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The Washington State Learning Standards provide essential academic learning targets for subjects taught in Richland Schools. The Teaching, Learning, and Curriculum Department provides oversight of the district’s curriculum renewal process.


Community members and Richland School District staff wishing to follow the work of the elementary math adoption committee and/or the digital citizenship committee can do so by clicking the links below. Information includes the district committee charge, meeting notes, and a link to provide feedback to the committee leads.  

Curriculum Audit

The Richland School District is always looking for ways to make its schools even better. With that goal in mind, the district pursued an audit of its curriculum program during the winter of 2018. This audit was conducted by an independent, third-party professional organization known for its expertise and ability to show school districts how they can use their approach to curriculum to do more to serve students. 

The audit made recommendations to help the Richland School Board and district officials craft stronger policies and thorough approaches to curriculum as well as provide better curricular support to teachers. All are aimed at making sure we give every student access to high quality instruction and support.

The Board and district officials this fall will plan the multi-year process to implement those recommendations necessary to ensure our schools are truly “Educating Every Student for Success.” This winter we will begin working school staff members to put those plans in place and move our schools and students forward.

Elementary Math Commitments

The Richland School District’s elementary mathematics goal is to promote high levels of student achievement and instructional excellence through the alignment of district curricula, resources and programs. We recognize that a commitment to the learning of each student means we must work together to clarify exactly what each student must learn and by when (Curriculum Alignment and Pacing Guide), monitor each student’s learning on a timely basis (Assessment Calendar), provide systematic interventions that ensure a student receives additional time and support for learning when he or she struggles (Core and Tiered Interventions), and extend and enrich learning when a student has already mastered the intended outcomes (Core Enrichment). In support of our goals, we will continue to develop a collaborative learning culture which utilizes common assessments and research- based instructional practices to deliver essential curriculum.

Guaranteed and Viable Curriculum

The adopted core program for K-5 mathematics in the Richland School District is enVision. The materials were selected after an exhaustive process that included piloting the materials with students, parent, community, teacher, and administrator review, and ultimately, school board approval. After adoption, grade level teams completed the task of creating a curriculum framework that identifies where the state standards and RSD power standards are found in the curriculum. Additionally, teacher teams created pacing guides to assure that students across the district have access to instruction in all grade level standards.

Expectations for Implementation

The Richland School District expects all elementary teachers to utilize the core adopted math curriculum as part of their daily math instruction. In addition, we have identified several key non-negotiable components for implementation of enVision in our mathematic classrooms.

Teachers will…

  • teach 60 minutes, 5 days per week of core mathematic (exclusive of interventions)
  • follow the pacing chart to ensure that all students access the adopted curriculum
  • teach the vocabulary identified on the pacing chart (at a minimum)
  • utilize the intervention kit for students struggling with core curriculum (Tier 1)
  • utilize the enVision beginning of year diagnostic assessment, mid-year benchmark test, and end of year assessment as indicated on the pacing chart and the District assessment calendar (three mandatory assessment)
  • ensure the above mentioned mandatory enVision assessments are entered into the Pearson on-line assessment system, students can take the assessment directly on the computer or use a paper/pencil test and enter answers into the system. The on-line assessment system enhances data storage and provides item analysis data for use in professional learning communities. (Kindergarten will not be required to enter data on-line and will be given a common reporting format for their data).
  • attend and participate positively in all district collaborative Fridays, which will continue to focus on math this year with the exception of a few special topics in other content areas.

Documents included in this section:

  • K-5 Curriculum Alignment (alignment of standards and math curriculum)
  • K-5 Math enVisions Assessment Calendar
  • K-2 Calendar Scope and Sequence
  • Grade Level Math Pacing Guide
  • Topic Planner
  • Grade Level Math Benchmarks
  • enVision Assessment Overview


The Richland School District science curriculum and instruction focus on the nine Big Ideas in the domains of Physical Science, Life Science, and Earth and Space Science which all students should fully understand before they graduate from high school so they can participate and prosper as citizens in modern society.  The concepts of Systems, Inquiry and Application are interwoven with core content in the science domains of Life, Physical and Earth and Space Science.  The purpose of this integration is to ensure students’ long-term and conceptual understanding of the topics as well as improve their abilities to do science. 

EALR 1 Systems thinking makes it possible to analyze and understand complex phenomena. Systems concepts begin with the idea of the part-to-whole relationship in the earliest grades, adding the ideas of systems analysis in middle school and emergent properties, unanticipated consequences, and feedback loops in high school.

EALR 2 Inquiry is the bedrock of science and refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how the natural world works. Students ask and answer questions that facilitate growth in their understanding of the natural world. Inquiry includes the idea that an investigation refers to a variety of methods that can be used to answer a scientifically oriented question, including: systematic observations, field studies, models and simulations, open-ended explorations, and controlled experiments.

EALR 3 Application includes the ability to use the process of technological design to solve real-world problems, to understand the relationship between science and technology and their influence on society, and to become aware of the wide variety of careers in scientific and technical fields. These abilities are needed for people to apply what they learn in school to meet challenges in their own lives, to understand and help solve societal problems involving science and technology, and contribute to the prosperity of their community, state, and nation.

EALR 4 The Domains of Science focus on nine Big Ideas in the domains of Physical Science, Life Science, and Earth and Space Science that all students should fully understand before they graduate from high school so that they can participate and prosper as citizens in modern society.

K-12  Science Standards


World Language in the Richland School District

Fine Arts

“Every child is an artist.  The problem is how to remain an artist once he grows up.”

Pablo Picasso

“I found I could say things with color and shapes that I couldn’t say any other way --- things I had no words for.”

Georgia O’Keefe

Richland School District Elementary Art Belief Statement

We believe that the arts are essential to the successful academic growth of all children.  An intentional visual arts program provides students with the opportunity to solve problems, to be creative learners and to freely express their ideas.  Because many of the elements and principals of art connect to all of the other core subjects, we believe that our visual arts program helps to solidify learning in the regular classroom.  The arts also provide students with the opportunity to make connections to the real world as they study art history, artists, and their contributions to our society.

Richland School District Secondary Art Vision Statement

Our vision of art education is for all of our students to have a wealth of opportunities to learn successfully through standards-based programs that are high-quality, comprehensive, and sequential (K-12).  Through the implementation of district, state, and national standards we art teachers hold high expectations that our students will:

  • Be able to communicate their ideas and feelings through visual experiences.
  • Be able to understand and apply arts knowledge and skills, while demonstrating thinking skills using processes.
  • Be able to interpret, evaluate, and respond to complex characteristics of artwork, design, and other aspects of visual culture.
  • Be able to understand roles and functions of artists and works of art in different cultures, times and places.
  • Be able to perceive, understand, question and appreciate the diverse meanings and values of individual works of art.
  • Be able to make meaningful connections among the content of art, other school subjects, and the world at large.

Washington State Mission Statement

The ARTS – Communicating and integrating life, literacy and learning, through experience, for all learners.

Washington State Arts Motto

The ARTS:  CPR for Learning

C=Creating; P=Performing; and R=Responding

National Standards for Arts Education

”The educational success of our children depends on creating a society that is both literate and imaginative, both competent and creative.  That goal depends, in turn, on providing children with tools not only for understanding that world but for contributing to it and making their own way.  Without the arts to help shape students’ perceptions and imaginations, our children stand every chance of growing into adulthood as culturally disabled.  We must not allow that to happen….”

Taken from Education Reform, Standards, and the Arts (archived summary statement)       www.2.ed.gov/pubs/ArtsStandards.html