In response to the CUES mandate GPEMC Curriculum Council developed the following:

  • Curriculum and Instructional Development Services (CIDS) to improve educational programs.
    • Special Projects Committee – provide feasibility studies in the areas of special education, program fee structure, insurance and other assigned areas. Developed a program that served the severely disabled students ages 5-22 and included supplemental related services to students housed in residential groups homes, foster homes or institutions located within the boundaries of the participating districts.

    • Staff Development Committee– develop and provide staff development activities in the areas of classroom management, study skills, and discipline.

    • Curriculum Committeedevelopment of skills in the areas of social studies, science, computer literacy, and educational research. The BRIDGE (Bringing Reading Instructional Development to Grade Expectancy) provided for the appropriate language and reading needs of students.

    • Testing Committee – development of criterion reference tests and any additional tests necessary for student academic achievement and accountability. Criterion Reference Tests were developed in reading, math and grammar. Each criterion reference test contains 20-40 skills measured by 4 test items in a multi-test format.

  • ​​Develop grade level assessments. In response to the ASAP mandate GPEMC Curriculum Council developed grade level performance based assessments to enhance and focus on the new State Test. In response to the AIMS mandate GPEMC Curriculum Council is working together with other districts to develop grade level assessments. The Arizona Assessment Committee (AZAC) originated from this process as an independent Organization and continues to meet.
  • Title II Federal Eisenhower Grant for math and science. Prior to block granting of federal dollars, GPEMC provided an opportunity for several districts to pool their resources as a cost-effective method to coordinate specific math and science in-service training and evaluation for teachers.

  • Chrysler Reading Grant – Running Start Program. GPEMC formed a 501C3 Foundation to administer funds from the Chrysler partnership with Reading Is Fundamental (RIF) to create and implement the Running Start Program. This program was an innovative reading incentive program designed to enhance the reading skills for first graders. Goals included: help first graders develop a positive attitude about reading at the same time they are learning the skill of reading; support teachers in their work in the classroom; encourage parents to be involved in their children’s education; and a year-end evaluation from parents, students, and teachers. The funding for this program continued for approximately 5 years.

  • Principal Recognition Award Program. In cooperation with the business community, this award program recognized outstanding leadership by school district principals. For 6 years Honeywell Inc. collaborated on the Crystal Apple – Principal Recognition Awards Program recognizing the educational reform process and principals who bring their passion, innovations and creativity to the classroom; dedicated leaders using staff and time effectively; the ability to create safe and successful schools; and how principals acknowledge the challenges facing children and their learning process – and how they realistically meet the needs of all students. The Selection Team was comprised of professionals from the business and education communities and we believe this team provided a wide range of business, educational and community expertise for choosing the best candidate to exemplify our Outstanding Principal.

  • Start Smart -- Know When School Starts Program. A public relations program designed to identify for parents, students and the business community starting dates for students and the importance of starting school on time. Many local school districts have responded to their community input and developed year round and/or modified year round calendars to best meet the needs of their students. We believe that quality education begins on the first day of school thus setting the stage for a productive learning experience. Every day that children are in school increases their opportunity to be taught. Districts experienced a significant increased (5-10+%) first-day and overall attendance consistently over a three-year period. We believe the Start Smart Program accomplished our goal. This Program was coordinated with multiple business partners. The Start Smart – Know When School Starts Program received the Excellence with a Specific Program 1996 ASPRA*TIONS AWARD.

Historical Activites

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