The purpose of this study was to determine the impact of implementing a unique and systematized version of curriculum planning and documenting across all levels of a Pre-K-Grade 12, US-curriculum, and international school in the Dominican Republic. Based on the Backwards by Design philosophy, cemented with a standards-based approach highlighting aligned assessments, the researchers sought to observe how weekly curriculum documenting would provide structure and a deliberate focus on the standards. As the researchers were administrators at the school, evidence was collected over five consecutive school years, 2014-2019 in order to determine the effect on student learning of this specific curriculum planning process. In 2014, in the international school where the research occurred, the importance of clearly articulated and vertically aligned curriculum standards became a priority. The school adopted the Common Core Standards for English and Mathematics that Fall, yet the curriculum around those standards was not well fleshed-out nor was there evidence of consistency in the planning or teaching practices. Subsequently, results on standardized assessments such as Measure of Academic Progress (MAP), Scholastic Aptitude Test (SAT) and Advanced Placement (AP) indicated poor to satisfactory academic achievement. Researchers Dr. Colin Brown and Ms. Lindsay Prendergast looked to rectify this situation by implementing a unique and systematized version of weekly curriculum planning and documentation based on the Backwards by Design philosophy. It was expected this intervention would positively influence teaching and learning practices through: (1) zeroing in on standards and teaching practices on a weekly basis; (2) guaranteeing teachers have a clear understanding of their weekly objectives; and (3) providing greater attention to detail during the planning phase.