CI – Background Information / Documents

Curriculum & Instruction – Background Information / Documents

District Curriculum:

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

District MTSS Approach:

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).
  • Middle school – Expectations are outlined through the PBIS model of RISE and communicated through advisories and in 6th grade 
  • 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.