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 Core Knowledge Language Arts Program (CKLA) is the primary curricular resource for grades K–2. In addition, students in grades K–2 who require Tier 3 support receive intensive intervention thirty minutes per day through the Leveled Literacy Intervention System (LLI). For math instruction, K–2 teachers use Go Math; for science, Prentice Hall Science Explorer for Science and XXXX are primary resources. Social Studies Alive is used for K–2. 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 and 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. EngageNY 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 designed to help students notice the details of written language and learn how words "work." Close reading to deepen and expand comprehension. ...
Curriculum and Instruction. The DJJ and the School Board agree to ensure the following:
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. 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. 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. 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...
