Curriculum FoundationsTaya Hervey-McNuttDr. Teresa Lao

Curriculum Foundations
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
August 16, 2021
Introduction
Math is disliked by the majority of students both inside and
outside of Farell County. This
experimental curriculum will target 4th-grade kids' weak math
performance. A vast percentage
of the students understand math to be complex numbers that are
tough to comprehend as well as
memorize. Some students may also find it frustrating to have to
repeat the same tasks over and
over again in order to grasp the concept, as math necessitates
making numerous mistakes. Math
can also be a subject that possibly inhibits their creativity when

compared to other subjects like
Science or English; more hands on creative thinking.
According to a National Center for Education poll, most
students have adopted math
stereotypes as a result of hearing their parents say math is
difficult and boring. Notwithstanding
this, some people believe that math is a fantastic subject that
pushes pupils to work hard. The
discipline is one of the least well-performing subjects in the
United States.
The Farrell school district was listed among Pennsylvania's
bottom 50 school districts.
Approximately, 16% of its kids are proficient in math, with
grade 4 students performing the
worst. In 2018, the percentage of students who performed
poorly in mathematics in grade 4 was
58 percent, compared to 50 percent in other grades (Farell, 1).
Math is an important subject that
can help pupils in a variety of ways. It improves their problem-
solving abilities, assists them in
better understanding the world, and provides them with skills
that they can apply to real-life
situations (Sammons, 2). These abilities are critical for students
in this field, as poor results are

linked to the country's poverty levels. The Farrell school district
is located in a low-income
neighborhood with a high teacher turnover rate. The student-to-
teacher ratio is 15:1, which is
lower than the recommended ratio (Stebbins & Sauter, 3). The
schools do not have a
well-structured curriculum that can help students enhance their
grades. Furthermore, the majority
of parents are uneducated and fail to help their children, while
teachers contribute to the
achievement disparity.
The anticipated learning results from the start of the pilot
program are known as
instructional goals. Problem-solving, critical thinking, enhanced
mathematical confidence, and
understanding the mathematical language are the four teaching
aims.
Behavioral Curriculum Approach
A curriculum approach depicts the various perspectives on
curriculum design and
development, as well as the roles of teachers, students, and
curriculum specialists in curriculum

planning. It also contains the curriculum's aims and objectives.
A methodology to curriculum
represents a person's perspective of the world, including what
he or she considers to be true, the
values that are important to him or her, and the level of
information that he or she knows. It also
shows a comprehensive viewpoint or meta-orientation,
embracing curriculum foundations,
domains, and practical and theoretical principles of curriculum
(Botvin, Baker & Filazzola, 4).
The behavioral method is based on Frederick Taylor's idea of
efficiency, which is
founded on behaviorist principles. Setting goals and objectives
based on a blueprint are regarded
as crucial factors in curriculum implementation with its
corresponding activities and content. The
student performance is assessed based on a change in behavior
as a measure of success. Human
behavior can be unlearned and replaced by new behaviors since
it is learned.
The focus of behaviorism is on the measurable and observable
qualities of human
behavior. As a result, undesired behaviors can be unlearned
when they arise. According to

behaviorism, development is considered a continuous process in
which children play a primarily
passive role. It's also a broad technique that's applied in a range
of areas, including therapeutic
and educational settings.
The only things that are real, according to behaviorists, are
those that we can see and
observe. It's impossible to read people's minds or
unconsciousness, but we can watch how they
behave, react, and act. Although we can infer something about
people's brains and minds from
their behavior, this is not the investigation's primary objective.
To understand the reasons for
anomalous conduct, the behaviorist does not rely on the brain or
the mind. He considers the
conduct as the result of acquired habits, and he tries to figure
out how they are learned (Botvin,
Baker & Filazzola, 4).
For instance, your goal is to improve students' attitudes: by the
end of your target period,
students should be punctual, academically competitive, and
well-disciplined. However, your goal

was not met during the evaluation, thus there was no
accomplishment. As a result, as a teacher,
you must seek out new techniques or strategies to reach your
goal. As a result, the behavioral
perspective is the ultimate view, which emphasizes the
requirement for behavioral objectives to
function as instructional guides and to judge whether the
desired outcomes are achieved.
Realism as a Philosophical Approach to Curriculum
Development
Curriculum development is centered on philosophy. It aids
teachers in the formulation of
arguments, beliefs, and assumptions, as well as the formulation
of value judgments. Philosophy
fosters a broad perspective and aids in determining how
students should learn, why schools exist,
what courses are important, and what resources and methods
should be employed (Gwele, 5).
The realism philosophy of education can be traced back to
another important Greek
philosopher, Aristotle. Matter or objects that we see, according
to this theory, exist by
themselves, that is, they exist utterly with or without mankind.
To put it another way, the matter

is not a mental construct. As a result, the following principles
are upheld: the concept of matter's
independence, the idea of the world's orderliness underlying its
organization, which indicates that
law and order reign supreme in the world, and the premise of
the world as true as revealed by
scientists.
As a result, an objective understanding of the world is
achievable. Our perceptions are a
source of information as well. Values, according to philosophy,
exist objectively; they are pure
and eternal. The educational implications of realism are: the
ultimate educational goal is to gain
an understanding of nature and the underlying functioning of
the earth, education is primarily the
transmission of hereditary culture from one generation to the
next, students should learn
disciplines to improve intellectual abilities to discover
theoretical insights and key principles,
and curriculum disciplines should consist of particular cultural
elements (Gwele, 5).
Psychological Approach to Curriculum Development

Educational psychology advances teaching and learning ideas
that influence
teacher-student behavior within the setting of the curriculum.
This is due to psychology's role as
a unifying factor in the learning process. For instance,
renowned professor John Dewey
recognizes that psychology is the study of how a learner
interacts with people or objects in his or
her environment. The amount and type of learning are
determined by the quality of this contact
(Garcia & Lewis, 6).
The unifying element of the learning process is psychology,
which serves as the
foundation for learning methods, resources, and activities.
Psychology has an impact on the
curriculum (Garcia & Lewis, 6). Psychology is a branch of
science that studies the learning and
teaching process. It also provides insights as to how a
curriculum should be structured to
maximize students' learning, as well as how much knowledge
they can absorb when studying the
different curriculum components.

Cultural Influence and Impact
The racial and ethnic makeup of Mercer County is diverse. Non-
Hispanic whites account
for 90.2 percent of the population, 1.04 percent of Hispanic
whites, 5.6 percent of non-Hispanic
African Americans, and 0.677 percent of non-Hispanic Asians.
90% of pupils speak English at
home, while the remainder speaks other languages such as
Spanish, Asian, Indo-European, and
so on (Farell, 1). Cultural diversity in the classroom is
becoming an increasingly important topic
for teachers across the education systems as American schools
get more diverse each year. It is
not a wise approach to ignore the growing diversity. Teachers,
on the other hand, are promoting
equality and diversity and developing culturally responsive
classrooms to help all kids succeed.
Demonstrating a personal desire to be culturally aware can help
to foster a culturally
inclusive classroom. A schoolteacher could urge learners to
share their stories and make
connections between their different cultures and the lessons
being taught. Some students will be

more open about their diverse cultures than others. Before
assuming a student is sluggish or
incapable, consider how cultural diversity may be influencing
their study habits and learning,
and how you may adjust your techniques or provide
accommodation.
Strategies for Incorporating Critical Thinking Skills
Memorization
This is a lower level of Bloom’s Taxonomy. Memorization is
widely criticized as a waste
of time that stifles student learning and a sure sign that teachers
aren't up to the task. However,
the larger and more diverse a student's intellectual background
and schema are, the more easily
they will be able to shift between Bloom's stages. Memorization
can lessen a student's cognitive
load as they digest knowledge, allowing for quicker recall and
application rather than breaking
down the thinking process into steps, such as locating material,
evaluating its trustworthiness,
and then progressing to the cognitive main course. In other
words, the more a student has ‘instant

access' to information, the more unconsciously they can not
only implement that knowledge at
higher levels of thinking, but also trigger these sorts of actions
on their own, making individual
connections, recognizing their misconceptions, and seamlessly
transferring knowledge to new
and different situations (Rahman & Manaf, 7)
Use Bloom’s Spiraling
Bloom's Spiraling is the method of beginning at the basic level s
of Bloom's–defining,
recalling, explaining, and so on–and gradually raising the
degree of thinking. In this way,
Bloom's Taxonomy is a learning framework that acts as a
blueprint. Define a right triangle, then
describe its properties, compare it to other geometric shapes,
argue for or against a right
triangle-related theory, and finally suggest a creative usage of
the right triangle in design or
structure, for example (Mulcare & Shwedel, 8). All students
begin at the same level–recognizing
and defining–and then ‘move up' Bloom's Taxonomy, with the
‘Make' level serving as a helpful
ceiling that can expand to suit the demands of even the most
sophisticated understanding while

still serving as a goal for students who may struggle.
Conclusion
Overall, if the district could shift its focus over to developing
strategies to enhance the
four teaching aims listed above, it is a strong possibility that the
students and staff would
increase its students’ testing scores as well as confidence by the
end of the school year. I believe
that the focus on these four main areas would not only help
raise their score and confidence, but
after further analysis of the district’s failing scores, it's always
best to start with the root of the
problem, in this case the lowest test scores and hope that this
helps keep the tree alive.
Oftentimes many school districts have had their backs turned on
by their own state due to the
inadequate testing of their students, resulting in the school
suffering as well as the students &
staff placing the blame and causing unnecessary tension. I do
believe that this pilot curriculum
that I have strategized could be the help this school district
needs to turn around those low test

scores in math.
References
1. Farell Area School District. (2021). Farrell Area School
District.
https://www.farrellareaschools.com/.
2. Sammons, L. (2018). Teaching students to communicate
mathematically.
3. Stebbins, S., & Sauter, M. B. (2020, March 11). Making the
grade?: In these school
districts, students are less likely to succeed. USA Today.
https://www.usatoday.com/story/money/2020/03/11/school-
districts-50-us-where-students
-least-likely-succeed/5000094002/.
4. Botvin, G. J., Baker, E., Filazzola, A. D., & Botvin, E. M.
(1990). A cognitive-behavioral
approach to substance abuse prevention: One-year follow-up.
Addictive behaviors, 15(1),
47-63.
5. Gwele, N. S. (2005). Education philosophy and the
curriculum. Curriculum development

in nursing: Process and innovations, 1-20.
6. Garcia, J. A., & Lewis, T. E. (2014). Getting a grip on the
classroom: From psychological
to phenomenological curriculum development in teacher
education programs. Curriculum
Inquiry, 44(2), 141-168.
7. Rahman, S. A., & Manaf, N. F. A. (2017). A Critical Analysis
of Bloom's Taxonomy in
Teaching Creative and Critical Thinking Skills in Malaysia
through English Literature.
English Language Teaching, 10(9), 245-256.
8. Mulcare, D. M., & Shwedel, A. (2017). Transforming
Bloom’s taxonomy into classroom
practice: a practical yet comprehensive approach to promote
critical reading and student
participation. Journal of Political Science Education, 13(2),
121-137.
Curriculum Inception
Taya Hervey-McNutt
Dr. Teresa Lao

EDU 555: K-12 Curriculum Design & Development
July 27, 2021
Introduction
Farrell School District is a rural public school located in Mercer
County, Pennsylvania. It has
been ranked as one of the worst-performing schools in the state.
This poor performance is linked
to the low level of education among the adults, only 16 % of the
adult population have a
bachelor’s degree (Stebbins & Sauter, 1). 43.9% of the school
children live below the poverty
line, explaining the poor performance in schools. The most
problematic subjects in the schools
are math and reading. The percentage of students who are
proficient in math and English are 16
and 31 % respectively (Stebbins & Sauter, 1). I, therefore,
believe it would be important to
develop a pivot curriculum that improves the math performance
in the school.
● Geographical Location
Farrell School District is located in Mercer County,
Pennsylvania. It serves a population of 6,798

in Farell, Wheatlands, and Sharon, Pennsylvania.
● Demographic of the Student population
The school has currently enrolled 700 students in pk-12 with
only 60 teachers. It operates an
elementary school and a high school. According to Niche, the
ratio of students to teachers is 12:1
which is below the statutory requirement of 15:1. The average
spending per student in the district
is $26,975 (Farell, 2).
● Cultural Influences
Mercer county has different racial and ethnic compositions.
90.2% of the population is
non-Hispanic white,5.6 % non-Hispanic African Americans,1.04
% Hispanic whites, and 0.677
% non-Hispanic Asians. 90% of the students speak the English
language at home while the rest
speak other languages such as Spanish, Asian, Indio-European,
ect (Farell, 2).
● Regional accrediting body standards for curriculum
development
The accredited body standards for curriculum development in

Pennsylvania include academic
standards on different subjects which must be covered in the
curriculum. The body responsible
for this is the Pennsylvania Board State of Education. The other
standards include assessment
anchors for the different disciplines and eligible content that is
regulated by the Pennsylvania
System of School Assessment (PSSA). The state education
department has also issued early
learning standards that must be incorporated into the curriculum
for elementary students
(Pennsylvania, 3).
● State and Local policies on curriculum development
The policies on curriculum development are contained in Title
22, Chapter 4 of Pennsylvania’s
code (Pennsylvania, 3). The code requires that the basis for
curriculum development of all
students be based on the accredited academic standards. The
curriculum should instill critical
thinking skills in the students, communication, developmental
writing, and literacy skills.
The discipline and grade for which the curriculum will be
developed

The pilot curriculum will address the poor performance of math
by 4th grade students. Most
students within and outside Feral county dislike math. They feel
that it has a lot of complex
numbers that are difficult to understand and requires a lot of
memorization. Also they find it
frustrating having to repeat the same problems to get the hang
of it since math requires making
lots of mistakes. Also, they feel that math limits their creativity
compared to other disciplines
such as English and science. There is a fixed way of solving
math problems that require
memorization which they find burdensome and boring.
According to a survey conducted by the
National Centre for Education, most of the students have
developed stereotypes in math because
they heard their parents saying math is boring and difficult.
Despite this, some still believe that
math is a great discipline that requires the students to put in the
extra effort. The discipline is
ranked among the worst performed subjects in the US.
Farrell school area ranked among the bottom 50 schools in
Pennsylvania. Only 16% of its

students are proficient in math with grade 4 registering the least
performance. In 2018, the level
of poor performance of math in grade 4 was at 58 % compared
to other grades that scored below
50% (Farell, 2). Math is a vital discipline that can benefit
students in various ways. It enhances
their problem skills, helps them to understand the world better,
and equips them with skills that
they can use to solve real-world problems (Sammons, 4). These
skills are very essential for the
students in this area since poor performance is also linked to the
poverty levels in the country.
Farrell school district is in a poverty-stricken area with a high
teacher turnover rate. The ratio of
students to teachers is 15:1 which is below the statutory
recommendations (Stebbins & Sauter,
1). The schools lack a well-structured curriculum that can help
improve the student’s
performance. Additionally, most of the parents are not educated
and fail to support the children,
and the teachers increase the performance gap.
Benefits of pilot curriculum to the students
A pilot curriculum is essential for determining the areas that

need improvement and how to best
attain the desired educational goals. It is essential for schools
like Farrell school area district that
is based in a poverty-stricken rural area with limited access to
resources. The curriculum will
help in mitigating the problems associated with the obsolete
curriculum that may arise in the
future. Before design a pilot curriculum, the stakeholders need
to address the following questions
● The specific areas that need improvement
● What are the required resources per student
● Can the school afford the resources
● What learning theories will be adopted
● Will the learning theories apply to all the learners
● How will the curriculum cater for the learners with learning
disabilities
● What are the anticipated learning outcomes
● How will the new curriculum help change the perception of
the students about math
This program enables the stakeholders to determine how
satisfied the students are with the old

curriculum and use it to develop the pilot curriculum. They will
be able to identify the areas that
need improvement and facilitate the effective allocation of
resources. This is achieved through
standardized tests which enable the teachers to identify the
students that need specialized care
and areas where they need to allocate more time and resources.
This eases the planning process
and increases the outcomes of the curriculum development. The
benefits that will accrue to the
students are as follows ;
● Higher performance
This will be achieved through standardized testing. Taking part
in the standardized tests will
enable the students to identify their areas of weakness that
require improvement. They will then
communicate this to the teachers and stakeholders who will
incorporate their needs into the new
curriculum. The students, with the help of the teachers, will
begin working on their weaknesses
which will be enhanced with the inception of the new
curriculum improving their performance.
The teachers will also be able to identify the students with

learning disabilities before the onset
of the implementation of the curriculum and issue instructional
goals to help increase their
performance
● Increased Motivation
Students feel motivated when they are engaged in the
curriculum development process. They
will be willing to change their perception about the discipline
when they realize the
administration wants to address their concerns. One of the
causative factors of the student’s
negative perception of mathematics is lack of motivation. This
is achieved through issuing
test-based incentives where the students are given a target and
rewarded when they achieve it.
The students are therefore motivated to work harder to qualify
for the incentives increasing their
learning outcomes.
● Increased Learning Outcomes
Setting targets and rewarding students for achieving them
increases their learning outcomes.

Once a student hits the set target, the bar is set higher and the
number of incentives also
increased. The student’s learning outcomes will gradually
increase over time as they strive to
reach their targets to attract the incentives. In the process, they
will identify their weaknesses and
communicate them with the curriculum developer or their
teachers who will ensure that the
inception of the new curriculum addresses their needs.
Instructional goals
Instructional goals are the desired learning outcomes from the
inception of the pilot curriculum.
The four instructional goals include; critical thinking, problem-
solving, understanding the
mathematical language, and increased mathematical confidence
● Critical thinking
The first instructional goal for the curriculum is critical
thinking that deviates from the old
approach of memorization to an advanced way of tackling
numerical problems. Critical thinking
skills are important when solving math problems as it makes
learning to be more significant and

purposeful (Toh & Chua, 5). It will enable the students to
internalize the problems and take
predetermined steps without just guessing hence increasing their
performance. The new
curriculum will issue guidelines on the activities that the
students will be engaged in to improve
their performance. This includes issuing open-ended questions
on areas such as addition and
subtraction of fractions and letting them attempt the problems
before stepping in. The teachers
will also utilize tools such as Bloom’s Taxonomy and Maths300
to improve critical thinking
among the students. Given the economic nature of the Farrell
district, the school will need to
apply for more funds from the state to implement these
strategies which I believe will be useful
in improving the student’s learning outcomes
● Problem Solving
Problem-solving is another instructional goal that will improve
the student’s learning outcomes.
The concept of problem-solving is based on the fact that math
should be understood and not
memorized. Most of the 4th-grade students at Ferrell fail

mathematics because they tackle it the
same way they handle other disciplines. Problem-solving
enables the students to internalize the
problem, analyze it and be able to explain the procedure if
given similar problems (Liljedahl &
Santos-Trigo, 6). This concept applies to the topics of
measurement conversion and decimal
notations.
● Understanding the Mathematical Language
The other instructional goal for the new curriculum is to ensure
the students comprehend the
mathematical language. Understanding math vocabulary is vital
for achieving proficiency in the
discipline. The students can utilize critical thinking and
problem-solving skills if they apprehend
math vocabulary. The pilot curriculum requires the teachers to
start teaching math vocabulary
such as the different symbols, where and how to use them as
early as grade one. The students
will be conversant with the symbols when they get to the 4th
grade hence improving their
performance.

● Increased Confidence
Students who lack confidence will never attempt to answer
mathematical questions in class.
They always keep their heads and avoid making eye contact
whenever the teacher asks a
question. This is the leading cause of poor performance because
the students fail to challenge
themselves hence retarding their learning process. A confident
student strives to learn new ways
of solving math problems by attempting advanced problems.
They are not afraid to make
mistakes which increases their math skills. To achieve this goal,
the teachers should always
praise the students whenever they get a problem right, however
simple it may be, and encourage
them to attempt advanced ones (Toh & Chua, 5). Also, the pilot
curriculum requires the teachers
to listen to the student’s needs. They can utilize this to
understand the student’s areas of
weakness and develop ways of boosting their confidence and
improving their performance. This
can be done by issuing rewards whenever a shy student attempts
to solve a question during class.

References
1. Stebbins, S., & Sauter, M. B. (2020, March 11). Making the
grade?: In these school
districts, students are less likely to succeed. USA Today.
https://www.usatoday.com/story/money/2020/03/11/school-
districts-50-us-where-students
-least-likely-succeed/5000094002/.
2. Farell Area School District. (2021). Farrell Area School
District.
https://www.farrellareaschools.com/.
3. Pennsylvania State Board of Education. (2021). Regulations
& Policy. State Board of
Education.
https://www.stateboard.education.pa.gov/Regulations/Pages/def
ault.aspx.
4. Sammons, L. (2018). Teaching students to communicate
mathematically.
5. Toh, P. C., Chua, B. L., & Association of Mathematics
Educators (Singapore). (2018).
Mathematics instruction: Goals, tasks, and activities.
6. Liljedahl, P., Santos-Trigo, M. (2019). Mathematical problem
solving: Current themes,

trends and research.
Curriculum Development and Implementatio n
Will give $50 total: $25 up front and $25 when complete
Need By: Wednesday, 9/15/2021
Scenario for the Three Assignments: Please reference the
scenario created in the previous
assignments attached:
Curriculum Inception
Assume that you are the curriculum designer for a school
district. The school board has
requested that several teams develop proposals for new
curricula to meet newly established
state standards. You and your team must develop the first
proposal as a pilot or model for the
other teams. You have to first identify a specific curriculum
area not currently used in the school
district that would greatly benefit the students in the district.
Use the Internet to develop a pilot
curriculum for a specific discipline area such as reading, math,
or science or grade level (K–12)
at a local school district.
Instructions: Curriculum Development and Implementation
Write an 8–10 page paper in which you:

Summarize the following aspects of the Curriculum Inception
and Foundations assignments.
(a) Describe the specific curriculum area and grade level(s) for
the pilot curriculum.
(b) Describe at least four core instructional goals for the
curriculum.
(c) Review the various approaches to be used for the planned
curriculum as well as potential
cultural influences.
(d) Review the strategy for incorporating critical thinking skills
into the planned curriculum using
Bloom’s Taxonomy.
Develop at least three student learning outcomes for each of the
core instructional goals in the
planned curriculum. (Note: Student learning outcomes must
support accomplishment of their
respective core instructional goal and be stated in a manner that
is observable and measurable.
The student learning outcomes must also support development
of critical thinking skills
consistent with Bloom’s Taxonomy. A brief article on writing
student learning outcomes or
objectives is provided: Writing learning objectives: Beginning
with the end in mind .
Outline a least one instructional lesson or exercise that could be
used to facilitate mastery of
one of the three student learning outcomes listed.
- (Note: The instructional lesson outline should include
instructor activities to promote
mastery of the learning outcome and develop critical thinking
skills.

- The outline should also include student activities that promote
critical thinking and
accomplishment of the learning outcome.)
Propose at least one way the students for which the lesson is
designed will use technology as
part of the lesson, providing a rationale for the technology.
Propose at least one way in which technology will be used to
deliver the lesson, providing a
rationale for the technology.
Create an implementation plan for the curriculum in the form of
a PowerPoint presentation of at
least eight slides. Include
(a) a summary of the development process (the first two
assignments),
(b) the instruction lesson outline,
(c) an implementation timetable,
(d) the human and capital resources needed for successful
implementation. (Note: The
PowerPoint, which is not part of the page count, will be
presented to the district school board.)
Use at least three relevant, scholarly references published in the
last seven years. (May use
references already used from previous assignments.) (Note:
Wikipedia and other non
government websites do not qualify as scholarly resources.)
PROFESSORS NOTES
You will build from the previous assignments. Note that you
would need to summarize
Assignments 1 and 2 with this submission. Don’t copy the
previous assignments. I
would like to see at least 5-6 pages of NEW content for

Assignment 3. This equates to
about 1500 – 1800 words. A PowerPoint is required as a
separate document.
DISCUSS ALL REQUIREMENTS: Note, do not skip a section.
In the previous
assignments, I noticed that some submissions did not include
ALL the requirements
below. You MUST discuss, describe, explain the specific
assignments. You have to
mention/use the sources in the body of your paper.
USE OF QUOTES/IN-TEXT CITATIONS. Again, your paper
must only contain 10-15%
quotes. You cannot have quotes after quotes. In addition, if you
are using direct quotes,
you must give credit to where credit is due. Quotation marks are
needed for direct
quotes. When you paraphrase, you cannot simply change one
word or two from the
original quote. You must use your own words and ideas to
provide an interpretation of
what you read. In addition, when you paraphrase or summarize,
you need to include
in-text citations.
A PowerPoint is required in addition to the paper. The
assignment is worth 300 points,
which is 30% of your grade. Please be as detailed as possible in
your explanation.

Curriculum FoundationsTaya Hervey-McNuttDr. Teresa Lao

Curriculum FoundationsTaya Hervey-McNuttDr. Teresa Lao

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