District Curriculum Plan

Learning: We will continue to develop and communicate a high quality curriculum, instruction, and assessment system across all grade levels.

Growth:  We will use student achievement data to set goals, develop plans to support student growth, and measure progress.

Connection:  We will create a consistent approach to support students’ social-emotional growth and well-being through the development of common language and practices.

1. Develop strong mathematical thinkers through the development of number sense, conceptual and computational fluency, precise mathematical language, and the ability to transfer skills to multiple applications.
2. Use Math Competencies, with clearly articulated learning targets, at each grade level to drive planning, instruction, assessment, and intervention.
3. Incorporate small group instruction across all grades, including a Math Workshop instructional model in grades K-5.
4. Provide specific, targeted feedback to students, particularly as it relates to progress towards Math Competencies.
5. Help students develop and practice enduring skills of perseverance and resilience in mathematics.

Objectives:

• Refine K-8 Math Competencies and learning progressions across the grade levels. (Goals 1, 2, 4, 5)
• Provide tools and resources for teachers to support small group instruction and the Math Workshop model. (Goals 1, 3)
• Discuss and develop common assessments to calibrate proficiency expectations and provide evidence of learning. (Goals 1, 2, 4, 5)
• Regularly review math data to inform planning, instruction, assessment, and intervention as it relates to learning targets and Math Competencies. (Goals 1, 2, 3, 4, 5)
• Incorporate more activities that focus on building number sense and math fluency to build stronger foundations for higher level skills and application. (Goals 1, 2, 3)
• Provide professional learning opportunities in the areas of competency-based planning, small group instruction, Math Workshop, Building Thinking Classrooms, and specific feedback. (Goals 1, 2, 3, 4, 5)

1. Develop strong independent and critical thinkers that can closely analyze, evaluate, and communicate their opinions and ideas through the development of informational and literary reading skills as well as listening, speaking, and writing skills. 
2. Use Literacy Competencies, with clearly articulated learning targets, at each grade level to drive planning, instruction, assessment, and intervention. 
3. Incorporate small group instruction and conferring within the literacy workshop models in grades K-8. 
4. Provide specific, targeted feedback to students, particularly as it relates to progress towards Literacy Competencies.
5. Integrate research based literacy instruction using science of reading pedagogy, shifting from balanced to structured literacy.

Objectives:

• Refine K-8 Literacy Competencies and learning progressions across grade levels. (Goals 1, 2, 3, 5)
• Provide tools and resources for teachers to support small group instruction within each literacy domain. (Goals 1, 2, 3)
• Regularly review literacy data to inform planning, instruction, assessment, and intervention as it relates to learning targets and Literacy Competencies. (Goals1, 2, 3, 4, 5)
• Discuss and develop common assessments to calibrate proficiency expectations and provide evidence of learning. (Goals 1, 2, 4)
• Strengthen implementation of workshop model for all literacy instruction. (Goals 1, 3, 5) 
• Provide professional learning opportunities and high quality instructional materials centered around science of reading pedagogy and the implementation of structured literacy. (Goal 1, 2, 3, 4, 5) 

1. Develop confident engaged learners and leaders who think independently, problem solve, self-advocate, and show competency across all domains. 
2. Foster knowledge, skills, and attitudes across five areas of social and emotional competence.
3. Use content-based competencies for all content areas, with clearly articulated learning targets, to drive planning, instruction, assessment, and intervention..
4. Provide specific, targeted feedback to students on an on-going basis.
5. Empower students to navigate, evaluate, analyze, and synthesize information through a variety of media formats.

Objectives:

• Support students with unfinished learning and competency recovery. (Goals 3, 4)
• Work with content area committees to refine content-based competencies. (Goals 1, 2, 3)
• Implement elements of a workshop model across all content areas. (Goals 1, 2, 3, 4, 5)
• Integrate online technology tools to expand and diversify instruction and learning. (Goals 1, 3, 4, 5)
• Use assessment data to monitor each student’s academic progress. (Goals 1, 2, 3, 4, 5)
• Embed informal, formal, and districtwide assessments into instruction. (Goals 1, 2, 3, 4, 5)
• Support students in making personalized goals for achievement and growth. (Goals 1, 2, 3, 4)
• Integrate NHSAS Benchmark Modules to inform student progress towards competencies, to review and discuss the structure of the questions, the technology tools available, and model a well-developed response.  (Goals 1, 3, 4, 5)