Goals & Actions Steps: Curriculum, Instruction, & Assessment

Curriculum: A framework for learning, accessible to all students, that includes content and performance standards for subject areas such as literacy, math, social studies, science, world languages, the arts, healthy lifestyles, and career and technology education. Curriculum may be modified for specialized programs, including Extended Learning (ELP) and International Baccalaureate (IB), and adapted to meet the needs of special education students. The framework incorporates culturally relevant content as well as goals and objectives established for each course.

Instruction: The practices and classroom strategies teachers use to support students in meeting the standards identified for learning. This includes varied methods teachers use to group and motivate students such as dialogue and discussions, challenging questions, experiential projects, readings, assignments, and other activities. It also includes tools, such as technology, to teach and open students' minds to learning. Teachers’ strategies are differentiated, individualized, scaffolded and sheltered as needed. Professional development is critical in developing and enhancing educational practice.

Assessment: A basis for evaluation that includes gathering evidence to measure student performance, learning, and academic growth over time using a variety of formal or informal methods. Measures may include such things as observations, projects, portfolios, self-reflection, quizzes, course tests, and standardized assessments. Equally high outcomes are expected of all students.

2010-11 Goal #1: Align curriculum, instruction, and assessment cycles to provide PreK-12 students access and support that enhances individual student learning so that high outcomes are attained and all students are prepared to flourish in a global society.

Action Steps	Person(s) Responsible	Accountability Measure
Action Step 1.1: Align curriculum, instruction, and assessment to provide access and support that appropriately enhances individual student learning.	Learning Services, Academic Services, Assessment and Evaluation, Exceptional Children Services, and Educational Equity Departments; Administrators and Teachers	In 2010-11 as compared to 2009-10, increased percent of students show progress in proficiency levels on end-of-level criterion referenced tests.
Action Step 1.2: Integrate classroom, district, and state assessments to inform and adjust instruction, meet individual student needs, monitor progress, and increase student learning, as well as to achieve and exceed rigorous state and national standards.		In 2010-11 as compared to 2009-10, reduced differences among student group performance on end-of-level criterion referenced tests; increased English fluency of second language learners, as measured on the Utah Alternative Language Proficiency Assessment.
Action Step 1.3: Research methods, strategies, and tools that assist teachers to improve student engagement levels in classrooms. Develop a professional development plan that includes culturally relevant differentiated instructional strategies for the 2011-12 school year.		Written summary of research; professional development plan for 2011-12 school year.
Action Step 1.4: Increase student access to technology to enhance student learning.		In 2010-11 as compared to 2009-10, increased numbers of technology tools in schools; increased student access to technology-based instruction in classrooms.

2011-12 Goal #2: Align curriculum, instruction, and assessment cycles to provide PreK-12 students access and support that enhances individual student learning so that high outcomes are attained and all students are prepared to flourish in a global society.

Action Steps	Person(s) Responsible	Accountability Measure
Action Step 2.1: Incorporate aligned curriculum, instruction, and assessments at the classroom level to support and enhance individual student learning.	Learning Services, Academic Services, Assessment and Evaluation, Exceptional Children Services, and Educational Equity Departments; Administrators and Teachers	In 2011-12 as compared to 2010-11, increased percent of students show progress in proficiency levels on end-of-level criterion referenced tests.
Action Step 2.2: Use classroom, district, and state assessments in core areas to implement a system of tiered instruction at individual schools to meet individual student learning needs.		In 2011-12 as compared to 2010-11, reduced differences among student group performance on end-of-level criterion referenced tests; increased English fluency of second language learners, as measured on the Utah Alternative Language Proficiency Assessment.
Action Step 2.3: Provide professional development to help teachers engage students in culturally-relevant differentiated curriculum using appropriate instructional strategies to enhance student engagement and learning.		Rosters of personnel participating in professional development that supports student engagement.
Action Step 2.4: Increase the use of technology to enhance student learning.		In 2011-12 as compared to 2010-11, increased use of technology tools in schools; increased technology-based classroom instructional time provided to students.
Action Step 2.5: Increase and enhance opportunities for students to learn world languages.		In 2011-12 as compared to 2010-11, increased numbers of students enrolled in world language classes, courses, or programs.