Hope Myles Scott

Like most of my peers I have not experienced a curriculum management audit, furthermore, this course is my first encounter with the term curriculum management audit. After viewing the lecture, I know that our school and district would benefit from the process. I also feel that individual foundation curriculum courses would also benefit from a curriculum management audit. As I reflect upon student weaknesses in math and science, I know that our math and science departments can benefit from the curriculum management audit. I note that many students in 9th through 11th grade are barely making the mark; we are always just a point away from being "unacceptable" because of our 9th and 10th grade TAKS scores. The 11th grade class does better because I think they know that they do not want to take test during their senior year. Plus, when you a senior, your peers will know that you have not passed the TAKS, which can be a cause of embarrassment for some seniors. I also note that many teachers feel a sense of helplessness and frustration because they have tried so many techniques to get the skills across. Our district spends enormous amounts of money to help students achieve. We have extended day programs and during the day tutorial programs for additional help and support for students who are struggling. In most cases, the students do not show up or if they do, it is not with the intent to excel. A curriculum management audit can not help students take ownership for their success or failure. That is a major factor on our campus, getting students to understand that success and failure, that intrinsic need to succeed, ultimately lies within them.