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
- DIBELS 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.
Instructional Planning and Practice:
- The following are district adopted programs/approaches to instruction in specific content areas:
- Math, K-5 – Eureka Math (Engage NY) and Zearn with an emphasis on fluency
- Math, 6-12 – Math in Focus, Cencage Big Ideas, Kendall Hunt Geometry, Wiley and Sons/Freeman Pre/Calculus
- ELA, K-5 – Into Reading
- ELA, 6-12 – Literature Texts, identified through request process
- Science, K-5 – Mystery Science
- Science, 6-12 – Essentials with text support identified in program evaluations
- Social Studies, K-5 – Locally developed materials
- Social Studies, 6-8 –TCI History, Geography Alive, and the DBQ Project (Supplemental)
- Social Studies, 9-12 – iCivics (Core), Global Studies: OER Projec, US History: USHistory, AP Modern World – AP curriculum, AP US History – AP curriculum, Historical Thinking, all Courses: Stanford History Education Group (SHEG), Contemporary Issues: Choices Units ( Core)
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: Elementary Enrichment Rotations, WIN (What I Need) time in elementary, Intervention classes GT activities, Girls on the Run
- Middle School: Mountain Bike Club, Outdoor Club, Student Council, Jr National Honor Society, Homework Help, Card Club, Yearbook
- High School: Art Honor Society, Creative Arts Fair, Drama Productions, Pep Band, Band Competition, Music Competition, Yearbook, Mountain Bike Club, Trap Shooting Club, CHSSA Athletics with 82% student participation.
ICAP Approach:
- ICAP preparation begins in 8th grade with the development of an individual student’s website/portfolio to be developed through high school for their senior capstone. In high school, the ICAP requirements are met through various courses and in particular in freshman seminar, civics unit, and senior seminar. 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 senior capstone 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.
- Abre is data visualizations and student plans
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:
- Preschool
- 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.
- Leader in Me is a comprehensive PK–12 framework that nurtures student leadership, fosters a culture of trust, and boosts academic success.
- 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 and 7th 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.