Learning and Results

With each curriculum endeavor, we will inspire to diligently research best practices and current resources to ensure high-quality materials are evidence based. Our collaborative process will include resource review for all tiers of MTSS instruction which will guarantee  engaging, cross curricular connections and online components. 

We will embark on a curriculum adoption process that ensures all DCSD curriculum is rigorous and standards-aligned keeping students at the center throughout the decision making process.  This will guarantee the DCSD curriculum is engaging and all students are future-ready. 

Education that challenges conventional thinking, prepares all students to compete in a global society, and inspires our students, parents, staff, and community to answer the question, “What if?”

We Believe…

• Curriculum adoption processes are more than just textbook adoptions that happen every few years. 
• Curriculum is a key lever in providing meaningful learning experiences for students as well as a driver for our ethnically and racially diverse learners (African American, White, Multi-racial, Asian, Hispanic, Native American, Pacific Islander) of DCSD. 
• Curriculum adoption processes are viewed as a holistic approach including district goals, pedagogical shifts, cultural relevance, and student-centered environments in order to ensure a guaranteed and viable curriculum.
• A guaranteed and viable curriculum is the alignment among reporting standards, materials, scope/sequence, assessments, and instructional practices. 
• Being responsive is key to managing this complex process including selection, adoption, implementation, and evaluation of curriculum resources.
• Instructional leaders must support ongoing professional development opportunities and monitor the fidelity of implementation, in order to ensure a successful curriculum adoption.

How will we know we are making progress?

• Curriculum materials will be previewed to ensure State and Federal requirements are met for all learners. 
• Utilize the Continuous Improvement Process (CIP) to gain and monitor stakeholder voice to guarantee curricular resources are effective.
• All students will have equitable access to grade level standards through implementation of DCSD Core instructional materials
• The diverse learners (African American, White, Multi-racial, Asian, Hispanic, Native American, Pacific Islander) of DCSD will be represented in the curriculum so children can find themselves reflected in curriculum; for curriculum to provide an opening onto worlds beyond their own experiences to build their identity. 
• All students will receive remediation and extension based on individual needs.
• Instructional leaders will design and provide flexible professional development that is responsive to teacher needs to ensure different teaching styles and philosophies are met.
• The CTT process will be used to ensure students and their needs are at the center of learning and decision making around curriculum, instruction, and materials.
• Curriculum resources are being used with fidelity as monitored by DCSD instructional leaders.  
• By ensuring the fidelity of implementing with DCSD curricular resources, students' success will be evident in State-measured healthy indicators and student achievement data.