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District outlines curriculum supports: Skills Block, All Block, Eureka, CommonLit and targeted interventions
Summary
District staff described layered supports — differentiated core curriculum, Skills Block, All Block, Eureka (math), CommonLit (ELA), progress monitoring, tutoring and online course options — to meet diverse student needs and increase access to advanced coursework.
During the March 4 curriculum committee meeting, district staff provided an overview of curriculum and instructional supports designed to reach diverse learners and close gaps identified by assessments: differentiated core instruction, a 60‑minute Skills Block for K‑2 foundational skills, All Block for complex text and application, and curriculum platforms including Eureka (math) and CommonLit (ELA).
Staff explained how the district uses the year‑at‑a‑glance pacing tool, differentiated core guidance for English learners and students with disabilities, Individualized Learning Plans derived from universal screeners, and in‑school intervention time (typically 30 minutes in K–8). "If we think of our special needs students... it provides little pieces that says, here's how you adapt this lesson," a curriculum presenter said, describing differentiation supports. Supervisors and instructional coaches are assigned to schools and meet with principals and instructional leadership teams to target training where data indicate needs.
The district also recapped supplemental and credit‑bearing options: Apex/Edmentum tutorials (grades 6–12), NCVPS (virtual courses), College and Career Promise (CCP) through RCC, North Carolina School of Science and Math course partnerships for advanced options, and Unique Learning for extended‑content students. Staff said scheduling, prerequisites and teacher recommendations are used to identify students for advanced or external courses; counselors and scheduled cut scores are part of the process.
District staff emphasized multiple tiers of support: classroom differentiated core, school intervention blocks, tutoring (during and after school), staff‑led small groups and district coaching. They said instructional leadership teams and principal supervisors coordinate to ensure supports are aligned to assessment data and school needs. The board asked for the district to provide the materials presented to the board so members can reference scheduling and course pathways during family or counselor conversations.
