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statewide implementation in school year 2021-22.  \nPlease contact [standards@isbe.net](standards@isbe.net) if you have questions or comments.  \nISBE supports best practices and continuous quality improvement, including an emphasis on equity and diversity, and the selection of high-quality instructional materials. ISBE encourages districts to use this tool to help evaluate their curriculum, foster meaningful discussions, and make decisions about the selection of new materials as appropriate.  \nA. Curriculum  \n\n| Curriculum Components | Yes | No | Evidence |\n| --- | --- | --- | --- |\n| A1. Curriculum is developmentally appropriate for learners (includes varying and appropriate modes of teaching and learning, such as play-based, hands-on, inquirybased, etc. ) . | ☐ | ☐ |  |\n| A2. Curriculum clearly denotes the learning standards that are addressed. | ☐ | ☐ |  |\n| A3. Curriculum sufficiently addresses Illinois Learning Standards as needed to meet district and state grade band or course content requirements without additional supplementation. | ☐ | ☐ |  |\n| A4. Curriculum integrates the diverse cultural and social backgrounds of your students. | ☐ | ☐ |  |\n| A5. All curriculum materials include a balance of representation of people with multiple perspectives and identities e.g., racial/ethnic, physical or cognitive ability status, gender, spiritual orientations) . | ☐ | ☐ |  |\n| A6. Curriculum provides multiple ways for students of different ability and knowledge or skill levels to engage. | ☐ | ☐ |  |\n| A7. Curriculum provides ancillary resources to support scaffolding for remediation and enrichment. | ☐ | ☐ |  |\n| A8. Curriculum includes student tasks that are appropriately sophisticated and complex. | ☐ | ☐ |  |\n| A9. Curriculum provides opportunities for expression of and sharing about student experiences. | ☐ | ☐ |  |\n\n\n| A10. Curriculum provides appropriate support, accommodations, and/or modifications for numerous special populations that will support their regular and active participation in learning (e.g., bilingual, English learners, Individualized Education Program/504 Plan accommodations, advanced learners) . | ☐ | ☐ |  |\n| --- | --- | --- | --- |\n| A11. Curriculum was vetted against more in-depth content-specific tools (e.g., Ed Reports Rubrics, Equip Rubrics) . | ☐ | ☐ |  |\n| A12. Materials clearly demonstrate editorial professionalism (e.g., sources are properly cited and free of grammatical and factual errors) . | ☐ | ☐ |  |\n| A13. Curriculum provides supports for teachers in planning and learning experiences to help guide students’ learning progressions. | ☐ | ☐ |  |\n| Additional Comments |  |  |  |\n|  |  |  |  |\n\n\n| Assessment and Impact Components | Yes | No | Evidence |\n| --- | --- | --- | --- |\n| B1. Learning targets and benchmarks are clearly identified in assessments. | ☐ | ☐ |  |\n| B2. Curriculum includes multiple opportunities for the collection of student growth data. | ☐ | ☐ |  |\n| B3. Guidance is provided on the use of assessment data to drive the development of tiered supports. | ☐ | ☐ |  |\n| B4. Assessments are aligned to the Illinois Learning Standards as necessary and applicable to meet district and state grade band or course requirements. | ☐ | ☐ |  |\n| B5. Assessments reflect the depth and complexity of engagement presented in the corresponding learning standards and experiences. | ☐ | ☐ |  |\n| Additional Comments |  |  |  |\n|  |  |  |  |\n\n\n| Implementation and Support Components | Yes | No | Evidence |\n| --- | --- | --- | --- |\n| C1. Learning targets and benchmarks are clearly identified in assessments. | ☐ | ☐ |  |\n| C2. Curriculum includes multiple opportunities for the collection of student growth data. | ☐ | ☐ |  |\n| C3. Guidance is provided on the use of assessment data to drive the development of tiered supports. | ☐ | ☐ |  |\n| C4. Assessments are aligned to the Illinois Learning Standards as n","cbCaijpOInJXdQa3","https://ap.wps.com/l/cbCaijpOInJXdQa3","pdf",382383,"English","# A. Curriculum\n## Assessment and Impact Components\n## Implementation and Support Components\n## Digital learning considerations (as applicable)","[{\"question\":\"Who developed the Curriculum Evaluation Tool and for which timeframe?\",\"answer\":\"The ISBE Standards and Instruction Department developed the tool for statewide implementation in the 2021-22 school year.\"},{\"question\":\"What curriculum areas does the tool evaluate under section A?\",\"answer\":\"Section A covers developmentally appropriate learning, clear learning standards, alignment to Illinois Learning Standards needs, integration of diverse backgrounds, representation across identities, engagement for different ability levels, scaffolding resources, task complexity, and opportunities for student expression.\"},{\"question\":\"How does the tool address assessment and data use?\",\"answer\":\"It checks whether assessments identify learning targets and benchmarks, include multiple opportunities to collect student growth data, provide guidance for using assessment data to create tiered supports, and align assessments to Illinois Learning Standards depth and complexity requirements.\"},{\"question\":\"What implementation and digital learning considerations are included?\",\"answer\":\"The tool looks for educator planning supports, district continuous improvement processes (such as annual needs assessment and alignment planning time), ongoing disaggregated data analysis for impact, and—when applicable—digital learning supports and compliance documentation requirements.\"}]","Curriculum Evaluation Tool - Use for statewide curriculum evaluation | PDF",1791599273,15]