| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
1 | Innovation- i-Ready Math Curriculum Implementation | |||||
2 | ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← | |||||
3 | Ideal Practice | Nonexistent Practice | ||||
4 | Administration, Instructional Coach, LLT Members | |||||
5 | Curriculum Acquisition, Access, and Staff Training | Staff has access to all available materials, training is timely and prior to need, staff receives ongoing training that matches identified areas of needs, AND training is personalized to team needs. | Three of the four following is true: staff has access to all available materials, training is timely and prior to need, staff receives ongoing training that matches identified areas of needs, AND training is personalized to team needs. | Two of the four following is true: staff has access to all available materials, training is timely and prior to need, staff receives ongoing training that matches identified areas of needs, AND training is personalized to team needs. | One of the four following is true: staff has access to all available materials, training is timely and prior to need, staff receives ongoing training that matches identified areas of needs, AND training is personalized to team needs. | Any of the following is partially true: staff has access to all available materials, training is timely and prior to need, staff receives ongoing training that matches identified areas of needs, AND training is personalized to team needs. |
6 | Monitoring of Implementation Brent | Weekly check-in's with grade level PLC's (implementation, usage of targeted instruction time, alignment of assessments to curriculum and standards), three fidelity checks throughout year in each grade level for implementation, review iReady report after three diagnostics | Bi-monthly check-in's with grade level PLC's (implementation, usage of targeted instruction time, alignment of assessments to curriculum and standards), 1 or 2 fidelity checks throughout year in each grade level for implementation, review iReady report after two diagnostics | Monthly check-in's with grade level PLC's (implementation, usage of targeted instruction time, alignment of assessments to curriculum and standards), one fidelity check throughout year in each grade level for implementation, review iReady report after one to two diagnostics | Monthly check-in's with grade level PLC's (implementation, usage of targeted instruction time, alignment of assessments to curriculum and standards), or complete one fidelity check throughout year in each grade level for implementation, or review iReady report after one to two diagnostics | |
7 | Monitoring of Student Performance Jess | Student performance shows that ALL students meet grade-level benchmarks and experience typical growth according to i-Ready Screening Results. | Student performance shows that 75% of students meet grade-level benchmarks and experience typical growth according to i-Ready Screening Results. | Student performance shows that 50% of students meet grade-level benchmarks and experience typical growth according to i-Ready Screening Results. | Student performance shows that 25% of students meet grade-level benchmarks and experience typical growth according to i-Ready Screening Results. | |
8 | Classroom Math Teachers | |||||
9 | Understanding of Curriculum (Understanding of Vertical Alignment, Coherence) | Teachers demonstrate competency in ALL of the following: teaching the curriculum, knowing how their curriculum materials align to their priority standards (clusters) and proficiency scales, knowing how their curriculum vertically aligns with the grade level above and below, and using the coherence map to intervene or enrich student learning. | Teachers demonstrate competency in 4 or more of the following: teaching the curriculum, knowing how their curriculum materials align to their priority standards (clusters) and proficiency scales, knowing how their curriculum vertically aligns with the grade level above and below, and using the coherence map to intervene or enrich student learning. | Teachers demonstrate competency in 3 or less of the following: teaching the curriculum, knowing how their curriculum materials align to their priority standards (clusters) and proficiency scales, knowing how their curriculum vertically aligns with the grade level above and below, and using the coherence map to intervene or enrich student learning. | ||
10 | Grade Level Planning (Proficiency Scale, Collaborative Team Meetings) | CFA process is being reviewed and revised, CFA process is modeled for all stakeholders, appropriate instructional strategies are demonstrated by all team members of the team. | Every priority standard has a proficiency scale, and common formative assessments are created or curated for learning targets for every priority standard. Data is collected and analyzed during CFA meetings. Differentiation, intervention, and extensions are implemented based on student data. | All priority standards are identified, some priority standards are identifed, common formative assessments are given for completed proficiency scales. Tier 1 instruction is implemented. | I can statements are developed for all standards, some priority standards identified, and some formative assessments developed. Formative assessents are not consistent across classrooms. | Professionals do not implement goal setting, priority standards, formative assessments and proficiency scales are not developed. |
11 | Alignment to 8 Standards of Mathematical Practices for Students | Professionals are able to identify and implement all 8 of the Standards of Mathematical Practices in appropriate situations with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals are able to identify all 8 of the Standards of Mathematical Practices in appropriate situations with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals are able to identify some of the Standards of Mathematical Practices with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals focus on whether concepts and skills are learned by students rather than merely taught. | Professionals use practices that are not aligned to the Standards of Mathematical Practices nor have a focus on whether concepts and skills are learned by students rather than merely taught. |
12 | Implementation of 8 Effective Teaching Practices Alicia | Teaching consistently reflects all 8 effective practices. Lessons include conceptual and procedural balance, opportunities for discourse, reasoning, and struggle. The teacher intentionally plans for student thinking and problem solving, continuously making adjustments during instruction. | Many of the 8 practices are evident but not yet consistent. Lessons include conceptual and procedural balance, but opportunities for discourse, reasoning, and struggle may vary. The teacher intentionally plans for student thinking and problem solving, though adjustments during instruction are sometimes limited. | Some elements of the 8 practices are emerging, often in isolation or sporadically. Instruction leans toward procedural teaching with limited reasoning. The teacher occasionally references conceptual understanding or student thinking but does not systematically use evidence to guide instruction. | Instruction does not reflect the 8 practices. Lessons focus almost entirely on procedural recall and answer-getting. There is minimal or no use of reasoning, problem solving, discussion, or representation. Student thinking is not used to guide teaching. | |
13 | Fidelity of Implementation and Material Use Brittni | All members of the team use only materials and common language approved through the collaborative teaming process as agreed upon. | Some members of the team use only materials and common language approved through the collaborative teaming process as agreed upon. | |||
14 | Aligned Assessment Practices - Becca | Uses assessments that are aligned to the cluster being taught. | Uses some assessments that are aligned to clusters being taught. | Uses assessment that are not aligned with the cluster being taught. | Does not use assessments. | |
15 | Monitoring of Student Performance Lea | Grade Level performance shows that ALL students within the grade make expected growth according to i-Ready Screening Results. | Grade Level performance shows that 75% of students within the grade make expected growth according to i-Ready Screening Results. | Grade Level performance shows that 50% of students within the grade make expected growth according to i-Ready Screening Results. | Grade Level performance shows that 25% of students within the grade make expected growth according to i-Ready Screening Results. | |
16 | Use of Targeted Instruction Time Haley | Classroom teachers use data from each iReady unit (CFA, Proficency Scale) to determine which students need additional support during each iReady unit. Teacher consistently uses the materials from iReady and implement with fidelity in a small group setting. | Classroom teachers use data from each iReady unit (CFA, Proficency Scale) to determine which students need additional support. Teacher frequently uses the materials from iReady and implement with fidelity in a small group setting. | Classroom teachers use data from some iReady units (CFA, Proficency Scale) to determine which students need additional support. Teacher occasionally uses the materials from iReady and implement in a small group setting. | Classroom teacher never use data from the iReady unit to determine which students may need additional support. Materials used for small group are not aligned with the iReady curriculum. | Teacher uses this time for a different subject area, offering no math intervention to students. |
17 | Interventionists, SPED Teachers, and other Certified Staff | |||||
18 | Understanding of Vertical Alignment and Coherence - Jenn | Teachers demonstrate competency in ALL of the following: knowing how the curriculum vertically aligns with the grade level above and below, and using the coherence map to intervene or enrich student learning. | Teachers demonstrate competency in one of the following: knowing how the curriculum vertically aligns with the grade level above and below, and? using the coherence map to intervene or enrich student learning. | Teachers demonstrate partial competency in any of the following: knowing how the curriculum vertically aligns with the grade level above and below, and using the coherence map to intervene or enrich student learning. | ||
19 | Use of Common Language and Alignment with Interventions/ SDI -Rose | Special education teachers and interventionist utilize common language throughout specially designed instruction and align i-Ready lessons with goals and targeted interventions | Special education teachers and interventionist utilize some common language throughout specially designed instruction and align some I-ready lessons with goals and targeted interventions | Special education teachers and/or interventionist utilize some common language throughout specially designed instruction and/or align some I-ready lessons with goals and targeted interventions | Special education teachers and/or interventionist are aware and beginning to utilize some common language throughout specially designed instruction and/or align some I-ready lessons with goals and targeted interventions | Special education teachers and interventionists are not aware of and are not using the common language or aligning goals and/or targeted interventions. |
20 | Collaboration with Classroom Teachers | On going collaboration between classroom teachers, special education teachers, and interventionsists to interpret data, plan interventions, and discuss strategies. | Some collaboration between classroom teachers, special education teachers, and interventionsists to interpret data, plan interventions, and discuss strategies. | Minimal collaboration between classroom teachers, special education teachers, and interventionsists to interpret data, plan interventions, and discuss strategies. | No collaboration between classroom teachers, special education teachers, and interventionsists to interpret data, plan interventions, and discuss strategies. | |
21 | Alignment to 8 Standards of Mathematical Practices | Professionals are able to identify and implement all 8 of the Standards of Mathematical Practices in appropriate situations with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals are able to identify all 8 of the Standards of Mathematical Practices in appropriate situations with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals are able to identify some of the Standards of Mathematical Practices with a focus on whether concepts and skills are learned by students rather than merely taught. | Professionals focus on whether concepts and skills are learned by students rather than merely taught. | Professionals use practices that are not aligned to the Standards of Mathematical Practices nor have a focus on whether concepts and skills are learned by students rather than merely taught. |
22 | Implementation of 8 Effective Teaching Practices Alicia | Teaching consistently reflects all 8 effective practices. Lessons include conceptual and procedural balance, opportunities for discourse, reasoning, and struggle. The teacher intentionally plans for student thinking and problem solving, continuously making adjustments during instruction. | Many of the 8 practices are evident but not yet consistent. Lessons include conceptual and procedural balance, but opportunities for discourse, reasoning, and struggle may vary. The teacher intentionally plans for student thinking and problem solving, though adjustments during instruction are sometimes limited. | Some elements of the 8 practices are emerging, often in isolation or sporadically. Instruction leans toward procedural teaching with limited reasoning. The teacher occasionally references conceptual understanding or student thinking but does not systematically use evidence to guide instruction. | Instruction does not reflect the 8 practices. Lessons focus almost entirely on procedural recall and answer-getting. There is minimal or no use of reasoning, problem solving, discussion, or representation. Student thinking is not used to guide teaching. | |
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