“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.
