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.
Curriculum and Instruction. A. The Board shall determine the need and economic feasibility of providing a staff library in each school.
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.
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.
Curriculum and Instruction. The DJJ and the School Board agree to ensure the following:
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. English Language Arts 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, a...
Curriculum and Instruction. 20.01 It is recognized by the parties that the Board is responsible under State Law and State Board of Education Rules for setting the standard of service in the curriculum and instruction provided students. It is the responsibility of teachers to meet the needs of all students. In order to do this effectively, sufficient multi-level and/or multi-test materials shall be requested by the instructional personnel of each school to insure that each pupil in the classroom has adequate materials.
Curriculum and Instruction. Common Core curriculum is based on the minimum course of study pacing guide that is part of the textbook materials.
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. Classroom-based learning opportunities are described throughout this Exhibit, and include but are not limited to instruction in the subjects set forth below, tutoring opportunities, and student projects. Non-classroom based learning opportunities include field trips to the Cleveland Zoo, the Great Lakes Science Center, the new Aquarium, local farms, and the Children’s Museum. The school will also host family nights (including but not limited to events such as Math Nights, Literacy Nights, Science Nights) and a World Holiday Festival. The curriculum development process at Village Preparatory School :: Woodland Hills Campus will serve as one of the most important steps on the path to ensuring that every student receives an excellent education. The development of this standards-based curriculum will start during a four-week Summer Institute (July 16 – August 10, 2012) in which teachers are taught a nine-step curriculum development process and will begin work on completing their own rigorously developed curriculum. This process is similar to the curriculum development process used at Leadership Preparatory Charter School and Excellence Charter, two high performing urban elementary schools in New York. Rationale: In most cases, choosing one particular textbook or curriculum will not help Village Preparatory School :: Woodland Hills Campus meet the lofty goals it has set for its students. Most curriculums are based off of broad, national standards, even if they claim to correlate with the standards of a particular state. It is because of this loose correlation that Village Preparatory School :: Woodland Hills Campus will instead choose to develop its own curriculum. It will be intentionally planned, meticulously crafted, and aligned with the Ohio Achievement Assessment (OAA) in order to put students squarely on a college-preparatory track. Overview: Each step in the six-part process will be linked so that daily instruction will be tied directly to internal and external assessments. During Summer Institute, Steps 1-3 of this process will be completed in their entirety, Steps 4 will be completed for Trimester 1, and Steps 5-6 will be completed for the first two weeks of school. The curriculum documents for Step 4 for Trimester 2 and 3 will be completed during Professional Development days scheduled throughout the year. A complete list of due dates will be provided during the first week of Summer Institute. Steps 5 and 6 continue to be completed on a weekly basis t...
