INVESTIGATION:

CURRICULUM
MAPPING

1ST GRADE

Heidie M. Vzquez Avils

EDPE-3036-001
Dr. Carlos O. Cordero Jimnez

NORMATIVE DOCUMENTS FOR PLANNING

Curriculum Frameworks

Circular Letters

Curriculum tools (First grade):

Curricular alignment (CAT)

Pacing calendars

Curriculum maps

Attachments and resources

Puerto Rico Core Standards (PRCS 2014)

CURRICULUM
FRAMEWORK
ENGLISH PROGRAM
(2003)

CURRICULUM TOOLS
Curriculum tools are use for planning. They facilitate
monitoring, tracking and uniformity of the development of
the curriculum content.
CURRICULUM ALIGNMENT TOOL (CAT)

PACING CALENDAR
(SCOPE AND SEQUENCE)

CURRICULUM MAP

ATTACHMENTS AND RESOURCES

CURRICULUM STRUCTURES

CURRICULUM
CURRICULUM
ALIGNMENT
PACING
ATTACHMENTS
CURRICULUM
AND RESOURCES
MAP

They are well

connected.

ACCESSING THE ENGLISH CURRICULUM

http://www.de.gobierno.pr/

ACCESSING THE ENGLISH CURRICULUM

3
4

ACCESSING THE ENGLISH CURRICULUM

ACCESSING THE ENGLISH

CURRICULUM ALIGNMENT TOOL (CAT)

CURRICULUM ALIGNMENT

It refers to the process of

interpreting learning standards,
then developing learning
objectives that are directly
targeted to the standards.

Curriculum Alignment Tool (CAT) Summary Across Units

ACCESSING THE ENGLISH

CURRICULUM PACING CALENDAR

CURRICULUM PACING CALENDAR

Is a planning tool that helps teachers plan the
pacing of their instruction.
These calendars mirror the scope and sequence
timelines in a visual format to
support instructional planning.

months

weeks

Example
Unit 1.1
My Emotions
(4 weeks)

Pacing Calendar

ACCESSING THE ENGLISH

CURRICULUM MAPS

EXAMPLE

FIRST GRADE UNITS

Unit 1.1

Unit 1.2
Our
Diverse
Community

Unit 1.3
Working
it Out

Unit 1.4
How can
I help?

(4 weeks)

(4 weeks)

(4 weeks)

(6 weeks)

Unit 1.5
Lets
Celebrate

Unit 1.6
Folktales

Unit 1.7
Habitats

Unit 1.8
How
Can We
Change?

(4 weeks)

(4 weeks)

(4 weeks)

(4 weeks)

My Emotions

36 weeks of instruction

TRANSVERSAL THEMES AND

INTEGRATION IDEAS OF EACH UNIT
1.1
My
emotions

Transversal themes:
Communities,
Feelings, Senses,
Multiculturalism

Integration Ideas:
Art, Social Studies,
Science

1.2
Our
Diverse
Community

Transversal themes:
Multiculturalism,
Culture, Social Issues

Integration Ideas:
Social Studies,
History, Art

TRANSVERSAL THEMES AND

INTEGRATION IDEAS OF EACH UNIT
1.3
Working
it Out

Transversal themes:
Values, Attitudes, and
Human Virtues, Skills
and Competencies,
School to Work

Integration Ideas:
Social Studies, Math,
Reading, Writing

1.4
How can
I help?

Transversal themes:
Knowledge, Values,
Attitudes, and Human
Virtues, Skills and
Competencies, School
to Work, Economy
Integration Ideas:
Social Studies,
Reading, Writing,
Math

TRANSVERSAL THEMES AND

INTEGRATION IDEAS OF EACH UNIT
1.5
Lets
celebrate

Transversal themes:
Knowledge, Values,
Attitudes, and Human
Virtues, Cultural
Diversity

Integration Ideas:
Social Studies,
Reading, Writing,
Music, Art

1.6
Folktales

Transversal themes:
Values, Attitudes, and
Human Virtues, Skills
and Competencies,
Cultural Diversity

Integration Ideas:
Social Studies,
Reading, Art, Writing

TRANSVERSAL THEMES AND

INTEGRATION IDEAS OF EACH UNIT
1.7
Habitats

Transversal themes:
Knowledge, Life
Skills, Environment

Integration Ideas:
Math, Science, Social
Studies, Art, Writing,
Reading

1.8
How
can we
change?

Transversal themes:
Knowledge, Values,
Attitudes, and Human
Virtues, Skills and
Competencies,
Environment
Integration Ideas:
Science, Art, Reading,
Writing, Social
Studies

CURRICULUM MAP = ALIGNED INSTRUCTION

CURRICULUM MAP = ALIGNED INSTRUCTION

Unit

Class

Time (weeks)

Essential Questions (EQ)

Enduring Understandings (EU)

Transfer (T) and Acquisition (A) Goals

CURRICULUM MAPPING
Curriculum mappingis a
process for collecting and
recordingcurriculumrelated data that
identifies core skills and
content taught, processes
employed, and
assessments used for
each subject area and
grade level.

conceptual
understandin
g
the
integration
of
technology

the
student
needs

The
curriculum
map,
promotes:

the use of
assessment

alignment
with the
standards

identifying
activities of
understanding

CURRICULUM MAPPING
In other words, curriculum
mapping is a process that helps
teachers keep track of what
has actually been taught
throughout an entire year.
Basically is a form of escalated
learning based on skills.
The map becomes a tool that is
used to help modify and refine
next years instruction.

BACKWARD DESIGN PROCESS

One of the most effective curricular designs is called Backward

Design Process or Understanding by Design (UbD).

Many teachers begin with textbooks, favored lessons, and timehonored activities rather than deriving those tools from
targeted goals and standards.

BACKWARD DESIGN PROCESS

The logic of backward design suggests a planning

sequence for curriculum.

This sequence has three (3) stages.

STAGES OF THE BACKWARD DESIGN PROCESS

Determine
Determine what
what you
you want
want your
your
students
to
know
at
the
students to know at the
completion
completion of
of the
the unit.
unit.
Keep
Keep in
in mind:
mind:
academic
academic goals
goals and
and standards,
standards,
enduring
enduring ideas
ideas and
and essential
essential
questions
to
explore,
questions to explore, and
and
potential
potential long-term
long-term application
application
of
of these
these ideas
ideas and
and skills.
skills.
The
The big
big ideas
ideas and
and essential
essential
questions
should
spark
questions should spark inquiry
inquiry
and
discussion,
require
and discussion, require
justification
justification of
of opinions,
opinions, and
and
create
meaningful
connections
create meaningful connections
with
with prior
prior learning.
learning.

Identify desired results

(objectives)

Determine aceptable
evidence (assessment)
Think about the
understanding and
how they can be
utilized as an
assessment avenue
for students to
demonstrate their
understanding.
Make use of
different
assessments.
Assessments must
be reliable, valid,
practical and student
friendly.

Develop a learning
plan consisting of
lessons,
activities, and
teaching methods
to maximize
student
understanding of
the units big
ideas and core
skills.
Select carefully
activities which
move students
closer toward
reaching the
ultimate goals.

Plan learning
experiences and
instruction
(activities)

STAGE 1

Desired Results

If you don't know where you'regoing, then any road will take youthere.
"Si no sabes a dnde vas, cualquier camino te llevar all."

In this stage, students most know, understand and do; but

teachers should use the:
curriculum goals and learner outcomes,
big ideas,
essential questions, and
enduring understandings.
Teachers should also focus on the students output, not her/his
input; and should focus also on the students ability to make use of
what is learned.

STAGE 1

Desired Results

Revisiting Essential Questions

Essential Questions (EQ) have no one obvious
right answer.
They uncover, rather than cover up a subjects
controversies, puzzles and perspectives.
They address the philosophical or conceptual
foundations of a discipline.
The EQs are framed to provoke and sustain
student interest.

STAGE 1

Desired Results

Guidelines for Essential Questions

Questions should...
lead to larger essential unit ideas.
be framed for maximal simplicity.
be worded in students-friendly language.
provoke discussion.

STAGE 1

Desired Results

In this stage, we have to turn and talk to ourselves which contents and
skills are most critical to the unit.
For example:

Which standards are crucial?

Where am I in the year?
What skills can I build on?
What skills need to be reinforced?
What skills need to be introduced?
Does my units essential questions fulfill their purpose?
How might I revise my questions?
Why am I having my students read this text?

How does the text support the essential questions?

What makes this text great literature?
What specific lessons or

STAGE 2

Assessment Evidence

Formative and/or Summative Assessment Design

In this stage, students independently recognize, apply and explain. For
that, we have to ask ourselves:

What exactly are you assessing for?

Could students do the proposed assessment well but not truly have
mastered or understood the content or skills?

How can students apply and transfer their learning?

What are your ideas for the formative or summative assessment?

What is evidence of their understanding of content?

What do students need to be able to recognize, apply, or explain?

What skills do they need to demonstrate mastery of?

Alignment: Does the formative or summative assessment address the

essential questions and reflect the concepts (contents and skills) focused
on?

STAGE 3

Learning Plan
Learning Targets

Otherwise known as Teaching Point.

Include content and skills (concepts).

Everything have to be student-friendly language.

What students will know and be able to do?

What are the most appropriate instructional activities to acquire

experiences?

Only at this step teachers can use teaching methods, lesson plans,
and appropriate resource material.

SUMMARY

Desired
Results

Assessment
Evidence

Learning
Plan

STAGE 1
DESIRED RESULTS

Indicators

Essential Questions
Enduring Understanding
Transfer Goals
Acquisition Goals

Concepts
Focus

(Content
and skills)

ACTIVITIES TO ACHIEVE
PERFORMANCE TASKS

Activities prior
the execution of
the performance
task.

Activities during
the performance
task.

BEFORE
Exploration

Activities performed
after completing the
performance task.
Ex. Exhibition

AFTER
DURING
Tasks:
Search
Exploration

Final Action
Evidence
of acquired
learning

STAGE 2

ASSESSMENT EVIDENCE
Other activities

Performance
tasks

STAGE 3
LEARNING
PLAN

Activities

Sample lessons at the

end of the map

RESOURCES THAT HELP

IMPARTING INSTRUCTION

Conections
to
literature

RESOURCES THAT HELP

IMPARTING INSTRUCTION

Additional Resources

ALIGNMENT
There are three components that are interrelated and form the basis
of our education system; these must be articulated in a consistent
manner:
Curriculum: range of content and skills in specific areas and the
sequence in which they are taught.

Instruction: activities and strategies used to deliver the content.

Assessment: tools used to assess and collect data of the progress and
achievements of students toward mastery of content and skills.

ALIGNMENT
In an aligned and coherent educational system:

what students learn is

derived from standardsbased curriculum and
instruction.

&

the assessment
documents is what
students learn or what
they have learned

If these three components are not properly articulated the

student learning process is interrupted.

ALIGNMENTS

VERTICAL
ALIGNMENT

HORIZONTAL
ALIGNMENT

Compare all
standards of a
content area and
expectations
through all
grades.

Ensures that all

teachers teach the
same thing: content
with sequence.

 Vertical alignment compares all

standards, expectations and
indicators of a subject through all
grades.
Ensures that as students progress
from one grade to another, they
are adding and enhancing
foreknowledge (previous
knowledge).
Ensures that, as standards become
wider and deeper, fundamental
new ideas are introduced and more
complex skills are worked.
Establishes the pre-requisites
that are taught in earlier grades.

DETAILED
VIEW OF
THE
VERTICAL
ALIGNMENT

DETAILED VIEW OF THE

HORIZONTAL ALIGNMENT

The horizontal alignment ensures that all teachers in a

grade will attend a specific content, following a similar line
of time.

Teachers across grades (in the same school and through

schools) follow a common curriculum to ensure that all
students receive the same educational opportunities.

Pacing calendars help teachers maintain horizontal

alignment.

It also ensures preparation for tests aligned with the

standards.

REVIEW
Make sure that your course curriculum is aligned
with the Standards of Learning.
Develop a pacing guide to ensure that all tested
topics are taught.
Use curriculum mapping as a tool to
monitor and fine tune your
curriculum.

PUERTO RICO CORE STANDARDS

PRCS (JULY 2014)

DEFINITION OF
PUERTO RICO CORE STANDARDS

Puerto Rico Core Standards for the English Program are the skills and
knowledge

expected

from

students

in

English

Language

Arts,

Mathematics, Science, Literacy, History/Social Studies and Technical

Studies, that requires preparing students for College and Career
Readiness (CCR).

Reference: Puerto Rico Core Standards 2014 English Program

PUERTO RICO CORE STANDARDS

Teachers have to use this document to plan instruction to

meet the needs of all learners.

The teachers have to get involved in the teaching process

with responsibility to obtain higher levels of academic
achievement.

With this in mind, we will be able to guarantee the

development and academic excellence for each and every
student in Puerto Rico.
Reference: Puerto Rico Core Standards 2014 English Program

PUERTO RICO CORE STANDARDS

PRCS 2014
represent a
rigorous curriculum
that integrates
high essential
professional
knowledge of the
21st century, the 4
pillars of education.

To
know

Be able
to
coexist

Essential
Competencies

Knows
to be
Reference: Puerto Rico Core Standards 2014 English Program

To
know
how

ESSENTIAL COMPETENCIES
THAT STUDENTS MUST MASTER
According to the PRCS, the student profile of
Puerto Rico must have essential competencies
that are acquired through their education.
In other words, the student as...
...an apprentice.
...an effective communicator.
...an entrepreneur.
...being ethical.
...an active member of the community.

PUERTO RICO CORE STANDARDS

The Department of Education has designed an educational
reform aiming towards meeting the different need of our
students.
Curriculum
Support the
construction of integral
human beings able to
transform our country.
Curriculum
materials
Reference: Puerto Rico Core Standards 2014 English Program

PUERTO RICO CORE STANDARDS

The standards are designed to strengthen the

college graduate students profile high school
studies. These tool provide infinite possibilities
for their future so as to revitalize our country.

Reference: Puerto Rico Core Standards 2014 English Program

DIVISION OF THE
PUERTO RICO CORE STANDARDS

The PRCS for the English Program are divided

into five (5) distinct standards:
Listening
Speaking
Reading
Writing
Language

DIVISION OF THE
PUERTO RICO CORE STANDARDS

LISTENING

READING

LANGUAGE
SKILLS

SPEAKING

WRITING

EXPECTATIONS AND GRADE LEVEL INDICATORS

PUERTO RICO CORE STANDARDS

Each standard consists of both College and Career

Readiness (CCR) expectations and grade level indicators.

The CCR expectations and grade-specific indicators are

necessary complements that together defines the skills and
competencies that all students must master.

Reference: Puerto Rico Core Standards 2014 English Program

PUERTO RICO CORE STANDARDS

The PRCS in English were written by grade level from K-12. For
each standard and expectation, indicators are side-by-side to
adjacent grades to show their progression across grades.

The standards also provide a clear vision of the academic rigor

educators and parents in Puerto Rico should aim for in the
education of Puerto Ricos children.

These learning goals help ensure that students meet social,

academic, college, and work expectations, are prepared to
succeed in a global economy and society, and are provided with
rigorous content and application of higher knowledge thinking.
Reference: Puerto Rico Core Standards 2014 English Program

ESSENTIAL DOCUMENTS
PUERTO RICO CORE STANDARDS

There are essential documents that the Committee researched and used
for language learning, teaching, and assessment.
They served as key resources to support the development of the PRCS
in English.
All of these documents and ideas were organized in order to provide
rigor, clarity, and progression of across grade levels.
THE...
PRDE 2007 academic content standards (previous academic standards of
Puerto Rico).
California English Language Development Standards (CA-ELDs).
Learning Progression Frameworks (LPFs).
World Class Instructional Design and Assessment (WIDA).
English Language Development Standards.

Reference
PRCS 2014
English Program

VISION

PUERTO RICO CORE STANDARDS

The English Program of the Department of Education of Puerto

Rico aims to develop students who can communicate...
CREATIVELY

REFLECTIVELY

CRITICALLY

in the English language in order for them to be college and

career ready.
They should feel committed to their native language and Hispanic
culture, simultaneously developing a strong sense of solidarity,
respect and appreciation for other cultures.

MISION

PUERTO RICO CORE STANDARDS

Develop students to communicate effectively in the English language,
recognizing that the mastery of their vernacular is essential for effective
learning of other languages.
Therefore, the integration between

English

and

Spanish

is crucial.
Students will communicate orally and in written in the English language.
The curriculum will foster critical and creative thinking needed to meet the
expectations and demands of the contemporary global society.
It will provide enriching educational experiences, integrated, and challenging
which will take into consideration, in addition to knowledge and skills, the
social, economic, cultural, and personal background of each student.
In this way, they can respond to new challenges and social responsibilities
and will be able to grasp the opportunities of the twenty-first century global
world.

GOALS

PUERTO RICO CORE STANDARDS

The English Program is directed towards the development of a student
who is able to communicate effectively, both orally and in written in the
English language.

LEARNING FOCUSED GOALS

In order for students to achieve learning in the English language it is
necessary to:
Understand what they hear.
Express their ideas in formal and informal conversations with
correct grammar, intonation and pronunciation.
Understand and interpret what they read for enjoyment of reading.
Make use of English as a communication mechanism for different
purposes framed in a variety of contexts.
Write with clarity, precision, and correction.

STANDARDS

PUERTO RICO CORE STANDARDS

ENGLISH PROGRAM 2014

LISTENING

PUERTO RICO CORE STANDARDS

LISTENING
STANDARD

building on
others
ideas for
knowledge

This standard includes skills for present information, findings,

and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the
organization, development, substance, and style that are
appropriate to purpose, audience, and task.

SPEAKING

PUERTO RICO CORE STANDARDS

SPEAKING
STANDARD

adaptable
communication
and
partnership
collaboration

This standard includes, but its not limited to skills necessary for
formal presentations.
It require students to develop a range of broadly useful oral
communication and interpersonal skills.
They must learn to work together, express and listen carefully to
ideas, integrate information from oral, visual, quantitative, and media
sources to evaluate what they hear, use and display strategically to
help achieve communicative purposes, and adapt speech to context and
task.

READING

PUERTO RICO CORE STANDARDS

READING
STANDARD

text
involvedness
and the
growth of
comprehension

This standard places equal importance on the complexity of what

students read and the skill with which they read.
It defines a grade-by-grade level of text complexity that rises from
beginning reading to the college and career readiness high school level.
Whatever they are reading, students must also demonstrate a
gradually growing ability to understand more from and make fuller use
of text, including making an increasing number of connections among
ideas and between texts, considering a broader range of textual
evidence, and becoming more perceptive to contradictions, ambiguities,
and poor reasoning in texts.

WRITING

PUERTO RICO CORE STANDARDS

WRITING
STANDARD

text styles,
responding to
reading, and
research

This standard recognize the fact that some writing skills, such as the ability
to plan, revise, edit, and publish, are relevant to many types of writing, other
skills are more properly defined in terms of specific writing types: arguments,
informative/explanatory texts, and narratives.
It stresses the importance of the writing-reading connection by requiring
students to draw upon and write about evidence from literary and
informational texts.
The significance of forms of writing: types of essays, research, and
investigations, notably included in this strand states the importance of writing
skills that are important to research and are infused throughout the
document.

LANGUAGE

PUERTO RICO CORE STANDARDS

LANGUAGE
STANDARD

conventions,
applicable and
effective use,
and
vocabulary

The Language standards include the essential rules of written and

spoken English.
The Standard is presented as a matter of skills and abilities.
The vocabulary focuses on understanding words and phrases, their
relationships, and the acquisition of new vocabulary, particularly
general academic words and phrases.

LEGEND OF THE STANDARDS

PUERTO RICO CORE STANDARDS

Grade

Standard

Indicator

Sub-indicator

Example: 1.L.1a
Standards of Learning
Listening

(L)

Speaking

(S)

Reading

(R)

Writing

(W)

Language

(LA)

CONTENT
STANDARDS,
GRADE-LEVEL
EXPECTATIONS
AND INDICATORS
PUERTO RICO CORE STANDARDS
ENGLISH PROGRAM 2014

College and Career Readiness

Expectations for Listening
Kindergarten Sixth grade

1. Comprehend and analyze information from a variety of

listening activities to ask and answer questions on social,
academic, college, and career topics.

EXAMPLE OF THE LISTENING STANDARD

College and Career Readiness Expectations for Speaking

Kindergarten Sixth grade

1. Engage in discussions on a variety of social, academic, college, and

career topics in diverse contexts with different audiences.
2. Evaluate information and determine appropriate responses to answer
questions effectively.
3. Interact in social, academic, college, and career conversations using
accurate and appropriate language.
4. Provide, justify, and defend opinions or positions in speech.
5. Choose appropriate language according to the task, context, purpose,
and audience.
6. Plan and deliver different types of oral presentations/reports to
express information and support ideas in social, academic, college,
and career settings.

EXAMPLE OF THE SPEAKING STANDARD

College and Career Readiness Expectations for Reading

Kindergarten Sixth grade
1. Read critically to make logical inferences, and cite specific textual
evidence to support conclusions drawn from the text.
2. Determine main ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.G., A section, chapter,
scene, or stanza) relate to each other and the whole.

College and Career Readiness Expectations for Reading

Kindergarten Sixth grade
6. Assess how point of view or purpose shapes the content and style of a
text.
7. Integrate and evaluate content presented in diverse media and
formats.
8. Delineate and evaluate an authors argument through evidence
specified in a text.
9. Compare and contrast two or more authors presentations of similar
themes or topics.
10. Read and comprehend complex literary and informational texts
independently and proficiently.

Foundational Skills (FS) for Reading

Kindergarten Sixth grade

A series of Foundational Skills have been included at the end of the

reading and writing sections.
These are important skills for students to learn, but they dont
correspond to College and Career Readiness expectations.
Although these standards have been placed at the bottom of Reading and
Writing for structural reasons, this does not imply that these standards
should be taught in any specific order.
Foundational Skills are basic ideas, principles and facts that should be
mastered before becoming lifelong readers.
FOUNDATIONAL SKILLS
11. Phonemic Awareness
12. Phonics
13. Print Features and Text Organization

CCR EXPECTATIONS

EXAMPLE OF THE SPEAKING STANDARD

College and Career Readiness Expectations for Writing

Kindergarten Sixth grade
1. Write arguments to support point of view using valid reasoning and
sufficient evidence.
2. Write informational texts to examine and convey complex ideas and
information clearly and accurately through the selection, organization,
and analysis of relevant content.
3. Write literary texts to develop real or imagined experiences or
events using effective technique, details, and structure.
4. Develop and strengthen writing as needed by using the writing
process (planning, drafting, revising, editing, rewriting, or publishing).
5. Use technology, including the internet, to interact and collaborate
with others and produce and publish writing.

College and Career Readiness Expectations for Writing

Kindergarten Sixth grade
6. Conduct research projects of varying lengths based on focused
questions to demonstrate understanding of the subject.
7. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
8. Write routinely over short and extended time frames for a variety of
tasks, purposes, and audiences.
FOUNDATIONAL SKILLS (NO CCR EXPECTATIONS):
9.

Print Features and Text Organization

10. Phonics

EXAMPLE OF THE WRITING STANDARD

College and Career Readiness Expectations for Language

Kindergarten Sixth grade
1. Demonstrate command of the conventions of English grammar and usage.
2. Apply English conventions using appropriate capitalization, punctuation, and
spelling.
3. Demonstrate understanding of how language functions in different contexts
to make effective choices for meaning, style and comprehension.
4. Determine or clarify the meaning of unknown words and phrases by using
context clues, analyzing meaningful word parts, and consulting reference
materials.
5. Demonstrate understanding of figurative language, word relationships, and
variation in word meanings.
6. Accurately use a variety of social, academic and content-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college
and Career-Readiness level.

EXAMPLE OF THE WRITING STANDARD

REVIEW
LEARNING LANGUAGE IS COMPOSED OF 4 SKILLS:

FACT TO REMEMBER ABOUT

THE CURRICULUM MAP
Teachers have a set of skills to teach their students,
but the list of skills are scheduled throughout the
academic year in a very uniformed manner; all the
teacher has to do is follow the schedule strictly,
combine skills with dynamic activities and he/she should
be great.

REFERENCES
Department of Public Education in Puerto Rico:
English Program 2014:

Curriculum Maps

Puerto Rico Core Standards (PRCS 2014)

Curriculum Alignment Tool (CAT)

Pacing Calendar

Curriculum Framework

For your attention

Any questions?