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Closing the Achievement Gap and Educating all Children to High Standards - Setting High Standards for Student Learning

To set high standards for student learning, we will:

    • provide children a rigorous curriculum and college preparatory path
    • provide career path options
    • provide consistent and clear understanding of what children are expected to learn
    • provide international benchmarks to ensure that our children are globally competitive
    • aim for children to develop the knowledge and skills to gain admission with no need for remediation to the post-secondary institution of their choice or a career path

Common Core State Standards

Provide a Rigorous Standard Core Curriculum to All Children

Visit the Curriculum & Instruction Department website >>

Ongoing Efforts

    • Developing a standardized curriculum, instruction, and assessment system that provide children with a clear understanding of what s/he is expected to know and be able to do
    • Ensuring consistency and coherence across the district by utilizing core instructional materials.
    • Providing general education with the core curriculum in addition to supplemental instruction in Language Arts and mathematics.
    • Adjusting curriculum for non-proficient children identified by  NMSBA and district short-cycle assessment results.

Immediate Action Steps

    • 1.1: Create and train expert teams at the school and district level to transform teaching, build capacity, and support schools in their transition to CCSS.
    • 1.2: Train all elementary principal teams with Dana Center Protocols on Study of Standards.
    • 1.3: Train directors/managers of instructional and support departments on Study of Standards.
    • 1.4: Develop K-3 CCSS aligned pacing guides and resources.
    • 1.5: Build scope and sequence for CCSS with Dana Center protocols and training; included, protocol for instructional units.
    • 1.6: Training for high school and middle school principal teams, including assistants on Study of Standards.
    • 1.7: Train elementary principals to be trainers and instructional leaders for the Common Core: leads chosen by elementary associates.
    • 1.8: Professional development for creating instructional units/lessons on CCSS for K-3 teachers.
    • 1.9: Develop Kindergarten Developmental Progress Record (KDPR), Standards Based Progress Reports (SBPR) and District Benchmark Assessments (DBA) aligned to CCSS – K-3.
    • 1.10: Develop training for administrators and teachers to use new SBPR and assessments.
    • 1.11: Provide teachers instructional materials /resources to build academic language and vocabulary that will increase literacy skills (reading, writing and speaking) especially for ELL’s and native language children.
    • 1.12: Provide teachers instructional materials /resources to build academic language and vocabulary that will increase literacy skills (reading, writing and speaking) especially for special education children.
    • 1.13: Formal collaboration with Academic Team and other departments to ensure that CCSS meets the needs of all children.
    • 1.14: Create a digital CCSS course for professional development and format for PLC’s in all schools.
    • 1.15: Apply for Gates Grant to implement CCSS.
    • 1.16: Work in accordance with PED CCSS rollout, including workshops and professional development provided.
    • 1.17: Hire, place and retain highly qualified instructional staff.
    • 2.10: Every fifth grade student will be required to create a transition project to familiarize themselves with sixth grade requirements and culture.
    • 2.11: Design and implement a midterm SBPR at the elementary level. Write policy.
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