High-Quality Academics Series Instruction Companion
How do you determine if allotted time for instruction of content/standards is appropriate, and how can the K-12 articulated curriculum be modified for efficiency?
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Why:
- To identify unfinished learning in order to plan for the next year, to address learning gaps
- To ensure that instructional focus is on essential skills
- To close learning gaps and provide acceleration
- To ensure equity across grade levels and classrooms
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How:
- Standards review: identify standards taught/not taught, introduced vs. mastered; at every level, determine the critical prerequisite content for each grade level standard
- Examine previous year’s unfinished learning and remediate within grade level content
- Data review: identify gaps as well as mastery
- Review building master schedule: are all courses being given appropriate time?
- Review K-12 scope and sequence to identify redundancy in curriculum; reorder and compact as necessary
- Identify essential skills in each grade level based on each grade level’s concepts and competencies
- At secondary level: examine prerequisites for course selection
- Identify cross-curricular connections to support and enhance essential skills
- Review resources available to all students and classrooms
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What:
- Curriculum audit/curriculum cycle
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Identifying learning gaps
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Remediation / Acceleration
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Effective scheduling
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Cross-curricular connections (STEM, humanities, etc.)
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Resource allocations
How are you using a variety of instructional methods to maximize student learning while differentiating to meet all student needs?
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Why:
- To ensure equity for students experiencing academic struggle as well as students achieving at high levels
- To ensure rigor and college and career readiness for all students
- To ensure student engagement and ownership of learning
- To ensure that instructional best practices are evident in classrooms
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How:
- Identify existing systems of support (e.g., MTSS, EL program and supports for other underserved populations, co-teaching, coaching, etc.)
- Examine evidence-based Tier 1 practices
- Use appropriate assessment techniques to guide instruction (benchmark, diagnostic, formative, summative)
- Plan for whole group instruction and small differentiated groups based on need
- Examine lesson plans for evidence-based instructional practices, student engagement, differentiation techniques, standards alignment, assessment, scaffolding, etc.
- Implement accountability measures to ensure teachers are scaffolding
- Administrators ensure fidelity of instructional strategies and differentiation methods
- Examine existing resources and teaching methods
- Consider instructional practices for in-person, hybrid, and remote instructional models
- Maximize allocation of instructional resources, including staff, technology, materials, etc.
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What:
- Systems of support (MTSS, co-teaching, coaching)
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Assessment literacy
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Danielson framework
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Differentiated instruction
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Lesson plan criteria
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Maximizing student engagement
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Defining College and Career Readiness
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Evidence-based instructional practices for in-person, hybrid, and remote learning
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Technology tools for learning
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Protocols and inventories for examining teaching practices
How do you ensure alignment of performance expectations (standards), curricular emphasis, and instruction across all classrooms and grade levels?
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Why:
- To ensure that all students have access to an equitable educational experience
- To provide consistency in expectations and instruction
- To provide cohesion between grade levels
- To ensure that what is written, what is taught, and what is assessed is consistent
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How:
- LEAs perform curriculum audits and verifications
- Verify that assessments are aligned to instruction and adjust as necessary
- Create common assessments
- Examine alignment among course/grade level teachers
- Analyze grading procedures and report cards
- Ensure common planning time for teachers to plan consistent instruction and assessment
- Administrators conduct fidelity reviews
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What:
- Curriculum auditing processes and tools
- Assessment literacy
- Standards-based grading practices
- Effective learning community practices