Curriculum and Instruction supports student learning when it is intentionally planned and delivered to be important, focused, engaging, demanding, and scaffolded.  This category seeks to ensure there is commitment to and practice of defining learning targets for students, then intentionally planning for and using a variety of instructional strategies so EVERY student is challenged.  There are three elements in Curriculum and Instruction: Curriculum, Instructional Planning, and Instructional Practice (adapted from Carol Ann Tomlinson).
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STRENGTH AREAS
2019-2020 SSR Strength Areas ("Practice" or "Impact")
  • Elementary Level
    • Instructional Planning is intentional, focused, engaging, and scaffolded, (i.e., the HOW).
    • Instructional Planning includes reflection on effectiveness of instruction. (the HOW)
    • Instructional Planning systems are in place to plan for and ensure instructional supports for specific learning needs.
    • Instructional Practice are demanding, important, and ensure transfer of learning.
    • Instructional Practices are engaging.
    • Instructional Practice are focused.
    • ​Instructional practices are scaffolded.
  • Middle Level
    • ​Curriculum is written and aligned so there are no gaps or unnecessary overlaps, and represents important and demanding understandings and processes.
    • Instructional Planning is aligned to curriculum that is important and demanding (i.e., the WHAT).
    • Instructional Planning is intentional, focused, engaging, and scaffolded, (i.e., the HOW).
    • Instructional Planning includes reflection on effectiveness of instruction. (the HOW)
    • Instructional Planning systems are in place to plan for and ensure instructional supports for specific learning needs.
    • Instructional Practice are demanding, important, and ensure transfer of learning.
    • Instructional Practices are engaging.
    • Instructional Practice are focused.
    • Instructional practices are scaffolded.
  • Secondary Level
    • ​Instructional Planning is aligned to curriculum that is important and demanding (i.e., the WHAT).
    • Instructional Planning is intentional, focused, engaging, and scaffolded, (i.e., the HOW).
    • Instructional Planning includes reflection on effectiveness of instruction. (the HOW)
    • Instructional Planning systems are in place to plan for and ensure instructional supports for specific learning needs.
    • Instructional Practice are demanding, important, and ensure transfer of learning.
    • Instructional Practices are engaging.
    • Instructional Practice are focused.
    • Instructional practices are scaffolded.

GROWTH AREAS
2019-2020 SSR Growth Areas ("Awareness" or "Commitment")
  • Elementary Level
    • Curriculum is written and aligned so there are no gaps or unnecessary overlaps, and represents important and demanding understandings and processes.
    • Instructional Planning is aligned to curriculum that is important and demanding (i.e., the WHAT).
Click here for S-CAP SSR Site Visit Findings used to inform this area:            Pk-5            6-8            9-12