SAU 41


Schools in Hollis and Brookline have enjoyed a variety of experiences in developing and implementing K-12 curricula and instruction. The purpose of development and renewal is to align curriculum with statewide and national standards. It assures coordination throughout all buildings and provides for consistency in all classrooms. It most importantly empowers our professional staff to recommend and support the implementation of instructional change.

The renewal plan addresses Hollis-Brookline's current needs and supports our efforts as we continue to expand opportunities for teaching and learning.


  • To align K-12 curriculum with state and national standards
  • To ensure the consistency and coordination of curriculum and instruction K-12
  • To determine needs in the Hollis Brookline Schools
  • To maintain knowledge about latest national trends and initiatives
  • To create and maintain communication throughout the SAU
  • To establish active two-way communication between the SAU boards and the leadership team in the areas of curriculum and instruction
  • To establish linkages with the community, to invite their perceptions and include resources they may have available to support our work
  • To empower our teaching staffs to develop recommendations for curriculum change and to encourage their ownership of instructional improvements
  • Plan Structure

        The SAU Board

  • Provides budgeting support for curriculum initiatives
  •     The Leadership Team

  • Coordinates curriculum and instruction in all schools
  •     The Curriculum Council

  • Monitors progress of task committees
  •     Curriculum Task Committees

  • Review and recommend curriculum change
  •     K-12 Professional Staff

  • Participates in the task committee effort
  • Curriculum Council


  • 6 Teachers - 1 from each school (principal recommendation)
  • 2 Community representatives - 1 from each town (principal recommendation)
  • 1 SAU Board representative (SAU Board Chair recommendation)
  • Special Education Director or designee
  • Director of Curriculum and Instruction
  • Multi-year, staggered membership is suggested to provide for continuity in the process.


  • To coordinate the operations of the various task committees
  • To coordinate needs assessments and to report recommendations to the Leadership Team
  • To monitor progress of curriculum renewal/development in Hollis Brookline and to assess the effort
  • To recommend budgetary considerations to the Leadership Team
  • To work as an ad hoc, advisory committee to the Leadership Team
  • Curriculum Task Committees


  • 1 administrator
  • 1 teacher from each elementary school
  • 2 teachers from the middle school
  • 2 teachers from the high school
  • specialists as applicable
  • Purpose

  • To focus on a particular K-12 discipline
  • To become knowledgeable about the "state-of-the-art" (research, model sites,
  • national/state standards)
  • To ascertain school district needs
  • To determine resources available within the K-12 program
  • To make recommendations for change
  • To communicate and invite feedback from professional staffs
  • To initiate/monitor pilot programs
  • To strategize implementation of change
  • To monitor progress
  • To invite feedback from parents
  • To assess program growth
  • Responsibilities


    The intent of the timeline is to identify those steps involved in the renewal process. All curricula are involved in a matrix promoting ongoing attention to instructional need. The matrix model includes:

    Phase 1A -- Review of Research

    Each Curriculum Task Committee, in coordination with the Director of Curriculum and Instruction, is responsible for becoming knowledgeable about state-of-the-art research through:

  • Subject-focused reading
  • Professional literature
  • Nationally validated projects and curriculum guides
  • Visitations to exemplary programs
  • Phase 1B -- Development And Adoption of Written Curriculum

    During this phase, the Task Committee conducts needs assessments to ascertain school district needs and makes recommendations for change. Each curriculum guide is aligned with the NH State frameworks and national standards, using Board-approved template. The draft document is presented to the Leadership Team for review and then to the SAU Board for endorsement.

    Phase 2A -- Selection of Instructional Materials

    Basic instructional materials are selected by district-level committees. Ongoing communication and coordination with the Task Committee is an integral part of the process.

    Phase 2B -- Program Implementation and Staff Development

    The new curriculum and instructional materials are introduced to the staff in this phase. Professional development in the use of the new curriculum and instructional materials is provided. Members of the Task Committee gather feedback from faculty and staff to determine professional development needs and plan in-service opportunities to meet those needs.

    While training is the focus of Phase 2B, it must be emphasized that professional development is an on-going process. Opportunities are provided every year to meet the needs of individuals, grade levels, and buildings.

    Phase 3A and 3B -- Program Assessment, Modification, Next Steps

    The Task Committee continues to monitor progress; invites feedback from parents, students, faculty and staff; and analyzes information on student performance. Recommendations for modifications are made to ensure that curriculum outcomes are being achieved.

    It must be understood that the six-phase curriculum cycle is sufficiently flexible to allow for subject area attention due to needs assessments or technological development. In other words, steps could be adjusted to accommodate surfacing issues. To not allow this flexibility could create needless delays when immediate attention is necessary.

    Budget Considerations


    Curricular Products

  • Subject Area Overview - Report of Standards, Alignment with Curriculum Frameworks, Trends
  • Vision/Mission Statements
  • Goals and Objectives of Instruction
  • Expected Student Outcomes at grades K-12
  • Scope and Sequence for each grade
  • Recommendation of materials
  • Suggestions of connections to other disciplines
  • Recommendations for supporting inclusion needs of students
  • Assessments including standardized and alternative/authentic strategies
  • The model for curriculum renewal and development will bring our schools together to collaboratively examine need and improve instruction. It is a formalized, structured process that allows us to examine program direction and project system costs. It most importantly includes our professional staff and community in the change process so that instruction more effectively meets student need.