English Language Arts

Our English Language Arts program develops skilled, confident readers, writers, speakers, and listeners. Students learn foundational reading skills while building vocabulary, background knowledge, comprehension, fluency, written expression, and communication skills.

Teachers use several complementary curricula and resources to address the full range of California English Language Arts Standards.

Foundational Reading: UFLI Foundations

Students in Kindergarten through Grade 2 receive systematic instruction using UFLI Foundations. UFLI teaches the foundational skills students need to become proficient readers, including:

• Phonemic awareness
• Letter-sound relationships
• Decoding and encoding
• High-frequency words
• Spelling patterns
• Reading fluency

UFLI follows a carefully developed scope and sequence. Students practice new skills through word work, connected text, decodable reading, and explicit teacher-led instruction.

Reading Comprehension and Knowledge Building

Teachers use a collection of district-provided curriculum units and high-quality texts rather than relying on a single reading-comprehension program.

Schoolwide Reading Units provide standards-aligned studies of fiction, nonfiction, grammar, content literacy, author studies, and literary genres. Units include mentor texts that allow students to closely examine how accomplished authors communicate ideas.

Model Literacy Units and Expeditionary Learning engage students in extended studies of literature, history, science, and social issues. Students build knowledge through reading, research, writing, discussion, projects, and the examination of multiple sources.

C.I.A. Units of Study provide structured, text-based instruction in comprehension, vocabulary, discussion, and written response. Units include realistic fiction, biography, book clubs, and studies built around novels such as Shiloh, Holes, The War with Grandpa, and Kids at Work.

Novel studies and trade books allow students to read complete works of literature and informational text. Teachers use these texts to develop comprehension, vocabulary, fluency, critical thinking, perspective-taking, and evidence-based discussion.

Across these resources, students learn to:

• Build knowledge and academic vocabulary
• Understand characters, settings, events, and central ideas
• Ask and answer questions about text
• Summarize and synthesize information
• Make inferences
• Compare texts and perspectives
• Analyze an author’s choices
• Cite evidence
• Participate in structured academic conversations
• Read increasingly complex texts with appropriate support

Writing: Units of Study

Teachers use the Heinemann/Lucy Calkins Units of Study in Writing as the primary writing curriculum. Students learn to write narrative, informational, and opinion pieces through a workshop-based approach.

Writing instruction includes:

• Studying mentor texts
• Generating and organizing ideas
• Planning and drafting
• Conferring with teachers and classmates
• Revising for meaning and organization
• Editing spelling, grammar, and punctuation
• Publishing and sharing finished writing
• Writing for different audiences and purposes

Students also write in science, social studies, mathematics, and social-emotional learning.

Grammar and Handwriting

Schoolwide Grammar Units provide explicit instruction in language conventions, sentence structure, usage, and grammar.

Students also use D’Nealian Handwriting materials to develop legible, fluent manuscript and cursive handwriting at developmentally appropriate grade levels.

English Language Development Resources

Teachers may use Frames for Fluency and CAROUSEL of Ideas to support multilingual learners’ listening, speaking, vocabulary, reading, and academic-language development.

These resources provide visual supports, structured language practice, sentence frames, thematic vocabulary, and opportunities for students to communicate increasingly complex ideas.

Digital Literacy Resources

Students may also use:

• Footsteps2Brilliance for interactive books, early literacy, vocabulary, comprehension, and writing
• Freckle ELA for differentiated reading practice
• IXL Language Arts for targeted, standards-aligned skill practice

Digital resources supplement direct instruction, discussion, authentic reading, and writing. They do not replace teacher-led instruction or time spent reading complete texts.

Mathematics

Our mathematics program helps students develop conceptual understanding, procedural fluency, problem-solving skills, and the ability to explain and defend their mathematical thinking.

Transitional Kindergarten: My Math

TK students use McGraw Hill’s My Math materials. Students explore early mathematical concepts through stories, manipulatives, games, conversation, and hands-on learning.

Kindergarten: enVision Mathematics

Kindergarten students use enVision Mathematics. The curriculum connects visual models, mathematical reasoning, problem-solving, and skill development.

Grades 1–5: Eureka Math

Students in Grades 1–5 use Eureka Math. Eureka is a coherent curriculum that builds mathematical understanding within and across grade levels.

Lessons connect concrete objects, drawings, mathematical language, and equations so students understand both how mathematics works and why.

Across the grades, students develop skills in:

• Counting and cardinality
• Addition and subtraction
• Multiplication and division
• Place value
• Fractions and decimals
• Measurement and data
• Geometry
• Mathematical reasoning
• Multi-step problem-solving
• Explaining and defending mathematical thinking

Additional Mathematics Resources

• Freckle Math provides adaptive practice based on students’ current learning needs.
• IXL Math provides targeted practice organized by grade level and mathematical skill.

These resources may be used for additional practice, intervention, or extension. They supplement classroom instruction rather than replace it.

Science

Students in Grades K–5 use TCI’s Bring Science Alive!, a hands-on, inquiry-based curriculum aligned with the California Next Generation Science Standards.

Students learn science by:

• Observing scientific phenomena
• Asking questions
• Developing and using models
• Planning and conducting investigations
• Analyzing data and evidence
• Constructing explanations
• Discussing and defending ideas
• Designing solutions to problems

Science instruction integrates reading, writing, mathematics, collaboration, and engineering. Students study developmentally appropriate concepts in life science, physical science, Earth and space science, and engineering design.

Social Studies

Students in Grades K–5 use InquirED to explore history, geography, civics, economics, culture, and community through inquiry.

Students investigate meaningful questions, examine primary and secondary sources, consider multiple perspectives, discuss evidence, and communicate conclusions. Units incorporate reading, research, writing, discussion, projects, and opportunities for students to connect history and civic life to their communities.

Social-Emotional Learning and School Culture

Academic success is closely connected to students’ sense of safety, belonging, confidence, and ability to work with others. Our social-emotional program brings together Second Step, PBIS, and anti-bias education.

Second Step

Second Step provides developmentally appropriate instruction in:

• Identifying and managing emotions
• Empathy and perspective-taking
• Building positive relationships
• Resolving conflicts
• Responsible decision-making
• Setting and achieving goals

PBIS and SOAR

Positive Behavioral Interventions and Supports, or PBIS, provides a proactive framework for teaching and reinforcing successful behavior throughout the school.

At Independent, students learn to SOAR:

• Safe
• Organized
• Achieve Goals
• Respectful

Students are recognized for demonstrating these expectations through specific positive feedback and Eagle Wings.

Anti-Bias Education

Lessons and literature from ADL’s Anti-Bias Building Blocks help students develop positive identities, appreciate human differences, recognize unfairness, and learn age-appropriate ways to speak up for themselves and others.

Students explore identity, family, culture, fairness, stereotypes, inclusion, and respectful action through literature, discussion, reflection, and classroom activities.

Visual and Performing Arts

Students participate in developmentally appropriate visual and performing arts experiences that encourage creativity, expression, collaboration, and appreciation for the arts. Arts learning includes both designated instruction in specific artistic disciplines and experiences integrated into classroom learning across subject areas.

Through designated classes, students develop discipline-specific skills, techniques, vocabulary, and artistic habits. Classroom teachers also integrate the arts into areas such as literacy, mathematics, science, social studies, and social-emotional learning, giving students additional ways to explore ideas, build understanding, and demonstrate what they know.

Specific designated arts classes vary by grade level and are listed below. All instruction is aligned with the California Arts Standards. Find additional information on the District VAPA page.

• Transitional Kindergarten and Kindergarten: Guest Artists will periodically visit classrooms to complete special projects with the students. These are subject to availability. 
• 1^st and 2^nd Grades: General Music Instruction –  A cumulative program that teaches the foundations of music. The curriculum is divided into two levels, each which build on the elements of theory, individual performance, ensemble performance, improvisation, and composition. Students demonstrate their learnings and knowledge through voice, glockenspiel, recorder, rhythm sticks, etc..
• 3^rd Grade: Soprano Recorder: A performance-based class that uses the recorder to teach third-grade students foundational music skills, including rhythm, melody, music reading, proper playing technique, and ensemble performance. Students learn to read and perform increasingly complex pieces while developing coordination, listening skills, confidence, and the ability to make music as part of a group.
• 4^th Grade:
  • Choir: A performance-based class that uses choral singing to develop foundational music skills, including vocal technique, rhythm, melody, music reading, expression, and ensemble performance. Students learn to blend their voices, follow a conductor, and perform increasingly complex music while developing confidence, listening skills, and the ability to contribute to a group.
  • Visual Art: A studio-based class that introduces students to a variety of artistic techniques, materials, and forms of creative expression. Students study elements of art and principles of design while developing their skills in drawing, painting, sculpture, and other media. They plan, create, reflect on, and discuss original artwork while building creativity, craftsmanship, and confidence.
• 5^th Grade:

  • Music Ensemble:  Fifth-grade students select band, strings, or a second year of choir for focused, performance-based music instruction.

    • Band: Students learn to play a woodwind, brass, or percussion instrument while developing proper technique, music-reading skills, tone, rhythm, and ensemble performance.

    • Strings: Students learn to play a string instrument while developing proper posture and technique, music-reading skills, tone, rhythm, and ensemble performance.

    • Choir: Students continue developing vocal technique, music reading, harmony, expression, and ensemble skills through increasingly challenging choral music.

  • Visual Art: The second year of a two year program that dives deeper into a variety of artistic techniques, materials, and forms of creative expression. Students study elements of art and principles of design while developing their skills in drawing, painting, sculpture, and other media. They plan, create, reflect on, and discuss original artwork while building creativity, craftsmanship, and confidence.

Physical Education

Physical education helps students develop the skills, knowledge, confidence, and habits needed to enjoy an active and healthy life. Through developmentally appropriate games, movement activities, fitness challenges, and team experiences, students build coordination, balance, strength, endurance, flexibility, and fundamental movement skills.

Students learn to move safely, set personal fitness goals, participate cooperatively, demonstrate sportsmanship, and apply rules and strategies in a variety of activities. Instruction emphasizes individual growth, effort, teamwork, and inclusive participation rather than athletic ability or competition alone.

Physical education is aligned with the California Physical Education Standards and supports students’ physical health as well as their self-management, perseverance, confidence, and ability to work successfully with others.

Universal Screeners

Universal screeners are brief assessments given to all students at designated points during the year. They help teachers identify students who are meeting grade-level benchmarks, students who may need additional support, and students whose progress should be examined more closely.

Students in Grades K–5 complete Acadience/mCLASS reading screening assessments at the beginning, middle, and end of the year.

Diagnostic Assessments

Diagnostic assessments provide more detailed information about particular skills. Teachers administer them when they need to understand why a student is having difficulty or determine where instruction should begin.

Depending on the student and grade level, these may include:

• ESGI foundational-skills assessments
• Phonemic-awareness assessments
• Letter-name and letter-sound assessments
• Irregular-word assessments
• Foundational reading-skills assessments
• Phonics diagnostics such as the PSI

Formative Assessments

Formative assessments occur throughout daily instruction. Examples include student responses, discussions, exit tickets, reading conferences, writing samples, observations, and short checks for understanding.

Teachers use this information to adjust instruction, form flexible groups, provide feedback, and determine next steps.

Common Outcome Assessments

District common assessments measure progress toward essential grade-level standards. Grade-level teams review results together to identify strengths, determine instructional needs, and plan additional support.

Beginning of the Year

• Acadience/mCLASS reading screener
• Reading Outcome Assessment: Decoding
• Writing Outcome Assessment: Foundational Writing
• DESSA social-emotional screener
• Initial mathematics assessment

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Reading Outcome Assessment: Decoding
• Reading Outcome Assessment: Language Comprehension

Writing

• Writing Outcome Assessment: Foundational Writing
• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester written mathematics assessment
• Counting and cardinality
• Rote counting
• Number recognition
• Counting forward
• Optional trimester review assessment

The particular counting and number-recognition skills assessed vary by trimester. Students may be reassessed when teachers need updated information.

End of the Year

• Acadience/mCLASS reading screener

Additional Assessments When Needed

• ESGI Phonemic Awareness
• ESGI Letter Names and Letter Sounds
• ESGI Irregular Words
• Other foundational-skills diagnostics

Beginning of the Year

• Optional ESGI initial assessment of early reading, writing, and mathematics skills

End of Each Trimester

• ESGI reading assessments
• ESGI writing assessments
• ESGI mathematics assessments

Ongoing

• Teacher observations
• Classroom performance tasks
• Work samples
• Curriculum-based checks for understanding

Beginning of the Year

• Acadience/mCLASS reading screener
• Reading Outcome Assessment: Decoding
• Reading Outcome Assessment: Language Comprehension
• Writing Outcome Assessment: Foundational Writing
• Optional initial mathematics assessment
• DESSA social-emotional screener

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Reading Outcome Assessment: Decoding
• Reading Outcome Assessment: Language Comprehension

Writing

• Writing Outcome Assessment: Foundational Writing
• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester mathematics assessment
• Eureka Math end-of-module assessments

End of the Year

• Acadience/mCLASS reading screener

Additional Assessments When Needed

• ESGI Phonemic Awareness
• ESGI Letter Names and Letter Sounds
• ESGI Irregular Words
• Other irregular-word assessments
• Foundational reading-skills assessments
• Phonics diagnostic assessments such as the PSI

Beginning of the Year

• Acadience/mCLASS reading screener
• Fountas & Pinnell Benchmark Assessment System, or BAS
• Initial mathematics assessment
• DESSA social-emotional screener

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Fountas & Pinnell Benchmark Assessment System

Writing

• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester written mathematics assessment
• Eureka Math end-of-module assessments

End of the Year

• Acadience/mCLASS reading screener

Additional Assessments When Needed

• Irregular-word assessments
• Foundational reading-skills assessments
• Phonics diagnostic assessments such as the PSI
• Additional reading-fluency or decoding assessments

Beginning of the Year

• Acadience/mCLASS reading screener
• Fountas & Pinnell Benchmark Assessment System
• Initial mathematics assessment
• DESSA social-emotional screener

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Fountas & Pinnell Benchmark Assessment System

Writing

• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester mathematics assessment
• Optional district practice assessment
• Eureka Math end-of-module assessments
• CAASPP-aligned Focused Interim Assessment Blocks, or FIABs, connected to recently completed mathematics content

End of the Year

• Acadience/mCLASS reading screener

State Assessments

• California Assessment of Student Performance and Progress in English Language Arts
• California Assessment of Student Performance and Progress in mathematics
• Summative ELPAC for eligible multilingual learners

Additional Assessments When Needed

• Phonics diagnostic assessments such as the PSI
• Additional decoding, accuracy, or fluency assessments
• Other skill-specific reading or mathematics assessments

Beginning of the Year

• Acadience/mCLASS reading screener
• Fountas & Pinnell Benchmark Assessment System
• DESSA social-emotional screener
• Initial mathematics assessment, currently in development for 2026–27

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Fountas & Pinnell Benchmark Assessment System

Writing

• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester mathematics assessment
• Optional district practice assessment
• Eureka Math end-of-module assessments
• CAASPP-aligned Focused Interim Assessment Blocks connected to recently completed mathematics content

End of the Year

• Acadience/mCLASS reading screener

State Assessments

• California Assessment of Student Performance and Progress in English Language Arts
• California Assessment of Student Performance and Progress in mathematics
• Summative ELPAC for eligible multilingual learners

Additional Assessments When Needed

• Phonics diagnostic assessments such as the PSI
• Additional decoding, accuracy, or fluency assessments
• Other skill-specific reading or mathematics assessments

Beginning of the Year

• Acadience/mCLASS reading screener
• Fountas & Pinnell Benchmark Assessment System
• DESSA social-emotional screener
• Initial mathematics assessment

Middle of the Year

• Acadience/mCLASS reading screener
• DESSA social-emotional screener

End of Each Trimester

Reading

• Fountas & Pinnell Benchmark Assessment System

Writing

• On-demand writing assessment scored with a common rubric

Mathematics

• District trimester mathematics assessment
• Optional district practice assessment
• Eureka Math end-of-module assessments
• CAASPP-aligned Focused Interim Assessment Blocks connected to recently completed mathematics content

End of the Year

• Acadience/mCLASS reading screener

State Assessments

• California Assessment of Student Performance and Progress in English Language Arts
• California Assessment of Student Performance and Progress in mathematics
• California Science Test
• California Physical Fitness Test
• Summative ELPAC for eligible multilingual learners

Additional Assessments When Needed

• Phonics diagnostic assessments such as the PSI
• Additional decoding, accuracy, or fluency assessments
• Other skill-specific reading or mathematics assessments

Eligible multilingual learners in any grade may participate in:

• Initial ELPAC: Administered when a student first enrolls in a California public school and a language other than English is reported in the Home Language Survey
• Summative ELPAC: Administered annually to measure progress in listening, speaking, reading, and writing in English
• Alternate ELPAC: Administered when identified as the appropriate assessment in a student’s IEP

More information is available through the ELPAC Family Resources webpage.

Multi-Tiered System of Supports

A Multi-Tiered System of Supports, or MTSS, is the framework we use to provide students with the right support at the right time. MTSS addresses academic learning, behavior, attendance, and social-emotional well-being.

Tier 1: Support for Every Student

All students receive high-quality, standards-aligned classroom instruction. Teachers differentiate lessons, use flexible grouping, provide scaffolds, and regularly monitor student learning.

Tier 2: Targeted Support

Students who need additional practice may receive targeted small-group intervention in addition to their regular classroom instruction. Support focuses on particular skills and is provided for a defined period of time.

Tier 3: Intensive Support

Some students may benefit from more individualized or intensive intervention. Instruction may be provided more frequently, in a smaller group, or using a more specialized approach.

Teachers monitor students’ progress during intervention and adjust the frequency, intensity, or focus of support based on how students respond.

MTSS is not a special education program, and students do not need an IEP or 504 Plan to receive intervention. Participation in intervention also does not prevent a family or school team from requesting a special education evaluation when a disability is suspected.

Student Study Team

A Student Study Team, or SST, brings the family and school staff together to better understand a student’s strengths and needs. The team reviews available information, identifies strategies and supports, and develops a plan for follow-up.

An SST may address:

• Academic progress
• Behavior
• Attendance
• Health
• Social-emotional well-being
• Communication
• Other factors affecting school success

An SST is a general education support process. It is different from a special education evaluation, an IEP, or a 504 Plan.

Families with questions about intervention or the SST process should begin by contacting their child’s classroom teacher.

Special Education

Special education provides individualized instruction and services to eligible students whose disabilities affect their access to or progress in education. Eligibility is determined through a comprehensive evaluation and an Individualized Education Program team process.

An Individualized Education Program, or IEP, identifies:

• The student’s strengths and educational needs
• Measurable annual goals
• Specialized instruction and related services
• Accommodations and supports
• How progress will be measured and reported
• The learning environment in which services will be provided

Whenever appropriate, students with IEPs learn alongside their peers in general education classrooms and participate fully in the school community.

Families who have concerns about their child’s development or educational progress should begin by speaking with the classroom teacher. Families also have the right to request an evaluation if they believe their child may have a disability.

Additional information is available through CVUSD Special Services.

Section 504 Plans

Section 504 is a federal civil-rights law that protects students with physical or mental impairments that substantially limit one or more major life activities.

A 504 Plan identifies accommodations and supports a student needs to have equal access to school programs and activities. Depending on the student’s needs, accommodations may address instruction, assignments, assessments, communication, mobility, health, or the learning environment.

An IEP provides specialized instruction under the Individuals with Disabilities Education Act. A 504 Plan removes disability-related barriers and ensures equal access under federal civil-rights law.

Families who believe their child may need a 504 Plan should begin by contacting the classroom teacher. Additional information is available in CVUSD’s Annual Notifications for Parents and Students.

We value multilingualism as an asset. Students who are developing proficiency in English receive access to rigorous grade-level instruction while receiving support in listening, speaking, reading, and writing.

Integrated English Language Development

Integrated English Language Development is provided throughout the school day and across academic subjects. Teachers use strategies such as:

• Visuals and modeling
• Structured academic conversations
• Sentence frames
• Explicit vocabulary instruction
• Collaborative learning
• Home-language connections
• Graphic organizers
• Scaffolds for reading and writing

Designated English Language Development

Designated English Language Development provides targeted instruction focused specifically on the English-language skills students need to participate successfully in academic learning.

Multilingual learners take the English Language Proficiency Assessments for California. The initial ELPAC helps identify students who qualify for English learner services. The annual summative ELPAC measures progress in listening, speaking, reading, and writing.

Families with questions about multilingual learner supports should begin by contacting their child’s classroom teacher. Families are also encouraged to participate in school and district advisory opportunities.

Learn more through the CVUSD English Learner and DELAC webpage and the ELPAC Family Resources webpage.

Student Study Team

A Student Study Team, or SST, brings the family and school staff together to better understand a student’s strengths and needs. The team reviews available information, identifies strategies and supports, and develops a plan for follow-up.

An SST may address:

• Academic progress
• Behavior
• Attendance
• Health
• Social-emotional well-being
• Communication
• Other factors affecting school success

An SST is a general education support process. It is different from a special education evaluation, an IEP, or a 504 Plan.

Families with questions about intervention or the SST process should begin by contacting their child’s classroom teacher.

Special Education

Special education provides individualized instruction and services to eligible students whose disabilities affect their access to or progress in education. Eligibility is determined through a comprehensive evaluation and an Individualized Education Program team process.

An Individualized Education Program, or IEP, identifies:

• The student’s strengths and educational needs
• Measurable annual goals
• Specialized instruction and related services
• Accommodations and supports
• How progress will be measured and reported
• The learning environment in which services will be provided

Whenever appropriate, students with IEPs learn alongside their peers in general education classrooms and participate fully in the school community.

Families who have concerns about their child’s development or educational progress should begin by speaking with the classroom teacher. Families also have the right to request an evaluation if they believe their child may have a disability.

Additional information is available through CVUSD Special Services.

Section 504 Plans

Section 504 is a federal civil-rights law that protects students with physical or mental impairments that substantially limit one or more major life activities.

A 504 Plan identifies accommodations and supports a student needs to have equal access to school programs and activities. Depending on the student’s needs, accommodations may address instruction, assignments, assessments, communication, mobility, health, or the learning environment.

An IEP provides specialized instruction under the Individuals with Disabilities Education Act. A 504 Plan removes disability-related barriers and ensures equal access under federal civil-rights law.

Families who believe their child may need a 504 Plan should begin by contacting the classroom teacher. Additional information is available in CVUSD’s Annual Notifications for Parents and Students.

Families can support learning by:

• Reading with or alongside their child regularly
• Asking their child to explain what they are learning
• Encouraging effort, revision, curiosity, and productive struggle
• Practicing skills through games and everyday activities
• Reviewing school and classroom communication
• Attending conferences and family-learning events
• Contacting the teacher when questions or concerns arise
• Visit the Family Supports and Resources Page

The classroom teacher is the best first point of contact for questions about curriculum, assessment results, intervention, SSTs, 504 Plans, special education, multilingual learner services, or student progress.

Universal Design for Learning, or UDL, is a framework for designing instruction that anticipates learner differences from the beginning. Because students vary in how they engage, process information, communicate, and demonstrate understanding, teachers build flexibility into lessons rather than waiting for students to struggle before adding support.

Students may be given multiple ways to:

• Connect with a lesson and sustain interest
• Access information through text, visuals, models, demonstrations, or discussion
• Practice new skills and receive feedback
• Organize information and ideas
• Demonstrate their learning through speaking, writing, creating, or performing

UDL does not mean creating a separate lesson for every student or lowering academic expectations. It means maintaining rigorous learning goals while reducing barriers that are unrelated to those goals. Strategies designed to support students with particular needs often make learning clearer and more accessible for everyone.

Culturally and Linguistically Responsive Teaching recognizes that students’ cultures, languages, identities, families, and experiences are strengths that enrich the classroom community.

Teachers intentionally select materials that reflect diverse people, perspectives, histories, family structures, abilities, and experiences. Students should have opportunities to see themselves represented in their learning while also developing knowledge of people and experiences beyond their own.

These strategies help students:

• Develop a positive sense of identity
• Appreciate human similarities and differences
• Recognize stereotypes, exclusion, and unfairness
• Examine events and ideas from multiple perspectives
• Communicate respectfully across differences
• Respond to bias in safe, constructive, and age-appropriate ways

At Independent, this work is supported by ADL’s Anti-Bias Building Blocks curriculum, social-emotional instruction, classroom conversations, and a diverse collection of children’s literature.

The purpose is not to tell students what to think. It is to give them the knowledge, empathy, critical-thinking skills, and confidence needed to participate thoughtfully in a diverse community.

Inquiry-based learning invites students to actively develop understanding by asking questions, investigating ideas, examining evidence, solving problems, and communicating conclusions.

This approach is connected to constructivism, the learning theory that students build new understanding by connecting information to prior knowledge and making meaning through experience, discussion, reflection, and application.

In an inquiry-based classroom, students may:

• Study an interesting question or real-world problem
• Make predictions
• Conduct research or investigations
• Examine primary and secondary sources
• Gather and analyze evidence
• Compare explanations and perspectives
• Revise their thinking
• Present and defend conclusions

Inquiry does not mean students are expected to discover everything on their own. Teachers provide essential background knowledge, explicit instruction, carefully selected materials, guiding questions, and appropriate scaffolds. Students then use that foundation to investigate ideas more deeply.

Inquiry is especially visible in our InquirED social studies and TCI science curricula, but its principles appear across all subject areas.

Positive Behavioral Interventions and Supports and restorative practices work together to create a safe, welcoming, predictable, and connected school community. PBIS provides clear expectations and proactive behavior instruction, while restorative practices strengthen relationships, build belonging, and guide students in taking responsibility and repairing harm.

At Independent, our schoolwide expectations are represented through SOAR:

• Safe
• Organized
• Achieve Goals
• Respectful

Teachers and staff explicitly teach what SOAR looks and sounds like in classrooms and throughout the school. Students practice expectations in settings such as the playground, cafeteria, hallways, restrooms, arrival, dismissal, and school events. Positive feedback and Eagle Wings recognize students when they demonstrate these expectations.

PBIS and restorative practices include:

• Clearly taught schoolwide expectations and routines
• Consistent language across classrooms and settings
• Proactive relationship-building and community circles
• Opportunities for students to be heard and understood
• Positive feedback and recognition
• Reflection, problem-solving, and perspective-taking
• Reteaching and practicing expected behavior
• Developmentally appropriate accountability and consequences
• Support for repairing harm and rebuilding trust
• Additional intervention for students who need it

When conflict or harm occurs, students are guided to consider what happened, who was affected, and what is needed to make things right. Restorative conversations help students listen to different perspectives, take responsibility, repair relationships when possible, and develop a more successful plan for the future.

This approach does not eliminate consequences or lower behavioral expectations. Consequences may still be necessary for safety, accountability, or learning. Whenever possible, they are paired with opportunities to understand the impact of a choice, practice the expected behavior, and restore connection to the school community.

Together, PBIS and restorative practices help students move beyond simply following rules to avoid consequences or earn rewards. The goal is for students to develop empathy, responsibility, self-management, problem-solving skills, and an internal commitment to making choices that support their own learning and the well-being of others.

A growth mindset is the understanding that abilities can develop through effective strategies, instruction, practice, feedback, reflection, and persistence.

Students learn that mistakes are a natural and valuable part of learning. Instead of viewing difficulty as evidence that they cannot succeed, students are encouraged to identify what they understand, try a new strategy, use available resources, ask for support, and continue improving.

Teachers support productive struggle by providing work that is appropriately challenging and allowing students time to think, test ideas, and revise their approach. Productive struggle does not mean leaving students confused or withholding necessary instruction. Teachers monitor students carefully and provide modeling, questions, feedback, or scaffolds when needed.

Student agency builds on this mindset by helping students become active participants in their education. Students have opportunities to:

• Make meaningful choices
• Ask and pursue questions
• Set learning goals
• Reflect on their progress
• Use feedback to improve
• Identify strategies that work for them
• Seek support when needed
• Organize and communicate their learning

As students grow, they take increasing responsibility for their decisions, work habits, learning strategies, and contributions to the classroom community. The goal is to develop learners who are confident enough to take intellectual risks, reflective enough to learn from feedback, and independent enough to advocate for what they need.

AVID Elementary helps students develop the academic habits, confidence, and organizational skills needed for success in school and beyond. AVID is integrated into daily classroom instruction rather than taught as a separate subject.

Students learn developmentally appropriate strategies through AVID’s WICOR framework:

• Writing to communicate and deepen understanding
• Inquiry through questioning, investigation, and critical thinking
• Collaboration with classmates and teachers
• Organization of materials, information, time, and ideas
• Reading to understand, analyze, and build knowledge

AVID strategies help students take notes, ask meaningful questions, participate in academic conversations, organize their thinking, reflect on progress, and become increasingly independent learners. Learn more about AVID’s WICOR framework and explore AVID Open Access resources.