Mission and Goals
Articulate the fundamental academic and instructional intentions
within a specific discipline of study. Defined by a district team of
educators (i.e., teachers, administrators) and built on national, state,
and local discourse (e.g., research, best practice, etc.)
See Section II., A.
Set specific achievement goals for the school as a whole as well as
specific learning goals for each student. These school-wide and
individual student goals are used as the criteria by which the school
determines how effective it is at enhancing students’ academic achievement. (Marzano).
See Section II., B.
Grade or Course Overviews
Summarize essential learning goals (e.g., enduring understandings,
critical content/skills acquisition, essential activities and
agreements) for each grade level or course within a specific discipline.
Audience: school staff, parents, community members
See Section III.
Reference key national and state standards.
See Section IV. A. for Overarching Big Ideas. See Section IV. B. for
Grade or Course Level Alignment to Standards. See Section IV. D. for MA
Standards Not Covered.
Curriculum Maps by Grade or Course
Visual articulation of what happens in a discipline by grade level or
course. A chart (map) of the scope and sequence of instruction
including content (topics, concepts, essential questions), skills
(process and performance), assessments, and alignment with standards
(e.g., MA Frameworks).
Audience: classroom teachers. The specifics of what to teach and how to measure learning.
See Section IV. B.