Curriculum and Instruction
Updated May 2021
In addition to the requirement that students meet instructional content standards, students must also (to the extent practicable) develop and demonstrate skills essential for success in professional life. These essential skills are integrated into every grade level and content area in Weld Re-8 Schools
While the need for best first instruction is well understood in the field, it is not necessarily inplace at our highest need schools. Instead, practitioners often look to interventions as the solution for students that are below proficient. In fact, it takes best first instruction and appropriate, aligned interventions in order to ensure that students catch-up and keep-up, (as noted in the state's accountability system). Both of these areas must be inplace if educators are to make a difference with at-risk students.
According to the reports generated by the ESP reviews, the following were the highest ranged instruction standard indicators among all schools:
- The schedule is designed to provide quality instructional time
- Instructional strategies are planned, delivered, and monitored to meet the changing needs of a diverse student population
- Instructional services are provided to students to address individual needs and to close learning gaps
- Teachers analyze student work as well as test results to assess student progress and achievement, identify achievement gaps, and make changes to instruction
- Classroom assessments are frequent, rigorous and aligned with standards
For more information regarding implementation of this standard, follow this link to be directed to the Best First Instruction section of the High Growth Title 1 Schools Student: Summary Report