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“For anyone just starting out with TCI, jump right in! The lessons are ready to go; they are planned with built-in engaging activities. And there’s guidance for differentiating instruction for your diverse learners. This really allows you to focus on teaching and enjoying your students, watching them as they learn.”Angela Walsh
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Across the Hillsboro School District, social studies instruction lacked consistency. Teachers were building lessons on their own, pulling from a mix of materials that varied widely from classroom to classroom. Without a shared curriculum, there was no clear progression across grade levels, no common instructional approach, and limited connection to other parts of the school day.
District leaders recognized the need for a more cohesive system, one that could support teachers, ensure alignment across K–12, and meet the needs of a multilingual student population. Rather than adopting another set of disconnected resources, Hillsboro selected TCI to help build a unified approach to social studies instruction, creating consistency without sacrificing classroom flexibility.
| Shifted from a fragmented approach to a consistent K-12 program, giving students a more connected experience across grade levels. |
| Strong teacher adoption, with consistent use of the curriculum in daily instruction across the classroom. |
| With ready-to-use materials in place, teachers are spending less time planning and more time on instruction. |
| Student engagement is noticeably higher, especially during hands-on and discussion-based lessons. |
| Multilingual learners can access content in English or Spanish, allowing them to participate more fully in class. |
| Social studies is now a part of literacy instruction, supporting reading, writing, and vocabulary development. |
| A shared instructional foundation across schools makes it easier for teachers to collaborate and support each other. |
Hillsboro School District 1J serves a large and diverse student population in the Portland, Oregon, metro area, with 26 elementary schools, four middle schools, and four high schools.
Before adopting a district-wide solution, Hillsboro’s approach to social studies lacked cohesion across schools and grade levels. There was no shared curriculum, no consistent progression, and no clear structure guiding instruction from one classroom to the next. These challenges showed up in a few clear ways across classrooms and schools:
Inconsistent Materials Across Classrooms
Teachers relied on a mix of resources that varied widely in quality and alignment.
“We were mosh-poshing it everywhere,” said Aurora Lopez, K–6 Humanities TOSA. “Some were following standards, some were creating their own materials, some were using outdated resources.”
Heavy Burden on Teachers
Without a unified curriculum, teachers were responsible for building instruction from the ground up.
“We were left to our own planning… searching online, creating everything ourselves. It led to a fragmented approach, where units and lessons didn’t really flow or connect,” said Walsh.
No Coherent K–12 Experience
The lack of alignment made it difficult to build knowledge across grade levels or connect social studies to other parts of the day, particularly literacy.
These challenges made it harder to build knowledge across grade levels and created an inconsistent experience for students from one classroom to the next.
Without a shared structure, opportunities to reinforce learning through discussion, reading, and writing were often missed.
Hillsboro knew that they needed more than just new social studies materials. The district needed a system that could create state alignment across grade levels, support multilingual learners, and be used consistently by teachers in real classrooms.
From the outset, three priorities guided the decision:
Multilingual access was essential in a district with a strong dual language program and a diverse student population, with more than 40 percent of students identifying as Hispanic. “We wanted something that wasn’t a second thought in Spanish,” said Aurora Lopez. “We wanted it to be seamless for our educators and our students.”
To evaluate options, the district piloted multiple programs. Teacher response quickly became the deciding factor.
“They were so excited… they were truly selling it to each other,” Lopez said.
That level of teacher advocacy signaled more than preference. It showed the curriculum could be adopted quickly and used consistently across classrooms.
To evaluate options, the district piloted multiple programs from February 2024 to March 2024 as part of its adoption process, giving teachers time to test materials in real classrooms, gather feedback, and compare how each option supported day-to-day instruction before moving into broader implementation.
Hillsboro’s rollout focused on building teacher confidence through a pilot group, then scaling across the district through teacher-led support.
Rather than requiring full adoption from day one, teachers were encouraged to start small and expand over time. This reduced overwhelm and allowed teachers to learn the curriculum in context.
Key elements of the rollout included:
That focus on usability was intentional. District leaders prioritized a solution that teachers would consistently use in practice, not just something that sounded good on paper.
“We were given permission to ease into it… there wasn’t really a sense of pressure from the district to do it all from day one,” said Angela Walsh.
The structure of the curriculum supported this approach. Lessons, activities, and assessments were organized in one place, allowing teachers to plan more efficiently and focus on instruction.
| Consistent instruction across classrooms A shared curriculum created alignment across grade levels, giving students a more connected learning experience. |
Reduced planning time for teachers Ready-to-use materials free up time for instruction, including for dual language teachers. |
| High levels of day-to-day teacher use Teachers are actively using the curriculum as part of daily instruction. |
Improved access for multilingual learners 1:1 translation allows students to engage with content in English or Spanish. |
| Stronger engagement during lessons Hands-on activities and structured routines are increasing student participation. |
80% of students earned a C or higher Academic performance remained strong during implementation. |
In Hillsboro classrooms, social studies is now delivered through a more consistent and structured approach, with lessons that blend reading, discussion, and hands-on activities.
“There’s consistency from lesson to lesson. Students find their rhythm,” said Angela Walsh.
That consistency creates space for engagement. During one activity, as students moved around the classroom working together, one said, “This is so fun.” Another replied, “Yeah, this is so fun.”
In dual language classrooms, students can access content in the language that works best for them, allowing them to participate more fully in instruction.
Across Hillsboro School District, social studies is no longer dependent on individual teachers building instruction from scratch. The district now operates from a shared, high-quality instructional foundation, creating a consistent approach across classrooms and grade levels.
This shift has led to more consistent student experiences and higher levels of engagement during lessons, as teachers work from a shared structure.
In a school day where instructional time is limited, teachers are now able to reclaim valuable planning time and focus on how they teach, adjusting instruction and supporting students in real time. It’s an outcome often associated with high-quality instructional materials designed for usability and day-to-day classroom use
“With ready-to-use materials in place, we’re able to focus more on instruction,” said Angela Walsh, 3rd Grade Teacher, Hillsboro School District.
That shift allows teachers to use their time more effectively, reducing day-to-day workload and supporting a more sustainable approach to instruction.
With a shared, district-wide approach now in place, Hillsboro has moved from a fragmented, teacher-built system to one defined by consistency, alignment, and day-to-day classroom use. Teachers are no longer creating materials from scratch, but working from a common structure that supports instruction, engagement, and access for all learners.
With that foundation established, the district is now focused on refining and expanding its approach, strengthening how social studies is integrated across subjects and continuing to support teachers in using the curriculum effectively.
Looking to build a more consistent, engaging approach to social studies in your district?
TCI partners with schools and districts to support curriculum adoption, implementation, and long-term success. Whether you’re exploring new options or refining your current approach, our team can help you evaluate what will work best for your classrooms.