Academics

Morgan Hill Unified School District serves students in Morgan Hill, San Martin, and parts of South San Jose, offering six TK–5 elementary schools and two TK/K–8 schools. These schools offer traditional and specialized programs in areas such as health sciences, engineering, STEAM, mathematics, music, and environmental science. Several sites have earned state and national recognition, and families can choose from a variety of engaging learning environments that combine strong academic programs with thematic enrichment.

Elementary Curriculum

In MHUSD elementary schools, a guaranteed and viable curriculum ensures every student receives the same high-quality instruction aligned to California State Standards. The most important skills and concepts for each grade are clearly identified, can be taught within the school year, and are supported with the time, resources, and training teachers need. This approach provides consistency across schools, clarity on learning goals, focused instruction on essential skills, and strong support for teachers, helping all students build a solid foundation in core subjects for future success.

Adopted Core Instructional Materials
California Standards and Instructional Frameworks

Adopted Core Instructional Materials

MHUSD's Core Instructional Materials Adoption Process

English Language Arts (ELA)

2017 McGraw-Hill Wonders CA

English Language Development (ELD)

2017 McGraw-Hill ELD Companion

Basic Biliteracy / Spanish Language Arts

2022 Benchmark Advance/Adelante

Mathematics

2024 SAVVAS Learning Co. Envision

History/Social Science

2019 SAAVAS Learning Co. My World / Mi Mundo

Science

2020 Imagine Learning Twig

Human Growth and Development (5th Grade Only)

2023 Positive Prevention Plus Upper Elementary

California Standards and Instructional Frameworks

California’s Content Standards

Common Core State Standards for English Language Arts — adopted August 2010 (updated March 2013)
Common Core State Standards for Mathematics — same adoption period
California English Language Development (ELD) Standards — adopted November 2012
Next Generation Science Standards (NGSS) — adopted September 2013
Preschool/TK Learning Foundations (PTKLF) — adopted January 2008 (updated November 2024)
Health Education Standards — adopted March 2008

California’s Curriculum Frameworks (TK–Grade 12)

Arts Education Framework — adopted July 2020
Career Technical Education Framework
English Language Arts and English Language Development (ELA/ELD) Framework — adopted July 2014
Health Education Framework — adopted May 2019
History–Social Science Framework — adopted July 2016
Mathematics Framework — adopted July 2023
Physical Education Framework — adopted September 2008
Science Framework — adopted November 2016
World Languages Framework — adopted July 2020

Elementary Instruction

Instructional frameworks give teachers and schools a shared roadmap for effective teaching and learning. They create consistency, set clear expectations, and align instruction with district goals so every student has access to high-quality education. MHUSD's key frameworks are listed below.

5 Dimensions of Teaching and Learning - Student Engagement

The 5 Dimensions of Teaching and Learning framework describes the key elements of effective instruction in classrooms: Purpose, Student Engagement, Curriculum & Pedagogy, Assessment for Student Learning, and Classroom Environment & Culture.

Student Engagement is at the heart of this framework for elementary students. It means children are not only on task but are thinking, asking questions, making connections, and feeling excited to learn. Engaged students are more likely to develop strong academic skills and cultivate a lasting love of learning that extends well beyond elementary school.

In an elementary classroom, using the 5 Dimensions of Teaching and Learning with a focus on Student Engagement means instruction should be:

Purposeful – Every lesson has a clear “why” that students can understand. Teachers connect learning to students’ experiences, interests, and prior knowledge so it feels meaningful.
Active and hands-on – Learning activities go beyond listening and repeating. Students explore, create, discuss, and problem-solve in ways that deepen their understanding.
Responsive to student needs – Instruction is flexible and adapted to different readiness levels, language needs, and learning styles, often through small-group work or differentiated tasks.
Interactive – Students learn by talking with peers, explaining their thinking, and working together to solve problems, which builds both academic and social skills.
Feedback-rich – Teachers give students frequent, specific feedback so they know how they are doing and what they can do to improve, encouraging ownership of learning.
Rooted in a positive classroom culture – Routines, relationships, and expectations help students feel safe, respected, and willing to take risks in their learning.

Inclusive Practices

Inclusion in elementary school means all students, including those with disabilities, language needs, or other learning differences, learn together in the general education classroom with the support they need to succeed. It recognizes that every child brings unique strengths and that learning alongside diverse peers benefits everyone.

In an inclusive elementary classroom:

Every student belongs – All children are valued members of the class community.
Lessons are accessible – Teachers use strategies, accommodations, and modifications so all students can participate in activities and discussions.
Teachers work as a team – General education teachers, special education teachers, and specialists collaborate to plan and teach.
High expectations for all – Students are encouraged and supported to meet challenging but achievable goals.

Inclusion is more than a placement; it’s a commitment to making sure every child feels welcomed, supported, and able to learn alongside their classmates from the very start of their school journey.

Universal Design for Learning

Universal Design for Learning (UDL) is an approach to teaching that gives all students, regardless of their abilities, language background, or learning styles, multiple ways to succeed. In elementary school, it means designing lessons and activities from the start so every child can access, engage with, and show what they know.

In practice, UDL in elementary classrooms looks like:

Multiple ways to learn – Teachers use a mix of visuals, hands-on activities, stories, technology, and movement to present new ideas.
Multiple ways to participate – Students can work independently, in pairs, or in groups; use manipulatives or digital tools; and take part in discussions or creative projects.
Multiple ways to show understanding – Instead of one “right” format, students might write, draw, build, speak, or act out what they’ve learned.
Built-in supports – Lessons include scaffolds like sentence starters, graphic organizers, word banks, and language supports to help all learners succeed without singling anyone out.

By using UDL, teachers make learning more flexible, inclusive, and engaging, so every student, from emerging readers to advanced learners, can grow and thrive.

Play-Based Learning in TK

Play-based learning in TK is an instructional approach where purposeful play is used as the primary way young children explore, learn, and build foundational skills. It recognizes that 4- and 5-year-olds learn best through active, hands-on experiences that connect to their natural curiosity and social development.

Key elements of play-based learning in TK:

Child-centered exploration – Activities are designed to spark curiosity and allow children to make choices, explore materials, and follow their interests.
Purposeful planning – Teachers intentionally design play opportunities that build skills in language, literacy, math, science, social-emotional learning, and problem-solving.
Integrated learning – Academic concepts are woven into play through centers such as dramatic play, blocks, art, music, sensory tables, and outdoor exploration.
Social development – Play encourages cooperation, communication, empathy, and self-regulation as children interact with peers.
Observation and guidance – Teachers observe play to understand each child’s development, scaffold new skills, and extend learning through open-ended questions and challenges.

In TK, play is not separate from learning — it is the learning. This approach lays the groundwork for future academic success while supporting creativity, confidence, and a love of school. Learn more about play-based TK from the California Department of Education’s Powerful Role of Play in Early Education.

Instructional Minutes

State law sets minimum daily and annual instructional time for elementary grades, not including lunch or recess.

Daily Minimum

Kindergarten: At least 180 instructional minutes per day
Grades 1–3: At least 230 instructional minutes per day
Grades 4–8: At least 240 instructional minutes per day

Annual Minimum

Kindergarten: 36,000 instructional minutes per year
Grades 1–3: 50,400 instructional minutes per year
Grades 4–8: 54,000 instructional minutes per year

Physical Education (PE)

In addition to general instructional minutes, California law mandates a minimum of 200 minutes of PE instruction per 10 school days for elementary students.

MHUSD Elementary Instructional Minutes (Grades TK-K)
	Regular Day	Collaboration	First Four Days	Minimum Day
Daily Instructional Minutes	365	245	145	245
Annual Total	48,910	9,065	580	1,225

MHUSD Elementary Instructional Minutes (Grades 1-3)
	Regular Day	Collaboration	Minimum Day
Daily Instructional Minutes	325	225	225
Annual Total	44,850	8,325	1,125

MHUSD Elementary Instructional Minutes (Grades 4-5)
	Regular Day	Collaboration	Minimum Day
Daily Instructional Minutes	345	225	225
Annual Total	47,610	8,325	1,125

Visit each school's website to view their individual Bell Schedules.

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