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3 | Learning the Strategy | Engaging for Change | Achieving Impact | Driving Transformation | Documentation | ||||||||||||||||||||||
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5 | CIA 1.1 | ||||||||||||||||||||||||||
6 | Adopt and implement culturally and linguistically responsive, high-quality instructional materials (HQIM) from the PED adopted list of core instructional materials | Some or no grade levels have adopted and/or implemented high-quality instructional materials in math and reading. The core curriculum used may not be aligned with CCSS, may not meet students' needs, and/or may not be culturally and linguistically responsive. Teachers may be expected to supplement the curriculum with their own materials. | Most grade levels have adopted and implemented high-quality instructional materials in math and reading that are aligned with CCSS and meet students' needs. There are school-wide expectations for using the HQIM and on-level accelerated instruction, but the expectations are not monitored by administrators. | Each grade level has adopted and implemented high-quality instructional materials for math and reading that are aligned with CCSS, meet students' needs, and are culturally and linguistically responsive. There are school-wide expectations for using the HQIM and on grade-level accelerated instruction. These expectations are monitored by administrators. School and district staff incorporate local knowledge from the communities they serve into instructional practices. | Each grade level has adopted and implemented high-quality instructional materials for all subjects that are aligned with CCSS, meet students' needs, and are culturally and linguistically responsive. There are school-wide expectations and professional development for using the HQIM and on grade-level accelerated instruction. Layer 1 supports and supplemental instructional materials align and connect with the grade-level content in the high-quality instructional materials, providing students a coherent instructional experience. Classroom mission and vision statements are connected to the school's mission, vision, and instructional framework. These expectations are monitored by administrators. School and district staff systematically incorporate local knowledge from the communities they serve into insructional practices. | Scope and sequence aligned to standards Classroom walk-through forms Evidence-based high-quality instructional materials aligned with grade-level standards NM Instructional Scope High-quality curriculum-aligned professional learning to support implementation of HQIM (PLCs, coaching w/observation and feedback, teacher collaboration, etc.) Classroom mission and vision statements that are connected to the school's mission, vision, and instructional framework | |||||||||||||||||||||
7 | CIA 1.2 | ||||||||||||||||||||||||||
8 | Layer I Core Instruction is differentiated to meet the needs of all of students and includes daily, small-group, differentiated instruction | Small-group instruction with the teacher may not be occurring for most students on most days during core instruction. Instruction may not be targeted to specific learning needs. Each small group of students receives the same instruction and completes the same activities. Student groupings may change less often than quarterly and grouping may not be based on analysis of data. | Strong differentiation within the adopted HQIM occurs for most students on most days during core instruction for math, science and reading. Instruction is based on data targeted to specific learning needs and varies based on the needs of the group (Special Education, EL, Gifted, Linguistically Diverse students). Students with more significant learning needs are provided supports with greater frequency, of longer duration, and/or in smaller groups. Student groupings change at least quarterly. | Strong differentiation within the adopted HQIM occurs for each student everyday during core instruction for math, reading, and science. Instruction is targeted to specific learning needs tied to the CCSS and NM STEM Ready! Science, varies based on the needs of most groups (Special Education, EL, Gifted, Linguistically Diverse students), is driven by data, and is based on teacher action plans. Students with more significant learning needs are provided supports with greater frequency, of longer duration, and in smaller groups. Student groupings change at least quarterly, based on data. Assessment data is shared with relevant stakeholders to determine areas for community support strategies. Students are engaged in sensemaking through Standards for Math Practices and/or Science and Engineering Practices. | Strong differentiation within the adopted HQIM occurs for each student everyday during core instruction for all subjects. Instruction is targeted to specific learning needs tied to the CCSS and NM STEM Ready! Science, varies based on the needs of all groups (Special Education, EL, Gifted, Linguistically Diverse students), is driven by data, and is based on teacher action plans. Students with more significant learning needs are provided supports with greater frequency, of longer duration, and in smaller groups. Student groupings change at least quarterly, based on data. Assessment data is shared with relevant stakeholders to determine areas for community support strategies. Students are engaged in daily sensemaking through Standards for Math Practices and/or Science and Engineering Practices. | Lesson plans Teacher action plans Classroom walk-through forms and feedback Interim assessments that determine student groups Formative assessments IEPs for identified students Progress monitoring data that informs the identificaiton of student groups NM Instructional Scope | |||||||||||||||||||||
9 | CIA 1.3 | ||||||||||||||||||||||||||
10 | Clearly defined Layer 1 supports prioritize student needs and ensure any additional supports needed align with and enhance the adopted HQIM. Interventions are focused on ensuring all students have any just-in-time support needed to access grade-level content through the HQIM. | The school may not have clearly defined Layer 1 supports or appropriate resources for teachers or health and wellness staff to implement supports. Teachers may not receive training and feedback on implementing Layer 1 supports. School administrators may not be monitoring implementation of Layer 1 supports. | The school has defined Layer 1 supports and appropriate resources for teachers and health and wellness staff to implement supports. Teachers receive professional learning on implementing Layer 1 supports. School administrators monitor implementation of Layer 1 supports, but monitoring may not be systematic. | The school has defined Layer 1 supports, including those embedded in the HQIM and appropriate resources for teachers and health and wellness staff to implement supports. Teachers and health and wellness staff can explain the supports they provide. Teachers and health and wellness staff receive professional learning and feedback on implementing Layer 1 supports. School and district administrators have a system for monitoring implementation of Layer 1 supports. The broader school community is aware of and can explain school-wide supports. | The school has defined Layer 1 supports, including those embedded in the HQIM. Educators engage in professional learning that mirrors what and how students learn using the HQIM for their classes. Appropriate resources for teachers and health and wellness staff to implement supports are available. Teachers and health and wellness staff can explain the supports they provide and why the particular support was chosen. Teachers and health and wellness staff receive systematic and continuous training and feedback on implementing Layer 1 supports. School and district administrators have a system for monitoring implementation of Layer 1 supports. The broader school community is aware of and can explain school-wide supports. | Teacher action plans Classroom walk-through forms and feedback Agendas from teacher and/or health and wellness staff trainings and PL Evidence-based high-quality instructional materials aligned with grade-level standards | |||||||||||||||||||||
11 | CIA 1.4 | ||||||||||||||||||||||||||
12 | Formative assessments are a regular part of instruction. Common interim and summative assessments aligned to state adopted standards inform an understanding of students' proficiency levels and progress. | There may not be a plan in place for routine formative assessment practice as part of core instruction. Defined performance levels that identify if students are below, nearing, or on target relative to grade-level skills and other objective criteria may not be used or in place. The cut scores may not be published and available for school staff to access. | There is evidence that formative assessments are part of routine instruction and aligned to state adopted standards. In most grades, defined performance levels that identify if students are below, nearing, or on target relative to grad-level skills and other objective criteria are understood by all staff members. The performance level cut scores and performance level descriptors are published and available for school staff, so teachers know what level of achievement makes students eligible for more intense supports. | Teachers discuss results of common formative, interim, and summative assessments during professional learning and/or team time. Student-level assessment data is accessible by everyone involved in instruction and intervention. School-wide and grade-level-wide proficiency levels, performance level dscriptors, and other objective criteria are used for moving students between layers. Cut scores and performance level dscriptors are published and available for school staff so teachers know what level of achievement makes students eligible for more intense supports. Students are aware of their targets and can articulate them. The broader school community is aware of and understand grade-level progressions. Parents receive progress monitoring information. | Assessment data for each student is accessible and the data provides student performance information relative to the standards assessed. School teams have robust conversations about student-level performance data and trends based on demographic subgroup data. Discussions focus on strategies for specific low-performning subgroups based on school designations (NM Vistas). School-wide and grade-level-wide proficiency levels and other objective criteria are used for moving students between layers. Cut scores and performance level descriptors are published and available for school staff so teachers know what level of achievement makes students eligible for more intense supports, including students with advanced performance. Students are able to articulate how formative, interim and summative assessments impact their target(s) and their ability to achieve those targets. The broader school community is aware of and understand these progress expectations in order to align student support. The formative assessments embedded within the adopted high-quality instructional materials are utilized. | Interim assessment data Agendas from data meetings Published expectations Student-led data conferences Assessments aligned with adopted high-quality instructional materials 1 Curriculum-embedded assessments 2 Common formative assessments 3 Summative assessments 4 Student work products | |||||||||||||||||||||
13 | CIA 1.5 | ||||||||||||||||||||||||||
14 | English language development (ELD) instruction is provided for students identified as English Learners (ELs) and utilizes a data informed approach to design instruction | There is no distinct block of instruction to specifically teach the English language and content courses do not use the ELD standards to shelter instruction. Content teachers and ELD educators do not meet to discuss the needs of English learner students. English learner students may not have strategic nonlinguistic supports. Content teachers do not evaluate the role of language in their instruction. English language development is the job of the ELD teachers. | There is a distinct block of instruction of at least 45 minutes, during core classroom instruction or not during core classroom instruction, to specifically teach the English language to ELs. ELs are not intentionally grouped. This block of time may not explicitly address receptive language (listening and reading) and expressive language (speaking and writing). The instruction provided in the content areas may not be sheltered. Content teachers know which students are English learners, but not specific proficiency levels. | There is a distinct block of instruction of at least 45 minutes, not during core classroom instruction, to specifically teach the English language to ELs. ELs are grouped based on their English language proficiency level. This block of time addresses receptive language (listening and reading) and expressive language (speaking and writing). ELD can be a pullout class or course or a dedicated block within the self-contained classroom in the elementary setting. The ELD standards are used to shelter content instruction. Content teachers consult with the ELD teacher when a student is struggling in the class. English language proficiency data is shared with all educators who work with English learners. ELD teachers share domain scores and consult with content teachers when EL students are struggling. | There is a distinct block of instruction of at least 60 minutes, not during core classroom instruction, to specifically teach the English language to ELs. ELs are grouped based on their English language proficiency level. Teachers recieve systematic professional learning on meeting the needs of EL students. Content teachers collaborate with the ELD service provider to scaffold the language of the content area, provide supports based on student needs, and design challenges within the English learner student's zone of proximal development. Content teachers study the language demands of their content. Content teachers know students' English language proficiency levels, domain scores, strengths, and areas of need. Content teachers view themselves as language teachers. Instruction is scaffolded when linguistic and cognitive demands are high. Educators of English learner students use nonlinguistic tools strategically (e.g. advance organizers, visuals) to anchor instruction and support students in making meaning. All educators working with English learners utilize the WIDA 2020 ELD Framework. | School course schedules and student schedules ELD standards Language objectives with a focus on receptive and expressive language ACCESS data | |||||||||||||||||||||
15 | CIA 1.6 | ||||||||||||||||||||||||||
16 | Instruction is culturally and linguistically responsive (CLR) | Students do not or rarely practice determining what cultural or linguistic behavior is most appropriate for a situation. Validation and affirmation of students’ home cultures and languages does not consistently happen school-wide. If there are school-wide expectations for implementation of CLR instruction, they are not clearly communicated to the staff or documented. Leadership does not monitor instruction. | Students regularly practice determining what cultural or linguistic behavior is most appropriate for a situation. Teachers validate the home culture and language of students, legitimizing use of the home language. Teachers affirm the home culture and language as a positive asset to students and the community. Teachers make efforts to reverse negative stereotypes of non-dominant cultures and languages. Teachers create connections between the home culture and language and the expectations of school culture and language for success in school. There are school-wide implementation expectations for CLR instruction and instruction is monitored by administrators. | Students regularly practice determining what cultural or linguistic behavior is most appropriate for a situation. School staff validate the home culture and language of students, legitimizing use of the home language. Teachers affirm the home culture and language as a positive asset to students and the community. School staff make consistent efforts to reverse negative stereotypes of non-dominant cultures and languages. School staff create connections between the home culture and language and the expectations of school culture and language for success in school. There are school-wide implementation expectations for CLR instruction and behavior supports and implementation is monitored by administrators. Family-focused EL supports are implemented to complement and reinforce students' English Language Development during the school day. | Students regularly practice determining what cultural or linguistic behavior is most appropriate for a situation. School staff validate the home culture and language of students, legitimizing use of the home language. Teachers affirm the home culture and language as a positive asset to students and the community. School staff make intentional and consistent efforts to reverse negative stereotypes of non-dominant cultures and languages. School staff create connections between the home culture and language and the expectations of school culture and language for success in school. There are school-wide implementation expectations for CLR instruction and behavior supports and implementation is systematically monitored by administrators. Family-focused EL supports are implemented to complement and reinforce students' English Language Development during the school day. There is an intentional structure for communication and alignment between school EL teachers and adult EL service providers. | Statement affirming home languages and cultures of students included in student/parent handbook or planner Communication log between teachers/administrators Lesson plans which reflect multicultural experiences/lessons Parent/teacher conference log Interest survey/student survey ACCESS data | |||||||||||||||||||||
17 | CIA 1.7 | ||||||||||||||||||||||||||
18 | Teacher teams, including Professional Learning Communities (PLCs), monitor student progress and meet regularly to review student data and discuss solutions for struggling students | There may not be regular teacher team meetings to review data and support student achievement prior to moving students to higher layers of support. There may not be regularly scheduled times for teacher teams (grade-level teams, PLC teams, or other teams) to meet. | There are teacher team meetings to review data and support student achievement through Layer 1 supports prior to moving students to higher layers of support. There is a regularly scheduled time for teacher teams to meet. | There are teacher team meetings to review data and authentic student work as well as to support student achievement through differentiation and Layer 1 supports prior to moving students to higher layers of support. There is a regularly scheduled time for teacher teams to meet with an agenda that supports the review of individual student data. Administrators participate in the meetings at least monthly. PLCs intentionally share information vertically to ensure identification of whole family solutions for struggling students. | There are teacher team meetings to systematically review data and authentic student work as well as to support student achievement through differentiation and Layer 1 supports prior to moving students to higher layers of support. There is a regularly scheduled time for teacher teams to meet with an agenda that supports the review of individual student data. Administrators participate in the meetings at least monthly. PLCs intentionally share information vertically to ensure identification of whole family solutions for struggling students. Teachers and administrators recieve professional learning to improve the efficiency and efficacy of teacher teams. | Teacher team meeting agendas and resolutions Calendar of professional learning indicating differentiation for teacher learning opportunities | |||||||||||||||||||||
19 | CIA 1.8 | ||||||||||||||||||||||||||
20 | Core instruction is aligned with structured literacy | The school does not have an outline of core instruction that is aligned to structured literacy. Core instruction is not systematic, cumulative, explicit or diagnostic and does not guide how the structured literacy elements (phonology, orthography, morphology, syntax and semantics) are taught. Instructional content does not integrate the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) at the sentence and paragraph levels. | The school has an outline of core instruction that is aligned to structured literacy. Core instruction may not be systematic, cumulative, explicit, and diagnostic and may not guide how the structured literacy elements (phonology, orthography, morphology, syntax and semantics) are taught. Instructional content may not fully integrate the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) at the sentence and paragraph levels. | The school has a clearly defined outline of core instruction that is aligned with structured literacy. Core instruction is systematic, cumulative, explicit, and diagnostic and guides how the structured literacy elements (phonology, orthography, morphology, syntax and semantics) are taught. (Reference the IDA info graphic) Instructional content integrates the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) at the sentence and paragraph levels. There is evidence of implementation of core instruction aligned with structured literacy. | The school has a clearly defined outline of core instruction that aligns with structured literacy, with evidence of implementation. Core instruction is systematic, cumulative, explicit, and diagnostic and guides how the structured literacy elements (phonology, orthography, morphology, syntax and semantics) are taught. (Reference the IDA info graphic) Instructional content integrates the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) at the sentence and paragraph levels. Additionally, school and district administrators have a system for monitoring implementation of structured literacy principles. The broader school community is aware of and can explain school-wide structured literacy practices. | Outline of layered SLF supports that are multi-sensory Professional learning plan for teachers to implement SLF interventions | |||||||||||||||||||||
21 | CIA 1.9 | ||||||||||||||||||||||||||
22 | Observable structured literacy practices are aligned to the approved LEA Literacy Plan | The school does not have a structure for monitoring core instruction that is aligned to structured literacy. Core reading instruction is not systematic in all courses and aligned with structured literacy elements at the elementary level or disciplinary literacy at the secondary level. Instructional content does not integrate the domains of language as they pertain to reading within each content area. | The school has an outline of a structured literacy plan. The structured literacy plan may not be systematic in all courses and aligned with structured literacy elements at the elementary level or disciplinary literacy at the secondary level. Instructional content may not fully integrate the domains of language as they pertain to reading within each content area. | The school has a clearly defined structure for monitoring instruction aligned with structured literacy, using the administrative walkthrough tool. Core instruction is systematic and formative assessment aligns with structured literacy elements (phonology, orthography, morphology, syntax and semantics) at the elementary level or disciplinary literacy at the secondary level. Instructional content integrates the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) within each content area. There is evidence of implementation and monitoring of core instruction aligned with the structured literacy walkthrough tool. | The school has a clearly defined structure for monitoring instruction aligned with structured literacy, using the administratiive walkthrough tool. Core instruction is systematic and formative assessment aligns with structured literacy elements (phonology, orthography, morphology, syntax and semantics) at the elementary level or disciplinary literacy at the secondary level. Instructional content integrates the domains of language as they pertain to reading (word recognition and comprehension) and written expression (handwriting, spelling, and composition) within each content area. There is evidence of implementation and monitoring of core instruction aligned with the structured literacy walkthrough tool. The data gathered is transparent, targeted, and used within PLCs and instructional leadership planning and is embedded into the school's 90 day plan. | Approved Literacy Plan per NMPED timeline. Walkthrough tool that includes structured literacy (Structured Literacy Walkthrough Tool/Elevate). | |||||||||||||||||||||
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