Sufficiency and No procedures in for Isolated opportunities for Increase in professional Frequent professional Ongoing targeted professional system training sessions professional development related development opportunities development opportunities for development supporting systemic Quality to a CCSS-led system are not well related to a CCSS-led system entire staff related to a CCSS-led improvement as a result of vertical advertised system in vertical and horizontal and horizontal teaming situations Emerging articulation across teaming situations stages of learning Provide targeted professional Recognize the need for development based on scientific Collaborative discussions with professional development based research staff toward CCSS on scientific research implementation and alignment. Analyze needs and school Use findings from ongoing improvement data to determine discussion of school professional development improvement data as a basis for offerings professional development offerings Acquired professional development information is evident in classroom practice Audience No targeted audience Provide opportunities for Provide professional Provide professional Include appropriate educational participation in professional development to all certified staff development to all certified and community in professional development to targeted certified paraprofessional staff development staff Curriculum Development 1 Level 2 3 Level 4 5 Curriculum Maintenance of a non Awareness and Transition to a CCSS led Emerging New Predominance of a CCSS CCSS led System Exploration of a CCSS System Infrastructure to Support led System Development led System a CCSS led System Alignment Curriculum is not connected with Curriculum is textbook driven Curriculum alignment to a CCSS-led Curriculum is aligned to both a System wide alignment is a CCSS-led system or to the with limited references to a system and the school’s CCSS-led system and school’s organized among standards based school’s improvement goals for system improvement goals for student improvement goals for student curriculum, assessment, student learning learning is uneven; some areas are learning in one or more learning professional development and Awareness of the Common Core clearly connected whereas others areas teacher evaluation Curriculum is not standardized to Standards and practices of a are not linked at all the Common Core; reliance on CCSS led system Plan classroom curriculum and The district has realigned its texts for decisions about content Sporadically refer to CCSS when instruction based on CCSS existing English Language Arts and pacing is evident planning curriculum curriculum with the CCSS. Student progression is recognized by alignment toward CCSS-led
Sufficiency and Quality No procedures in for system training sessions Isolated opportunities for professional development related to a CCSS-led system are not well advertised Increase in professional development opportunities related to a CCSS-led system Emerging articulation across stages of learning Collaborative discussions with staff toward CCSS implementation and alignment. Frequent professional development opportunities for entire staff related to a CCSS-led system in vertical and horizontal teaming situations Recognize the need for professional development based on scientific research Use findings from ongoing discussion of school improvement data as a basis for professional development offerings Ongoing targeted professional development supporting systemic improvement as a result of vertical and horizontal teaming situations Provide targeted professional development based on scientific research Analyze needs and school improvement data to determine professional development offerings Acquired professional development information is evident in classroom practice Audience No targeted audience Provide opportunities for participation in professional development to targeted certified staff Provide professional development to all certified staff Provide professional development to all certified and paraprofessional staff Include appropriate educational community in professional development Curriculum Development Curriculum Development 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Alignment Curriculum is not connected with a CCSS-led system or to the school’s improvement goals for student learning Curriculum is not standardized to the Common Core; reliance on texts for decisions about content and pacing is evident Curriculum is textbook driven with limited references to a system Awareness of the Common Core Standards and practices of a CCSS led system Curriculum alignment to a CCSS-led system and the school’s improvement goals for student learning is uneven; some areas are clearly connected whereas others are not linked at all Sporadically refer to CCSS when planning curriculum Curriculum is aligned to both a CCSS-led system and school’s improvement goals for student learning in one or more learning areas Plan classroom curriculum and instruction based on CCSS Student progression is recognized by alignment toward CCSS-led System wide alignment is organized among standards based curriculum, assessment, professional development and teacher evaluation The district has realigned its existing English Language Arts curriculum with the CCSS.
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