CURRICULUM/FAQs

Questions
1)  Why should I send my child to Lumberton Independent School District?
2)  Can you give me an overview of Lumberton Independent School District's curriculum?
3)  Is there a consistent teaching culture across all of the Lumberton ISD schools?
4)  Portrait of a Graduate
5)  How do teachers plan lessons?
6)  What instructional strategies/activities will students experience?
7)  How do I meet the needs of all learners?
8)  What is vertical alignment?
9)  What are standards, goals, and objectives?
 
Answers
1)  Q Why should I send my child to Lumberton Independent School District?
A
Lumberton Independent School District offers an instructional program with staffs, facilities, equipment and materials that are among the best in the state. This combination results in schools, programs, students and staff earning honors. Lumberton ISD continues to meet AYP at the federal level. Lumberton received the Academically Acceptable rating from the Texas Education Agency.
2)  Q Can you give me an overview of Lumberton Independent School District's curriculum?
A
The purpose of education is primarily the development of basic skills, knowledge, processes, and attitudes necessary for the student to successfully function as a productive citizen in an ever-changing world. Education also recognizes the characteristics unique to each individual and provides a process for the development and expression of each student's innate abilities and talents.

In order to ensure that graduates of the Lumberton Independent School District possess the skills and knowledge to have successful experiences in higher education, technical schools, or in the workplace, a curriculum and instruction model with measurable results for student learning is being designed and implemented throughout the distriict. This model focuses on the results that each student achieves in meeting and exceeding state standards as well as the approved district standards and content objectives. Meeting these high performance standards is accomplished by:
recognizing and believing that all students are capable of achieving excellence in learning the essentials of formal schooling;
allowing the instructional process to be adapted and modified to improve learning when appropriate;
accepting the fact that schools can maximize the learning conditions for all students through a written and aligned curriculum, clearly-stated objectives; quality teaching, high expectations for all student to achieve, and pre-post assessments that are aligned to the district curriculum for the purpose of improving student learning;
involving parents and the community as partners with the district to provide a safe, orderly learning environment, challenging curriculum, quality educational programs, and successful learning experiences for each student.
3)  Q Is there a consistent teaching culture across all of the Lumberton ISD schools?
A
  • What We Believe In Curriculum development is a participatory process involving teams that include various stakeholders, including teachers, administrators, students, parents, and the community.
  • A well-designed curriculum is written, aligned vertically and horizontally, delivered, and assessed.
  • Curriculum is based on a set of nonnegotiable, relevant, and challenging student objectives designed for the purpose of guiding decisions about teaching and learning.
  • Every child learns when the curriculum is delivered in a manner that actively engages the student.
  • A high degree of commitment to the unique learning needs of students is reflected in the design and delivery of the curriculum.
  • Highly successful organizations create environments where personal and organizational learning and renewal is constant and ongoing.
  • High expectations from learning are the driving force for curriculum design and delivery.
  • Technology is an integral learning tool for curriculum delivery and management of instruction.
  • Access to current student performance data is provided to parents using technology as a primary means for connectivity.
  • The written curriculum and its delivery are managed through the administration and analysis of aligned assessments.
  • Curriculum is dynamic and is significantly influenced by research, college requirements, the technological world, and the needs of a changing workforce.
  •  The district is committed to providing a state-of-the-art curriculum and instructional delivery system.
  • Curriculum is designed and delivered within the cultural context of the internal and external environments. Equity of curriculum design and delivery is fundamental.
4)  Q Portrait of a Graduate
A
There are thirteen specific student expectation statements in Policy Statement EH (LEGAL): Curriculum Design. These statements, when categorized under four major headings, ask students to be effective communicators, academically prepared, leaders, good citizens, productive and continuous learners.
Effective Communicator

Develop communication skills with diverse populations
Utilize technology to access, organize and synthesize information
Exhibit effective oral and written communication skills
Academically Prepared

Be an effective decision-maker & problem-solver
Master reading, writing & mathematics
Understand and appreciate the arts & humanities
Leader

Value rewards of work & accomplishments
Solve problems through knowledge of conflict management
Possess skills to work productivity in a variety of settings
Good Citizen

Practice healthful living
Acknowledge and respect cultural diversity
Demonstrate civic pride and responsibility
Productive & Continuous Learner

Practice creative and disciplines thinking
Set goals to enhance productivity
Set goals to evaluate progress
What is vertical curriculum?

The vertical curriculum states the student expectations at each level. It provides a broad overview of the curriculum PreK-12.

What are standards, goals, and objectives?

A standard is a broad curriculum strand that is consistent in a content area from Pre-K through 12th grade. A goal is a grouping of objectives within a standard by broad concept or topic. An objective is a statement of measurable student performance for a specific grade or course.
5)  Q How do teachers plan lessons?
A
Designing lessons is a thinking process in which teachers structure learning. The purpose of lesson plans is to guide the teacher in helping students achieve the intended learning outcomes. The following questions guide teachers through the planning process.

What do my students need to know and be able to do?

In planning a lesson, the teacher needs to look at the standards, goals and objectives for a particular unit. These will form the basis for the lesson. The objective is a statement of measurable student performance.

How do I know that learning has occurred?
Assessment should be an integrated component of all instructional planning, not just something that happens at the end of teaching.
Students will be assessed on the objectives derived from the Katy
ISD curriculum documents.
Assessment methods should vary based on the desired learner outcomes.
Assessment should be understandable and meaningful to students,
parents and educators alike.
6)  Q What instructional strategies/activities will students experience?
A
Instructional strategies/activities must directly link to those concepts and skills identified by the Lumberton ISD objective.
A distinction must be made between merely doing an activity and
using a strategy to increase learning and application.
There are several considerations to keep in mind when planning what students will experience to accomplish the learning:


Best Practice/Instructional Strategies
Resources/Materials
Effective Use of Time
Brain-Based Learning
Integration of Technology
7)  Q How do I meet the needs of all learners?
A
Construct lessons with appropriately varied instructional practices, materials, and assessments necessary to ensure differentiated instructions. Examples include, but are not limited to, the following:

Flexible grouping
Tiered assignments
Balance of independent, cooperative, teacher-directed learning
Pacing variations
Text/print resources of varying levels of difficulty
Graduated rubrics

How do I make the learning relevant for students?
Give opportunities for making connections between:

New learning, prior learning, and future learning
Learning in other disciplines
Learning in their own lives and/or the world beyond the classroom
8)  Q What is vertical alignment?
A
The vertical curriculum states the student expectations at each level. It provides a broad overview of the curriculum PreK-12.
9)  Q What are standards, goals, and objectives?
A
A standard is a broad curriculum strand that is consistent in a content area from Pre-K through 12th grade. A goal is a grouping of objectives within a standard by broad concept or topic. An objective is a statement of measurable student performance for a specific grade or course.