Curriculum Crosswalk:

A Curriculum Crosswalk is a district document, organized in a table format, that depicts the alignment between the Wyoming Priority Standards, the Wyoming WY-TOPP Blueprint, and matching teacher created proficiency scales to each of the measurement topics. This document allows teachers to easily see the correlation between the various components and provide consistency in the skills and standards that students are taught throughout the district, regardless of the building they attend.

Curriculum Map:

The district Curriculum Maps demonstrate the scope and sequence, aligned to Wyoming State Priority Standards, to effectively scaffold and prepare students to achieve intended learning outcomes. This document ensures that each standard is addressed throughout the school year. Because this is a fluid document and teachers continuously adjust 'when' certain skills and standards are specifically taught, changes in the document may appear throughout the year. It is important to note that a curriculum map provides guidance and direction for a guaranteed and viable curriculum; however, teachers are expected to respond to the learning of their students and therefore, may need to spend 'more' or 'less' time on a skill to reach mastery.

Instructional Cycles:

Effective teachers begin the Instructional Cycle by identifying the content standards and benchmarks that the lesson or unit will address. Next, the content standards are translated into measurable learning outcomes. At this stage of the Instructional Cycle, the teacher has a clear idea of what students need to know, understand, and be able to do to meet the standards-based curriculum. It is important for teachers to keep in mind how they will assess the intended learning outcomes.

Teachers should plan effective teaching strategies and instructional activities. It is also important that teachers plan on informal (e.g., teacher-made tests, portfolios) assessments to determine students’ progress. Once the learning outcomes, instruction, and assessment have been planned, the teacher will carry out the planned instruction.

Teachers implement their planned assessments to determine whether students have met the intended learning outcomes. It is important to understand that assessment is not something that occurs only at the end of the Instructional Cycle. Assessment is planned when the intended outcomes are conceptualized and implemented during instruction and at the end of instruction to determine whether students have mastered the intended learning outcomes.

Wyoming Priority Standards:

The Wyoming Content and Performance Standards (Priority Standards) serve several purposes. They articulate a set of expectations for what all Wyoming students should know and be able to do, enabling them to be prepared for college and career success and to live a life that contributes to the global community. These expectations are communicated to students, parents, educators, and all other Wyoming stakeholders, and provide a common understanding among educators as to what students should learn at particular grade bands.

Scope and Sequence (SAMPLE):

A Scope and Sequence explains what content a curriculum is going to cover and when that content should be taught. A good Scope and Sequence is a vital component of evidence-based instructional materials, as it ensures that skills are taught explicitly to mastery and that instruction progresses systematically from less complex to more complex content. Please note that the Sample Scope and Sequence documents provided are just that, a sample for teachers to utilize in creating their own Scope and Sequence as they respond to their student's learning and mastery of outcomes.

PLEASE FIND THESE DOCUMENTS FOR EACH OF THE CORRESPONDING GRADE LEVELS AND CONTENT AREAS BELOW

Updated Summer 2024