Key Questions for Indiana Academic Standards (2014) Implementation School Board Superintendent Senior Instructional Communications Principals Teachers Counselors and Parents and Members and Cabinet Staff and Operational Staff Support Staff Time (OST) Providers How will we stay What proportion What is the extent What information How do I know Do I select at least How do I How do I informed about of central office and breadth of do we need to that teachers are one piece of support know that the district’s or and school-based implementation of gather to keep the asking questions nonfiction or teachers in more school’s progress instructional staff the IAS? How do district leadership that require informational text addressing rigorous IAS implementing the know where to we evaluate the and students to per week that students’ are being Indiana Academic find the IAS, what quality and breadth support their engages and affective taught in my Standards (IAS)? the instructional of implementation? implementation answers with challenges my responses to child’s or shifts are, and With what team aware of evidence from students? What higher students’ how to apply community what they are evidence do I have expectations? school? them in perceptions about reading and from that students are instruction? the IAS? What is what they are improving their our message to learning in close-reading and parents and math? evidence-based community reading and members about the writing skills? IAS and their implementation? What is the What additional What interventions How can we Are general How often do I How do I help Are students district’s or professional do we have in place showcase and education, pose questions students being asked school’s plan for development and for teachers to use utilize classrooms special that will enable develop to justify keeping parents resources do we with struggling that exemplify education, students to confidence and their and the need to provide? students? effective English learner, explore multiple the belief that answers community implementation of and high ability ways to reach an they are capable about what informed the IAS? teachers answer in of rigorous they have implementation of collaboratively mathematics? Am work? read? Are the IAS? developing, I actively engaged they asked to reviewing, and in professional solve discussing learning math instruction and communities on problems? student work implementation of products? the IAS?
Key Questions for Indiana Academic Standards (2014) Implementation School Board Members Superintendent and Cabinet Staff Senior Instructional and Operational Staff Communications Staff Principals Teachers Counselors and Support Parents and Time (OST) Providers How will we stay informed about the district’s or school’s progress implementing the Indiana Academic Standards (IAS)? What proportion of central office and school-based instructional staff know where to find the IAS, what the instructional shifts are, and how to apply them in instruction? What is the extent and breadth of implementation of the IAS? How do we evaluate the quality and breadth of implementation? With what What information do we need to gather to keep the district leadership and implementation team aware of community perceptions about the IAS? What is our message to parents and community members about the IAS and their implementation? How do I know that teachers are asking questions that require students to support their answers with evidence from what they are reading and from what they are learning in math? Do I select at least one piece of nonfiction or informational text per week that engages and challenges my students? What evidence do I have that students are improving their close-reading and evidence-based reading and writing skills? How do I support teachers in addressing students’ affective responses to higher expectations? How do I know that more rigorous IAS are being taught in my child’s or students’ school? What is the district’s or school’s plan for keeping parents and the community informed implementation of the IAS? What additional professional development and resources do we need to provide? What interventions do we have in place for teachers to use with struggling students? How can we showcase and utilize classrooms that exemplify effective implementation of the IAS? Are general education, special education, English learner, and high ability teachers collaboratively developing, reviewing, and discussing instruction and student work products? How often do I pose questions that will enable students to explore multiple ways to reach an answer in mathematics? Am I actively engaged in professional learning communities on implementation of the IAS? How do I help students develop confidence and the belief that they are capable of rigorous work? Are students being asked to justify their answers about what they have read? Are they asked to solve math problems?