High Quality Instructional Materials (Present)

Recommended Initiative 2.1B

If high quality instructional materials are already in place: Strengthen implementation of externally-vetted, rigorous, and culturally-relevant curriculum through developing or intensifying instructional systems and educator content expertise.

(IF HIGH QUALITY INSTRUCTIONAL MATERIALS ARE NOT PRESENT, CLICK HERE.)

Deliverables & Design Considerations

Click each deliverable below to expand its key design considerations.

TIMING: SPRING 2021

Conduct/solicit an audit of tier 1 curriculum implementation, by a credible third party, in content(s)/grade band(s) in which high quality adopted materials are in place

Do we have internal capacity to conduct a rigorous audit, or do we need an external partner to provide “fresh eyes” on our implementation of tier 1 curriculum in contents/grade bands in which we have already sourced high quality instructional materials?

Identify a limited number of opportunities to enhance and create a multi-year plan that ensures access to grade-level content

What do our student achievement data and stakeholder perspectives indicate are the most important priorities for improvement?
Have we researched and included content-specific programming considerations (e.g., for elementary literacy and high school math) in our planning?
What contents/grade bands are most critical to strengthen and train while we have ESSER funds available?
How can we sequence so that no grade band is overloaded in a given year, taking into account any new curriculum adoptions occurring as part of 2.1a?

{Illustrative example follows; adjust based on findings] Source ES ELA training partner and create training and support plan for SY22-23

What high quality training partners are available to train on the science of reading and how to bring it to life via our adopted elementary literacy curriculum?
What summer and school year training will we provide to teachers and leaders? When?

Publish revisions to literacy block in order to fully implement adopted curriculum and align use of instructional time to literacy research base

Have we allotted sufficient instructional time to address all sub-components of word recognition using high quality materials for reading foundational skills?
Have we allotted sufficient instructional time to build language comprehension and fully implement our adopted curriculum?
Are there any block components we can sunset in order to focus on the highest levers?

Publish ES ELA goals and monitoring plan for SY22-23

How, when, and by whom will success be measured throughout the year?

timing: SCHOOL YEAR 2021-22

Execute training and coaching on science of reading and aligned instruction in reading foundational skills using adopted materials

To what extent is training developing a deep shared understanding of the science of reading among our teachers and leaders?
To what extent is training supporting our educators to provide effective, research-based instruction in foundational skills using our adopted materials and refined literacy block?

Execute progress monitoring plan for foundational skills instruction within revised block

What does our implementation data suggest about the efficacy of our training, supports, and revised block structure for reading foundational skills?
What additional or adjusted supports might be needed?
What lessons learned can we apply to SY22-23?

Source MS math training partner

What high quality training partners are available to support us in strengthening teaching and learning with a focus on UPI/LPI using our adopted MS math curriculum?
What summer and school year training will be provided to teachers and leaders? When?

Publish ES ELA and MS math plans for SY22-23, including goals/monitoring, training/support, and systems for UPI/LPI

How, when, and by whom will success be measured in ES ELA and MS math?
What training and supports will we provide in ES ELA and MS math? When?
What systems will we put in place to strengthen and/or launch unit and lesson plan internalization?

Update schedules/meeting matrices to protect time for UPI/LPI in SY22-23

Have we protected sufficient time on schedules and updated meeting matrices to ensure that UPI and LPI can occur in SY22-23 on the cadence we have identified in our plan and educators can apply what they learn in training in a job-embedded context?

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