The Easton, Redding, and Region 9 Schools provide a comprehensive curriculum guided by the "Backward Design" or Understanding by Design (Wiggins and McTighe) 2.0 framework. Units are designed by planning instruction based on desired results, considering the learning goals for all students based on standards, and crafting learning experiences. Teachers create lessons, projects, assignments, and assessments that derive from what students are expected to know and be able to do. The goal of backward design is student understanding, which is ultimately shown by students demonstrating the ability to transfer knowledge and skills to a real-life or authentic context.

The curriculum guides contained in this public view include the pacing information for a typical school year. Teachers provide instruction that is responsive to the needs of students. Adjustments to pacing in a dynamic, differentiated curriculum reflect a personalized and student-centered approach. Specific questions regarding student progress relative to content pacing guides in the curriculum should be shared with the teacher.

Vision & Mission

We envision our schools as warm, supportive, inclusive communities that develop the intellectual, physical, social, and emotional assets of all learners. We see ourselves as caring individuals embracing creative collaboration on campus, and with and throughout Easton and Redding.

In partnership with the communities, the mission of ER9 is to educate and nurture our students as they grow into self-directed, knowledgeable, critical thinkers, and compassionate, engaged community members.

Equity & Inclusion Statement

The Easton, Redding, and Region 9 School Districts acknowledge the uniqueness and varied experiences of all students, staff, families, and community members as well as the uniqueness and experiences of people in our state, country, and the world. Our current and future students and staff deserve equitable and inclusive teaching and learning environments that are emotionally, socially, and physically safe, free from intentional or unintentional barriers that are the result of bias, prejudice, and discrimination. Creating a sustainable, equitable, and inclusive environment requires an ongoing collaboration of all stakeholders. Our unwavering commitment to meet the unique needs of every student will ensure that regardless of actual or perceived race, class, socioeconomics, gender, sexual identity, gender identity, ethnicity, sexual orientation, political perspective, cognitive ability, physical ability, diverse language fluency, emotional and mental functionality, physical appearance, immigration status, and religion, all students will grow into culturally competent community members who value and learn from the uniqueness and varied experiences of others and are able to thrive within the global community.

For WEBSITE E/R K-8 Curriculum Inventory 25-26

Easton, Redding K-8 Curriculum Timeline

We are excited to share the K-8 curriculum writing timeline, which outlines the schedule for when we will be developing and implementing new curriculum to ensure a high-quality and consistent learning experience for all students.

For WEBSITE JBHS Curriculum Inventory 25-26

Joel Barlow High School Curriculum Timeline

We are pleased to provide the high school curriculum writing timeline, which outlines the schedule for developing new courses and programs to ensure our students are prepared for college and careers.

Alisha DiCorpo • Assistant Superintendent for Curriculum & Instruction • adicorpo@er9.org • 203-261-2513

Elizabeth Stewart • Director of Curriculum • estewart@er9.org • 203-261-2513