CURRICULUM AND INSTRUCTION. 7.1 The Board and the Association recognize the importance of adequate teaching reference materials and adequate and appropriate instructional materials and equipment in maintaining a high level of professional performance in the educational process.
7.1-1 The materials and services of a teacher reference library shall be available to all teachers in each school and/or in the District.
7.1-2 The Board shall make every reasonable effort to maintain appropriate instructional materials (printed and AV), necessary equipment and supplies and suitable testing materials in all District schools. Every reasonable effort will be made to have basic educational supplies and materials available for the opening of school.
7.1-3 Designated duplicating and/or copying facilities shall be available for direct use by instructional personnel. Mechanical failure shall not constitute violation of this provision. At no time shall students be allowed to handle test materials submitted for duplication.
7.1-4 The Board shall provide a program of school library media services for all public school students in the District. Such libraries will provide reference materials and facilities to supplement and complement the required curriculum as long as the students are in attendance. However, the services of the media specialist shall be curtailed no more than five (5) days prior to the end of the student school year.
7.1-5 Regularly scheduled classes, such as music, art, computer labs, physical education and guidance will be provided as long as students are in attendance, unless exceptional circumstances are approved by the Superintendent.
7.1-6 The Board recognizes that some material and equipment may be damaged, broken or lost in the normal course of education. Employees may be charged the current depreciated value of the material or equipment only if gross negligence meaning reckless disregard can be proven. Employees will not be charged for wear and tear caused by normal use.
CURRICULUM AND INSTRUCTION. 7.01 The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.
7.02 The School Board supports the concept of academic freedom as set forth in the laws of Florida and the policies of the School Board.
CURRICULUM AND INSTRUCTION. 9.01 For each school in the District; the Board shall provide funding for approved material. The determination of material to be purchased shall be made by the district and/or site administrator after consultation with the faculty. The Board agrees to continue to improve and make reference and other materials in the District office media center available to employees. A list with such materials shall be available in each school.
9.02 There shall be a functioning staffed media center in each school to supplement and complement the required curriculum.
9.03 The Board agrees to make word processing and reproduction capabilities to aid employees in their preparation of instructional materials available in each school.
9.04 In schools where duplicating services are provided for duplication of instructional materials, such services shall be provided on a first-come, first-served basis.
9.05 A student having academic or behavioral challenges may be recommended to the intervention team.
9.06 Employees will be provided with supplies, textbooks, and teaching materials to teach the courses assigned. Employees shall not be required to purchase supplies, textbooks, materials, or equipment from their personal funds.
9.07 Audio-visual equipment shall be available in each school for classroom use.
9.08 Providing that the Legislature appropriates the necessary funding, the Board agrees to participate in a Teacher Education Center. The Teacher Education Center Council shall be responsible for all pre-service and in-service as prescribed by law.
9.09 Members of the TEC Council shall be granted release time if their responsibilities to the Council require them to attend meetings of the Council during the day, but only one such day of release time may occur on a student attendance day during any given school year. Additional days may be approved by the building administrator. TEC representatives shall be elected by the faculty at their site. The TEC chair at the District level shall rotate among the elementary, middle, high, and other sites. Should there be a lack of interest at any level for their rotation year, the rotation would move to the next level.
CURRICULUM AND INSTRUCTION. A. The Board shall determine the need and economic feasibility of providing a staff library in each school.
B. Before any formal Board consideration of extended school year plans, a joint committee composed of Board representatives and Association representatives, shall be established to study such plans. The committee shall present a recommendation to the Superintendent for his consideration.
C. Teachers shall have the responsibility to determine and report student progress and grades in accordance with the district’s Student Progression Plan. When an individual or individuals believe the Student Progression Plan or Board Policies relative to grading are not being followed the Association and Board will work together to resolve all identified issues. Correction of student grades shall be done in accordance with School Board Policy 5421 Grading. Student promotion, retention, and assignment will be made in accordance with the Student Progression Plan.
D. The Association president or their designee may submit a list of teacher names to the superintendent’s designee to be considered for participation on a Curriculum Writing Committee.
CURRICULUM AND INSTRUCTION. The Core Knowledge Language Arts Program (CKLA) is the primary curricular resource for grades 3–5. Teachers in grades 4–8 use EngageNY Language Arts. In addition, students in grades 3–8 who require Tier 3 support receive intensive intervention thirty minutes per day through the Leveled Literacy Intervention System (LLI). For math instruction, third- and fourth- grade teachers use Go Math, and grades 5–8 are using Eureka Math. For science, Prentice Hall Science Explorer for Science and XXXX are primary resources. Social Studies Alive is used for 3–5 and History Alive is used by grades 6–8 for social studies. Core Knowledge Language Arts Core Knowledge Language Arts (CKLA) is a comprehensive program for teaching reading, writing, listening, and speaking while also building students’ vocabulary and knowledge across essential domains in literature, global and American history, and the sciences. In the early grades, CKLA focuses on oral language development through carefully sequenced read-alouds as well as systematic instruction in reading and writing skills. In later grades, CKLA continues to advance students’ knowledge and vocabulary through read-alouds and in-depth discussions while also immersing students in complex texts and advanced writing assignments that draw on the academic content they’ve been engaged in since preschool. CKLA for grades K–3 is broken into two strands—a Skills strand and a Listening & Learning strand—so that children can master sounds and letters for fluent decoding and encoding during one part of the day and then have additional time to build the knowledge, language, and vocabulary that are essential for strong comprehension. Engage NY Language Arts The modules are designed to address Common Core State (CCSS) and Learning Standards, which focus on building students’ literacy skills as they develop knowledge about the world. The modules are designed to give teachers concrete strategies in reading, writing, speaking, and listening that address the instructional shifts required by the Common Core Learning Standards. Leveled Literacy Intervention System for Students receiving Tier 3 Intervention: • Combination of reading, writing, and phonics/word study. • Emphasis on teaching for comprehending strategies. • Explicit attention to genre and to the features of nonfiction and fiction texts. • Special attention to disciplinary reading, literature inquiry, and writing about reading. • Specific work on sounds, letters, and words in activities...
CURRICULUM AND INSTRUCTION. The Superintendent or designee may, on an as-needed basis, establish a committee of interested parties to study any defined program of study carried on by the District. Such committee shall be established at the discretion of the Superintendent, and shall be dissolved when, in the opinion of the Superintendent, the committee has completed its charge. If the Superintendent/designee established a study committee, the Association shall be invited to appoint a representative to participate in the study and recommendations of the committee.
CURRICULUM AND INSTRUCTION. A. To any committee of school employees appointed by the Chancellor in connection with curriculum or instructional programs, the Council shall be requested to name a representative or representatives.
B. With respect to joint Management-Union committees which are established subsequent to the effective date of this Agreement in connection with curriculum and instruction, the Council shall be requested to name an administrative representative.
CURRICULUM AND INSTRUCTION. The mission of CCA-West is to ensure that every student is prepared to succeed academically in high school and college. The most important part of this mission is strong academic preparation. Regardless of their level of proficiency upon entrance, students must complete the eighth grade ready to enter ninth-grade programs and advanced classes. For all internally designed curriculum, CCA-West has adopted the curriculum-development process designed by Chief Learning Officer Xxxx X. Xxxx, which was heavily influenced by the text Understanding by Design by Xxxxx Xxxxxxx and Xxx XxXxxxx. Through this process, teachers use state tests, state standards, and national curricular resources to develop standards for each course. From these standards, teachers complete Understanding by Design Unit Plans for each course. These include student learning goals for each standard, teaching activities related to these standards, and assessments (both questions and full assessments). Using these assessment questions, teachers create Trimester Comprehensive Exams for every class, all before the start of school. This process has demonstrated excellent results for students since our founding. Subject Grades Resource Description Link ELA 6–8 Reading Reading Reconsidered is a xxxxx://xxxxxxxxxxxx Reconsidered comprehensive ELA xxxxxx.xxx/xxxxxx curriculum created by literacy g-reconsidered- experts at Uncommon curriculum Schools. The curriculum has proven results in Uncommon Schools, which serves a similar population. The curriculum is writing intensive, focused on knowledge building, novel centric, and modular, which allows teachers to continue to make some choices about their curriculum. Math 6-8 Eureka Math Eureka math, previously xxxxx://xxx.xxxxx known as EngageNY Math, is a revolutionary math program designed to ensure that students move beyond rote memorization toward building enduring math knowledge xxxx.xxx/xxxxxxx?xx arch=eureka%20m ath Writing, Social Studies, History & Science 6–8 The Writing Revolution The Writing Revolution transforms instruction across the curriculum through a proven, coherent method that enables all students to develop literacy and critical-thinking skills. The Writing Revolution is based on the Xxxxxxx Method, which includes an explicit set of evidence-based strategies for teaching writing. This method is employed across curricular content. xxxxx://xxx.xxxxxx xxxxxxxxxxxxxx.xxx Social Studies/H istory 6–8 Self-Created Curriculum We continue to use ...
CURRICULUM AND INSTRUCTION. SCS continually strives to exceed the expectations of the Ohio Department of Education (ODE) regarding learning standards. The curriculum and standards are a blend of academic and career- technical concentrations, into which twenty-first-century skills that emphasize critical thinking, creativity, communication, and collaboration are incorporated. Professional development (PD) helps SCS align its efforts with college and career readiness. The staff has utilized its PD time to incorporate the vertical alignment of content vocabulary, assessment blueprint analysis, and depth of knowledge across core content. New unit sequence calendars enable staff to combine pacing charts, assessment calendars, and school calendars to provide a complete and comprehensive view of teaching and learning at each grade level, aligned to the State of Ohio’s New Learning Standards. The implementation of these practices will ensure more effective instruction and increased learning for all students. In conjunction with standards implementation, SCS will also improve its assessment procedures in all grade levels. SCS intends to align curriculum and instruction to mastery, in alignment with the state’s academic content standards, so that children are learning what they are expected to learn to mastery. Multiple methods of instruction and assessment will be used so that all students demonstrate mastery of expected knowledge and skills. Integration of reading and mathematics instruction will take place throughout the school day. SCS uses purchased curriculum (for example, Foresman reading and science, McGraw Hill, and Envision Math) and software programs (for example, Renaissance Learning Platform, MyOn online library, Study Island, IXL math, and EnVision Math). Teachers are consulted on potential for curricula to be purchased and are likewise involved in the evaluation of curricular components as they are implemented. SCS offers Advanced Placement (AP) classes to students on site. In the event a student needs an AP class that SCS does not offer, students may take those classes via Odysseyware, our online course provider. SCS also offers credit recovery and summer school. SCS, grades 6–12, uses its curriculum in the context of its High Schools That Work and Making Middle Schools Work plans (see goals in Exhibit 4). SCS provides several extracurricular programs to its students. There is a full complement of sports for boys and girls in grades K–12 (grades K–6 are offered through the vari...
CURRICULUM AND INSTRUCTION. The major focus of the curriculum is on developing students’ higher-order thinking skills in all content areas. This aligns well with the school’s mission of increased student learning and achievement. The Common Core standards in math and reading, and the revised standards in science and social studies (K–8), will be used. The Common Core standards are highly aligned with the instructional strategy of inquiry-based learning and our mission of higher-order thinking. The academic areas taught are language arts, social studies, science, math, and reading. The instructional and performance objectives for each academic subject and grade level, as well as the achievement objectives for reading, writing, math, science, and social studies, are listed in the Ohio Common Core and the Ohio revised standards. All students can achieve at high levels when afforded the best learning opportunities that meet their individual needs. At PCLC, we believe that a workshop approach along with a framework for rigor and relevance (adopted from the International Center for Leadership in Education) instruction is the best way to manage the classroom learning environment. The concept of a workshop approach empowers teachers to deliver instruction that effectively meets the needs of each student. Teachers are empowered to be prescriptive and diagnostic in their instructional decision making without relying solely on a scripted teacher’s guide. The balanced workshop approach is used in reading, writing, math, science, social studies, and physical education. It focuses on different types of learning experiences, including whole-group mini-lesson instruction, small-group guided instruction, read alouds, shared reading and writing, guided reading and writing, reading and writing conferences, independent reading and writing, practice work stations and centers, cooperative learning, and reflective sharing of learning. The teacher becomes a facilitator of student learning as children take on the workload and take control of and responsibility for their own learning. Online tutoring programs in reading, math, science, and social studies are provided for students to help ensure that they are on track, according to the Ohio revised standards in science and social studies and the Common Core standards in math and reading. Using a balanced workshop approach empowers and enables teachers to be more creative and definitive when planning differentiation and intervention (this is referred to as resp...
