In 2022, Joplin Schools began a major rebuild of our curriculum with a clear five-year plan to develop curriculum frameworks for all grades and departments. That work is on track to finish in 2027, when we complete science and social studies. Every unit of instruction we have created during this process is intentionally built around the state’s priority standards. This alignment matters - these standards form the basis of our accountability system, and they ensure that our curriculum reflects what students will ultimately be expected to know and do.

At the same time, we also recognize a fundamental truth: no student can master every standard, not because of a lack of effort or ability, but because there is simply not enough instructional time in a school year to address every standard at the depth required for true mastery. This is exactly why clarity around essential standards is so critical. Essentials help us prioritize what matters most, particularly for our most at-risk learners, and allow us to guarantee that we are answering PLC Question 3: How will we respond when students do not learn it? for every student. Without clarity on what “it” is, we cannot effectively intervene.

This clarity also directly supports PLC Question 4: How will we extend learning for students who are already proficient? Once we know the essentials, our work with proficient students becomes far more intentional. They may not need large projects or elaborate extensions, although those have their place, but they do need opportunities to master additional standards and move toward advanced levels of performance. Sometimes the best extension is simply continuing the work of deeper standards mastery. This focus is what will elevate student success across the district.

As we put these curriculum pieces in place, we simultaneously relaunched the work of Professional Learning Communities. Over a decade ago, PLCs had uneven implementation in our district, leaving behind some skepticism. This time, we approached it with intention - building understanding, reinforcing the purpose behind the work, and rolling out expectations in a way that honored where teams were starting.

We invested heavily in professional learning through PLC and RTI institutes, and that investment has paid off. We’ve cultivated a culture grounded in trust, respect, and high expectations, united around the belief that high levels of learning for ALL students means grade-level learning and beyond - and “ALL” truly means all. Our PLC teams are gaining momentum, and we have begun introducing RTI structures that meet each school where they are while ensuring progress forward. By next year, nearly every school will have master schedules that support students through a functioning RTI framework designed to help them master essential standards.

This work has taken time, but intentionally so. We are building a system that lasts and the momentum is undeniable. Our teacher leaders and principals are driving this work forward with purpose. Teams have spent this year experimenting with the idea of essential standards, experiencing firsthand what it feels like to guide students to master just one or two standards with clarity and focus. And we know there is more to do to bring all the pieces of the system together.

This April, our grade-level and department teams will come together to identify essential standards districtwide. This collaborative process will include a common set of criteria for determining essentials, but we will remain flexible - whether teams identify big ideas or specific skills within complex standards, what matters most is achieving clarity on what students must learn.

This clarity will also strengthen special education curriculum development, helping ensure that all students - especially those who historically may not have been consistently exposed to grade-level content - have access to the most important learning. Defining essentials gives us a roadmap for scaffolding supports in a meaningful way. This is how we operationalize “all means all.”

This shared commitment is part of our curriculum department’s top priority: that every child will receive the essential learning they need to succeed and that the adults in the system will work together to make that promise real.