• CURRICULUM, ASSESSMENT, and INSTRUCTION

     

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BPS Literacy Instructional Priorities

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

  • Students consistently use and/or respond to District-vetted materials, including texts, assignments and questions.
  • Teachers follow District curriculum as intended (e.g. on track with District pacing and instructional guides from the District website; using rigorous questions, tasks, and assignments provided by District-vetted materials).

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


3. ALL STUDENTS WRITE: Are 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 understanding of the text.
  • Students consistently respond to text-based questions, using evidence from the text to demonstrate their understanding.
  • Writing prompts consistently target the depth of grade-level standards.

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

BPS Mathematics Instructional Priorities

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

    • Students consistently use and/or respond to District-vetted materials, including texts, assignments and questions.
    • Teachers follow District curriculum as intended (e.g. on track with District pacing and instructional guides from the District website; using rigorous questions, tasks, and assignments provided by District-vetted materials).

    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 demonstrate understanding by independently completing grade- and standards-aligned mathematics
    • The lesson and instruction target the correct aspects of rigor (conceptual understanding, procedural skills/fluency, application) as intended by the District’s instructional materials and the targeted standard.
    • 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 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.

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

    • All students consistently access grade-level content and have the opportunity and support they need to meet the full depth of grade-level standards.
    • Scaffoldingof texts, questions, and assignments allows students to access grade-level content and demonstrate independent understanding without reducing the rigor of the grade-level standard/s.