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CURRICULUM, INSTRUCTION, AND ASSESSMENT HANDBOOK 2026-2027

Table of Contents Instruction

Curriculum (cont)

Mission, Vision and Commitments

Small Skill Group Guidelines

p15

Teaching and Learning Framework

Course Requests

p15

Literacy Framework

Reading Success Plans

p15

MTSS Framework

Novel Approval Process

p16-17

The PLC Process

Math Teaching Practices

Grading and Assessment

Project Lead the Way

Assessment Calendars

p18

Arts Partners and Field Trips

p10

Grading and Reporting Schedule

p18

Lesson Planning

p10

Elementary Grading Requirements and Guidelines

p18

Elementary Instructional Minutes

p11

K-5 Quarters to Report

p18

Grant Request Process

p11

Secondary Grading Requirements and Guidelines

p19-20

District Assessment Plan

p20

Curriculum Curriculum Writing

p12

Assessment Protocols

p21

High Quality Instructional Materials

p12

Grading and Reporting Handbook

p21

Missouri Course Access Program (MOCAP)

p13

i-Ready Guidelines

p21

Resource Review Schedule

p13

Assessment Requirements for ELD Students

p22

District-Approved Instructional Resources

p14

ELD and Assessment FAQs

p23

Table of Contents Instructional Technology Strategic Overview

p24

Technology Framework: PIC-RAT

p24

Digital Resource Request Process

p25

Classroom Device Monitoring & Management

p25

Professional Learning Three Year Initiative Road Map

p26

Professional Learning Handbooks

p27

2026-2027 CIA Handbook

DISTRICT VISION, MISSION AND COMMITMENTS Our Vision: Preparing all students to be future-ready.

Our Mission: Grandview C-4 is a community, preparing students for life after high school with the skills needed to live a life through passion and purpose for the greater good of the communities they impact.

We Commit to ● ● ● ● ● ● ●

Challenging all learners to think critically and creatively. Making learning more engaging, relevant, and meaningful in a technology-rich environment. Developing collaborative leadership. Promoting continuous improvement through data-driven decision-making. Creating an educational environment with high expectations for learning and collaboration to develop high-quality skills. Providing safe, clean, and healthy environments, with appropriate resources to enrich the learning experience for all. Sustaining positive relationships and involvement among students, staff, families, and community members.

2026-2027 CIA Handbook

MTSS INSTRUCTIONAL FRAMEWORK The Grandview C-4 Instructional MTSS (Multi-Tiered System of Supports) framework is a comprehensive approach designed to address all areas of academic student learning, including remediation and enrichment. The framework layers supports for students and can be intervention-focused to address missing skills or enrichment-focused to expand on student knowledge and interests. Our goal is to support early identiﬁcation of student needs, leading to improved student outcomes and the creation of an equitable, cohesive system that promotes the success of all learners by addressing both intervention and enrichment opportunities. For more information about the MTSS/SST process, click here.

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THE PROFESSIONAL LEARNING COMMUNITY PROCESS The Grandview C-4 School District implements a structured Professional Learning Community (PLC) process. This step-by-step framework supports collaborative teams in designing high-quality instruction, aligning assessments, and using data to inform decision-making. By clearly deﬁning what students need to learn, how proﬁciency is demonstrated, and how to respond when students do or do not meet expectations, the PLC process promotes a shared responsibility for student learning. This process fosters continuous improvement and creates a learning environment where all students are provided meaningful, engaging opportunities to reach high levels of academic success.

2026-2027 CIA Handbook

Project Lead the Way (PLTW) PLTW Launch provides Grandview C-4 with a guaranteed and viable K–5 Science curriculum that supports Missouri science standards, strengthens Tier 1 instruction, and gives all elementary students access to hands-on, real-world learning. As science remains a priority area for district growth, consistent PLTW implementation ensures that every student engages in investigation, design thinking, collaboration, problem-solving, and career-connected learning before entering middle school. Elementary PLTW also serves as the foundation for the district’s K–12 pathway system and high school academies model. Grandview’s PLTW Overview can be located here.

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PK-5 ARTS PARTNERS AND FIELD TRIPS Students in grades K-5 will have one in-school Arts Partners experience and one out-of-school Study Trip aligned to curriculum standards each school year. High Grove will have two in-school Arts Partners experiences during the school year. Arts Partners and Study Trips will be scheduled by the District Instructional Coaches. The principal’s secretary and principal will be the points of contact for each building and will be responsible for scheduling buses, if needed. The dates for the upcoming school year are linked here. These experiences should only be rescheduled in case of a snow day or an emergency. If either an Arts Partners experience or a Study Trip does need to be rescheduled, the building’s point of contact should reach out to the District Instructional Coach (K-1: Lindsay Meyer, 2-3: Cherelle Curley, 4-5: Lori McIntyre). Please share building Google calendars with District Instructional Coaches for scheduling purposes. Each grade level’s Arts Partners experience and Study Trip are specific for that grade level and should not be duplicated by other grade levels within a building. Grade levels may schedule one additional field trip beyond those organized by the district. Any additional field trips beyond that must be approved by Dr. LeMay.

LESSON PLANNING Building principals will determine whether to utilize a speciﬁc lesson planning template within their building. However, there are required components that must be evident in all lesson plans, regardless of format: ● Warm Up/Opening Activity ● Gradual Release Model (I Do, We Do, You Do) ● Checks for Understanding ● Differentiation Planning for PLTW and Heggerty doesn't require separate plans, as they are already scripted. The district-suggested lesson templates are linked below:

K-5 Lesson Plan Template K-5 Lesson Plan Template (Google Doc) 6-12 Lesson Plan Template (Google Doc) 6-12 Lesson Plan Template (Google Sheets)

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ELEMENTARY DAILY INSTRUCTIONAL MINUTES Community Circle - 20 minutes (ﬁrst thing in morning) Tier 1 ELA Instruction - 90 minutes (grade level times are staggered) ELA Small Group Instruction - 30-45 minutes (cannot overlap with other grade levels) Math Instruction - 70 minutes (grade level times are staggered)

Social Studies/PLTW/Counselor/Library - 50 minutes ● Counselor - every other week during SS/PLTW ● Library- weekly during SS/PLTW Specials - 50 minutes Lunch - 20 minutes Recess - 30 minutes

GRANT REQUEST PROCESS To ensure alignment with district priorities and compliance with procurement policies, all staff members seeking external funding, whether through grants, Donors Choose, Amazon Wishlists, or similar platforms, must complete the district’s Notiﬁcation of Intent to Write a Grant form prior to applying. Once submitted, the request is routed to the employee’s principal or supervisor for initial review. If approved, it is then forwarded to the Curriculum and Instruction Department for ﬁnal approval. Additional requirements include: ● ● ●

Board of Education approval is mandatory for any grant proposals exceeding $15,000. All technology-related purchases must be coordinated through the Instructional Technology Department. All materials purchased with grant funds become property of the school building and remain there if the staff member transitions out of the school.

This process supports transparency, alignment with district goals, and responsible stewardship of externally awarded resources.

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CURRICULUM WRITING District Instructional Coaches are responsible for developing and revising the district curriculum. Curriculum Facilitators support this work as guided by District Instructional Coaches. Curriculum Facilitator The role of the Curriculum Facilitator is to support the development and revision of the district curriculum as guided by the District Instructional Coach and the Director of Curriculum and Instruction. Responsibilities of the Curriculum Facilitator 1. 2. 3. 4.

Meet regularly with the District Instructional Coach to develop and revise curriculum within their content area. Participate in summer curriculum writing. Support the facilitation of district-wide professional development in collaboration with the District Instructional Coach. Participate in the review of district instructional resources.

District Instructional Coaches will schedule two to four full days during the school year to work with Curriculum Facilitators on current curriculum writing needs. Classroom coverage will be provided.

HIGH-QUALITY INSTRUCTIONAL MATERIALS (HQIM) The Grandview C-4 School District deﬁnes High-Quality Instructional Materials (HQIM) as curriculum resources that provide all students with rigorous, engaging, and equitable learning experiences that prepare them to be future-ready. High-Quality Instructional Materials are: ●

Aligned to Standards: Clearly connected to the Missouri Learning Standards, ensuring all students develop the knowledge and skills expected for their grade level and content area.

●

Engaging and Rigorous: Designed to challenge and inspire students through relevant, thought-provoking content that promotes critical and creative thinking.

●

Culturally Relevant and Equitable: Reﬂective of diverse experiences and perspectives, free of bias, and affirming of all students’ backgrounds and identities.

●

Supportive of Varied Learners: Inclusive of scaffolds, extensions, and modiﬁcations that allow every student— including English Learners, students with disabilities, and gifted learners— to access grade-level content.

●

Usable and Practical: Organized for effective instruction, with clear pacing, embedded assessments, and teacher supports that promote meaningful learning and consistent implementation.

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MISSOURI COURSE ACCESS PROGRAM (MOCAP) Overview The Missouri Course Access and Virtual School Program (MOCAP) allows K–12 students to take high-quality online courses when virtual learning is a better fit for their academic or personal needs. Grandview C-4’s preferred provider is Launch, a Missouri-based, nonprofit platform offering courses taught by certified Missouri educators. Launch is known for prioritizing student success and providing strong technical and academic support. Student Benefits MOCAP offers flexible learning options for students who need a non-traditional schedule, health accommodations, or enrichment opportunities. Students may enroll full-time, part-time, or in just one course, depending on their individual goals and needs. Application Process 1. 2. 3. 4.

District Registration: Families must ﬁrst complete Grandview C-4’s online registration and verify residency. Application: LINK Review & Approval: A district committee will review each application within 10 business days to determine if virtual learning is in the student's best educational interest. Appeals: Families may appeal a denial to the Board of Education. For students with IEPs, decisions are made by the IEP team following federal law.

Additional information can be found on Grandview C-4's Website: LINK

RESOURCE REVIEW/IMPLEMENTATION SCHEDULE Year

Review/Research

Implementation

2023-2024

K-8 ELA

K-2 Heggerty

2024-2025

9-12 ELA

K-8 Savvas

2025-2026

K-12 Math 6-12 Social Studies

9-12 ELA

2026-2027

9-12 Science

K-12 Math 6-12 Social Studies

2027-2028

K-12 Electives

9-12 Science

2028-2029

K-8 Science

K-12 Electives

2029-2030

Assessment Platform

K-8 Science 13

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DISTRICT-APPROVED INSTRUCTIONAL RESOURCES

Tier 1:

Elem

Middle

Math

Science

Social Studies

● Savvas myView ● Heggerty Bridge to Reading (K-2)

i-Ready

PLTW

District Units of Study and Lesson Slides

i-Ready

District Created Mini-Lessons

● ● ● Supplementary: ● ●

Tier 1: Supplementary:

High

ELA

Tier 1:

Learning A-Z UFLI i-Ready PebbleGo Heggerty Bridge the Gap (PA)

Savvas myPerspectives

i-Ready

i-Ready (Bulldog)

Savvas myPerspectives

enVision A/G/A Savvas Pre-Calc/Calc

McGraw Hill Inspire Science

● Nystrom Atlas (6) ● McGraw Hill Networks (7,8)

Savvas Miller Biology

BFW American Government: Stories of a Nation

Supplementary: ● Heggerty - PA and Phonics SpEd/ELD ● myView Reading Routines Companion ● Language Awareness Handbook

RIs

Primary:

● Heggerty PA ● Heggerty: Bridge to Reading (K-2) ● Heggerty Bridging the Gap ● Learning A-Z ● UFLI ● i-Ready ● myFocus (from myView)

2026-2027 CIA Handbook

ELEMENTARY SMALL SKILL GROUP GUIDELINES

Structure: ● Centers are aligned with ELA standards ● i-Ready Reading is an appropriate station to include during independent ELA centers ○ i-Ready Math should not be part of ELA centers ● Writing is integrated within center activities ● Center activities should be built around the ﬁve pillars of literacy: phonemic awareness, phonics, ﬂuency, vocabulary, and comprehension. Resources: The utilization and intentional implementation of the following district approved resources: ● Learning A-Z: Raz Plus and Foundations A-Z ● Heggerty: PreK Phonemic Awareness, Bridge to Reading, Primary Extension, Bridge the Gap ● Savvas: myView ● Digital Resources: Seesaw and i-Ready

COURSE REQUESTS 1. 2. 3. 4. 5. 6. 7. 8. 9.

Staff who have course changes or requests complete the course request form and submit it to building administration for support, feedback, and review. Building principals submit approved course requests to C&I for review by October 1 for the next school year. In collaboration with the Human Resources department, the Curriculum and Instruction department reviews the request and makes a determination by November 1 for the next school year. Staff with approved course requests will write the new course curriculum using the Grandview Landing Page template in collaboration with the district Instructional Coach. The Director of C&I creates a SIS course code for the approved course, which is shared with technology and building administrators. The Director of C&I updates the course catalog. Building admin enters new course codes and updates the online student catalog. Staff submits the curriculum draft to the Director of C&I for review by March 1. Any approved curriculum is housed on the district curriculum website and is reviewed/updated annually by the department and District Instructional Coach.

READING SUCCESS PLANS An RSP (Reading Success Plan) is a targeted plan developed to support students with significant reading challenges, based on Missouri’s literacy requirements. It involves using student data to identify specific reading deficiencies, set growth goals, and monitor progress through evidence-based interventions grounded in the science of reading. Teachers use this plan to provide explicit instruction and track improvement in targeted skills using state-approved assessments and progress monitoring tools. RSP Entry/Exit Eligibility criteria are linked here. 15

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NOVEL APPROVAL PROCESS The Grandview C-4 School District maintains an approval process for all novels and other extended texts that are utilized for instructional purposes within the classroom. Texts may be submitted for approval for one of two purposes: core curriculum text or supplemental approved text. Teachers who would like to request that a text be considered for use for either purpose should complete the district’s Novel Approval Process found here. All submitted texts will be reviewed through the district’s established approval process. The Novel Review Committee will read and review submitted texts and provide feedback and guidance regarding their appropriateness for instructional use utilizing the rubric outlined in the Novel Approval Process. Following the committee’s review, the Director of Curriculum and Instruction and the Assistant Superintendent of Curriculum and Instruction will determine whether a text should be recommended for addition to the district’s approved novel list. Final approval of all texts added to the district’s approved list rests with the Grandview C-4 Board of Education. Once approved by the Board of Education, a text may be added to the Grandview C-4 Approved Book List or incorporated into the district’s core curriculum, as appropriate. Approval of a text for the district list does not automatically make the text part of the required core curriculum. Approved supplemental texts may provide teachers with additional options for small-group instruction, enrichment, book clubs, Bulldog, or other instructional purposes. All requests for texts intended for use during the following school year should be submitted by April 1 to allow adequate time for review, approval, Board consideration, and any necessary curriculum development. Philosophy on Text Selection Standards Our approach to selecting literature for our curriculum is aligned to the philosophy outlined by the National Council of Teachers of English (NCTE).

Our intention is not to dismiss the canon; instead, we believe the most commonly read literature in high school classrooms over the past several decades (Applebee, 1993) should be made accessible to all students to empower them to engage in conversations, both inside and outside of the classroom. Rather than eliminating the canon, we argue for supplementing and expanding the body of literature we teach. Regardless of the text, we should model and instruct students on how to read through a critical lens across a range of literary theories (e.g., postcolonial criticism, Black feminist criticism, Chicana feminist criticism), and provide texts in which all students see themselves and others in authentic, accurate, and humanizing ways (Thomas, 2016). For more information, please refer to the article “Culturally Responsive Approaches to the Teaching of Literature in Secondary English Classrooms) by NCTE. Additionally, we reference the following questions from the National Council of Teachers of English (NCTE) to guide our analysis of texts for cultural responsiveness: 1. Are the people portrayed in the book natural or real; or are they presented from a distorted point of view? 2. Does the book set up standards of superiority or feelings of inferiority in the minds of the children who read it? 3. Is the book free from derisive names and epithets that would offend?

2026-2027 CIA Handbook

NOVEL APPROVAL PROCESS (cont) Novel Review Committees The district maintains two secondary Novel Review Committees: ● Middle School Novel Review Committee ● High School Novel Review Committee Each committee reviews texts intended for use within its respective grade span and follows the same district-established Novel Approval Process and review rubric. Each committee may include the following members: ● Assistant Superintendent of Curriculum and Instruction ● Director of Curriculum and Instruction ● 6-12 ELA District Instructional Coach ● ELA Curriculum Facilitator ● LMS and/or Building Instructional Coach ● Teacher Representative from the applicable grade span Teacher Representative Expectations Teacher participation on each Novel Review Committee is semester-based. Each semester a committee is convened, teachers from the applicable grade span will have the opportunity to express interest in participating. This structure allows for broader participation and representation across courses, grade levels, and buildings over time. Teacher representatives should: ● Hold appropriate certiﬁcation and currently serve in a relevant secondary instructional role. ● Have experience with secondary ELA curriculum, curriculum development, or instructional materials. ● Represent the applicable grade span and, when possible, contribute to representation across multiple courses and buildings. ● Commit to reading all assigned texts in their entirety. ● Complete the district’s established review rubric for each assigned text. ● Consider instructional purpose, grade-level appropriateness, student needs, standards alignment, and relevant evidence when reviewing materials. ● Attend the required Novel Review Committee meeting at the conclusion of the designated reading and review period. Committee Review and Recommendation Process All Novel Review Committee members are expected to participate in the committee meeting held at the conclusion of the designated reading and review period. During this meeting, committee members will: ● ● ● ●

Discuss completed reviews and evidence gathered through the district’s established rubric. Consider the instructional purpose and potential use of each text. Discuss grade-level appropriateness, student needs, standards alignment, and other relevant considerations. Provide feedback and guidance regarding whether each text should move forward in the approval process.

The Novel Review Committees serve in an advisory capacity. Committee feedback and completed review rubrics will inform the decision of the Director of Curriculum and Instruction and the Assistant Superintendent of Curriculum and Instruction regarding whether a text will be recommended for approval. Texts recommended at the district level will be submitted to the Grandview C-4 Board of Education for ﬁnal approval before being added to the district’s approved novel list or incorporated into the core curriculum. 17

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ASSESSMENT CALENDARS Elementary School

Middle School

High School

GRADING AND REPORTING SCHEDULE Grading Period

Quarter End

Focus Window Opens

Grades Due

Grades Sent Home

Quarter 1

October 23

October 19

October 26 at 8:00am

Parent Teacher Conferences

Quarter 2/Semester 1

January 14

January 11

January 19 at 8:00am

January 22

Quarter 3

March 19

March 15

March 22 at 8:00am

March 26

Quarter 4/Semester 2

May 28/June 8

One Week Prior to Last Day

Teacher Work Day

Two Days After Work Day

ELEMENTARY GRADING REQUIREMENTS AND GUIDELINES Gradebooks should be updated, at minimum, every two weeks. For ELA and Math, teachers will need to enter a minimum of two pieces of evidence for each priority standard. For Writing, Social Studies and Science, teachers will need to enter a minimum of one piece of evidence for each priority standard. Specials teachers will have a minimum of two pieces of evidence for each priority standard.

● ● ● ●

Important Reminders: ● ● ● ● ● ●

One of the pieces of evidence must be the district-provided Unit Assessment for each subject area. The Unit Assessment is not the ﬁnal grade; Rather, it’s a piece of evidence towards the student’s ﬁnal grade, serving as one measure of their progress. Do not have to wait until the end of the quarter to enter your data! Entering data throughout the quarter provides a clearer picture of student progress. New Students: Enter an NA (Not Assessed) instead of a 1-4 for new students who weren’t in attendance for a unit Leave columns blank for any quarters/standards that are not listed to be assessed for the quarter To submit grades for grade cards, click “Post Standards Grades” DO NOT CLICK “POST FINAL GRADES”

Kindergarten Quarters to Report First Grade Quarters to Report Second Grade Quarters to Report

Third Grade Quarters to Report Fourth Grade Quarters to Report Fifth Grade Quarters to Report

Focus Support for Grading: ● ● ● ●

How to put in grades (DOC) Gradebook templates simplified (DOC) Gradebook templates simplified (Video) How to submit final grades (DOC)

2026-2027 CIA Handbook

SECONDARY GRADING REQUIREMENTS AND GUIDELINES ● ● ● ●

Regularly review assignments: Keep the assignments tab updated to avoid sync errors. Communicate with students: Use Canvas to notify students about missing or incomplete work. Check the Grade Sync Status Weekly: Regular checks help prevent last-minute issues during grading periods. Collaborate with Peers: Share troubleshooting tips and seek advice from colleagues if needed.

Focus Final Grade-Posting Requirements: ● Every grade in Focus must have a designation: a. Use 0 for missing work. b. Use * to mark assignments as Exempt. ● Transfer Students: a. Use TR to designate transfer grades and bypass missing grade issues when posting ﬁnal grades Setting Up the Assignments Tab in Canvas for Grade Passback with Focus: To ensure accurate grade syncing between Canvas and Focus, follow these steps [LINK] 1. Organize Assignment Groups in Canvas: ○ You must have ‘Assignments’ weighted 40% and ‘Assessments’ weighted 60% for Canvas to push the assignments to Focus. ○ Make sure you’ve associated the terms (the right sections of your Focus gradebook are going to both assignments and assessments). 2. To Associate Your Categories with your Focus Gradebook: First physically open each of your gradebook sections inside of Focus. Then, in Canvas, associate ‘Assignments’ and ‘Assessments’ to each section that semester. 3. Enable Grade Syncing in Canvas: ○ In each course shell (under the three line dashboard) Grade Sync > Utilities and ensure the grade sync toggle is pushed to a ‘green’ nightly sync. 4. Set the Assignment’s Points and Due Dates: ○ To sync, an assignment must have a due date within the quarter, points, and be graded. Additionally, grades sync from Canvas to Focus based on the due dates. Take note of the quarter due dates in order to put the appropriate assignments into the appropriate quarter. ○ An assignment must have the ‘Sync to SIS box’ checked. It also must be in one of ‘Assignment Group’ – Assignment or Assessment for the associated term. ○ Navigate to Grades > Gradebook Sync to verify the syncing status and address any errors. How to Create an Assignment in Canvas: 1. Log in to Canvas and select the course. 2. Navigate to the Assignments tab. 3. Click + Assignment. 4. Enter the assignment title, description, and point value. 5. Select the Assignment Group (e.g., Homework, Quiz, etc.). 6. Set a due date and availability dates. 7. Click Save & Publish to make the assignment visible to students. 8. Conﬁrm that the assignment is included in grade sync categories.

2026-2027 CIA Handbook

SECONDARY GRADING REQUIREMENTS AND GUIDELINES (CONT) If grades are not syncing correctly: 1. Check: ○ Ensure assignments are part of a synced category ‘Assignments’ or ‘Assessment’ and not marked as sync. ○ Due Date and Quarter grade ○ An assignment must be graded for the grade to push to Focus. 2. Run a Manual Grade Sync: ○ Go to Grades > Gradebook Sync > Sync Grades Now. 3. Review the Sync Error Report: ○ Look for specific error messages in Gradebook Sync and address them: ■ Missing categories: Ensure all Canvas categories match Focus categories. ■ Assignment configuration issues: Confirm point values, due dates, and grading schemes are valid. 4. Contact Support: ○ If issues persist, submit a help ticket or contact the Canvas/Focus administrator. Focus Support for Grading: ● ●

Teacher Gradebook Secondary (DOC) Secondary Teacher Grade Posting (DOC)

KEY DESIGNATIONS FOR FOCUS Designation

Meaning

Usage

Missing work

Use for incomplete or missing assignments.

Exempt (Secondary)

Use to excuse students from speciﬁc assignments.

Transfer Student

Use for transfer grades to bypass missing grade issues.

DISTRICT ASSESSMENT PLAN The purpose of the Grandview C-4 District’s assessment program is to provide a comprehensive system that supports teachers, students, and decision-makers in improving instructional practices and ensuring students are equipped with the necessary skills to be future-ready. Through a data-driven approach, the district aims to monitor student achievement and align instructional strategies to meet the needs of all learners. Assessments serve as a crucial tool in guiding educators in identifying students' strengths and areas for improvement, evaluating the effectiveness of instruction, and shaping the direction of curricular development. You can access the assessment plan at this link. 20

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ASSESSMENT PROTOCOLS ELEMENTARY

SECONDARY

PWRS Testing Protocol Spelling Screener Protocol Heggerty PA Assessment Protocol

Common Assessment Protocol Canvas Assessment Modiﬁcation (SPED) Protocol Assessment Translation (ELD) Protocol

GRADING AND REPORTING HANDBOOK The Grandview C-4 School District has created a committee to review and develop district-wide grading practices. While the work is not complete, the current Grading and Reporting Handbook is linked here.

I-READY GUIDELINES Diagnostic Assessment (K-12): ● Speciﬁc assessment administration expectations are outlined here. ● Newly enrolled students should have the i-Ready diagnostic administered to them by the classroom teacher within 2 weeks of enrollment. Reading Interventionists should administer any necessary follow up literacy tasks. ● Students newly enrolled to the district three weeks prior to a diagnostic testing window do not need to have the diagnostic administered. ○ If teachers would like to assign lessons to students prior to the diagnostic assessment, reach out to your building’s Instructional Coach. ● If a student’s diagnostic assessment needs to be reset, contact your building’s Instructional Coach. ● Students with IEPs (Special Education), IAPs (English Language Development), or 504s designating the use of accommodations should be provided with these accommodations when taking iReady diagnostics (i.e. text to speech, small group). General education teachers are responsible for implementing these accommodations. ● Students whose IEPs exempt them from the i-Ready diagnostic will not have access to My Path daily lessons. Personalized Instruction (K-8): ● When completing the personalized instruction on i-Ready, students should, at minimum, complete 30 minutes per subject per week. Students should not exceed 60 minutes per subject per week. ● Domains for personalized instruction should not be manually turned off for students. ○ Close reading is automatically turned off for all students but can be assigned manually should teachers want to assign it. ○ Students who need extra practice in a speciﬁc skill should have lessons assigned by the teacher. ● Students who fail a lesson two times within the same domain will have the domain automatically shut off by i-Ready. Teachers, Building Instructional Coaches and Building administrators should be monitoring domain shut off warnings. Students with domain shut off warnings should be provided instruction over the missing skills as soon as possible. ● If domains are turned off, teachers should provide intervention and teach the missing skill individually or in a skill-based group with the student prior to turning the domain back on. Once that skill has been taught during intervention, the teacher should turn the domain back on. The teacher may also request assistance from the building instructional coach to turn the domain back on. ● i-Ready is primarily intended to be utilized as a tool for intervention, not for Tier 1 instruction. i-Ready personalized instruction should be utilized as a station during skill-based, small-group instruction. 21

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ASSESSMENT REQUIREMENTS FOR ELD STUDENTS Assessment

Newcomers (Less than 4 months in the United States)

District Assessments

Content Area Grades 6-12 Translated paper copy of assessment provided if the teacher determines it is necessary. Please reach out to ELD Facilitator for more information

i-Ready

ELA ● i-Ready administered as normal in English. ● If the student has received formal instruction in Spanish, the ELD teacher/ General education teacher can ALSO give the student the grade level Spanish Assessment of Reading to help inform how much knowledge the student has in their home language.

WIDA ACCESS 2.5 and Below

WIDA ACCESS 2.6 and Above

Content Area Grades 6-12 Assessments administered as normal in English.

ELA ● i-Ready administered as normal in English.

Math Math ● The students first i-Ready Math ● i-Ready administered as normal in English. assessment is in Spanish (if the student’s native language is Spanish), ● The ELD teacher will administer the assessment in Spanish and will be responsible for making those changes in i-Ready. ● If the ELD and General Ed teachers agree there is academic benefit, a non-Spanish speaking student can take the i-Ready Math test in English if it will not cause undue stress. ● Take all following i-Ready assessments in English.

MAP Accommodations Guidance MAP Guidance

ELA Under 12 months in the US ● Student is exempt.

Over 12 months in the US translation provided if: ● Scores below 2.6 on WIDA ACCESS, ● Has previously received instruction in native language, ● Translation is part of everyday instruction, ● The student performs better when class assignments or assessments are translated.

Over 12 months in the US ● MAP administered as normal in English.

2026-2027 CIA Handbook

ELD AND ASSESSMENT FAQS ●

● ●

●

Students who score below a 2.0 on the WIDA ACCESS are exempt from Reading Success Plans. ○ Students who do not make adequate progress on their ELA i-Ready scores will be considered for an RSP to be incorporated into their IAP. Students in Kindergarten should participate with peers in the General Education Classroom for i-Ready testing. Once a student has an Individualized Academic Plan (IAP) developed, the accommodations within the IAP should be followed. Students taking their initial assessments in Spanish: ○ Should have the English diagnostics turned off by the ELD teacher ○ Should have their instructional path adjusted to an appropriate level (likely kindergarten) in Reading by the ELD teacher Students that take the Spanish version of the Math diagnostic are placed on a path with lessons in English. Why do we have Newcomers take the i-Ready test in English? ○ The first assessment presents an opportunity for the student to learn how to take the test and provides a baseline for the student’s English proficiency. ○ The Spanish Assessment of Reading is dissimilar to the i-Ready Diagnostic assessment. The Spanish Assessment only determines if a student is performing at the grade level assigned and is not adaptive to the student’s responses. Instructional path and assigned i-Ready lessons should be in English. The purposes of MAP and i-Ready are different. The purpose of i-Ready is diagnostic and should be used to guide instruction. MAP is a summative assessment and should reflect the students’ best possible levels of achievement and be provided in a manner similar to regular classroom assessments, so accommodations are appropriate (if documented in a student’s IAP). Why is a Newcomer defined as being in the country for less than four months? ○ Per MO-DESE: True newcomer students are defined as recently arrived immigrants, migrants, or refugees in first grade (second semester) through 12th grade, who have been in the country for less than four months, and who demonstrate compelling evidence that they have never been exposed to English

2026-2027 CIA Handbook

INSTRUCTIONAL TECHNOLOGY STRATEGIC OVERVIEW Instructional Technology Strategic Overview The Instructional Technology Department empowers educators to create future-ready learners by integrating innovative technology that enhances teaching, fosters creativity and collaboration, and builds critical thinking and problem-solving skills for success in a dynamic world. What does effective technology integration look like? Effective technology integration in Grandview C-4 is purposeful, student-centered, and grounded in high-quality instruction. Technology should amplify learning by increasing engagement and providing students with meaningful opportunities to think deeply, collaborate, and create authentic work connected to relevant and meaningful experiences beyond the classroom. Strong integration builds student ownership, supports problem-based learning experiences, and ensures all students have access to high-quality instruction. Ultimately, technology serves as a tool for transformation that removes barriers, strengthens relationships, and prepares students with the skills and conﬁdence needed for future success.

DISTRICT TECHNOLOGY FRAMEWORK: PIC-RAT Grandview C-4 uses the PICRAT framework as a shared model for reﬂecting on and strengthening technology integration across classrooms. PICRAT helps educators evaluate not just what technology is being used, but how it impacts student learning and instructional practice. The framework considers two key dimensions: the student’s relationship to technology (Passive, Interactive, or Creative) and the teacher’s use of technology in instruction (Replacement, Ampliﬁcation, or Transformation). By using PICRAT, teachers and leaders can move beyond technology as a substitute for traditional tasks and instead focus on meaningful integration.

2026-2027 CIA Handbook

DIGITAL RESOURCE REQUEST PROCESS To ensure all digital tools and resources used in our district are safe, effective, and aligned with instructional goals, all requests for new digital resources must be submitted through an IT Help Desk ticket. Requests may be made by teachers, staff members, building leaders, principals, or other district personnel. Once submitted, the request will go through a collaborative review process: ● ● ● ●

Information Technology (IT) will evaluate the resource for compatibility with our internal systems and devices. Instructional Technology will review the tool for ease of use, quality of reviews, compatibility with district devices, and overall instructional functionality. Curriculum and Instruction will determine whether the resource supports learning by supplementing instruction rather than supplanting it, and whether it aligns with district instructional priorities and goals. Legal Counsel will review user agreements for FERPA, CIPA, COPPA, and other student privacy laws.

To support a thorough review, the requester must provide as much information as possible, including how the resource will be used for instruction, the intended grade levels or student groups, and the instructional purpose. After the initial review, a conversation will take place with the requester to ensure the resource is a good ﬁt before any approval or implementation decisions are made.

Classroom Device Monitoring & Management While our IT department uses Securly Filter to provide district-wide internet filtering, teachers also have tools available to help manage student devices during instruction. K–5: Apple Classroom Apple Classroom is our recommended classroom management tool for elementary classrooms using iPads. Teachers use the Classroom app to view and manage student devices during class, guide students to specific apps or websites, and help keep students focused. Classes are managed through the Apple environment rather than automatically rostering with SSO. To learn how to roster and lock students into assessments, click here. For an overall breakdown of Apple Classroom, click here. 6–12: Securly Classroom Securly Classroom is our recommended classroom management tool for secondary classrooms. It is a cloud-based platform that works alongside Securly Filter and allows teachers to view student screens, push websites, lock screens, close tabs or apps, and restrict students to specific websites during class. To learn more about Securly Classroom click here. These tools should be used as one part of a broader classroom management approach, alongside clear expectations, active supervision, strong relationships, engaging instruction, and other behavior-management strategies.

2026-2027 CIA Handbook

PROFESSIONAL LEARNING This handbook outlines the professional learning plan for the 2026-2027 school year in the Grandview C-4 School District. It includes requirements for new teachers, details on the New Staff Academy, and schedules for elementary, secondary, and K-12 professional development. It also provides a calendar of certiﬁed and classiﬁed staff PD days, and guidelines for asynchronous learning opportunities.

This handbook details the mission, vision, and goals of the Grandview C-4 Professional Development Committee (PDC) for the 2026-2027 school year. It outlines committee roles at both district and building levels, spending guidelines, and processes for requesting PD leave and funds. The handbook also describes the responsibilities of mentors, mentees, principals, and instructional coaches in supporting new teachers, along with tracking procedures for PD expenses and the structure of PDC meetings.

This guide provides an overview of the New Staff Academy (NSA) for the 2026-2027 school year, focusing on the professional development of new and new-to-Grandview teachers. It includes year 1 and year 2 requirements, mentorship responsibilities, and schedules for NSA follow-up meetings. The document also identiﬁes mentor qualiﬁcations and mentee responsibilities. 27