The goal of the Greater Rutland County Supervisory Union curriculum is to assist our schools in providing a learning environment that nurtures the academic development of every student. To achieve this, GRCSU follows guidance set forth by the Vermont Agency of Education and in particular, Act 173.
Curriculum is defined as the umbrella term for the integration of the content, concepts, skills, and processes by which students achieve academic proficiency. Simply put, curriculum is defined as the content and instructional activities within a course of study or school. Curricula should be documented and readily available to students, families, board members, and other educators.
We regularly update curriculum and assessments to align with research-based “best practices.” Our curriculum is based upon the national Common Core Standards, the Next Generation Science Standards (NGSS), the College, Career and Civic Life Framework (C3), and other nationally normed academic standards.
GRCSU reviews different sections of our curriculum on a yearly basis.
What is Proficiency-Based Learning?
The focus of proficiency-based learning is on students’ demonstration of desired learning outcomes. Students gain the skills, abilities, and knowledge required in an area of study, along with those necessary to be successful in college, career and civic life. Proficiency-based learning is designed to identify and address gaps to provide equitable learning opportunities for every student. This is in contrast to traditional systems which advance students based on seat time. Read more about “What is proficiency-based learning?”
GRCSU Proficiency Based Grading Information
If you missed the proficiency based grading presentation at your school’s open house, you can watch a recording of it here (link) or read through the presentation slides (link). For specific questions, please reach out to your child’s teacher or your building principal.
FastBridge
To help us know which students might need additional support, the students complete screening tests up to three times each year. These tests help teachers see which students are likely to meet the end of year learning goals, and which ones need more help. Our schools uses the following FastBridge Learning® assessments to screen students:
Literacy Assessment:
- earlyReading (assessment for early primary grades)
- CMB Reading (Curriculum Based Measurement of Reading)
- AutoReading (Reading Automaticity)
- aReading (Adaptive Reading Assessment)
Mathematics Assessment:
- earlyMath (assessment for early primary grades)
- CMB Math (Curriculum Based Measurement of Math)
- AutoMath (Math Automaticity)
- aMath (Adaptive Math Assessment)
The teachers look at the screening scores immediately after the testing and compare their students’ scores with other information about school performance. Those students whose scores are low across different tests are provided with additional support to help them meet the learning goals. All of the students who participate in extra instruction also take regular progress tests to see if their skills are getting better. These tests are given weekly to monthly, depending on the student’s learning needs. Both screening and progress monitoring score reports are shared with parents during parent-teacher conferences or at other times during the school year. These reports help the teacher, student, and parents know if each student is likely to meet this year’s learning goals. If your child has a low score on a screening test, and other information shows that the student needs extra help in that area, extra instruction will be given automatically during the daily school schedule. Your child’s progress will be shared with you by his or her teacher. If you have questions about your child’s school performance, screening scores, or progress monitoring results, please contact your child’s teacher. We look forward to working with your child and you during this school year.
VTCAP/Cognia
Students in grades 3-9 take a statewide common assessment each spring. Most recently, that assessment has been the SBAC for English Language Arts and Math, and for students in grades 5, 8 and 11, the Vermont Science Assessment.
Beginning in 2023, that assessment changed to the Vermont Common Assessment Program (VTCAP), which some refer to as Cognia, and will continue to assess students in grades 3 through 9 in English Language Arts (ELA) and Math and students in grades 5, 8, and 11 in Science.
The ELA and mathematics assessments measure the Common Core State Standards (CSSS) for English and mathematics, respectively. The science assessment measures the Next Generation Science Standards (NGSS).
PreK-5 Math
Online Math Games for K-5(ictgames)
Online Math Games for PK-6+(abcya)
Common Core State Standards for Math
Math at Home by the Math Learning Center(Bridges)
Grades 6-8 Middle School Math
Support Materials Available for Families through CPM
Common Core Standards for Math
PreK-8 Literacy
Core 5 (Grades K-5 Online LIteracy)
Powerup Login (Grades 6-8 Online Literacy)
Common Core Standards for Literacy
The following resources help parents and guardians learn more about how children learn to read and how you might encourage reading at home.
- Reading 101 Video Learning Modules from Reading Rockets
- Colorín Colorado’s early literacy resources in English and Spanish
- Parent Resource Hub from the University of Florida Literacy Institute
Reading to your children and talking about books fosters a love of reading and broadens their vocabulary and world knowledge. You can access the following resources with a library card in most Vermont communities:
We understand that every family has different routines, situations and abilities, and that reading to your children may not be possible. We are here to support your reading journey in a way that works best for you. Here are some websites that offer free access to audiobooks that you and your child can listen to and talk about.
A multi-tiered system of support (MTSS) approach to instruction and intervention is a comprehensive and systematic process for assessing and maximizing the opportunities to learn for all students within any content area. It emphasizes the importance of effective, culturally responsive and differentiated teaching and effective early intervening supports for both academics and behavior for all students, prior to making a referral for a special education evaluation. The Vermont Agency of Education (VTAoE) has identified a multi-layered system for Response to Instruction and Intervention as a major component of school improvement and effectiveness.
While providing flexibility in the selection of specific content, methods and tools, these guidelines call for common elements in all schools and districts using a MTSS. The Vermont MTSS serves as a systemic, decision-making framework to help schools and districts focus on aligning current work with new strategies as they are adopted.
The components of Vermont’s MTSS are:
- A systematic and comprehensive approach
- Mission, vision, core values
- Leadership to sustain focus
- Effective communication
- “Knowledgeable professionals, staff, families, students, and community members who bring the power of their collective expertise to bear on solving problems.” (MTSS Field Guide, 2019)
- High quality instruction and intervention
- Evidence-based instructional strategies and materials – “Academics, behavior and social-emotional well-being are intertwined” (MTSS Field Guide, 2019)
- Universal Instruction (e.g., the core curriculum used in the classroom with fidelity and Universal Intervention (classroom level response to student needs).
- Layered supports and interventions.
- Comprehensive and balanced assessment
- Robust assessment calendar that paints the whole picture of a student
- Utilizes screeners to identify students at risk
- Expertise (well-designed professional development)
- Expertise is the most powerful lever to ensure improved experiences and outcomes for all” (MTSS Field Guide, 2019).