2.7 Structures for Structures, practices, Structures, practices, and use of Structures, practices, and use Structures, practices, and use of Instructional and use of resources resources (e.g., collaborative of resources (e.g., resources (e.g., collaborative Improvement (e.g., collaborative meeting time, coaching, collaborative meeting time, meeting time, coaching, meeting time, supports for implementing the coaching, supports for supports for implementing the coaching, supports for Massachusetts Curriculum implementing the Massachusetts Curriculum implementing the Frameworks) to support the use Massachusetts Curriculum Frameworks) to support Massachusetts of assessment data, Frameworks) to support the instruction, the use of Curriculum instructional strategies, use of assessment data to instructional Frameworks) to and differentiation to ensure and select strategies, and differentiation support the use of rigor and relevance are in place instructional strategies are in place and consistently assessment data, but may be poorly defined, and differentiation are implemented, resulting in research-based inefficient, or ineffective. clearly defined but are not rigorous instruction, reflective instructional always used consistently of the shifts in cognitive demand strategies, and throughout the school. for the Massachusetts differentiation and to Curriculum Frameworks, that ensure rigor and meets the needs of each relevance are limited, student. do not exist, or are having negligible impact.
2.7 Structures for Instructional Improvement Structures, practices, and use of resources (e.g., collaborative meeting time, coaching, supports for implementing the Massachusetts Curriculum Frameworks) to support the use of assessment data, research-based instructional strategies, and differentiation and to ensure rigor and relevance are limited, do not exist, or are having negligible impact. Structures, practices, and use of resources (e.g., collaborative meeting time, coaching, supports for implementing the Massachusetts Curriculum Frameworks) to support the use of assessment data, instructional strategies, and differentiation to ensure rigor and relevance are in place but may be poorly defined, inefficient, or ineffective. Structures, practices, and use of resources (e.g., collaborative meeting time, coaching, supports for implementing the Massachusetts Curriculum Frameworks) to support the use of assessment data to and select instructional strategies and differentiation are clearly defined but are not always used consistently throughout the school. Structures, practices, and use of resources (e.g., collaborative meeting time, coaching, supports for implementing the Massachusetts Curriculum Frameworks) to support instruction, the use of instructional strategies, and differentiation are in place and consistently implemented, resulting in rigorous instruction, reflective of the shifts in cognitive demand for the Massachusetts Curriculum Frameworks, that meets the needs of each student.
monitor-site-visits-protocol.docx