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PCPS Instructional Framework:

Making the Framework Work

Presented by: Dr. Nikita Gates, English Instructional Specialist 6-12

Welcome!!!!!

Please sit with your grade-level or school colleagues.

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Simple text One

Simple text One

AGENDA

PCPS

Instructional Framework

“Just as sailors rely on the North Star to navigate across uncharted waters, school districts can best stay on course with their own guiding light, an instructional framework.” Jill Thompson

August

2025

Purpose

01

Why

04

Goals

02

Components

03

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Speed Connection

Arrange yourselves into two circles with one inside the other.
One teacher from each pair draws a slip and reads the prompt aloud.
Both teachers share their answer and discuss briefly.
After the round ends, people in the outer circle rotate one step to the right (or partners switch for a quick re-pairing).
Volunteers share the most surprising or inspiring answer they heard during the activity.

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Learning Outcomes

I understand the purpose of an Instructional Framework.

I can identify the components of the PCPS Instructional Framework.

I can analyze instructional activities and make instructional decisions based on the PCPS Instructional Framework.

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Elementary Case Study

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Petersburg City Public Schools

Ms. Lopez wants her 2nd-grade students to make predictions while reading. She briefly explains the concept of predicting based on story clues, then assigns each student a reading passage and asks them to write down their predictions. However, many students struggle with identifying clues, and several are unsure of how to make reasonable predictions. As she reviews their work, Ms. Lopez finds that most students have made random guesses rather than informed predictions.

Table Talk:

What gaps in student understanding emerged?

What could have prepared them better?

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Secondary Case Study

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Petersburg City Public Schools

Mr. Turner wants his high school biology students to design their own experiments. He explains the general steps for creating an experiment, including formulating a hypothesis, identifying variables, and writing a procedure. Then, he immediately asks students to work individually on designing an experiment from scratch. Many students struggle, with some unsure of how to structure their hypothesis, while others can’t clearly define variables. Mr. Turner notices that most students’ final reports lack a coherent procedure, and many variables are incorrectly identified.

Table Talk:

What gaps in student understanding emerged?

What could have prepared them better?

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Gradual Release of Responsibility

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Petersburg City Public Schools

The model is built on several theories:

Jean Piaget’s work on cognitive structures and schema (1952).

Lev Vygotsky’s work on zones of proximal development (1962, 1978).

Albert Bandura’s work on attention, retention, reproduction, and motivation (1965).

David Wood, Jerome Bruner, and Gail Ross’s work on scaffolded instruction (1976).

Grounded in Research and Evidence

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Gradual Release of Responsibility

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Petersburg City Public Schools

1. Promotes Student Independence

2. Improves Student Engagement and Understanding

3. Provides Targeted Support and Scaffolding

4. Encourages Collaborative Learning and Peer Support

5. Enhances Teacher Assessment and Feedback

6. Builds Confidence and Reduces Student Anxiety

7. Supports Differentiation

8. Aligns with Various Learning Styles

Several Key Benefits the support student learning and teaching effectiveness

The Gradual Release of Responsibility (GRR) model offers several key benefits that support both student learning and teaching effectiveness. Here’s a breakdown of the primary advantages:

Click 1. Promotes Student Independence

GRR gradually shifts the responsibility of learning from teacher to student, helping students build the skills and confidence to work independently. By the time students reach the “You Do Alone” phase, they’re better equipped to handle tasks on their own.

Click 2. Improves Student Engagement and Understanding

The model allows students to engage deeply with content in manageable steps. By moving from teacher-led instruction to collaborative and independent practice, students stay actively involved in the learning process and are more likely to understand and retain information.

Click 3. Provides Targeted Support and Scaffolding

In the “I Do” and “We Do” phases, teachers can scaffold instruction to address student needs directly, giving explicit instruction and modeling before gradually decreasing support. This layered approach reduces frustration, making learning more accessible.

Click 4. Encourages Collaborative Learning and Peer Support

The “We Do” and “You Do Together” phases provide structured opportunities for students to work with peers, discuss concepts, and clarify misunderstandings. This collaboration builds a sense of community, allows students to learn from each other, and reinforces social and communication skills.

Click 5. Enhances Teacher Assessment and Feedback

Each phase in GRR gives teachers a clear view of student progress. Teachers can identify misunderstandings in the early stages and provide real-time feedback, adjusting instruction as needed. This makes it easier to ensure that students are on track before they reach the independent phase.

Click 6. Builds Confidence and Reduces Student Anxiety

GRR helps students feel more secure as they move through each stage with clear guidance. By the time they reach the independent phase, they’ve had ample support and practice, which reduces anxiety and fosters confidence in their abilities.

Click 7. Supports Differentiation

The GRR model allows for flexibility, making it easier for teachers to differentiate instruction based on individual student needs. During the “You Do Together” and “You Do Alone” stages, teachers can provide additional support or enrichment as required.

Click 8. Aligns with Various Learning Styles

By incorporating teacher modeling, collaborative work, and independent practice, GRR addresses different learning styles and preferences. Visual, auditory, kinesthetic, and social learners can all benefit from this multi-phase approach, which supports a range of instructional methods.

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Gradual Release of Responsibility

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Petersburg City Public Schools

The model has four components:

Focus Lessons
Guided Instruction
Productive Group Work
Independent Learning

Though the components are presented in this order, they can be used in any order, as long as every lesson contains all four of them.

Click

Say 1. Focus Lessons. Here, the teacher establishes the purpose of the lesson and models his or her thinking. The purpose should be based on the expected learning outcomes, such as standards, and be clearly communicated to students. Teacher modeling should provide students with examples of the thinking and language required to be successful.

Click

Say 2. Guided Instruction. In guided instruction, the teacher strategically uses questions, prompts, and cues to facilitate student understanding. This can be done with whole groups of students

but is probably more effective with small groups that are convened based on instructional needs. During guided instruction, the teacher focuses on releasing responsibility to students while providing instructional scaffolds to ensure that students are successful.

Click

Say 3. Productive Group Work. Students work in collaborative groups to produce something related to the topic at hand. To be productive, the group work must involve students using academic language and being individually accountable for their contribution to the effort. This phase of instruction should provide students with an opportunity to consolidate their understanding

before they apply it independently.

Click

Say 4. Independent Learning. Finally, students apply what they have learned in class and outside of class. Many independent learning tasks are used as formative assessments, designed to check

for understanding and to identify needs for reteaching. Of course, independent learning tasks should not come too soon in the instructional cycle, since students need practice before they can sufficiently apply knowledge in new situations

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Gradual Release of Responsibility

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Petersburg City Public Schools

The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner (Pearson & Gallagher, 1983)

Turn to a partner and put this statement

in your own words.

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Instructional Framework

How important are you to the success of this journey?

Read the letter at the beginning of the booklet.

Highlight key words, annotate your thoughts, and discuss with your table.

What is your role?

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Petersburg City Public Schools

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Framework

Key Components of an Effective Instructional Framework

Learning Objectives
Engagement Strategies
Assessment & Feedback
Scaffolding for ALL students
Reflection & Growth

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Petersburg City Public Schools

2 min Perhaps this case study would have gone a bit differently if there was an instructional framework the teacher could follow.

When we talk about what makes an Instructional Framework effective, we need to keep in mind these five key components:

Key Components of an Effective Instructional Framework (Say)

Learning Objectives: Clearly defined goals aligned with curriculum standards
Engagement Strategies: Techniques to actively engage students in learning
Assessment & Feedback: Methods for assessing student progress and providing feedback
Scaffolding: Strategies for ensuring every student understands the concept
Reflection & Growth: Continuous reflection on teaching practices for improvement.

Today, we are going introduce you to our Instructional Framework - The gradual release of responsibility

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Framework

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Petersburg City Public Schools

Why

Purpose

Goals

But first let’s start with our why, the purpose for a framework and our goals in PCPS (4 min)

Click - Let’s begin with the Why.

Why Instructional Frameworks Matter (say)

Enhances Teaching Quality: Provides a clear, research-based structure for improving instructional practices. Our instructors have a variety of training and experience. In elementary, 25% of our teachers are fully licensed, 30% are provisionally licensed and in Secondary 46% of our teachers are fully licensed, while 36% are provisionally licensed. The remainder are a combination of daily substitute teachers, long-term substitute teachers, and teachers enrolled in an alternative licensure program. Ultimately, each of you are charged with supporting the academic achievement of our students.
Supports All Learners: Facilitates scaffolded instruction and the use of evidence-based strategies to reach diverse learners. We have a wide range of learners in our classrooms who need a range of experiences to support their learning and development.
Drives Continuous Improvement: Encourages reflection, collaboration, and professional growth for teachers.

Click Now let talk about the purpose

Purpose of Creating an Instructional Framework

Alignment with Standards – Ensures all lessons are aligned with state and national standards. This year we have new standards in reading and math, we’ve had new science standards for two years and next year we will have new History standards.
Supports Scaffolding– Offers flexibility to use strategies that support all learners. We have a diverse set of learners that need access to grade level material.
Sustains a Culture of Continuous Improvement – Guides ongoing professional development and self-reflection among teachers. An IF allows us to focus on certain components, determine Prof. Learning needs and coaching opportunities.
Improves Collaboration – Creates a common language that enhances collaboration among teachers, administrators, and support staff.

Click What are our goals for an IF in Petersburg?

Goals of an Instructional Framework

Consistency – Ensure that instructional quality remains consistent across grade levels and subjects, regardless of the experience of the teacher
Focus on Student Outcomes – Align teaching practices with research-proven methods to maximize student learning and engagement
Professional Development – Provide teachers with clear expectations and scaffolds for improving their practice.
Reflection & Feedback – Offer a common language for reflection and coaching to enhance professional growth.

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PCPS Instructional Framework

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Petersburg City Public Schools

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Instructional Frameworks and Observational Tool

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Petersburg City Public Schools

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Instructional Framework

Notice and Wonder

In what ways does this resource support your work?

Dig into your content area or an area of interest

Take note of what you Notice & Wonder

Individuals share out with your team

Determine what your group wants to share out

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Petersburg City Public Schools

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Elementary Case Study

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Petersburg City Public Schools

Ms. Lopez introduces her 2nd-grade class to making predictions through a structured process:

1. I Do: She begins with a read-aloud, pausing to model her thought process by using context clues and illustrations to make predictions.

2. We Do: She reads the next part with the class and asks students to make predictions in pairs, guiding them and providing feedback.

3. You Do Together: In small groups, students read another section, write down predictions, and share their reasoning with each other

4. You Do Alone: Finally, students read a passage independently and make predictions, showing their understanding of how to use story clues.

Table Talk:

What strategies can be incorporated to Check for Understanding during the You Do Together phase?

What differences did you notice in student confidence and skill application by the time they reached the “You Do Alone” phase?

Secondary Hide this slide (mix groups up)

5 min

Say: Now let’s look at the Case Study again. This time it has been revised to follow the Gradual Release of Responsibility (GRR). Read aloud.

Say: As a result, most students demonstrate a strong grasp of prediction skills, feel more confident, and produce predictions based on textual evidence.

Click: Allow groups to collaborate and have a few to share out their responses from the Table Talk Questions.

Say: This case study illustrates how the GRR model provides necessary scaffolding, helping students build confidence and competence gradually, which leads to more successful independent practice.

Check for Understanding during You Do Together Phase:

Suggested Strategies - Teacher led-small group instruction (Classroom teacher, ESL, SPED, Tutor) to provide intervention or acceleration opportunities with students. The other students are working independently in student-led small groups. In between the teacher -led groups, the teacher can do a couple of things:

When students come to the teacher table, check in with students using a checklist/questions (i.e. Teacher Table) to provide feedback (may take 2-3 minutes)
In-between groups, the teacher rotates through the classroom to students and checks in with questions/feedback (2-3 minutes)

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Secondary Case Study

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Petersburg City Public Schools

Mr. Turner introduces experiment design in structured phases:

1. I Do: He demonstrates the process step-by-step, modeling how to select a hypothesis, identify variables, and outline procedures.

2. We Do: Together, the class creates a sample hypothesis and identifies variables, with Mr. Turner guiding and providing feedback.

3. You Do Together: In small groups, students practice by creating their own experiment outline, defining variables and drafting a procedure with peer support.

4. You Do Alone: Finally, each student writes an individual lab report, applying the skills learned through the guided activities.

Table Talk:

What strategies can be incorporated to Check for Understanding during the You Do Together phase?

How did collaborative and independent phases improve students' ability to apply skills independently by the “You Do Alone” phase?

Elementary Hide this slide (mix groups)

5 min

Say: Now let’s revisit our scenario from the beginning of the presentation.

Say: With this approach, most students successfully complete their reports with well-defined hypotheses, variables, and coherent procedures, demonstrating a stronger grasp of experiment design.

Click: Allow groups to collaborate and have a few to share out their responses from the Table Talk Questions.

Say: This case study illustrates how the GRR model provides necessary scaffolding, helping students build confidence and competence gradually, which leads to more successful independent practice.

Check for Understanding during You Do Together Phase: Suggested Strategies - Teacher led-small group instruction (Classroom teacher, ESL, SPED, Tutor) to provide intervention or acceleration opportunities with students. The other students are working independently in student-led small groups. In between the teacher -led groups, the teacher can do a couple of things:

When teachers come to the teacher table, check in with students using a checklist/questions (i.e. Teacher Table) to provide feedback (may take 2-3 minutes)
In-between groups, the teacher rotates through the classroom to students and checks in with questions/feedback (2-3 minutes)

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GRR Reflection

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Petersburg City Public Schools

Table Talk:

Think about your own classroom -

How would using GRR change the way students interact with content in your subject area?

What challenges might you face when implementing each phase of GRR, and how could you address them?

In your experience, how has a lack of scaffolding affected student outcomes?

Silent and Solo:

What did you notice about student engagement and comprehension in the non-GRR cases?

How did the GRR approach impact student understanding and skill application in the second scenario?

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Observation/Reflection Tool

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Petersburg City Public Schools

Watch this video.

What did you observe?

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PCPS Gradual Release of Responsibility Lesson Plan Guidance & Template

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Petersburg City Public Schools

GRR Lesson Plan Template:

A specific, daily plan (roadmap)
A single lesson or unit.
More detailed, often driven by the instructional framework

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Role - Play

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Petersburg City Public Schools

Create a mini-lesson using the Petersburg Instructional Framework (PIF) for an upcoming topic, with a focus on applying the GRR effectively

Prompts for Sharing:

How did your group ensure each phase was clear and supportive for students?

What did you find challenging about sequencing the phases?

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Social Emotional Learning

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Petersburg City Public Schools

“If implementation fails, it means we failed to properly support, encourage, motivate, and sustain behavior change among adults.” —

Dr. Clay Cook, Implementation Scientist & Chief Development Officer

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Gradual Release of Responsibility Framework for SEL

1. Focused Instruction (“I Do”)

Teacher Role: Explicitly model SEL skills like self-regulation, empathy, or problem-solving. For example, during a lesson on managing emotions, the teacher might share personal strategies for calming down and talk through the steps they use.
Goal: Provide a clear model for students to observe and understand what the skill looks like in action.

2. Guided Instruction (“We Do”)

Teacher Role: Guide students through the process of practicing the skill. In a lesson on conflict resolution, for instance, the teacher could set up role-play scenarios and help students navigate through them.
Goal: Offer structured support so students can begin practicing skills with teacher feedback and guidance.

3. Collaborative Learning (“You Do Together”)

Student Role: Work together in pairs or small groups to practice SEL skills. Here, the teacher steps back but remains available to coach as needed. For example, students might work together on empathy-building exercises or group decision-making tasks.
Goal: Foster peer-to-peer learning and allow students to practice skills in real-life social interactions.

4. Independent Practice (“You Do Alone”)

Student Role: Use SEL skills independently in various situations. Students might journal about how they applied a skill during a difficult situation or set personal SEL goals for themselves.
Goal: Encourage students to apply these skills in their daily lives with confidence and self-reliance.

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Characterstrong - Purposefull People (PreK-Grade 5)

Connect

Grow

Start

Exit

Respond

Teacher- Introduces the weekly concept or skill with an engaging activity

Student- Actively participate in the activity to begin understanding and start making the connection of the concept or skill to the real world.

Teacher- Continues introducing the weekly concept and models the concept or skill

Student- Connects on a deeper level which could include personal sharing or group activities

Teacher- Practices the weekly concept or skills with students (role play, etc)

Student- Practices skills or concepts with teacher (role play, etc) for continued skill building

Teacher- Give students the space to consider what they’ve learned in small groups and provide feedback

Student- Practice the skills or concepts and how they apply in real life with peers

Teacher- Provide a reflection activity and provide feedback to promote ownership of the skill or concept

Student-Independently apply the skill or concept, both inside and outside the classroom

How

The

2 minutes

Say: And three- we know that structure is important both for students’ intellectual safety and for us as adults to breathe easier. So each week is structured the same- There are 5 lessons or activities that are designed to either be delivered separately, or grouped together for maximum flexibility.

Start contains an introduction and application of the character trait.
Connect is a choice-based activity designed to build relationships, build positive classroom culture, and have some fun.
Grow is the heart of our of the week. These lessons are more in-depth (and longer). They are designed to infuse social and emotional learning and character development with a focus on collaboration and reflection.
Respond is a series of activities designed to meet the needs of the class in the moment. Choose from an emotion regulation activity, a brain booster, or a chance to have some meaningful discussion through a community circle.
Exit is a way to send students out the door with a reflection, a connection, and a mission to continue developing these skills beyond the classroom walls.

Within these 5 parts, there is a lot of guidance for you and choice for your students to engage in a way that is most meaningful to them.

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Characterstrong- Secondary Grades 6-12

Community

Content

Character

Welcome

Closure

Teacher- Engages students in an engaging activity that creates an inclusive and supportive learning environment

Student- Actively participate in the activity to start making the connections with peers

Teacher- Continues engaging students in activities to build a sense of belonging and introduce weekly core concept

Student- Connects with peers on a deeper level which could include team building activities and pair-share discussions

Teacher- Introduces the weekly core instructional concept or skill

Student- Actively participate in real life discussions and activities to make the connection of the concept or skill to the real world and practice the skill or concept

Teacher- Give students the space to consider what they’ve learned in small groups and provide feedback

Student- Reflects on values and core concepts

Teacher- Provide a reflection activity and engage students in a reflect and reset (coping skills)

Student- Independently apply the skill or concept, both inside and outside the classroom

How

The

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Post posters in an attractive display in your classroom.
Work on building Lesson Plans that follow the Instructional Framework.

Focus for Each Month

December 2-20

Instructional Teams will observe Warm Up, Focused Lesson, and Closing of every teacher.

January 6-31

Instructional Teams will observe

Guided Instruction, Collaborative Learning and Independent Learning

February 3-28

Full Implementation of the Instructional Framework evidenced in walkthrough data.

March 3 …

01

02

03

04

Instructional Framework Rollout

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Petersburg City Public Schools

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December - 80% of lessons are written using the template.

Display poster attractively and prominently.
Have teachers use the lesson plan format.
Give feedback to teachers on the lesson plans.
Bring a lesson plan with feedback to the December Principal’s meeting.

This timeline will ensure that the Petersburg Instructional Framework (PIF) is fully implemented by March 31, 2025. Present to staff the week of Dec. 2

February - 80% of teachers have implemented these elements of the PIF.

Observe the guided instruction, collaborative learning, independent learning in every classroom.
Give feedback to the teacher.
Bring data to the February Principals Meeting.

March - The PIF is evident in at least 80% of our classrooms..

Record a video of a teacher highlighting successful implementation of a component of PIF.
Bring it to the March Principal Meeting to share.

First Phase

Amus. Parum id entur, et hitionsed ut optatias dolo maio illor alitia voloreptas solorum quatia sum, solo.

Principal’s Timeline

January- 80% of teachers have implemented these elements of the PIF.

Observe the warm up, focus instruction, and closing in every classroom.
Give feedback to the teacher.
Bring data to the January Principals Meeting.

01

02

03

04

06

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Petersburg City Public Schools

Our collective goal is to have the Petersburg Instructional Framework evident in at least 80% of our classrooms by March 31, 2025.

December - 80% of lessons are written using the template.

Present this to your staff the Week of Dec. 2
Display poster attractively and prominently in a place community stakeholders and parents can see/learn about the framework.
Attractively and prominently display in classrooms.
Have teachers use the lesson plan format.
Give feedback to teachers on the lesson plans.
Bring a lesson plan with feedback to the December Principal’s meeting.
January- 80% of teachers have implemented these elements of the PIF.

Observe the warm up, focus instruction, and closing in every classroom.

Give feedback to the teacher.

Bring data to the January Principals Meeting.

February - 80% of teachers have implemented these elements of the PIF.

Observe the guided instruction, collaborative learning, independent learning in every classroom.
Give feedback to the teacher.
Bring data to the February Principals Meeting.

March - The PIF is evident in at least 80% of our classrooms..

Record a video of a teacher highlighting successful implementation of a component of PIF.
Bring it to the March Principal Meeting to share.

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Making the Framework Work Professional Learning Survey

We appreciate your feedback.

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THANK YOU