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Dedicated to Developing Discerning Leaders

Curricular Improvement System (CIS)



The CURRICULAR IMPROVEMENT SYSTEM is Cascade Christian School's process to align, analyze, and enact our Educational Curricular Program in accordance to our Guiding Principles. We accomplish student-learning goals through curricular maximum impact development, implementation, analysis, and reflection.


Asking essential questions is an important aspect of this process. Grade-level horizontal teams and subject-area vertical teams will meet throughout the school year and ask these questions in the context of their curricular maximum impact.


PLAN: What do we want students to know and do? (Curricular Guide)

  • Have team members identified specific, overarching student achievement goals?
  • How will they use these goals to guide their work?
  • What is it that we want all students to know and be able to do because of this course, grade level, or unit of instruction?
  • How can we be sure each student has access to the same knowledge and skills regardless of who is teaching the class, grade level or course?

TEACH: How do we deliver our plan to our students? (Classroom Management, Instructional Strategies, Technology)

  • Who is in our classroom and how does that impact our delivery system?
  • How should we pace the curriculum to ensure that all students have the opportunity to master the essential learning?
  • What instructional strategies will we employ to maximize student learning?
  • How will we monitor the learning of each student on a timely basis?
  • What are the criteria we will use in judging the quality of student work?

ASSESS: How do we know they have accomplished it? (Formal and Informal Assessment)

  • What evidence do we have that we use the results of common assessments to identify students who require additional time and support for learning?
  • What evidence do we have that we use the results of common assessments to identify strengths and weaknesses in our individual  teaching?
  • What evidence do we have that we use the results of common assessments as part of a continuous improvement process that is helping our team get better results?
  • Does student performance on our team assessments correlate with the grades they are earning in the course or grade level?
  • Do our assessment practices encourage or discourage learning on the part of our students?

REFLECT: What do we do if they have not accomplished it? What do we do when they have? (Reflective Practice, Peer Coaching and Mentoring)

  • How timely is our response?
  • How quickly can we identify the student who is experiencing difficulty?
  • What adjustments do we need to make?
  • What evidence to we have that we consistently apply the criteria?
  • What additional training or tools do we need to accomplish our goals?

All CCS faculty and staff will receive a variety of PROFESSIONAL DEVELOPMENT opportunities. Teachers new to CCS participate in a two-year teacher induction program that begins each August. Teachers and staff will receive ongoing training in positive behavior support, biblical worldview development/integration, and classroom management, teaching ESL/International students, new curriculum implementation, and subject-specific preparation.