Curriculum and Instruction

The English Language Arts Leadership Team (K-12) reconvened on October 4. Literacy Coaches Kristy Nadler and Mark Stanford planned and facilitated the session, which focused on planning for the upcoming Tri-States visit to review the district’s social studies program, grammar instructional alignment, and to study the transitional years through instructional rounds (inter-class/school visits).

In preparation for the Tri-States review, the team reexamined performance indicators, decided on the evidence collection process, and began to identify evidence for each indicator.. Not only did this jump-start the evidence collection process, but it also sparked conversations about how to gather evidence that works for multiple indicators.

The team also examined grammar instruction K-12. A brief group discussion emerged about how grammar instruction looks at each level. This was an extension of a previous conversation began last year. We looked at NoRedInk, a grammar app. Some teachers are piloting the free edition and found the program to be engaging and beneficial for students and aligned with the curriculum. We plan to explore the NoRedInk program further.

Finally, we focused on the transition years (2-3, 5-6, 8-9) and vertical alignment. Instructional rounds were planned so that ELA teachers may visit classrooms across grades and schools to ensure that there is a clear progression so that the skills and knowledge expected at each grade level provide the foundation for the next grades. Teachers commented that the previous years these visits have helped improve their instructional practice and vertical alignment knowledge.

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