Academic Counseling
MPUSD New Classes of Instruction Development Process
MPUSD New Classes of Instruction Development Process
Access to courses that prepare students for college and career is essential for student success after high school. Monterey Peninsula Unified School District (MPUSD) students will benefit from challenging courses that support their college and career goals.
The MPUSD Classes of Instruction Development Process follows the timeline here: MPUSD New Course Submission Timeline
Initiation Phase:
In this phase, teacher leaders and school site administrators collaborate and formulate a broad course plan aligned to programmatic and student needs. Proposals are prepared and submitted to Education Services Department.
Design Phase:
In this phase, teachers collaborate with teams to develop course design, including course content, learning goals, course activities, key assignments and assessment of learning. Using this course description template here: MPUSD Course Description Template
Review Phase:
In this phase, course author(s) submit courses to the New Course Review Committee comprised of cross-content teacher leaders, academic coaches and curriculum and instruction leaders. The committee reviews the course(s) to ensure fidelity of learning outcomes and programmatic need. Committee provides feedback and revision recommendations as needed.
Approval Phase:
In this phase, new courses are presented to the MPUSD Board of Education for review and approval. Upon board approval, high school courses are submitted through the A-G Course Management Portal (CMP) to ensure courses meet A-G requirements.
In determining required courses for any student, such determination shall be made without regard to actual or perceived age, ancestry, color, physical or mental disability, ethnicity, gender, gender expression, gender identity, genetic information, immigration status, marital status, medical information, national origin, parental status, pregnancy status, race, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. (5 CCR Section 4940[h])
Placement Guidelines:
- Systematically takes multiple objective academic measures of pupil performance into consideration;
- Includes at least one placement checkpoint within the first month of the school year to ensure accurate placement and to permit reevaluation of individual student progress;
- Requires an annual examination of pupil placement data to ensure that students are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background; and
- Offers clear and timely recourse for each pupil and his or her parent or legal guardian who questions the student’s placement.