High-Quality Classroom Instruction

  • ELA:

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    Our English Language Arts Curriculum, in Grades 3 through 12, is the highest-rated curriculum available. The students are asked to read, comprehend, and express understanding of complex texts.

    »All instruction is standards driven.

    »Teachers have been trained extensively.

    »Students are taught to analyze text through multiple lenses.

    »Writing is taught explicitly and is used to reinforce student mastery of the reading standards.

    »Students write almost daily.

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  • Science:

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    The goal of the Bossier Parish Science Department is to facilitate the development of a scientifically and technically literate society. A holistic approach is taken to integrate scientific ideas and comprehensively build the students’ proficiency and appreciation for science over the course of the K-12 career of each student. Every student will be educated in science and engineering, and the foundational knowledge will be provided for those who will become scientists, engineers, technologists, and technicians.

    For grades 3-5, students in Bossier Parish are currently using the Louisiana Interactive Science curriculum. This curriculum was written by Pearson specifically for the state of Louisiana to meet our grade level expectations. However, is a transition year for science in our state. Teachers are becoming familiar with the newly adopted Louisiana Student Standards for Science, and the shifts that change will bring, to be ready for their implementation next school year.

    By the end of the 12th grade, students will have sufficient knowledge of science and engineering to engage in discussions on science related issues, to be critical consumers of scientific and technological information, have the skills to enter careers of their choice to include science, engineering and technology, and be prepared for their individual lives as well as for their roles as citizens in this technology-rich and scientifically complex world.

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  • Math:

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    Grades 3-5:

    »Multiplication and division of whole numbers and fractions—concepts, skills, and problem solving are the highlights of the major work in grades 3 - 5. Bossier Parish is using the Eureka Math Curriculum and/or the Zearn implementation model of Eureka. Teachers use the Louisiana Guide to Implementing Eureka Math to assure students are specifically addressing the Louisiana Student Standards for Mathematics.

    Grade 6:

    »Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems
    »Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers
    »Writing, interpreting, and using expressions and equations
    »Developing understanding of statistical thinking

    Grade 7:

    »Developing understanding of and applying proportional relationships
    »Developing understanding of operations with rational numbers and working with expressions and linear equations
    »Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume
    »Drawing inferences about populations based on samples

    Grade 8:

    »Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations
    »Grasping the concept of a function and using functions to describe quantitative relationships
    »Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

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  • Art & Music:

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    There are many routes to competence in the disciplines of art and music. Students may work in different disciplines at different times. Study of art and music may take a variety of approaches. Student abilities may develop at different rates. Competence means the ability to use an array of knowledge and skills. Terms often used to describe these include creation, performance, production, history, culture, perception, analysis, criticism, aesthetics, technology, and appreciation. Competence means capabilities with these elements themselves and an understanding of their interdependence; it also means the ability to combine the content, perspectives, and techniques associated with the various elements to achieve specific artistic and analytical goals. Students work toward comprehensive competence from the very beginning, preparing in the lower grades for deeper and more rigorous work each succeeding year. As a result, the joy of art and music is enriched and matured by the discipline of learning and the pride of accomplishment. Essentially, students should know and be able to do the following by the time they have completed their art and music education:

    »They should be able to communicate at a basic level in the disciplines that they study. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline.

    »They should be able to communicate proficiently in at least one discipline, including the ability to define and solve musical problems with insight, reason, and technical proficiency.

    »They should be able to develop and present basic analyses of works of art and music from structural, historical, and cultural perspectives, and from combinations of those perspectives. This includes the ability to understand and evaluate work in the various musical disciplines.

    »They should have an informed acquaintance with exemplary works of art and music from a variety of cultures and historical periods, and a basic understanding of historical development in the music disciplines, across the disciplines as a whole, and within cultures.

    »They should be able to relate various types of knowledge and skills within and across disciplines. This includes mixing and matching competencies and understandings in art and music-making, history and culture, and analysis in any art and music-related project.

    As a result of developing these capabilities, students can arrive at their own knowledge, beliefs, and values for making personal and artistic decisions. In other terms, they can arrive at a broad-based, well-grounded understanding of the nature, value, and meaning of music as a part of their own humanity.

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  • LEAP 360

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    LEAP 360 is an optional, free high-quality assessment system that provides educators with a complete picture of student learning at the beginning, middle, and end of the school year. LEAP 360 delivers streamlined assessments in a comprehensive system for classrooms, schools, and school systems.

    »Diagnostic assessments: determine student readiness for new course work and assist with teachers in setting meaningful and ambitious goals; given at the start of the school year or course
    »Interim assessments: evaluate student learning and monitor progress toward year-end goals and allow teachers to target and adjust instruction; administered at checkpoints throughout the year
    »K-2 formative assessments: provide quality tasks focused on critical student skills in ELA and math
    »EAGLE: integrates high-quality questions into day-to-day classroom experiences and curricula through teacher-created tests, premade assessments, and individual items for small group instruction

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  • LEAP 2025

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    The Louisiana Educational Assessment Program (LEAP) is a criterion-reference testing program administered by the state of Louisiana. It is only administered in the subjects of ELA, mathematics, science, and social studies. It is graded on a scale with Advanced being the highest, and Unsatisfactory being the lowest. The state of Louisiana and Bossier Parish School District are committed to raising expectations for students as measured by the new generation of LEAP testing known as LEAP 2025. This commitment includes:

    »Improving Louisiana’s college- and career-ready standards;
    »Building a more cohesive K-12 assessment system while reducing testing time; and,
    »Transitioning accountability from “basic” to “mastery” as the bedrock for success.


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