The Easton, Redding, and Region 9 Schools provide a comprehensive curriculum guided by the "Backward Design" or Understanding by Design (Wiggins and McTighe) framework. In this approach, teachers plan instruction by thinking about the desired results, considering the learning goals for all students, and designing learning experiences. This framework allows teachers to 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 transferring knowledge and skills by applying them in a different context.
The curriculum overviews 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 with respect to the curriculum should be shared with the teacher.
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.
Enduring Goals and Aspirations:
ER9 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.