“The job is not to hope and assume that optimal learning will occur.” “The job is to ensure that learning occurs” (Wiggins and McTighe). 

Everman ISD Curriculum is designed to achieve the specific and explicit purpose of diagnosing the learning gap for each of the district’s students, to provide teachers with a clear plan how to treat the learning gap, and to maintain instructional continuity in pursuit of the district’s one goal and purpose, student success. 

The focus of the curriculum shall ensure:
1. There is an ongoing emphasis on reading at grade level.
2. There is student mastery of skills required by TEKS. 
3. There are learning objectives derived from state, national, and local assessments.
4. There is administrative support and monitoring for teachers to maintain consistency between the written curriculum and the curriculum objectives actually taught.

The tested curriculum shall include the following components:
1. A criterion-referenced assessment system that is TEKS-specific and is used to determine student progress and skill attainment, and to award credits (grades); and
2. A formative assessment system for teachers to assess, diagnose, and determine instructional assignments for students.

A systematic process for assessing student performance is in place to:
1. Measure student progress.
2. Guide teachers’ instruction at appropriate levels.
3. Guide students’ learning.
4. Guide District/campus improvement of curriculum.
5. Guide alignment and programmatic decisions.
6. Communicate progress to parents to support learning.

Effective instruction is at the core of effective schools: interactions between students, teachers, and content determine learning outcomes. 

Effective Schools Framework 
Everman ISD has created and implemented an effective instruction checklist that ensures that each student receives quality instruction each day. The checklist ensures alignment between the written curriculum, what is taught, and what is assessed.



The six steps are executed through a collaborative process between the district’s STAMP Committee and campus PLCs. S.T.A.M.P. which stands for Safeguards for Teaching and Monitoring Progress is made up of grade-level teachers from across the district, district curriculum specialists and other instructional leaders. Campus master schedules allow PLC to ccure each day on all campuses. 

Focus 
The focus of the Everman ISD Professional Development Plan is to build instructional capacity, the abilities and skills, that will equip educators with the tools needed to improve the quality of teaching and learning.

The Principles upon which this plan is based are, therefore, to: 

• Improve learning and achievement for ALL students
• Improve teacher and effectiveness 
• Provide quality instruction to ALL students
• Maintain high standards for ALL teachers and staff 
• Promote continuous teacher growth and development

Campus Leadership 
Professional Development for Campus Leadership is focused on building their capacity as instructional leaders. The Texas Instructional Leadership Approach was used as an anchor to define the characteristics of instructional leadership. For the 2021-2022 school year, Lesson Alignment is the area of the Texas Instructional Leadership that will serve as priority. 

Teachers 
The professional development focus for the 2021-2022 school year will be the six steps of the EISD Effective Instruction Checklist. Ensuring that teachers participate in substantial professional development so that they remain current with their profession and meet the learning needs of their students. Also, the professional development plan will build capacity among teachers and support their progress through the instructional leadership pipeline. 

Paraprofessionals 
Instructional Support Staff will be engaged in a Professional Development series focused on district initiatives. This includes Lesson Alignment and Formative Assessment, SEL, Restorative Practices, services for special populations, and College, Career, and Military Readiness. The professional development is designed to build capacity that will allow instructional staff to more effectively support students. 

College, Career, & Military Readiness

Special Education