Our Curriculum Design Process
In the Easton Public Schools, our curriculum is thoughtfully designed using the Understanding by Design (UbD) framework developed by Jay McTighe and Grant Wiggins. This research-based approach ensures that every unit of study begins with a clear vision of what students are expected to know and be able to do, while allowing flexibility for teachers to tailor learning experiences to the students in front of them each year.
UbD emphasizes backward design, starting with the desired learning outcomes and then planning assessments and instruction to achieve those outcomes. Each unit we create includes three interconnected stages:
Stage 1: Desired Results
In this stage, educators identify the key learning goals, essential questions, and core understandings that guide instruction. The Massachusetts Curriculum Frameworks serve as the foundation for each unit, ensuring alignment with state standards and grade-level expectations. Stage 1 outlines what students should know, understand, and be able to do by the end of the unit.
Stage 1 is shared publicly so that families can understand the learning priorities for each unit.
Stage 2: Determining Evidence (Assessments)
Stage 2 focuses on how students will demonstrate their understanding through assessments and performance tasks. These assessments help teachers gauge student learning and inform instructional decisions.
Because Stage 2 includes specific assessment details, it is not published to maintain the integrity of student evaluations.
Stage 3: Learning Plan
Stage 3 details the learning experiences, instructional strategies, and resources that bring the unit to life. This is where our High-Quality Instructional Materials (HQIM) are embedded to support effective teaching and student engagement.
As Stage 3 continually evolves to meet the needs of each classroom, it remains a dynamic, internal component of our planning process.
By designing our own curriculum through Understanding by Design, Easton educators ensure that learning is purposeful, aligned with state standards, and responsive to the diverse needs of all students.