CI – Background Information / Documents

Curriculum & Instruction – Background Information / Documents

District Curriculum:

• BV Essentials are the K-12 curriculum and assessments for every grade and and content area for BV Schools. BV Essentials are available on the District Website and distributed at Open House. K-5 BV Essentials for Families and K-12 BV Essentials Planning Maps. BV Essentials are also reported to families through the elementary report card.

• Overall Assessment Plan for the District is available on the district website. The following are the key assessments used and most are available on the Student Success section of this website. .
  • BV Essentials Assessments data collected each semester, K-12 in all subjects
  • TS Gold is used in preschool and kindergarten
  • NWEA is administered two times per year in math and ELA, 6-8 and alternative high school (CCHS) for instructional purposes only
  • CMAS and PSAT state testing
  • PALS for diagnostic and placement for K-5 reading (READ)
  • ASVAB for juniors

• A Program Evaluation Cycle is used to develop and revise curriculum. The Program Evaluation Process includes revision in alignment with Colorado Academic Standards, creating a Planning Map and Teacher Direction Pages.

• Intentional Design is the comprehensive approach for curriculum, assessment, instruction and environment implemented PK-12.  

• There are 8 elements for Intentional Design used as professional practice indicators for the BV Teacher Evaluation Process. The High Quality Teaching Profile summarizes these universal instructional practices.  

• The following are district adopted programs/approaches to instruction in specific content areas:
  • Math, K-8  – Singapore Math/ Math in Focus with an emphasis on Workshop Model
  • Math, 9-12 – Workshop Model
  • ELA, K-5 – Into Reading

District MTSS Approach:

• BV Schools Multi-Tiered System of Support (MTSS).
• District Gifted/Talented Services and MTN BOCES support

Resources/Programs available to students before, during and after school for intervention and enrichment

• Elementary Enrichment Rotations, WIN (What I Need) time in elementary, Intervention classes (Title Reading, Intervention ELA at middle and high school) GT activities, Mountain Bike Club, Outdoor Club, Student Council, Jr and National Honor Society, Art Honor Society, Creative Arts Fair, Cultural Fair, Drama Productions, Pep Band, Band Competition, Music Competition, Odyssey of the Mind, Homework Help, Reading Club, Card Club, Yearbook, CHSSA Athletics with 82% student participation.

ICAP Approach:

• 6-12 grade uses a digital system, Xello, for ICAP planning, with primary focus in 8th grade “Bigger Picture” course, and in 9th and 12th grade seminars.  In addition, every student has an advisor (same advisor 6-8 and 9-12) who provides support for grades, ICAP, and graduation requirements.  Graduation Requirements approved by the Board of Education include the completion of a portfolio demonstrating the 7 C’s.

Data Management:

• Infinite Campus is used for student data information and collecting BV Essential scores. These are made available on the Student Success tab under Local Assessments.

Behavioral Expectations:

• District-wide, the Profile of a Learner , also known as the “7 Cs” is used to at all grades to describe the expectations of a learner.  It is communicated with families through this document, on elementary report card, and is the basis for portfolios and student led conferences.  The Profile of a Learner integrates the learning dispositions needed to be successful, which are the foundation of behavior expectations in a group setting.  Additional school-level descriptions follow:
• Elementary – Clear and consistent behavior expectations are established for all common areas in the building. (Lunchroom, Hallways, Restrooms, and Assembly).
  • Behavior Expectations are focused on being Character- Centered (one of the 7Cs on the Profile of a Learner).  Each poster references how students are safe, respectful, and responsible in these areas. Teachers also have flip charts in their rooms that are used to reinforce and teach these expectations. Sample reinforcement of these expectations.
  • Caring School Community is a comprehensive, research-based program that builds school-wide community, develops students’ social skills and competencies, and enables a transformative stance on discipline. 
  • Behavior Matrix
  • Elementary student handbook.
• Middle school – Expectations are outlined through the PBIS model of RISE and communicated through advisories and in 6th grade 
  • Student Academic Support for Success (SASS).  – 6th grade class for all students
  • Behavior Matrix
  • Middle School Student Handbook.
• High School – Expectations are established through advisories and freshman and senior seminar. Freshman and Seniors are paired for advisory and work together throughout the year with an intentional mentoring relationship.
  • BVHS Behavior Matrix
  • BVHS student handbook
  • CCHS – Discovery
  • CCHS Behavior Matrix
  • CCHS Handbook