State Report

Guiding the Selection and Implementation of Curriculum, Instruction, and Assessment

EXPECTATIONS

1. The central office and school committee develop and implement an articulated PreK-12 curriculum for all students that meets or exceeds state-mandated content and performance standards.

2. The central office requires, finances, and supports differentiated instructional strategies, materials, and assessments to ensure that all students have opportunities to meet state and district performance standards. The central office provides information that teachers can use to redirect and focus their instruction to address the full range of students.

3. The central office implements in each school multiple measures for evaluation and assessment of learning that are frequent, rigorous, and aligned with the district curriculum.

4. The school committee has approved performance-based exit criteria for high school graduation.

INDICATORS

• The superintendent appoints curriculum leaders and implements a policy for collaborative development of K-12 curriculum decision-making and implementation.

• Administrators and teachers in all schools and at all levels can identify the learning goals and grade-level expectations that their students are expected to master during the school year.

• Parents of children in all schools and at all levels know that their children are expected to master certain content during the school year. Parents of middle and high school students are aware of the high school exit criteria.

• School administrators and teachers know how to implement and/or secure additional instructional support for students who are not meeting district performance standards. Parents know how to secure additional instructional support for their children.

• Teachers report that they receive high quality professional development and ongoing support by supervisors and content specialists to deliver high quality instruction, differentiate instruction to meet the needs of individual students, and assess student progress.

• Analysis of student assessment data by principals and instructional leaders triggers support systems/ interventions for individual students and curriculum modifications if needs are systematic.