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 Aligned Curriculum 

Content will be provided through a student’s optimum learning environment that are: 

  • Designed by teachers in alignment and collaboration with a Professional Learning Community (PLC) guided by Sweetwater ISD scope and sequence. 

  • Aligned to the Texas Essential Knowledge & Skills (TEKS). 

  • Focused on Experiential Learning by embedding opportunities to incorporate real-world teaching examples, hands-on activities, and business partnerships to provide relevant learning experiences for students both on and off campus. 

  • Delivered through school learning opportunities using the district identified Learning Management System, Google Classroom.  

  • Created using a variety of research based instructional practices to promote differentiation

    and student ownership of learning and behavior.  

  • Linguistically accommodated for Emergent Bilinguals to ensure that content is accessible and

    comprehensible.   

  • Designed to include individualized supports for students receiving special education or 504 services, including accommodations and modifications as indicated in the IEP. 

  • Supportive of Gifted Learners and include curriculum alternatives to meet the unique needs of the students Provided by a teacher in the appropriate grade level/content area.
  • The Sweetwater ISD Academic Advisory Council will oversee the structure and annual review processes for the curriculum maps and guides.  The Curriculum map will outline the scope and sequence of coursework for the year to provide alignment between the written, taught, and tested curriculum in addition to creating vertical and horizontal alignment. The Sweetwater ISD scope and sequence for all grade levels and courses is designed and developed with the input of campus teachers and administrators to cover all the Texas Essential Knowledge and Skills. The scope and sequence of curricular content and concepts are housed in the Google Classroom Learning Management System. During Data Days, after each grading period, the timing of teaching new content, reteaching concepts, and individualized student support are evaluated and updated as needed using student achievement and progress data from common assessments to demonstrate proficiency in the Texas Essential Knowledge and Skills (TEKS) for that subject and grade level. This data is compared to the Lead4ward frequency distribution charts to help guide the decision-making process as teachers determine student need in specific areas. This process will be implemented for English Language Arts and Reading (ELAR) first, followed by Math, Science, and Social Studies. The Curriculum Map and timeline for completion will be updated for the best possible implementation.
  • A teacher may determine that a student needs additional targeted assistance for the student to achieve mastery in state-developed essential knowledge and skills based on informal observations, evaluative data such as grades earned on assignments or tests, or results from diagnostic assessments including state and local standardized tests. The school will always attempt to provide tutoring and strategies for test-taking in ways that prevent removal from other instruction as much as possible. Parental permission will be attained before removing a student from a regularly scheduled class for remedial tutoring or test preparation for more than ten percent of the days the class is offered.
  • A parent has the right to review teaching materials, textbooks, and other teaching aids and instructional materials used in the curriculum, and to examine tests that have been administered, whether instruction is delivered in-person, virtually, or remotely. A parent is also entitled to request that the school allow the student to take home instructional materials the student uses. The school may ask the student to return the materials at the beginning of the next school day.
  • Subject / Course

    Grade Level(s)

    Instructional Materials

    Progress Monitoring and Assessment

    Is it TEKS aligned?

    What resources are included to support students with disabilities?

    What resources are included to support ELs?

    Pre K Instructional Materials


    PreK

    SISD Curriculum 

    SAVAAS



    SAVVAS Activities

    Teacher/Campus based formative Assessments


    Yes

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support. 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee. 


    Math Instructional Materials 

    K-12  

    SISD Curriculum

    Go Math

    Istation (K-5)

    MyPath (6-8) 


    Go Math Activities

    Teacher/campus based formative assessments

    Digital District Common Assessments

    Yes 

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support.  

    Go Math includes an online hub that features English and Spanish materials (Including videos and resources). 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee. 


    ELA Instructional Materials

    K-12

    SISD Curriculum

    Pearson/Savvas

    Istation (K-5)

    MyPath (6-8) 


    Pearson/Savvas activities

    Teacher/campus based formative assessments

    Digital District Common Assessments

    Yes

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support.  


    Pearson/Savvas has embedded EL support instructions and contains focused ELL interventions which include nonlinguistic representations as part of the materials. 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee

    Science Instructional Materials

    K-12

    SISD Curriculum

    Science Fusion


    Texas Home Learning 3.0 (supplement as needed)


    Science Fusion activities

    Teacher/campus based formative assessments

    Digital District Common Assessments

    Yes

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support.  


    Science Fusion includes an online hub that features English and Spanish materials (Including videos and resources). 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee. 


    Social Studies Instructional Materials

    K-5

    SISD Curriculum

    Studies Weekly

    Texas Home Learning 3.0 (supplement as needed)


    Studies Weekly activities

    Teacher/campus based formative assessments

    Digital District Common Assessments

    Yes

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support.  


    Studies Weekly includes an online hub that features English and Spanish materials (Including videos and resources). 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee. 


    Social Studies Instructional Materials

    6-12

    SISD Curriculum

    McGraw Hill

    Texas Home Learning 3.0 (Supplement as needed) 


    McGraw Hill activities

    Teacher/campus based formative assessments

    Digital District Common Assessments

    Yes

    Differentiation and scaffolding supports are embedded within the curriculum.

    Accommodations and/or modifications will be provided to students based on their individualized education plan. 

    Additional direct support will be provided to students as defined in student IEPs and 504 accommodation plans through small group pull-out and in classroom support. 

    McGraw Hill includes an online hub that features English and Spanish materials (Including videos and resources). 

    Linguistic accommodations for instruction and designated supports for assessment will be determined by the LPAC committee. 

  • The district will ensure that students in full-day prekindergarten–grade 5 engage in moderate or vigorous physical activity for at least 30 minutes per day or 135 minutes per week. The district will ensure that students in middle or junior high school will engage in 30 minutes of moderate or vigorous physical activity per day for at least four semesters. Students who are temporarily restricted from participation in physical education will not actively participate in skill demonstration but will remain in class to learn the concepts of the lessons. Annually, the district will conduct a physical fitness assessment of students in grades 3–12 who are enrolled in a physical education course or a course for which physical education credit is awarded. At the end of the school year, a parent may submit a written request to obtain the results of his or her child’s physical fitness assessment conducted during the school year by contacting the campus principal.
  • State law designates the week of September 17 as Celebrate Freedom Week and requires all social studies classes to provide: Instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, and A specific recitation from the Declaration of Independence for students in grades 3–12. Per state law, a student may be excused from recitation of a portion of the Declaration of Independence if: A parent provides a written statement requesting that his or her child be excused, The district determines that the student has a conscientious objection to the recitation, or A parent is a representative of a foreign government to whom the U.S. government extends diplomatic immunity.


    A parent may request that his or her child be excused from participation in the daily recitation of the Pledge of Allegiance to the U.S. flag and the Pledge of Allegiance to the Texas flag. The request must be made in writing. State law, however, requires that all students participate in one minute of silence following recitation of the pledges.


    A parent may remove his or her child temporarily from the classroom if a scheduled instructional activity conflicts with the parent’s religious or moral beliefs.The removal may not be used to avoid a test and may not extend for an entire semester. Further, the student must satisfy grade-level and graduation requirements as determined by the school and by state law.

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