§ 16-22-31. Curriculum frameworks.
(a)(1) The council on elementary and secondary education (the "council�) shall direct the
commissioner of elementary and secondary education (the "commissioner�) to institute
a process to develop curriculum frameworks for mathematics, English language arts,
science and technology, history and social studies, world languages, and the arts.
This process shall:
(i) Be open and consultative;
(ii) Include, but need not be limited to, a culturally and racially diverse group of classroom
teachers and students; and
(iii) Include, but need not be limited to, reviewing and revising current frameworks, as
well as developing new ones, if deemed appropriate.
(2) The process may include, but need not be limited to, community groups, cultural organizations,
parents, teacher preparation programs, and leading college and university figures
in both subject matter disciplines and pedagogy.
(b) The commissioner shall develop the curriculum frameworks pursuant to this section
by no later than September 1, 2021, and again as required by the council's procedures
set forth in subsection (e) of this section. The curriculum frameworks developed by
the commissioner shall:
(1) Present broad, research-based pedagogical approaches and strategies to assist students
develop the skills, competencies, and knowledge called for by the statewide standards
provided in §â€‚16-22-30;
(2) Provide sufficient detail to guide and inform processes for the education, professional
development, certification, and evaluation of both active and aspiring teachers and
administrators;
(3) Provide sufficient detail to guide the implementation of student assessment instruments;
(4) Be constructed to guide and assist teachers, administrators, publishers, software
developers, and other interested parties in the development and selection of curricula,
textbooks, technology, and other instructional materials, and in the design of pedagogical
approaches and strategies for use in elementary, secondary, and career and technical
schools;
(5) Be aligned with the state's commitment to college and career readiness;
(6) Encourage demanding real-world application, multidisciplinary problem solving, integration
of academic and career and technical education curriculum, project-based learning,
performance assessment, team teaching, and alignment of classroom instruction with
work-based learning opportunities;
(7) Promote better alignment with postsecondary curriculum and instruction, including,
but not limited to, the expansion and/or use of dual enrollment and dual credit opportunities
for high school students that help them with the postsecondary transition, persistence,
and attainment of a credential;
(8) Encourage capstone projects and associated performance assessments that provide students
the opportunity to demonstrate holistic proficiency with respect to research, cross-disciplinary
problem solving, critical thinking, communication, collaboration, and oral defense;
(9) Present specific, pedagogical approaches and strategies to meet the academic and nonacademic
needs of English learner, economically disadvantaged, special education, and academically
advanced students;
(10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;
(11) Reflect sensitivity to different learning styles;
(12) Reflect sensitivity to impediments to learning, which may include issues related to,
but not limited to, cultural, financial, emotional, health, and social factors; and
(13) Be in a form readily comprehensible by the general public.
(c) The commissioner shall submit a copy of the frameworks to the council for approval
at least sixty (60) days prior to the frameworks taking effect.
(d) Upon approval, the council shall make the frameworks available to the public.
(e) The council shall develop procedures for updating, improving, or refining curriculum
frameworks pursuant to this section by no later than September 1, 2021. The procedures
shall include a requirement that the council review and evaluate the frameworks regularly
to ensure that the high quality of the frameworks is maintained. The review cycle
shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every
four (4) years thereafter.
(f) On or before December 1, 2020, and annually thereafter on or before December 1, the
commissioner shall report to the governor, president of the senate, and the speaker
of the house, regarding the curriculum frameworks developed and reviewed pursuant
to this section.