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Curriculum & Instruction

Instructional Framework

Mission: The mission of the Greene County School System is to inspire confident, knowledgeable, prepared students who have the attitude, skills, and ability to graduate college and career ready.

It is our goal in the Greene County School District to build capacity in instructional practices at all levels with an emphasis on research-based strategies which embodies rigor and high expectations for our scholars.

  • ALSDE Courses of Study, Curriculum and Pacing Guides in all content areas will be utilized to plan meaningful and purposeful instructional lessons for scholars.
  • Educators will administer all district benchmark assessments/formative/summative assessments in the areas of ELA and Math (K-12) to determine the mastery of critical standards.
  • Educators will participate in on-going data and grade level meetings to plan for instruction.
    • Discuss specific strategies for instruction.
    • Plan for intervention
  • Educators will teach grade level content standards.
    • Learning targets should align appropriately with the standards with emphasis on the level of rigor provided.
    • Engaging activities should be utilized to target standards.
    • Checking for understanding and mastery should be implemented daily.
  • Data Driven instructional decisions will be utilized to assist with the MTSS framework.
    • Tier I- Whole group instruction that targets grade level content standards with the rigor required that is focused on engaged instruction that highlights small group instruction and checking for understanding. Instruction is explicit and systematic.
    • Tier II-Intervention that is provided in a timely manner for students not mastering grade-level content standards based on the data obtained from formative assessments and checking for understanding. Differentiated instruction and scaffolding of instruction would be evident.
    • Tier III-Intensive intervention daily as a result of analyzing benchmark assessments, formative/summative assessments and progress monitoring for specific learning gaps of students who are significantly below grade level. Intervention is skills based specific.
  • Educators are to set goals with students and provide equitable learning opportunities for all scholars. Scholars are encouraged to take ownership of their learning. Instruction would be targeted, data driven, engaging, rigorous and enriching.
  • Educators will plan lessons that infuse digital literacy in their instructional practices.
    • Use digital literacy and resources effectively daily.
    • Intentionally plan for the use of digital literacy and provide support.
    • Provide on-going evidence of meaningful activities that facilitate student learning.
  • Professional Development that is targeted to the needs of educators and students based on needs assessment and data.



Barbara Martin

Curriculum & Professional Development Coordinator

220 Main Street, Eutaw, Alabama 35462