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DEPARTMENT OF EQUITY, CURRICULUM, & INSTRUCTION

DIRECTOR OF K-12 Math/STEM

MS. JENNIFER GOFORTH

DIRECTOR OF K-12 ELA/PE

MS. ERIKA PIERCE

DIRECTOR OF ELEMENTARY EDUCATION

DR. JILL MCLAUGHLIN

DIRECTOR OF SECONDARY EDUCATION

MR. DAMEN COOPER

DIRECTOR OF HUMANITIES AND G&T K-12

DR. SAMANTHA ANGLIN

DIRECTOR OF STUDENT SUPPORT SERVICES

MS. CARLA PEREZ

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DEPARTMENT OF PUPIL SERVICES

DIRECTOR OF PUPIL SERVICES

DR. SHIVOYNE A TRIM

MS. CARLA PEREZ

SUPERVISOR OF NURSING

MS. TINA LAGALA

SUPERVISOR OF PUPIL SERVICES - MHS

MS. MARIA MEO

SUPERVISOR OF SPECIAL EDUCATION - K-5 CST/RSP

MS. KAREN THOMANY

SUPERVISOR OF SPECIAL EDUCATION - K-12 INSTRUCTION/ESY

MS. TAMEKA STAFFORD

DIRECTOR OF STUDENT SUPPORT SERVICES & CST/RSP 6-8

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INTRODUCTION

The Departments of Equity, Curriculum & instruction and Pupil Services work collaboratively to support the unique needs of students receiving special education and related services. We strive to create equitable, inclusive, and high-quality learning environments that foster academic growth while addressing the needs of our neurodiverse learners.

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AGENDA

Curriculum Overview

ELA Curriculum

Math Curriculum

Modifications, Instruction & Pacing

Q&A

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NJ Student Learning Standards

Content Areas Covered:

ELA
Math
Social Studies
Science
World Language
Health & Physical Education
Visual Performing Arts
Computer Science and Design Thinking
Career Readiness, Life Literacies & Key Skills

WHAT ARE THE NJ STUDENT LEARNING STANDARDS (NJSLS)?

A set of academic standards that outline what students should know at each grade level.

These standards serve as important benchmarks to ensure that all students are receiving a high-quality education.

NJ Student Learning Assessments (NJSLA) and Graduation Proficiency Assessment (NJGPA) are based on NJSLS.

NJSLS Website and NJSLA/NJGPA Support Website

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CURRICULUM

WHAT IS NOT CURRICULUM?

Books
Programs
Course Syllabi
Lesson Plans

WHAT IS CURRICULUM?

Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources.

Scope and Sequence
Guides for instructional program
Aligned with NJ Student Learning Standards
There is only one curriculum per course
Inclusive of all resources available
Inclusive of strategies to differentiate instruction
Inclusive of resources for diversity, equity and inclusion

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Curriculum Process

Who creates our curriculum and when?

Created by teachers

Developed in collaboration with multiple teachers with administrative guidance

Revised every 5 years

What is included in our curriculum?

Aligned to NJ Student learning standards
Includes scaffolding of content for different learners and providing resources that showcase:

Students with Disabilities
Students of various ethnic backgrounds
Gifted Learners
Multilingual learners
Multi-Tiered System of Supports- MTSS

Includes cross curricular connections, climate change and technology skills/computer science.

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Lesson Plans

Lesson plans are based on a number of factors, including:

Learning objectives

The lesson plan should state what students should be able to do by the end of the lesson.

Content standards

The lesson plan should align with the curriculum standards and the needs of the students.

Student characteristics

The lesson plan should consider the students' learning and developmental needs.

Teaching context

The lesson plan should consider the context in which the lesson will take place.

Lesson procedure

The lesson plan should explain how the lesson will progress step-by-step, including activities, questions, and answers.

Assessment

The lesson plan should include formative (while learning) and summative (after learning) assessments

Differentiated Instruction

Accommodate based on students individual needs:

Time Behavior/Attention Comprehension

Extra time for assigned tasks Consistent daily structured routine Precise step by step directions

adjust length of assignments Simple and clear classroom rules Provide immediate feedback

Timeline with due dates for reports/projects Frequent feedback Small group instruction

Provide notes Short manageable tasks

Assistive Technology Processing Tests/Quizzes/Grading

Computer/whiteboard Extra response time Extended time

tape recorder Have students verbalize steps Study guides

spell checker Shortened tests

audio-taped books Read directions aloud

Recall Organization Examples

Teacher-made checklist Individual daily planner Leveled Texts

Use visual graphic organizers Display written agenda Chunking

Reference resources to promote independence Note taking assistance Choice Boards

Visual and Verbal reminders Color code materials Writing Scaffolds

Graphic organizers Tangible Items/Pictures

Tiered Questioning

Tiered Instruction

Sentence Starters

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ELA district curricula are in the process of being aligned with the updated NJ Student Learning Standards

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ELA K-5

ELA standards and curriculum at the elementary level focus on the skills needed when “learning to read” (K-2) and “reading to learn” (grades 3-5). In an effort to reinforce the skills needed to decode, build phonemic awareness, comprehend and build fluency, the district has adopted the CKLA literacy program. The goal of the program is to help students make cross-curricular connections to enhance a transference of skills.

ELA K-5

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ELA district curricula are in the process of being aligned with the updated NJ Student Learning Standards

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ELA 6-12

ELA standards and curriculum at the secondary level focus on the cross-disciplinary literacy skills that must be mastered in preparation for college, post high school training programs and the workforce. It is important to note that the standards for ELA and Social Studies share NJ Student Learning standards at the secondary level. To address learning gaps at the secondary level, the district has enhanced our Response to Intervention

program(early identification of students in need) by adding the Multi-tiered System of Support (MTSS).

ELA 6-12

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MON

Math K-HS Standards

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MON

Math/ELA Support @ Home

IXL is not only a K-12 benchmark tool for the district. It contains skill plans for supporting Math and ELA NJSLA, NJGPA, SAT, ACT and PSAT!
All students can login via www.clever.com
Parent overview and training in November - Date TBD

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Special Education Teachers

Adapt materials and methods to make learning accessible to special education students.

Dr. Oakley, Dr. Rogowsky, and Dr. Sejnowski

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Accommodations

Modifications

Accommodations change to how a student learns the material or demonstrates knowledge. The curriculum remains the same; the student is expected to learn the same material and meet the same standards as their peers, but the way they access the information or demonstrate understanding is altered.

Example: Proving materials in alternative formats (e.g., large print, audiobooks)

Modifications change what a student is expected to learn. The grade-level curriculum is altered or reduced (modified). The student is exposed to grade-level standards, but the content or objectives are modified to align with the student's abilities.

Example: Reducing the length of a writing assignment (e.g., competing one paragraph versus four paraprographs)

Accommodations and modifications are used to support students who receive special education and related services.; however, they serve different purposes expectations and how they impact the curriculum.

Accommodations vs. Modifications

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MODIFICATIONS & INSTRUCTION

A child’s Individualized Education Program (IEP) will outline the modifications needed

Alternative materials may be used to present information in formats that may be more accessible (e.g., modified texts)

Alternative or simplified assessments may be used in different formats (e.g., oral vs written responses)

Learning outcomes and the expected level of mastery may be adjusted to focus on main ideas and key details

Instruction may be differentiated and various Instructional strategies used to address diverse learning styles and abilities

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Curriculum Pacing

Curriculum pacing is the planned timeline and speed at which educators deliver instructional content to students over a period of time (e.g., school year, semester, unit).

The amount of time spent on specific topics, lessons, or skills is outlined to ensure essential content is covered during instructional time.

Curriculum pacing will vary based on the program, specially designed instruction, and the individualized needs and supports of students as outlined in their IEPs. There is no “one size fits all” approach when addressing the needs of neurodiverse learners.

Programs: In-class Resource, Self-Contained, Resource Room Replacement �

Examples:

Self-Contained Programs - The curriculum is modified and the pacing is individualized. Extended time is provided for mastery of concepts and time spent on topics is adjusted to student’s progress.

In-Class Resource Program - Students are in the general education setting and the pacing is aligned with the general education curriculum timeline; however, students can be provided with accommodations and modifications to access the curriculum.

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