• CURRICULUM, ASSESSMENT, AND INSTRUCTION
  • Click Here for Learning Resources for Home

     button    click    click    click    click    click    click    button    click    click    click    button

BPS Instructional Priorities: Literacy

  • 1. DISTRICT MATERIALSAre District materials and curriculum being used effectively and with skilled fidelity? 

    • Module and lesson numbers are clearly posted in the classroom each day.
    • Teachers plan and use the District curriculum and materials as intended.
    • Students demonstrate an understanding of the purpose of the lesson.
    • Connections are made between the cultures, backgrounds, and personal experiences of the students and the curriculum being taught.
    • Culturally and linguistically relevant teaching resources and materials are infused into lessons (e.g., district approved materials such as the use of the NJ Amistad resource, myON, Nearpod lessons, and approved diverse literature and articles that incorporate diverse perspectives).

     

     2. ALL STUDENTS READ: Are all students reading anchor texts independently on a regular basis?

    • Students regularly engage in independent reading of grade-appropriate anchor texts.
    • Teachers chunk readings and assign accountable tasks (e.g., annotations, prompts, summaries) as students read silently.
    • Outside of foundational skills lessons, students spend the majority of class time reading, writing about and discussing grade and subject appropriate texts.
    • Opportunities are provided for students to read culturally relevant materials from diverse authors using district-approved materials (e.g., trade books, myON, Amistad).

     

    3. ALL STUDENTS WRITEAre all students writing to demonstrate deep understanding of the anchor text on a regular basis?

    • Students have frequent opportunities to write independently in response to what they read, allowing them to demonstrate their independent understanding of the text.2
    • Students consistently respond to text-based questions, using evidence from the text to demonstrate their understanding.
    • Students respond to higher-order thinking questions (HOT!) that target the depth of grade-level standards.
    • Equitable participation techniques are used to provide all students with the opportunity to participate in discussions (e.g., name sticks, think-pair-share, wait time).
    • Opportunities are provided for students to investigate, discuss and analyze social justice issues, as well as for promoting student advocacy.


    4. DIFFERENTIATION: Do all students have the support they need to access grade-level content?

    • The teacher deliberately checks for understanding throughout the lesson and adapts the lesson according to student understanding.
    • The teacher scaffolds instruction and tasks for various students allowing students to access grade-level content and demonstrate independent understanding without reducing the rigor of the standards.
    • The teacher pre-teaches, re-teaches, or reinforces important skills and concepts through teacher-led small group instruction.
    • The teacher differentiates activities for use in groups or learning areas to provide targeted practice of previously taught skills/concepts.
    • Students’ home languages and dialects are accepted, while also teaching literacy skills and conventions.

BPS Instructional Priorities: Mathematics

  • 1. DISTRICT MATERIALS: Are teachers and students using District materials and curriculum effectively and with skilled fidelity?

    • Targeted standards and module/lesson numbers from the materials are clearly posted in the classroom each day.
    • Teachers plan and use the modules as intended.
    • Students demonstrate an understanding of the purpose of the lesson.
    • Connections are made between the cultures, backgrounds, and personal experiences of the students and the curriculum being taught.

     

    2. ALL STUDENTS ENGAGE IN GRADE-LEVEL MATH: Do all students engage in daily independent work with grade level math at the appropriate level of depth?

    • Students consistently demonstrate understanding by independently completing grade- and standards-aligned mathematics.
    • Instruction targets the aspect of rigor (conceptual understanding, procedural skill/fluency, or application) aligned to the standard and lesson.

     

    3. ALL STUDENTS EXPLAIN THEIR THINKING:  Do all students consistently explain and justify their thinking?

    • Students consistently share, explain, and justify their thinking and strategies for problem solving, orally and/or in writing.
    • Students consistently ask questions about, discuss, and/or critique the thinking and solutions of others.
    • Students use mathematically precise language when discussing mathematics and sharing their thinking.
    • Students persevere in solving problems and explaining their thinking in the face of initial difficulty.
    • Equitable participation techniques are used to provide all students with the opportunity to participate in discussions (e.g., name sticks, think-pair-share, wait time).

     

    4. DIFFERENTIATION: Do all students have the support they need to access grade-level content?

    • The teacher deliberately checks for understanding throughout the lesson and adapts the lesson according to student understanding.
    • The teacher scaffolds instruction and tasks for various students, allowing students to access grade-level content and demonstrate independent understanding without reducing the rigor of the standards.
    • The teacher pre-teaches, re-teaches, or reinforces important skills and concepts through teacher-led small group instruction.
    • The teacher differentiates activities for groups and learning areas to provide targeted practice of previously taught skills and concepts.
    • Students’ home languages and dialects are accepted.