Curriculum and Instruction

District Mission
The Lawton Public School District is student-centered

District Goals

• To ensure that all students in the Lawton Public Schools have the opportunity for the best instructional program possible.
• To ensure that all students in the Lawton Public Schools have the opportunity for the best curriculum program possible.
• To ensure that all students in the Lawton Public Schools are provided equity of educational opportunities.

The Curriculum Design Process provides direction for curriculum development to ensure that board policy and district administrative directives are followed.

Beliefs - Curriculum Philosophy
The Lawton Public School District is committed to the development of an exemplary curriculum that sets high expectations for teachers and results in meaningful student learning. The purpose is to have a system which will ensure that students receive the same academic core at each instructional level from teacher to teacher and school to school. Curricular objectives are based on and aligned with the student 12th grad graduate profile. They are consistently delivered at the classroom level and are regularly assessed and evaluated. The overriding goal of the curriculum is to provide a firm foundation in basic skills while preparing students to be independent, self-reliant learners. It is further intended that every student will be challenged to develop strong belief systems, loyalties and interests in the sciences, arts, and humanities.

Performance-based Continuous Progress Educational Approach
The district's approach to the development of the curricula is known as performance-based education which is based on the following five philosophical premises:

1. Almost all students are capable of achieving excellence in learning the essentials of formal schooling.
2. Success influences self-concept. Self-concept influences learning and behavior.
3. The instructional process can be adapted to improve learning.
4. Schools can maximize the learning conditions for all students though clearly stated objectives, high expectations for all students, and continuous assessment of student learning.
5. Successful learning is based on providing appropriate educational experiences at the appropriate level of challenge in order to ensure maximum student achievement.

12th Grade Graduate Profile
The Students: The 12 grade graduate profile is comprised of the requirements and goals of Lawton Public Schools. The 12th grade graduation requirements are from which all subject-area curriculum development efforts are to be derived during the curriculum development process. These requirements shall serve as a framework for all curriculum development and instructional delivery. They will be multi-disciplinary in nature and will focus on the delivery of the district's mission. The 12th grade graduation goals are to be broad life-related skills and characteristics that students are expected to demonstrate by the end of the 12th grade, incorporating likely future trends that will impact the lives of students who are expected to make moral, ethical, financial, or civic decisions.

1. Self Directed Learners who commit to the process of learning, formulate positive core values in order to create a vision for their future, set priorities and goals, crate options, take responsibility for pursuing these goals, and monitor and evaluate their progress in a rapidly changing political, social, economic environment and workplace.
2. Effective communicators who master reading, writing, speaking / listening (communication), mathematical, and technical skills sufficient for daily living and for effective functioning In a complex society.
3. Contributing citizens who take the initiative to contribute their time, energies, and talents to improve the welfare of themselves and others, have a sense of social responsibility, participate in the democratic process, and operate effectively as a responsible member of our local, national, and international society.
4. Collaborative team members who use effective leadership and group skills to establish effective, supportive, and cooperative interpersonal relationships with and between others in culturally diverse work, community and family settings, value diversity and unique personal qualities, have pride in their own culture, and have an appreciation and understanding of the contributions of all cultures.
5. Adaptive problem solvers who anticipate, assess, make final decisions and choices, and resolve the problems and challenges that accompany the rapidly changing political, economical, environmental, technological, and social conditions of society and live a physically, mentally, and emotionally balanced life.
6. Perceptive thinkers who are creative and critical thinkers, use multiple frames of reference to identify, assess, integrate, and apply available information and resources from all appropriate sources for meaning and/or action.
7. Quality producers who display high standards of effort, a sense of confidence and self-worth, are self-disciplined, exhibit honesty and integrity, choose ethical courses of action, create intellectual, artistic, and practical products which reflect originality, innovation, and use of advanced technology.
8. Productive employees who demonstrate a strong work ethic, successfully develop marketable employment skills, pursue advanced education, and expand career options though technical training in order to participate in and contribute to an international economy.