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District presents cohesion plan to align curriculum, assessments and interventions across Redwood City schools
Summary
District staff detailed a multi-year ‘‘cohesion’’ plan to standardize curriculum and instruction across grade levels, emphasizing a 90-minute designated ELD block, systematic phonics, a problem-based K–8 math program, tiered interventions and expanded professional learning communities.
District staff presented a comprehensive plan to align curriculum, instruction and assessment across Redwood City schools, part of an effort they said will reduce variability in student experiences between sites.
Susana, presenting the RCSD cohesion plan, said the district has been building systems over the past two years to make expectations clearer for teachers and to support instruction aligned to California standards. “We have a 90 minute block [for designated ELD],” Susana said, describing the schedule expectations for K–5 and the district’s focus on systematic phonics, vocabulary development and reading comprehension. She added the district is rolling out new assessments, including a Spanish-language iReady pilot for Spanish classrooms.
On math, staff described a problem-based K–8 curriculum (year three of implementation) that requires significant planning time and coaching for teachers. The district uses supplemental digital tools for fluency and practice (Khan Academy for K–1 fluency work, Reflex/FRAX for arithmetic and fractions) and is expanding professional development, including targeted observation cycles at three sites.
Staff outlined tiered supports: Tier 2 targeted small-group interventions, Tier 3 intensive supports and additional after-school tutoring at identified sites. They also described a new PowerSchool behavior analytics rollout tied to PBIS, a bilingual committee to review dual-language offerings and plans to monitor fidelity through walk-throughs and PLCs.
Trustees asked about teacher adaptation to the new math program, measurement of writing proficiency and access to tutoring for students not enrolled in after-school programs; staff acknowledged uneven adoption across sites, said more coaches are needed and described planned steps to deepen implementation and provide common planning time.
The district will continue rolling out the cohesion work through professional learning cycles, with progress checkpoints and follow-up reports to the board.
