6-Curricular- Design Requirements.docx

Curricular/Design Requirement

1. Utah Core Standards for Elementary Mathematics Alignment

a. Instructional materials in all formats, including print, digital and online materials, are aligned to the Utah Core Standards for Mathematics

b. Curriculum materials must have a clear and documented research base by an outside evaluator.

2. Elementary Mathematical Content and Emphasis

a. Materials focus coherently on the "major works” of the grade in a way that is consistent with the progressions in the Standards.

b. Progression of standards across grade-levels are clearly identified.

c. Materials are designed so that students attain the conceptual understanding along with the fluency and procedural skills required by the standard.

d. Mathematical Practice Standards are an explicit part of instruction and the curriculum demonstrates authentic connections between content standards and practice standards.

e. Program is based on strategies of Teacher Clarity.

3. Access for All Students

a. Materials should be thoughtfully designed to support all students, including special populations (e.g., multi-language learners, accelerated learners, students with disabilities) in accessing and meeting the Utah Core Mathematics Standards.

b. Materials provide an appropriate level of support for a broad range of learners through scaffolding, differentiation, and intervention.

c. Systematic approach to incorporating language acquisition strategies that ensure equitable access across language ability levels to mathematics curriculum.

d. Materials are visually balanced, age-appropriate, and accessible to student learners.

4. Pacing and Program Design

a. Pacing guides outline reasonable timeframes for instruction and assessment.

b. Lesson design incorporates guided inquiry and/or direct instruction, guided practice, differentiated grouping, and independent practice.

c. There is an appropriate balance of conceptual and procedural practices with identified connections between the two.

5. Assessment

a. Diagnostic, formative, and summative assessments support teachers in differentiating instruction to meet the needs of individuals and groups of students.

b. Assessments monitor student growth over time with prediction of performance on end-of-level assessments.

c. Use of varied SBAC/PARCC or RISE cluster type assessment question formats.

d. Ability to customize, edit, share, and lock assessments at the district, school, and teacher levels.

e. Assessment reports are accessible at the district, school, and teacher levels.

6. Digital Resources/Tools

a. Robust and dynamic digital materials/tools engage students in meaningful learning experiences using innovative online content and visual representations to enhance or extend classroom instructional practices.

b. Digital tools regularly and systematically offer assessment opportunities that genuinely measure progress, as well as mastery of grade level standards.

c. User friendly access and navigation for all users.

d. All digital/electronic/online resources and tools meet all federal and state student data privacy requirements (PII).

e. Parent/home connection is designed to support student learning.

7. Training, Service, and Support

a. Agency has knowledgeable and capable curriculum deployment/implementation specialists who will guide our district employees through the implementation process.

b. Agency offers initial and ongoing training, both on site and digital.

c. Agency offers training of trainers, and refresher trainings as necessary.

d. Agency has responsive, knowledgeable client support staff who are available via multiple channels to personally provide assistance with timely turnaround.

Access to resources for professional development should be made available, to the extent practicable, for preparation prior to and during summer teacher trainings. While the District recognizes that access may be contingent upon contract execution and payment, offerors are expected to demonstrate a willingness to support the District’s preparation efforts prior to the start of the school year.