• Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment

The Richland-Bean Blossom Community School Corporation is committed to providing a quality education to our students through a viable curriculum. As our faculty work to continually improve programs and services offered to our students and community, our curriculum development process and professional collaboration is framed through the following questions:
  • What do we want students to learn?
  • How will we know if they have learned what was intended?
  • How will we respond to those students who do not learn what was intended?
  • How will we respond to those students who have demonstrated proficiency?
In order to answer these questions, RBBCSC conducts a systematic review and update of each individual school improvement and the corporation improvement plan. Each school community employs the guiding principles identified in the corporation's Instructional Focus table listed below.

Richland-Bean Blossom Community School Corporation
Professional Learning Community Instructional Focus
Vision:
RBBCSC: Living, Learning, and Leading Together to Achieve 90, 90, 90.

Mission:




RBBCSC: Our mission is to work in cooperation with the community and families to provide students with an education that promotes responsibility, citizenship and encourages problem solving and creativity.
RBBCSC SMART Goal #1: All students will demonstrate growth in literacy.
RBBCSC SMART Goal #2: All students will demonstrate growth in mathematical skills.
RBBCSC SMART Goal #3: All faculty and staff will engage in a collaborative culture for improved student learning.
Guiding Principles Overarching Actions/Strategies Examples/Resources/Outcomes
What do we want students to know?


  • We have common units of study in place for each of our core content areas and related arts courses (as necessary).
  • RBBCSC Curriculum Design Sequence
  • Course/Content Area Curriculum Maps
  • Identified Essential Standards
  • Pacing Guides/Calendars
  • Unit Plans of Study
  • Core Instructional Strategies
    • Research and Brain-based (i.e., C.L.A.S.S., Marzano’s High-Yield Strategies)
    • Higher Order Thinking Strategies
    • Digital Learning
    • 21st Century Skills Integration
How will we know if students have learned what was intended?

  • Administration of grade-level content and course Common Formative Assessments created per units of study.
  • Assessments are written when the unit plans are developed and are directly tied to the essential standards and learning targets of the unit.
  • Teams/Grade-levels use assessment data to complete the Common Formative Assessment Review Protocol to identify next steps.
  • Data Review Protocols & Guiding Questions re: “Why is this important?”
  • Guiding Questions:
    • What assessment processes will we use to gather evidence of student learning?
    • What does the evidence of student learning reveal about the effectiveness of different instructional practices?
    • Who on our team is getting consistently better results in an important area of student learning, and what can we learn from this teammate?
How will we respond when students don’t learn what was intended?
  • Core Approach: Once data has been reviewed at the conclusion of a curricular unit and the formative data has been summarized for next steps, we will set aside instructional time (3-4 days) to reteach specific skills or concepts before moving on to new content.
  • Tier II Approach: Once data has been reviewed, student groups will be established to reteach specific skills or concepts.
  • Team-developed activities as part of the unit plan.
  • Employ research-based intervention materials targeting skill-based needs.
  • Guiding Questions:
    • Which students need additional time and support for learning in a way that is timely, precise, diagnostic, directive, and systematic?
    • What are the areas in which our students consistently struggle, and what is our theory regarding why these skills or concepts are proving difficult for them?
    • What do we need to learn individually and collectively to improve upon our ability to help students succeed?
    • What action research can we initiate to test the impact of our own learning?
How will we respond for those students who demonstrate proficiency?

Students demonstrating proficiency in the intended skills will be provided with tech-based extension activities based on the current content.

  • Team-developed activities as part of the unit plan.
  • Guiding Questions:
    • Which students need enrichment and extension of their learning because they have already demonstrated proficiency?