Introduction: New Canaan Curriculum, Instruction, Assessment

The quality and expansiveness of New Canaan curriculum and instruction is evidenced by the continuing success of students and graduates as measured by a broad array of indicators. These include traditional and performance based academic assessments as well as  recognitions and honors earned in domains such as visual and performing arts, technical, engineering, business and consumer sciences, world languages, 21st century literacies, community service and leadership. New Canaan offers a robust program that includes full day kindergarten and world language instruction grades K-12.

In New Canaan, high quality curriculum is the product of a continuous review and improvement cycle that uses student data, international studies, national and state standards, professional literature and  research,  and scanning of trends and forecasts to guide and evaluate design, standards, and  performance expectations.

• The district uses a plan backward approach and curriculum design format informed by the research and work of such experts as Lynn Erickson, Grant Wiggins, Jay McTighe, Carol Ann Tomlinson, Douglas Fisher and  Nancy Frey,  and Robert Marzano.
  
• Curriculum implementation, using research –based instruction and assessment practices and tools, is guided by the district framework Responsive Teaching for the 21st Century: Responsive Teaching in the Differentiated Classroom.
  
  
• Student outcomes have been consistently excellent, often placing  New Canaan at the top  or in the top tier of the reference group, state and  nation. Growth as well as achievement measures are continuously monitored for all students. Instructional and curriculum decisions are informed by such analyses.
  
  
• New programs and  innovations are a purposeful  part of  system development. The district uses a process that includes research study groups, review of designs and proposals per the BOE program guidelines and delegation of approved program design and implementation to expert curriculum leaders and teachers.
  
  
• Administrators, program directors and coordinators continually pursue professional training  in general as well as content specific learning principles and  related “best practices”.  They are charged with the annual review of internal and external data and the subsequent updating of existing curriculum.
  
  
• Professional learning is embedded in the fabric of the instructional day and through the planned program of professional learning  All staff engage in professional learning as part of their ongoing practice; coaching, mentoring, modeling, consultation and collaborative teaching are provided by curriculum leaders and resource staff.
  
  
• In addition to the process of continuous improvement, the district uses other approaches to examine quality and enhance overall relevance and comprehensiveness of offerings and outcomes. External reviewers include TriState Consortium, New England Association of Schools and Colleges and consulting experts.  Student feedback is valued and sought with respect to program and service offerings.
  
  
• Curriculum leaders present updates about learning and performance outcomes on a regular basis to the Board of Education. Board goals and objectives and school improvement plans provide focal points that define new program initiatives and specific updates. The BOE recently approved updated Program Review Guidelines.
  
  
• In addition an array of district and based program evenings for parents and community members are offered at each school and at the district level. These are interactive events that often include demonstrations of curriculum, materials and presentations of student work. Input garnered  is incorporated into reviews and resource bases.