Curriculum and Instruction
Curriculum and Instruction provides support for:
- Expanding instructional and assessment strategies used in the schools;
- Interdisciplinary curriculum development efforts;
- Providing staff training opportunities that are embedded in the actual work to be done;
- Aligning curriculum, instruction, and assessment with Missouri Standards;
- Overseeing the evaluation process for special programs of the district and supporting the school improvement planning process.
Assessments provides parents, students, educators, and policymakers with data that may be used for evaluating district, school, and student performance. Test results are utilized by parents, teachers, administrators, and board members to plan instructional programs that enhance educational opportunities for Chadwick students.
Chadwick Public Schools Curriculum
Chadwick Public Schools has developed a K-12 curriculum for each curricular area. The curriculum is based on Missouri Performance Standards. Curriculum development is one of the most important processes in which the school district must engage because of its significance in the lives of our students and teachers. Curriculum for the Chadwick Public Schools is developed on a continuing basis and in accordance with a plan for curriculum development adoption, implementation, and evaluation.
Five-Year Comprehensive School Improvement Plan
The Comprehensive School Improvement Plan fosters continuous education improvement throughout the district to meet the needs of all students in every school.
The Board recognizes the importance of seeking grant funds from federal, state, or local agencies, or private sources that are consistent with district goals and objectives or which create facilities or purchase equipment that will promote district goals and objectives.
The improvement of learning for all students is a hallmark of an effective learning community. Chadwick Public Schools recognize additional training and study are necessary for the continued growth and ability of district employees. Each year, the Chadwick Public School’s Professional Development Committee considers and recommends a Professional Development Plan for Board adoption.
Pyramid of Interventions
The pyramid of intervention is defined as a comprehensive, multi-tiered intervention system to enable early identification and intervention for students who may be at academic or behavioral risk. It is designed to provide struggling students with support throughout the educational process and to help students succeed in school. It is a pro-active approach to education in that the teacher does not wait for a student to fail before “help” is provided. It focuses on identifying students who are struggling and provides layers of research-based interventions in order to help students be successful in school. Progress monitoring data is collected to assist educators in determining if the intervention is successful in helping students progress towards grade level at an acceptable rate.
There are four tiers in the intervention process.
- Tier 1 provides standards-based instruction in every classroom for every student. This instruction includes academic and behavior areas.
- Tier 2 provides planned interventions to students who are not successful in Tier 1. The interventions often occur in small, needs-based groups and/or through computer-based instruction. Progress is monitored on a regular schedule.
- Tier 3 provides services that are planned through a Teacher Support Team (TST). When students are not successful in Tiers 1 & 2, parents are invited to a TST meeting. The team works together to develop a targeted plan to address the student’s needs. Progress is monitored often. Students who are not successful with this amount of assistance may be referred for services through the exceptional student services department.
- Tier 4 provides referral services through the exceptional student services department.
The Instructional Programs in the Chadwick School District utilize instructional strategies that are designed to best meet the needs of each student. Instruction should reflect research-based best practices and be assessed using both formative and summative assessment tools. Teachers choose instructional strategies that best meet the unique needs of their students in a timely manner. Examples of instructional strategies are listed below:
- Small group discussion
- Whole class discussion
- Whole class instruction
- Cooperative learning
- Differentiated instruction
- Vocabulary instruction
- Interactive lecture
- Technology explorations
- Use of calculators and computers
- Assessing learning as an integral part of instruction
- Use of manipulative materials (“hands on” learning)
- Inquiry-based learning
- Questioning and making conjectures
- Self assessment
- Student research and presentations
- Studying mathematical history
- Academic reading and writing
- Guided practice
- Independent practice
- Problem solving strategies
- Reading strategies
- Teacher demonstration