (required lab time and tasks, etc.) Establishment of data for ongoing and future review Middle School Horizontal The Middle School is among the most advanced areas at ISKR in terms of curriculum documentation, largely due to stability in course offerings and personnel. In the 2012-2013 academic year, the Middle School established an official course sequence and offerings for students, including which co-curricular subjects would be offered at each grade. Various programs, major projects, activities, and events have been established at the Middle School level including a major Volcanoes project, Student Council, CAMPS program. For this phase, Middle School will be reviewed according to the standard timeline below. Periodic horizontal meetings will take place to gain feedback upon tasks undertaken by the Curriculum Coordinator throughout the year. Articulation and embedding of major division activities and programs into the Middle School program overview Determination of specific academic tasks each year (such as specific research projects and written assignments each student should undertake) Establishment of data for ongoing and future review 2013-2014 Timeline Month Standard Timeline Math/Science (separately) August Teachers are given updated curriculum documents, Guiding Statements, and expected learner outcomes In-house professional development is implemented during teacher orientation in order to prepare teachers to implement the new materials Note: Content areas in Phase Three will be given priority for internal professional development C. Coordinator tasks for Sep.: -Identify and plan for areas needing further curriculum documentation during this academic year -Determine methods for creating and reviewing data (C. Coordinator for MS) Workshops for each area formed to complete the following tasks during the first term: -Articulation of teaching methods and assessment, technology integration, and best practices; inclusion in guides (secondary Math/Science)
September - Unit-based feedback forms are completed by teachers throughout the year Benchmark program assessments evaluate the effectiveness of program changes and monitor student achievement data. Meetings every 6 weeks to discuss progress and feedback Teachers submit feedback at the end of the academic year about the effectiveness of the program and make recommendations. A culminating report analyzing teacher feedback, student achievement data, and overall program effectiveness is written, and revisions are planned for implementation in the subsequent academic year. Plan and Timeline for Phase Four: Revision (Curriculum Coordinator)
Phase Four: Revision Goal: To implement the recommended revisions of the Phase Three culminating report and to improve student achievement. Actions include: August September - Updated documents will be submitted to teachers for use. A document highlighting the points of revision and student achievement goals will be attached to these documents with recommendations for using the updated curriculum and assessments. Student achievement data will continue to be collected, compiled, and analyzed. Benchmark assessments of student achievement will be implemented and the data will be merged into program assessment data. Meetings every 6 weeks to discuss progress and feedback Update documents to reflect any further revisions made Plan and Timeline for Phase Five: Maintenance and Monitoring (Curriculum Coordinator) Content Areas in Phase Four: Social Sciences Activities & Service Learning High School Social Sciences K-4 Social Studies was addressed and developed during the 2009-2010 academic year using modified AERO standards. The 2010-2011 academic year required adjustments in the program as Kindergarten moved to Montessori, and maps for upper grades were initially completed. Units for these grades were also completed, but elementary units were completed to various degrees at different grade-levels. The greatest challenge has been to find appropriate resources and select content for which teachers have what they need to teach. At this point, maps and units are largely completed, and high school syllabi are completed; however, at the elementary and middle school levels, continuous revisions and adjustments have been made in order to find a program that has appropriate breadth and depth. Various pilots have been completed at the middle grades (5-8) level to attempt to address this. The Section B Committee for Social Studies was favorable in terms of scope and sequence of the curriculum in practice and in written documents; however it was noted that the available resources are insufficient to address the appropriate depth of skills development addressed in the standards; teachers have compensated for this short-coming, which will need to be addressed. While this area is in Phase Four review, the Curriculum Coordinator will research resources and content used by other international school in order to better streamline the program and provide sufficient resources for teachers. As the 2008 AERO standards were used in initial development, the current framework will be considered in this process. Teachers can expect
document revisions and requests for feedback throughout the academic year, but they will not be asked to make immediate changes to their lesson plans during this academic year. Articulation of teaching methods, assessments, technology integration, and best practices for inclusion in guides for secondary social science Establishment of data for ongoing and future review Updating of maps, units, and resources by Curriculum Coordinator Activities & Service Learning ISKR has offered a variety of after school clubs and other activities since the first academic year. Certain clubs and teams have been offered consistently, and others have been offered according to the ability and preference of teachers and parents at different times. At this time, there has been little formal, consolidated documentation of our program of activities. Service Learning is a high school graduation requirement, and various clubs, trips, and programs have involved ISKR students at all levels in service learning. During the 2012-2013 academic year, the High School Guidance Counselor has worked to document and articulate a formal program and assist High School students in finding opportunities to meet their annual requirement. While Activities and Service Learning are not academic curriculum areas, the Curriculum Review Cycle addresses all areas of ISKR program offerings. The goals for this area during the 2013-2014 academic year are straightforward. Document current and past activities offered at ISKR. Create a method for strategically offering activities: Survey students and parents in order to establish preferences and expectations in terms of activities and clubs. Survey teachers regarding their skills and interests in offering activities. Plan activities offerings for the whole academic year in August; adjust as needed throughout the year. Expand Service Learning program to articulate and embed it at all levels Create a database of organizations, programs, and other opportunities for Service Learning that may be utilized annually. High School The High School has grown each year in terms of both enrollment and offerings. World Language and electives offerings have expanded to include Spanish, ELL, drama, music, and several other options beyond what had once been offered. Graduation requirements have been approved and were first followed consistently in the 2012-2013 academic year.
High School syllabi are written for all subjects and have been transitioned to alignment with AERO standards, and major High School programs such as Global Issue and Model United Nations have been established and sustained. As a horizontal review area, the Curriculum Coordinator will focus teacher feedback requests on the high school program and features unique to this area of the school, rather than course by course curriculum review. At periodic meetings, teachers will also discuss a system for student assessment and data reporting. In terms of the existing curriculum documents, further updates will focus on the integration of Rwandan and international themes, technology, and learning styles in the written curriculum. Articulation and embedding of major division activities and programs into the High School program overview Determination of specific academic tasks each year (such as specific research projects and written assignments each student should undertake) Establishment of data for ongoing and future review 2013-2014 Timeline Month Standard Timeline Additions/Notes August Updated documents will be submitted to teachers for use. A document highlighting the points of revision and student achievement goals will be attached to these documents with recommendations for using the updated curriculum and assessments. Curriculum Coordinator tasks for September: -Identify and plan for areas needing further curriculum documentation during this academic year (C. Coordinator) -Determine methods for creating and reviewing data (C. Coordinator for HS) Workshops for each area formed to complete the following tasks during the first term: -Articulation of teaching methods and assessment, technology integration, and best practices; inclusion in guides (secondary Social Sciences only facilitated by Jess) September - Student achievement data will continue to be collected, compiled, and analyzed. Benchmark assessments of student achievement will be implemented and the data will be merged into program assessment data. Meetings every 6 weeks to discuss progress and feedback Update documents to reflect any further revisions made Plan and Timeline for Phase Five: Maintenance and Monitoring (Curriculum Coordinator) Activities and Service Learning articulated at beginning of each term and assessed (primarily through participant surveys) at the end of terms, since these programs are established but have had little documentation or feedback (Led by Jess and/or Emily)
Phase Five: Maintenance and Monitoring Goal: To implement the written curriculum and assessments, and to continue monitoring student achievement. August September - Curriculum Documents distributed to teachers Student achievement data will continue to be collected, compiled, and analyzed. Benchmark assessments of student achievement will be implemented and the data will be merged into program assessment data. Meetings every 6 weeks to discuss progress and feedback A five year data analysis will be written for use during the subsequent academic year in which the Curriculum Review Cycle will start again with a Curriculum Study Plan and Timeline for Phase One: Curriculum Study (Curriculum Coordinator) No Curriculum Areas are at Phase Five during the 2013-2014 academic year. Annual Components of Curriculum Review Benchmark Assessments Teacher feedback surveys (annual and benchmark) In-House Professional Development for using ISKR curriculum documents, for subject and grade-level topics, and for current research and trends in teaching methods and international best practices Compilation and analysis of student achievement data Individual teachers update and revise unit overviews to include more international themes, Rwandan themes, technology, global citizenship, more detailed assessments, better Essential Questions and Understandings, etc. These will be submitted with lesson plans.