🎯 Intended Use: 

Grades K-5 Core (Tier 1) ELA

ARC Core builds knowledge across four units throughout the school year. Students dig deeply into science content (e.g. Marine Life), social studies content (e.g. U.S. History), and literature content (e.g. Traditional Tales). Students read, write, research, and analyze these topics through the course of each unit. They learn new information, develop vocabulary, and build expertise in a wide variety of disciplines. For instance, in the Animal Adaptations unit, students delve into specific adaptations of their chosen animals, supported by a wealth of related books.

Teacher’s resources contain all the instructional materials a teacher needs for the specific grade level (K-5), including student materials. Each student will need his or her own set of consumables for that grade level. These consumables will be refreshed yearly through 2026-27. 

• ARC Core Yearlong Scope & Sequence is a cohesive progression through each module provided by ARC.      

• A district scope and sequence is provided by DPS K-5 ELA Curriculum Guides for a cohesive progression through each module. This scope and sequence should be followed as it is laid out in the Curriculum Guides.

ARC resources include:

• Teacher guides

• Genre Card

• Graphic Organizers

• Core Text(s)

• Lab Notebook: Integrated Reading and Writing 

• Text Set

• Pair Core Texts: Fiction and Nonfiction

• Student Notebook

• Home Book Static Library: Engage every student with books proven to turn kids into avid readers

• IRLA: Identify what each student can do and what they MOST need to learn next

• IRLA Toolkits: Facilitate differentiated instruction with authentic text application in flexible, strategic small groups

• SchoolPace: Monitor student reading progress in real time to intervene early and accelerate growth

• Rotating Classroom Libraries: 100 books 

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and/or virtual sessions led by district staff in order to support their implementation of the non-negotiables (as needed).

• Teaching & Learning coaches will attend face-to-face and/or virtual sessions to develop their capacity as leaders of ELA instruction in DPS to support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support.

📋 Program Use Requirements:

• ARC is the Core English Language Arts curriculum taught to all students in ARC Schools (Club Blvd, Forest View, Little River, Lyon’s Farm, Mangum, Pearsontown, Southwest) with the exception of those on Extended Content Standards (Extend 1 students) and those in Dual Language Immersion (DLI) classrooms.

• Dedicate time for grade levels to discuss and plan for ELA instruction for students in Professional Learning Communities using the ARC curriculum.

• School-Level Teacher Leader/Coach/Administrator/ Central Office Staff support (including feedback and coaching)  through the use of walkthrough (Curriculum Fidelity Walkthrough Tool and post-observation conferences)

• Follow DPS K-5 ELA Curriculum Guides  with minimal adjustments to ensure increased level of text complexity and questioning as the year progresses. Adhere to district non-negotiables as defined below:

  • Evaluate literacy schedules to ensure that all grade levels have the district required 120 (K-2) and 105 (3-5) daily minutes for ELA  instruction. See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information.

🎯 Intended Use: 

DLI Grades K-5  Core (Tier 1) ELA, Science, & Social Studies

The Biliteracy Unit Framework (BUF) is designed for implementation in Grades K-5 across Core (Tier 1) instruction in English and Spanish Language Arts (ELA/SLA), Science, and Social Studies in the Dual Language Immersion classes. This framework supports a comprehensive biliteracy approach that aligns with best practices for multilingual learners.

In DLI programs, BUF instruction is in Spanish in grades K-1.  In grades 2-5 instruction gradually moves toward a 50-50 model by grade 3.  See FAQ Dual Language Immersion (DLI) for Staff for more detailed information about DLI in DPS.

🪜 District Level Implementation Support:

• Professional Development: Ongoing training for educators on BUF implementation, including biliteracy strategies and unit planning.

• Coaching & Mentorship: Support from DLI Specialists and Teaching & Learning coaches to refine teaching practices.

• Collaborative Planning: Grade-level teams engage in PLCs to align BUF lessons with content standards and language proficiency goals.

• Resource Allocation: Access to biliteracy-aligned curricular materials, formative assessment tools, and instructional supports.

• Data-Driven Instruction: Guidance on utilizing student performance data to inform instruction and address diverse learning needs.

📋 Program Use Requirements:

• Curriculum Alignment: Teachers must use and implement the  BUF curriculum in every K-5 DLI classroom.  See Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information.

• Language Allocation Guidelines: Educators follow designated Spanish and English language use schedules to ensure balanced biliteracy development.

• Differentiated Instruction: Lessons must incorporate scaffolds for emerging bilingual students to support content and language acquisition.

• Family & Community Engagement: Schools foster partnerships with families to reinforce biliteracy learning beyond the classroom.

• Assessment & Progress Monitoring: Teachers utilize BUF-aligned formative and summative assessments to track student language and content mastery.

🎯 Intended Use: 

Grades 6-8  Core (Tier 1) Science Instruction 

The CIBL kits are an inquiry-based, hands-on learning tool to immerse students in science instruction.  The CIBL kits give students opportunities to participate in grade-level appropriate science learning tasks, and provide teachers with resources and guidance for inquiry-based instruction.  All middle schools have access to and utilize three kit rentals per grade level per school year.  Each kit is rented for a quarter (9 weeks) at a time and is transported to and from CIBL by the DPS Courier. Most schools have one assigned science kit manager to coordinate the return of the kits with CIBL.

🪜 District Level Implementation Support:

• The 6-12 Science Specialist and Middle School Science Coach coordinate with CIBL to ensure the delivery and return of kit rentals each quarter.

• The Middle School Science Coach supports teachers via training and modeling kit-based instruction

• The 6-12 Science Specialist coordinates with CIBL to provide professional learning on teacher workdays and throughout the school year as needed.

• Curriculum alignment and support materials are provided in the curriculum maps

📋 Program Use Requirements:

• Teachers must use the provided CIBL kits to engage students in hands-on, inquiry-based science instruction. 

• Science kit managers must communicate with CIBL to coordinate the drop off and pick up of kits each quarter.

• Teachers must attend kit trainings provided by DPS and CIBL.

🎯 Intended Use: 

Grades K-5 Core (Tier 1) Science Instruction 

(2 per year in K-4, 3 per year in grade 5) 

The CIBL Student Activity Packs provide engaging, hands-on lesson materials designed to enhance student learning through interactive activities. These packs are tailored to NCSCOS and Science and Engineering Practices, incorporating inquiry-based learning strategies to promote critical thinking and problem-solving skills. Each pack includes structured activities, worksheets, and resources that align with educational standards, making them ideal for classroom use or independent study. By integrating real-world applications and collaborative learning experiences, these materials help students deepen their understanding of key concepts in an engaging and meaningful way.

🪜 District Level Implementation Support:

• Physical materials 

• Lesson Plans 

• Guiding Videos 

• Digital resources/slide decks 

• Vendor training 

• Science Specialist support  

📋 Program Use Requirements:

• Student Activity Packs are provided for 1st, 2nd and 4th quarter for 5th Grade teachers. 

• Each CIBL Kit has multiple days/weeks of lessons embedded. Classrooms should utilize the entirety of these kits to build background knowledge and support vocabulary instruction. 

•  See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.

🎯 Intended Use: 

Grades PreK-5 Core (Tier 1) Math Curriculum

Eureka2  is a focused and coherent core mathematics curriculum for grades PreK-5.  It offers a comprehensive and vertically aligned experience for students from PreKindergarten through Grade 5.  Eureka2 focuses on helping students develop an understanding of math concepts through instruction with a focus on reasoning and visual modeling.  

Math Curriculum Materials:  Teacher resources include all the instructional materials needed for the specific grade level/courses (PreK-5), including digital access, physical teacher editions, and one set of student manipulatives per class. Each student receives a consumable text and replacement student consumables will be available yearly through 2028-29. 

The curriculum maps for each grade/level are made up of topics that are to be taught in the recommended logical order, based on the DPS K-5 Math Curriculum Guides. The structured design of the core curriculum is research-based and consistently applied, ensuring that all components are utilized for the majority of students.  Each topic contains lessons, projects, and activities that are connected by a common focus.  

Lesson Structure

• In grades K-5, instruction focuses on the Conceptual-Representational-Abstract (CRA) approach. 

• It is expected that students are utilizing physical manipulatives and tools, collaborating to solve problems, and engaging in partner and whole-class discussions regarding mathematics.  Eureka2 is not intended to be used solely as a workbook  - students only tearing pages out for homework or only using it for practice problems.

• It is expected that teachers utilize the guidance in the DPS K-5 Math Curriculum Guides for the grade level.  This includes implementing the daily math routines in the curriculum guides.  

• It is expected that teachers review all components of each lesson, including the Launch, Learn, and Land structure, as outlined in the curriculum guides in order to customize lessons and prioritize conceptual understanding as well as discussion-based questioning, multiple representations, and student-centered exploration.

• Equity and access:  This core curriculum involves high expectations for all students. All students are asked to engage with rigorous, on grade level tasks, and are expected to persevere in their explorations to these tasks, looking for patterns, generalizing, validating, and sharing and critiquing each other’s work.  The tasks have multiple entry points, and it is the role of the teacher to support all levels of understanding with scaffolds, as well as connect students’ various levels of entry.  

• In Year 2 of implementation (2025-26), teachers and instructional coaches should focus on customizing lessons using Eureka2, implementing lessons with fidelity, and leveraging professional learning opportunities. Teachers are expected to engage in collaborative planning across their PLCs, participate in coaching cycles, and reflect on student work to refine instructional practices. 

• The professional development components support teachers with building their own mathematical understanding. Asynchronous support can be found here, with in-person professional development and curriculum specialist support offered throughout the school year.

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and virtual sessions led by district staff in order to support their implementation of the non-negotiables.  

• Teaching & Learning Coaches will attend face-to-face and virtual sessions to develop their capacity as leaders of math instruction in DPS and support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support.

• Additional resources to support core instruction:

• Equip - EM2 assessment tool designed that helps educators track student understanding, identify learning gaps, and tailor instruction using data-driven decision-making.

• iReady Math - Think Up: standards aligned instruction and assessments to support small group instruction and intervention as described in DPS K-5 Math Curriculum Guides.

• iReady Math - Ready:  Lessons will be used in place of Eureka lessons that do not align with North Carolina standards as documented on the DPS Curriculum Maps, can provide further assessment and support resources for small groups as described in DPS K-5 Math Curriculum Guides.

• Eureka (original) - Former CORE resource that is used to supplement lessons in grades 3-5 where the standard is not addressed in our current resource as described in DPS K-5 Math Curriculum Guides.

• Mastery Connect: Provides formative and summative assessments for quarters 1 & 3 in grades 3-5 in the form of CDAs and teacher created resources

• K-5 Math Hub - Provides quick links to both Eureka Squared, NCDPI and district level tasks at the K-2 level and district assessments for grades 3-5

📋 Program Use Requirements:

• Eureka2  is the core mathematics curriculum taught to all students, including Spanish version for students in the Dual Language programs, and with the exception of students on Extended Content Standards (Extend 1 students).  

• Follow as described in DPS K-5 Math Curriculum Guides  with minimal adjustments.  

• Adhere to district non-negotiables as defined below:

• Evaluate schedule to ensure that all grade levels have adequate time daily for core mathematics instruction.  Minimum time requirements listed below:

  • 60 minutes in grades K-2

  • 75 minutes in grades 3-5

  • Additional, dedicated time for remediation/skills instruction (not just reteaching of concepts, but intervention based on diagnostic)

• Dedicate time for grade levels to discuss and plan for student-centered mathematics instruction in professional learning communities and dedicate time for math vertical alignment conversations between grade levels.  

• Dedicate time for teacher leaders who attend math professional development to share what they are learning and plan with their grade level colleagues.

• School-level administrator/coach/math teacher leader support (including feedback and coaching) through the use of the walk-through tool and post observation conferences.

• Attend Admin PD for supporting conceptual mathematics instruction

•  See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.

🎯 Intended Use: 

Grades K-5 Core (Tier 1) ELA Instruction

Into Reading is a cohesive, structured reading and writing curriculum that systematically aligns to incorporate reading, writing, speaking and listening core standards from year to year for Grades K-5.  This curriculum supports the Science of Reading through a systematic approach to literacy with thematic modules, focused around an essential question.  Into Reading is designed to include direct instruction for whole-class and small-group, and it includes structures for interactive read-alouds, shared reading, guided reading, and writer’s workshop. Close reading strategies are included in K-5, with specific instruction that provide continuity in first through fifth grades. 

Teacher’s resources contain all the instructional materials a teacher needs for the specific grade level (K-5), including one set of student materials. Each student will need his or her own set of  consumables (My Book) for that level. These consumables will be refreshed yearly for 3 years (through 2026-27). 

Into Reading meets the needs of a structured literacy classroom based on the Science of Reading.  Into Reading resources include: 

• Includes consumable student books (My Books)

• Includes authentic trade books

• Anchor Charts are available for skills,  engagement routines, communication, learning mindsets, and spelling

• Decodable texts are provided

• Supports NCSCOS for reading, writing, and language standards for K, 1, 2, 3, 4, and 5. 

• Presents concepts and skills in a cumulative manner from module to module and year to year. A scope and sequence is provided by DPS for a progression through each module. This scope and sequence should be followed as it is laid out in the curriculum due to the increased level of text complexity and skills. 

• Provides multiple opportunities for skills practice and application to build mastery.

• Monitors student learning through formative assessment tools built into the program.

• Includes comprehensive and teacher-friendly materials  to facilitate teachers’ use of the program and promote student motivation.  Routines are taught to set expectations, focus on productive learning, and build confidence and independence. 

• Small-group routines, scaffolds, and strategies are provided to meet individual student needs by differentiating instruction for struggling learners and Multilingual Learners. Strategies are also included for advanced learners. 

• Reading and writing workshops feature a step-by-step approach to instruction. Lessons work in tandem so students can experience the power of integrated instruction.

• Close reading strategies are provided through Notice and Note Signposts. Signposts are introduced in “Welcome to the Module” for grades 1-5 to guide students in critical text analysis and deepended comprehension. 

• Trade books serve as a connection to each module topic and bridge reading and writing instruction. Culturally relevant and ethnically diverse text sets build cross-disciplinary knowledge and serve as a springboard for writing and discussion. 

• Each module focuses on a different Learning Mindset to help teach students the attributes of a growth mindset.

• A fully integrated online platform provides teachers with an intuitive interface for planning, teaching, assessing, and differentiation. The online platform offers “Getting Started” courses and online coaching for on-demand professional support.

• A scope and sequence is provided by DPS K-5 ELA Curriculum Guides for a cohesive progression through each module. This scope and sequence should be followed as it is laid out in the Curriculum Guides.

• A detailed list of HMH instructional components and supports can be found here. 

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and/or virtual sessions led by district staff in order to support their implementation of the non-negotiables.

• Delegates will attend face-to-face and/or virtual sessions to develop their capacity as leaders of ELA instruction in DPS and support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support.

 📋 Program Use Requirements:

• Into Reading is the Core English Language Arts curriculum taught to all students in HMH Schools (Bethesda, Burton Magnet, C.C. Spaulding, Creekside E.K. Powe, Easley, Eastway, Eno Valley, Fayetteville Street, George Watts Montessori, Glenn, Hillandale, Holt, Hope Valley, Ignite! Online Academy, Lakewood, Merrick-Moore, Morehead Montessori, Murray-Massenburg, Oak Grove, Parkwood, R. N. Harris, Sandy Ridge, Spring Valley, W.G. Pearson, Y.E. Smith) with the exception of those on Extended Content Standards (Extend 1 students) and those in Dual Language Immersion (DLI) classrooms.

• Dedicate time for grade levels to discuss and plan for ELA  instruction for students in Professional Learning Communities using Into Reading.

• School-Level Teacher Leader/Coach/Administrator/ Central Office Staff support (including feedback and coaching)  through the use of walkthrough (Curriculum Fidelity Walkthrough Tool) and post-observation conferences

• Follow DPS K-5 ELA Curriculum Guides with minimal adjustments to ensure increased level of text complexity and questioning as the year progresses. Adhere to district non-negotiables as defined below:

  • Evaluate literacy schedules to ensure that all grade levels have the district required  120 (K-2) and 105 (3-5) daily minutes for ELA  instruction.  See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.

  • Explicit instruction on foundational reading skills should occur for students in grades 4-5.  

  • Each student will receive his/her own consumable (My Book) for his or her grade level.

🎯 Intended Use:

Lingco is a digital language learning platform designed for Grades 6-12 to support Spanish and French language acquisition. This tool provides adaptive, personalized instruction that enhances proficiency in reading, writing, listening, and speaking.

🪜 District Level Implementation Support:

• Professional Development: Training for educators on effectively integrating Lingco into world language instruction.

• Coaching & Mentorship: Support from language specialists and instructional coaches to enhance digital language learning strategies.

• Collaborative Planning: Opportunities for teachers to share best practices and develop lesson plans using Lingco resources.

• Resource Allocation: Access to Lingco’s adaptive learning platform, assessments, and analytics tools for tracking student progress.

• Data-Driven Instruction: Guidance on using real-time performance data to tailor instruction and support individualized student growth.

📋 Program Use Requirements:

• Curriculum Integration: Lingco should be used to supplement and reinforce district-approved Spanish and French language curricula.

• Blended Learning Approach: Teachers should incorporate Lingco in both classroom instruction and independent student practice.

• Differentiated Instruction: The platform’s adaptive features should be used to provide personalized support for diverse learning needs.

• Family & Community Engagement: Schools should encourage students to engage with Lingco at home to strengthen language skills beyond the classroom.

• Assessment & Progress Monitoring: Educators should utilize Lingco’s analytics tools to track language proficiency growth and inform instruction.

🎯 Intended Use:

K-12 (Tier 1) standards-aligned formative and summative assessments

🪜 District Level Implementation Support:

• Teachers, coaches, and school leaders will attend face-to-face and/or virtual sessions led by district staff in order to support their use of the MasteryConnect platform.

• District staff will support teachers, PLCs, and administrators with data analysis of assessment data housed in MasteryConnect.

📋 Program Use Requirements:

• Teachers will use MasteryConnect to administer Common District Assessments (CDAs) as prescribed for the grade level or course.

• Teachers will use MasteryConnect to administer MVPA Benchmark assessments during the scheduled windows twice per grade level or course. 

🎯 Intended Use: 

K-5 Core (Tier 1) Science Instruction

Mystery Science is an educational platform offering a comprehensive suite of science lessons tailored for elementary educators. The platform provides a variety of science units across different grade levels, each designed to engage students through hands-on activities and inquiry-based learning.

🪜 District Level Implementation Support:

• Teachers and students are automatically rostered to support both group lessons and independent practice. 

• Science Specialist support

📋 Program Use Requirements:

• Mystery Science is designed to be integrated into the core curriculum as a supplemental resource as described in the DPS K-5 Science Curriculum Guides

• See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.

🎯 Intended Use:

Grades 6-12  Core (Tier 1) Mathematics Instruction 

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and virtual sessions led by district staff in order to support their implementation of the non-negotiables.  

• Coaches will attend ILA sessions during grade band meetings to facilitate effective implementation of the curriculum within their schools.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support  

📋 Program Use Requirements:

• Follow the sequence of Reveal Math per district pacing guide.

• Align lessons and assessments with North Carolina Standard Course of Study.

• Use supplementary resources to enhance, not replace, the core curriculum.

• Incorporate student collaboration, discourse and real-world problem-solving in lessons.

• Provide additional support for students such as small group data-driven instruction.

• Combine implementation with the digital curriculum component ALEKS.  Students should engage with their Individualized Learning Pathways as determined by the Initial Knowledge Check in ALEKS for at least 60 minutes per week, divided into multiple sessions (the sessions can include homework).

  • All students must complete an initial ALEKS Knowledge Check to determine their individualized learning pathway.

  • Students should engage with their Individualized Learning Pathways as determined by the Initial Knowledge Check in ALEKS for at least 60 minutes per week, divided into multiple sessions

  • Schools may implement ALEKS during class, homework,  intervention blocks, or after-school tutoring sessions.

  • Combine ALEKS online instruction and teacher-facilitated small-group instruction.

  • Teachers should engage each student in ALEKS data chat at least monthly.

🎯 Intended Use: 

Grades 2 and 4 Core (Tier 1) Social Studies Curriculum

Studies Weekly key features include:

• Differentiation to raise the rigor or scaffold supports through extension resources, audio summaries, story maps, leveled texts, graphic organizers for videos, translation, annotation tools, closed captioning, etc.

• Rigorous and rich texts including different primary and secondary sources

• Comprehensive writing opportunities addressing the different types/modes/genres of writing

• Purposeful assessments that include project-based, formative, and summative driving personalized instruction.  Performance Tasks are available for every unit.

• Integrated Multilingual Learners Support in the unit structure focused on developing students’ abilities in both receptive and productive aspects of language

• Digital platform that includes interactive student activities, quick resource access, current events, data tracking, and digital teacher PD (Google Classroom and Canvas integration).

• Course scope and sequences are provided in DPS K-5 Social Studies Curriculum Guides for a cohesive progression through each unit. This scope and sequence should be followed as it is laid out in the Curriculum Guides.

🪜 District Level Implementation Support:

• Teachers will attend face-to-face professional development led by district staff in order to support their implementation of the non-negotiables.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

📋 Program Use Requirements:

• Studies Weekly is the core social studies curriculum resource for all 2nd and 4th grade students with the exception of those on Extended Content Standards (Extend 1 students).

• Dedicated time for grade levels to discuss and plan for social studies instruction for students in Professional Learning Communities using Studies Weekly

• Follow DPS scope and sequence as outlined in Curriculum Guide documents with minimal adjustments.  Adhere to district non-negotiables as defined below:

  • We must use the North Carolina Social Studies Standards to drive planning,  instruction, and assessment. 

  • We must incorporate the performance-based tasks and assessments that relate back to the unit standards.  We might adjust the task/writing prompt to meet this expectation.

  •  See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.

🎯 Intended Use:

Grades K-5 Core Intensification (Tier 1) as part of Core Literacy Instruction in non-ARC schools

Houghton Mifflin Harcourt (HMH) offers structured literacy resources that align with the Science of Reading principles for K-2 students. Foundational Skills and Word Study Studio should be used as Core instructional resources in grades 3-5. Teachers guide students through foundational skills and build automaticity in reading, daily lessons and corresponding slide decks are important components.  Morphology begins at the end of Grade 2 with instruction on common prefixes and suffixes. Morphology is a major instructional focus in Grades 3-5. Lessons include a warm up,  teacher-led explicit teaching of concepts (i.e phoneme segmentation, blending sounds, and letter-sound relationships), followed by guided practice with opportunities for students to apply skills with teacher support, independent practice, and assessment.

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and/or virtual sessions led by district staff in order to support their implementation of the non-negotiables.

• Delegates will attend face-to-face and/or virtual sessions to develop their capacity as leaders of ELA instruction in DPS and support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support

📋 Program Use Requirements:

Implementation expectations align with the Science of Reading by emphasizing structured, explicit, and systematic instruction that builds the essential skills for reading success.  See Elementary Guide for Differentiated Core Instruction and Elementary Core Instruction Scheduling Minimum Minutes 2025-26 for more information regarding schedules.  This ensures that there is enough time to address all critical aspects of literacy instruction—phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.

Structured Breakdown:

• Phonemic Awareness/Phonics (20-30 minutes)

• Fluency Practice (10-15 minutes)

• Vocabulary Instruction (10-15 minutes)

• Reading Comprehension (20-30 minutes)

• Writing/Spelling/Word Study (15-20 minutes)

These time breakdowns can be adjusted based on the grade level and the specific needs of students.

🎯 Intended Use:

Grades 6-8 English Language Arts and 9-12 English Core (Tier 1) Literacy Instruction 

All DPS students deserve high-quality and culturally responsive core literacy instruction and curriculum materials. When necessary, students need strategic interventions or specially designed instruction.

• The Instructional Reading Routine supports differentiated core literacy instruction with multiple high-impact teaching strategies.  

  • Blast/Connect

  • First Read

  • Skill Lesson

  • Close Read

• DPS’s Core literacy curriculum resource, StudySync, provides real time online scaffolds and supports for whole class, small group, personalized, and specialized instruction.

  • Professional audio recordings of texts

  • In line highlighting & annotating tools in split screen view (like NCTest)

  • Thinking, speaking, and writing frames

  • Graphic organizers

  • Text summaries in high frequency home languages

  • Online platform operational translation via Google Chrome

  • Scaffold pathways by WIDA language acquisition levels and for native English speakers

  • AI powered student writing feedback and coaching

  • Leveled skill lessons

  • Foundational reading and word study (morphology) lessons

  • Test preparation lessons and practice tests

🪜 District Level Implementation Support:

• DPS Course Overviews and Curriculum Maps utilize StudySync units, lessons, and resources to provide grade level, hybrid student centered learning opportunities.

• Protected work time with departments and PLCs on required teacher workdays for DPS curriculum and StudySync collaborative learning, planning, and work time. 

• Differentiated professional learning on student and teacher StudySync research base, functionality, and features

• PLC guidance and support for planning, common assessments, and data analysis for instructional adjustments

• Virtual “SyncUp” sessions with classes for StudySync introduction and app set up

• School based Coaches will attend ILA content sessions to learn how to facilitate effective implementation of DPS curriculum and StudySync within their schools.

• Reading Routine indicators for goal setting, coaching cycles, classroom visits, and teacher self- reflection 

• Job embedded professional learning and coaching support for teachers, coaches, assistant principals, and principals

📋 Program Use Requirements:

• Sequencing and pacing of instructional focus standards as outlined in the DPS Curriculum Overviews as found on DPS Central

• Use of StudySync Word Study skill lessons to complete the DPS Secondary Vocabulary Sequence 

• Teachers identify culturally relevant mentor/stimulus text to highlight comprehension and literacy skills including texts in the StudySync online library, Student Reading & Writing Companions, and trade books included in the core adoption process.

• At least once a week, teachers will use a culturally relevant, complex text to facilitate the Instructional Reading Routine components including StudySync Blast, First Read, Skill Lesson, and Close Read and lessons or commensurate teacher created connection, read aloud, explicit teaching, and close reading lessons

• Instructional Reading Routine should include differentiated instructional strategies and the use of student scaffolds including StudySync online custom student proficiency scaffolds or commensurate teacher created scaffolds 

• Weekly explicit instruction, support, and feedback for writing paragraphs and/or constructed responses 

• Quarterly instruction, support, and feedback for the writing process for a DPS curriculum aligned extended writing task 

• A mix of print and digital resources are used to sustain student engagement, support scaffolds, academic discourse and written products.

🎯 Intended Use:

Vista is a comprehensive world language resource designed for Grades K-5 to support Spanish and French language acquisition. This program provides age-appropriate, engaging instruction that builds foundational skills in listening, speaking, reading, and writing through interactive and immersive learning experiences.

🪜 District Level Implementation Support:

• Professional Development: Training for educators on effectively integrating Vista into elementary world language instruction.

• Coaching & Mentorship: Support from language specialists and instructional coaches to enhance language teaching strategies.

• Collaborative Planning: Opportunities for teachers to share best practices and develop lesson plans using Vista resources.

• Resource Allocation: Access to Vista’s instructional materials, digital resources, and interactive content tailored for young learners.

• Data-Driven Instruction: Guidance on utilizing formative assessments to monitor student progress and inform instruction.

📋 Program Use Requirements:

• Curriculum Integration: Vista should be used to supplement and align with district-approved Spanish and French language curricula.

• Blended Learning Approach: Teachers should incorporate Vista materials in both classroom instruction and independent student activities.

• Differentiated Instruction: Lessons should be adapted to meet diverse learning needs, including scaffolds for emerging language learners.

• Family & Community Engagement: Schools should encourage families to support language learning at home through Vista activities and resources.

• Assessment & Progress Monitoring: Educators should use Vista’s assessment tools to track language development and adjust instruction accordingly.