Instructional Do educators have access to District and school leaders Leaders are comfortable that Existence of the CCRS-aligned instructional are of some educators have access to a materials, as validated by a Materials materials? aligned instructional comprehensive range of trusted source (e.g., districts Are they using those materials to materials, but cannot say CCRS-aligned materials, or schools that are leaders in align their instructional and with much certainty that including curricular modules, this field, state of “seal the right set of resources guidance on developing approval,” state-developed or assessment practices with CCRS? exists lesson plans, and provided, third party with Some educators may be guidance on aligning expertise) intentionally using assessment to CCRS Existence of a rigorous aligned instructional The vast majority of educators process to continuously materials, but it is a small are aware of these materials, evaluate the alignment of number or leaders do not have access to them, and are new materials know who they are using them in their classrooms Range of the right materials: Educators who desire Nearly all educators in the curricular modules, guidance CCRS-aligned materials are most affected grades on developing and/or not able to access them (according to the district’s aligning curricular modules timeline) have sufficient with CCRS resources to successfully Educator access to materials teach the CCRS and are using posted online them in their classrooms Educator practice that makes use of these materials, as self-reported or observed in classrooms Professional Are educators engaged in Leaders are aware of some Leaders can identify a range Existence of the professional development CCRS-aligned PD offerings of CCRS-aligned PD programs professional learning Learning for that is designed to rapidly and and may have some that cover every grade band programs, as validated by a Teachers significantly improve their ability evidence that educators are and relevant subject trusted source (e.g., districts to teach the CCRS? benefiting from these (including literacy and or schools that are leaders in offerings, but have little numeracy in non-ELA and this field, state of Is this professional learning “seal idea of how widespread math disciplines) approval,” state-developed or designed to incorporate the use of these offerings are comprehensively and provided, professional high-quality instructional materials coherently learning communities of as defined above? While there may be some practitioners, third party with Is this professional learning bright spots, the average Programs are well integrated expertise) educator experiences with CCRS-aligned changing classroom practices?
Instructional Materials Do educators have access to CCRS-aligned instructional materials? Are they using those materials to align their instructional and assessment practices with CCRS? District and school leaders are of some instructional materials, but cannot say with much certainty that the right set of resources exists Some educators may be intentionally using instructional materials, but it is a small number or leaders do not know who they are Educators who desire CCRS-aligned materials are not able to access them Leaders are comfortable that educators have access to a comprehensive range of CCRS-aligned materials, including curricular modules, guidance on developing lesson plans, and guidance on aligning assessment to CCRS The vast majority of educators are aware of these materials, have access to them, and are using them in their classrooms Nearly all educators in the most affected grades (according to the district’s timeline) have sufficient resources to successfully teach the CCRS and are using them in their classrooms Existence of the materials, as validated by a trusted source (e.g., districts or schools that are leaders in this field, state “seal of approval,” state-developed or provided, third party with expertise) Existence of a rigorous process to continuously evaluate the alignment of new materials Range of the right materials: curricular modules, guidance on developing and/or aligning curricular modules with CCRS Educator access to materials posted online Educator practice that makes use of these materials, as self-reported or observed in classrooms Professional Learning for Teachers Are educators engaged in professional development that is designed to rapidly and significantly improve their ability to teach the CCRS? Is this professional learning designed to incorporate the use of high-quality instructional materials as defined above? Is this professional learning changing classroom practices? Leaders are aware of some CCRS-aligned PD offerings and may have some evidence that educators are benefiting from these offerings, but have little idea of how widespread these offerings are While there may be some bright spots, the average educator experiences aligned Leaders can identify a range of CCRS-aligned PD programs that cover every grade band and relevant subject (including literacy and numeracy in non-ELA and math disciplines) comprehensively and coherently Programs are well integrated with CCRS-aligned Existence of the professional learning programs, as validated by a trusted source (e.g., districts or schools that are leaders in this field, state “seal of approval,” state-developed or provided, professional learning communities of practitioners, third party with expertise) aligned
CCRS%20Implementation%20Progress%20and%20Capacity%20Rubric_0.docx