Does the curriculum reflect diverse cultural perspectives, histories, and experiences (including race, ethnicity, gender, socioeconomic status, and ability)?
Are there opportunities for students to learn about different cultures, traditions, and viewpoints in a respectful and meaningful way?
contemporary cultural references that are relevant to the students’ lives or communities?
2. Non-Bias
Is the language free from stereotypes or discriminatory undertones? Are all students, regardless of background, portrayed positively and respectfully?
Does the curriculum avoid reinforcing negative stereotypes or misrepresentations of groups based on race, gender, religion, or any other social identity?
3. Alignment to State/National Standards
Does the curriculum align with the specific state/national content and performance standards for the grade level and subject area?
Are the objectives clearly stated and linked to measurable, standards-based goals?
4. Differentiated Instruction
Does the curriculum incorporate various teaching strategies (visual, auditory, kinesthetic, etc.) to address different learning styles?
Does the curriculum provide modifications or scaffolding for students with different levels of ability, including students with disabilities, English language learners (ELL), and advanced learners?
Are there opportunities for flexible grouping (e.g., cooperative learning, peer-assisted learning, independent study)?
Does the curriculum allow for ongoing formative assessment to inform instruction and provide feedback to all learners, with differentiated support when necessary?
Are resources, such as assistive technology, language supports, and modified materials, integrated into the curriculum to meet diverse learner needs?