Curriculum & Instruction

The Curriculum and Instruction Department assists teachers with the implementation of the Utah Core Standards. Our focus is to provide support of the Instructional Framework, including lesson design, proficiency teaching and learning, curriculum maps, benchmark assessments and professional development.

Instructional Framework

The instructional framework includes the resources to assist teachers with both the art and science of teaching. The framework is built upon fidelity to the Utah Core Standards and provides a consistent, balanced and progressive curriculum to all students. Below are links to the individual components of the Instructional Framework. These components are used in Granite classrooms by teachers in preparing lessons and materials for students.

Each content area has a designated specialist that facilitates the creation and use of district materials and professional development. Resources are available on each content area page listed on the right side of this site.

Curriculum Staff

Use the flow chart to find a particular Curriculum specialist or support staff member.

Curriculum and Instruction Flow Chart 2019-2020

Proficiency-Based Grading

During the last five years Granite School District has been researching proficiency-based grading (PBG) and how students in the district might benefit from a grading system that focuses on a student’s ability to apply their knowledge and accurately reflects areas of academic strength and weakness.

During the 2016-17 school year, eighteen teachers began beta testing proficiency-based grading utilizing the Granite District Gradebook. The 2017-18 school year concluded with nearly 400 teachers implementing proficiency-based grading and utilizing the PBG Gradebook. Currently over 1,200 teachers are reporting student progress on standards using PBG.

The Granite District proficiency-based grading model is designed around the premise that grades are intended to communicate progress toward mastery of articulated course content standards to students and parents. They are intended to indicate at a prescribed moment in time what a student knows and is able to do with respect to course objectives that have been explicitly taught. They encourage the student to act on feedback and the teacher to adjust and individualize instruction.