The Department of Curriculum and Instruction is responsible for developing programs and services to increase student mastery of Common Core State Standards in grades TK-8. These duties include providing quality professional development for administrators and teachers to continue their professional growth throughout their careers, coordinating instruction-based technology, intervention and other support services. Our goal is to provide the highest level of education to each student so they can reach their full potential in an effort to close the achievement gap and extend learning opportunities for everyone.
Fountas and Pinnell Reading assessments grades K-5
NWEA/MAP grades 3-8
Science grades 5 & 8, CAST Science grades 5 & 8
Curriculum, Instruction, and Assessment
The Office of Curriculum, Instruction, and Assessment (CIA) oversees instructional materials adoption in each content area, instructional professional development, district literacy and math assessments, and Standardized Testing. Our office collaborates with administrators and teachers to promote and enhance academic achievement for all students.
There are sufficient Standards-Aligned Textbooks and Other Instructional Materials for all students, and are identified in the table below.
Additional Links to Instructional Materials Information:
CA Purchased State Resources for Public School Use (CA State Library)
Content Standards (CDE)
Curriculum Frameworks (CDE)
Five Questions to Answer before adopting ELD Materials (Achieve.org)
Social Content Review (CDE)
State Standardized Testing
State/Federal required testing includes the California Assessment of Student Performance and Progress (CAASPP) in grades 3-8 & 11, California Alternative Assessment (CAA) in grades 3-8 & 11, Physical Fitness Testing (PFT) for grades 5,7, and 9. In addition, the Office of CIA also oversees the initial and annual assessment of English Learners called the English Language Proficiency Assessments for California (ELPAC).
Assembly Bill(AB) 484 requires most students in grade 3-8 and 11 to take the SBAC as part of the statewide California Assessment of Student Performance and Progress (CAASPP) testing program
The physical fitness test (PFT) for students in California schools is the Fitnessgram.
The ELPAC is used to identify, assess, and monitor EL students' progress toward English Language Proficiency. EL students continue to take the ELPAC Summative Assessment annually until they meet the LEAs reclassification criteria.
Multi-Tiered System of Support for SUESD Students
As districts and schools refine how they support all students to be academically and socially successful under the new LCAP and federal accountability measures, SUESD offers guidance through the state's Multi-Tiered System of Support (MTSS) framework.
The MTSS framework is a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the California Standards. MTSS includes Response to Instruction and Intervention (RtI2) and other philosophies and concepts.
MTSS is an integrated, comprehensive framework that focuses on state standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. There are also RtI2 processes such as, supports for Special Education, Title I, Title III, support services for students who are English learners, students who are homeless, and students who are socio-economically disadvantaged.
RtI2 Background and Core Components
California developed the RtI2 Core Components in 2008. RtI2 includes an academic system and a behavioral system that is organized in three identified levels or tiers. Both systems include levels: Tier 1-Benchmark, Tier 2 -Strategic, and Tier 3 - Intensive. Each level is differentiated according to intensity with Tier 1 representing core instruction for all students and Tier 3 representing the most intensive instruction for a small, targeted group of students. Students not making gains with systematic and monitored Tier 3 academic and/or behavioral interventions may be referred for special education services.
Building an effective RtI2 system of support at the district or school site level requires critical knowledge and planning around professional development, allocating resources, and developing the culture and structure of schools.
SUESD Multi-Tiered System of Support Graphic
New School District Accountability Measures
Learning Continuity and Attendance Plan
The Learning Continuity and Attendance Plan (Learning Continuity Plan) is a key part of the overall budget package for K-12 that seeks to address funding stability for schools while providing information at the local educational agency (LEA) level for how student learning continuity will be addressed during the COVID-19 crisis in the 2020–21 school year. The provisions for the plan were approved by the Governor and Legislature in June in SB 98 and can be found in EC Section 43509.
The Learning Continuity Plan is intended to balance the needs of all stakeholders, including educators, parents, students, and community members, while both streamlining engagement and condensing several pre-existing plans. In particular, it was important to combine (1) the intent behind Executive Order N-56-20, published in April 2020, which envisioned an off-cycle Local Control and Accountability Plan (LCAP) due December 15th, and (2) the ongoing need for LEAs to formally plan to return to school in the midst of the uncertainty and of COVID-19, without requiring two plans. The Learning Continuity Plan replaces the LCAP for the 2020–21 school year.
The Learning Continuity Plan adoption timeline of September 30, 2020, is intended to ensure the Learning Continuity Plan is completed at the beginning of the 2020–21 school year. Additionally, the timeline is intended to allow for communication of decisions that will guide how instruction will occur during the 2020–21 school year. This includes in-person instruction, according to health guidance, and distance learning, while providing critical opportunities for stakeholder engagement.
The Learning Continuity Plan template memorializes the planning process already underway for the 2020–21 school year and includes descriptions of the following: addressing gaps in learning; conducting meaningful stakeholder engagement; maintaining transparency; addressing the needs of unduplicated pupils, students with unique needs, and students experiencing homelessness; providing access to necessary devices and connectivity for distance learning; providing resources and supports to address student and staff mental health and social-emotional well-being; and continuing to provide school meals for students.
COVID 19 Operations Written Report
Executive Order (EO) N-56-20 was established on April 22, 2020, to address the impact of continued school closures in response to the COVID-19 pandemic and the local educational agencies’ ability to conduct meaningful annual planning, and the ability to meaningfully engage stakeholders in these processes. EO N-56-20 issued timeline and approval waivers for the Local Control and Accountability Plan and Budget Overview for Parents as well as waiving certain budgetary requirements. The Executive Order also established the requirement that a local educational agency (LEA) adopt a written report (COVID-19 Operations Written Report) explaining to its community the changes to program offerings the LEA has made in response to school closures to address the COVID-19 emergency and the major impacts of such closures on students and families.
California Dashboard for District and School Performance
The California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning, included in these processes is the collaboratively designed Local Control Accountability Plan (LCAP).
California Assessment of Student Progress and Performance (CAASPP)
What is CAASPP?
On January 1, 2014, the California Assessment of Student Performance and Progress (CAASPP) System was established. The primary purpose of the CAASPP System is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types.
English Language Proficiency Assessments for California, ELPAC
Additional Resource Links Related to State, School and District Data:
What are Common Core Standards?
"Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school. The California Department of Education helps schools make sure that all students are meeting the standards.
Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the CCSS to prepare students for success in college and the workplace." -California Department of Education
For further information, please refer to The Common Core State Standards Initiative
This three-minute video, provided by the Council of Great City Schools (CGCS), explains how the CCSS will help students achieve at high levels and help them learn what they need to know to get to graduation and beyond. You can find other videos on the CGCS Common Core Videos Web page.