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Curriculum frameworks shall be developed for each curricular area and provide the vision of the essential content of that curricular area. Frameworks shall be approved by the Board of Education. Curriculum frameworks will be comprised of the following: 

I.    Philosophy of the content area 

II.   Relationship of Framework to ÆÞÓÑÉçÇø Academic and College and Career Readiness Essential Learning Outcomes 

III.  Curriculum Planning Committee, Focus Group Participants, and Textbook/Instructional Materials Selection Committee(s) 

IV.  Timeline of Development Events 

V.    PK-12 scope and sequence derived from state standards and indicators or those      

       recommended by national/professional organizations 

VI.   Grade level and list of courses where standards and indicators will be taught 

VII.  Instructional approaches 

VIII.  Appendix containing supporting documents and course descriptions for new courses

Course Guide development applies to all PK-12 approved courses. Course Guides shall be based on approved PK-12 Framework. Course Guides shall be provided to the staff for all courses at every level and shall set forth the following:

I. Course Name 

II. Course Description 

III. Standards and indicators taught within course 

IV. Instructional practices – whole group, small group, individual 

V. Instructional Sequence/Pacing 

VI. Required/Critical lessons and activities vs. Suggested/Optional 

VII. Differentiation 

A. Extensions/Enrichments 

B. Accommodations 

C. Interventions (MTSS) 

VIII. Resources 

IX. Formative and Summative Assessments (aligned to standards and indicators and critical/required lessons) 

X. Integration with other content areas as appropriate 

XI. Guides should consider and appropriately address the following statutory and district strategic plan components: writing experiences are incorporated into all curricular areas K-12, diversity and Multiculturalism; technology; service learning; College and Career Readiness skills;HAL; use of maps.

(1) Except as provided in subsection (2) of this section, beginning in school year 2024-25, a public school shall not allow the use of a Mercator projection map in school. A public school shall only use the Gall-Peters projection map or a similar cylindrical equal-area projection map or the AuthaGraph projection map for display or use in the classroom.

(2) A Mercator projection map may be used in a classroom if such map is:

(a) Used in conjunction with other projection maps in a teaching exercise to demonstrate that all maps are flawed in some way and different map projections serve different functions and may affect how an individual views the world; or

(b)(i) Part of any (A) book or material obtained prior to July 19, 2024, (B) geographic information system, or (C) computer program that renders a three-dimensional representation of Earth based primarily on satellite imagery, such as Google Earth or similar software; and (ii) A Gall-Peters projection map or a similar cylindrical equal-area projection map or an AuthaGraph projection map is displayed in the classroom or shown to students during the lesson in which a Mercator projection map is used.

(3) Nothing in this section shall be construed to require a school to dispose of or replace any book or material used in the classroom or obtained prior to July 19, 2024.

XII. Specialized guides for HAL; ELL; special education, alternative education and district special programs (CORE, Montessori, IB, Academies) should be developed as needed at the same time as course guides.