HomeEssential Descriptions
Curriculum (Barbara Kuehl): 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 (Shauna Carl): The practices and classroom strategies teachers use to support students in meeting identified learning standards. 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. Instruction is differentiated, individualized, scaffolded, and sheltered as needed. Professional development is critical to enhance educational practice.
Assessment (JoEllen Shaeffer): 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. Comparably high outcomes are expected of all students.
Equity and Advocacy (Kathleen Christy): Districtwide practices, programs, policies, and procedures to provide all students with rigorous curriculum, safe learning environments, differentiated educational opportunities, and the resources necessary to achieve comparably high outcomes. Equity requires that educators develop skills, knowledge, and beliefs necessary to meet the needs of every student, with an emphasis on students of color, English learners, students in poverty, and students with disabilities.
Early Childhood (Ann Cook): Programs for young children (birth to age 5) and their families that provide support for optimal development in the early years and a foundation for success in kindergarten, during elementary school, and throughout life. Research-based resources support the healthy cognitive, social, emotional, and physical development necessary for a smooth transition into school. Enriched learning opportunities for families and young children help establish ongoing partnerships that empower parents to promote children's future learning and healthy, productive lives.
School Choice (Dorothy Cosgrove): Districtwide efforts to encourage and publicize a rich array of learning opportunities, environments, and programs that offer academic rigor, research-based instructional strategies, and student-centered assessment accessible and responsive to the needs of our diverse student population. Specialized programs within our neighborhood schools, district sponsored charter schools, optional programs, magnet schools, lab settings, or other smaller learning communities are designed to challenge students to develop their innate talents, abilities, and interests.
Family and School Collaboration (Laurie Lacy): An inclusive educational environment with many and varied opportunities for families and schools to engage together as advocates and supporters of our student's learning. Both families and the school work to remove barriers and encourage collaboration by interacting regularly and communicating clearly, in languages that families understand, regarding student progress, learning expectations, and educational events. Family culture is respected. Schools actively work to enhance existing strengths of families to support learning at home and to bring families and teachers together to assist students. High levels of student achievement are accomplished by working collaboratively in decision-making and school governance.
Internal Communications and External Relations (Michael Williams): Clear, accurate, efficient, effective, timely, culturally sensitive communication, in multiple languages, among employees, parents, and members of the larger community. Improved communication leads to increased opportunities for the district to engage agencies, businesses, and other community-based organizations to support student learning in ways relevant to our diverse student needs.
