A Scope and Sequence provides a brief overview of the standards and a recommended lesson sequence for a particular course/level. Information in a Scope and Sequence document reflects the selected information in the corresponding curriculum document used by teachers. Arizona Department of Education (ADE) Workplace Employability Skills Standards http://www.azed.gov/career-technical-education/workplace-employability-skills/.
Arizona Department of Education (ADE) Technical Standards http://www.azed.gov/career-technical-education/tech-standards/. End-of-Program (EOP) Assessments The EOP assessments are intended for CTE students who are in their final Carnegie unit of the state-identified sequence of courses for a program. The mission of DVUSD's CTE programs is to enable students to develop the leadership, academic and technical skills needed in the global economy for continuous learning and success in the workforce.
The development process of the Arizona Early Childhood Education Standards began in February 2001 with an Even Start Family Literacy Statewide Initiative Grant placed in the. The Arizona State Board of Education approved the original standards document in May 2003. The Arizona Early Learning Standards were developed to provide a framework for designing quality learning experiences for all children ages three to five. The primary goal of early childhood assessment is to monitor and improve student development and learning.
English Language Arts &
Reading
The 6 Shifts in English Language Arts
It includes the subgenres of adventure stories, historical fiction, realistic fiction, allegory, parody, satire, and graphic novels. Poetry Includes nursery rhymes and subgenres of narrative poems, limericks, and free verse poems. It includes the subgenres of narrative poems, lyric poems, free verse poems, sonnets, odes, ballads, and epics.
Includes subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays on art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for ' a broad audience. The primary purpose of the assessment is to monitor and improve student achievement and performance.
2015 AzMERIT Passing Rates English Language Arts
The mission of the English Language Arts Curriculum is to ensure that all students develop the language and literacy skills they need to pursue lifelong goals, including finding personal enrichment and participating as informed members of society. Deer Valley Unified School District implements the Arizona College and Career Ready Standards, which ask students to read stories and literature, as well as more complex texts that provide facts and background information. Teams of teachers work with the English Language Arts Curriculum, Instruction and Assessment Specialist each year.
The Reading Street program builds early reading skills for decoding text and gives students a structure for understanding more complex text. Adopted Assemblies Assemblies resource aligns with district curriculum by helping. students develop skills to analyze complex texts, determine evidence, reason critically, and communicate thoughtfully. Write from the Beginning and Beyond is a developmental program that teaches students to use Thinking Maps® to create structured, meaningful writing.
Thinking Maps® allow students to visualize and organize their thinking based on the underlying thought process needed to complete writing assignments.
English Language Proficiency
Stage I (Kindergarten)
Stage I
Stage II
Stage III
Stage IV
Stage V
SEI and regular classes must offer four hours of English language development (ARS 15‐751 through ARS 15‐756). English Language Development focuses on four hours of intensive English language acquisition skills using ELD methods and SEI strategies. The ILLP specifically documents how four hours of English language development will be included in the regular classroom.
Art is essential in education, as it provides students with the means to think, feel and. These revised Arizona Academic Standards in the Arts embrace the idea of arts literacy—students' ability to create art, perform and present art, respond to or critique art, and connect art to their lives and the world around them. The Arizona Academic Standards in the Arts provide guidelines for what a student should know and be able to do in the arts disciplines: dance, music, theater and visual arts.
Art teaches children that problems can have more than one solution and that questions can have more than one answer. The arts teach children that in complex forms of problem solving, goals are rarely fixed, but change with circumstances and opportunities. Learning in art requires the ability and willingness to surrender to the unexpected possibilities of the work as it unfolds.
The arts enable us to have experience that we cannot have from any other source and through such experience to discover the range and variety of what we are capable of feeling. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The arts' position in the school curriculum symbolizes for young people what adults believe is important.
Art and the Creation of the Mind, in Chapter 4, What Art Teaches and How it Shows. The mission of the Fine and Performing Arts curriculum is to enrich the lives of young people through exposure to the arts across multiple disciplines in an environment that emphasizes artistic skills, stimulates creativity, and builds confidence.
2015 AzMERIT Passing Rates ‐ Math
High school standards specify the math that all students must study to be college and career ready. Assessments of high school mathematics subjects consist of multiple-choice and free-response (written) semester exams that are administered by paper/pencil or online. The mission of the mathematics curriculum is to ensure that all students develop a balance of
In order to achieve a balance of conceptual understanding and procedural knowledge, students receive both direct instruction and opportunities to engage in thought-provoking mathematical tasks. Deer Valley Unified School District implements the Arizona College and Career Ready Standards, which ask students to learn math content as well as become math practitioners using the Standards for Mathematical Practices. The teams meet to analyze the standards and current assessment data to make decisions about the development and revision of DVUSD's curriculum documents and assessments.
Scope and sequence documents identify the learning units within each semester, along with the estimated durations of each unit and guidelines for assessments. Curriculum documents include purpose and sequence as well as standards, consistent understandings, core questions, key concepts, student-friendly objectives, vocabulary, student examples that illustrate depth of knowledge, and resources. The summary curriculum guides were shortened versions of the curriculum documents created for each individual unit in Algebra 1‐2, Geometry, and Algebra 3‐4.
Engage NY (Eureka Math) connects math to the real world in a way that takes the fear out of math and increases student confidence – while students gain real understanding lesson after lesson, year after year. The Glencoe High School Math Series empowers teachers to prepare every student for success in math inside and outside the classroom. Due to the age of the text, the publisher has included additional general core PDFs for free.
Upper-level courses use several different Pearson texts, including Mathematics in Action (Algebra Applications), College Algebra and Trigonometry (Algebra 3-4 H), Statistics: The Art and Science of Learning from Data (Statistics Courses), College Algebra (College Algebra) and Mathematical Ideas (College Math). Additional advanced and AP courses use texts from Cengage Learning, including trigonometry, calculus with limits, and calculus.
Physical Education &
Health
Curriculum—one of the four core components of physical education—is the written, clearly articulated plan for how educational standards and outcomes will be achieved. Specifically, 60 percent of the pre-assessment corresponds to the end-of-course content and 40 percent corresponds to the pre-assessment. The Arizona Science to Measure Standards (AIMS) is a standards-based assessment that measures students' proficiency of the Arizona Academic Content Standards in science.
The sixth grade district science assessments are administered at the end of the semester via paper/pencil or through the district's online testing system. Adopted resources are materials for teachers and students that support learning the science standards in a particular grade level or area of study. Many of the living organisms are delivered to classrooms for free through the DVEF Science Resource Center.
The high school modules reflect the frameworks for the entire study programs in each of the content areas represented by the five modules. It puts students in the middle of the action with The Story Matters chapter openers, biography features, Step Into Place maps, and Step Into Time timelines. Each set of educational technology standards is divided into concepts that broadly define the skills and knowledge that students are expected to know and be able to do.
To prepare students for the unprecedented opportunities that await citizens of the 21st century, DVUSD recognizes that a thorough understanding of technology is essential to exceptional learning. The new world and native language standards have substantial changes from the 1997 Arizona foreign and native language standards in response to the needs of the field. The American Council on the Teaching of Foreign Languages (ACTFL) Predicted Scores chart illustrates grade-level goals for performance levels based on when students enter target language study.
Although language study can begin at any grade level, the use of the terms Novice, Intermediate, and Advanced indicates general performance and proficiency. The mission of the Deer Valley Unified School District's world language programs is to provide exceptional linguistic and cultural opportunities and to create a fully articulated global world language curriculum that will enhance students' future success in a global and technologically advanced society. World language instruction focuses on language acquisition—the ability of students to communicate effectively in a language in a variety of contexts with native speakers.
Deer Valley Unified School District uses research-based practices for language acquisition, including comprehensible input methods and using 90% of the target language during instruction.
DVUSD Curriculum, Instruction & Assessment Contacts
