“We have a whole child approach in our district. Not only do we want our schools to focus on academic excellence, but we also really do a lot of work in the areas of belonging and well-being,” says Superintendent Dr. Dana Monogue. Naturally, the district’s rigorous five-year curriculum renewal cycle closely considers the integrated development of each student. “We look at all of the different subjects that our students learn throughout their time in K through 12 and make sure that we’re taking time each of those five years to really pause and think about what standards are being reflected,” says Assistant Superintendent of Teaching and Learning Dr. Jan Chynoweth. The key question answered during this process is: “Does this work for our students?” Dr. Chynoweth explains. One notable success of this review process is the recent implementation of a new K-8 literacy curriculum, which has been well-received within the district’s schools. According to Dr. Chynoweth, principals and instructional coaches alike, who have been key to the curriculum’s success, share a mutual degree of excitement for what the second year of implementation will look like. Considering the district’s beautifully diverse student body, which includes families speaking over 60 different languages and approximately 12-13% of students with IEPs, this review process is essential. “We have a lot of support personnel in place to make sure that students get what they need and have access to all of the wonderful curriculum resources that we have, and I think that’s a differentiator for us. We meet kids where they’re at and we move them forward. It doesn’t matter where you come from or what needs you’re showing up with, we’re here for it,” Dr. Monogue expresses. By considering both the development of the collective student body and that of individual students, the 298 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 08
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