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IF we have a clear and concise scope & sequence for all grade levels and subjects AND we provide time/training for aligning materials appropriately THEN we will see improved student outcomes for all student groups.

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Teachers are struggling with differentiation across all subjects and grades

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lack of scope and sequence being followed consistently across all grade levels

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Scope & sequence meetings are needed with curriculum leaders, teachers, and coaches.

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CONDITION #1: Focus on Continuous Improvement of Instruction

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CONDITION #1: Focus on Continuous Improvement of Instruction

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PRACTICE 2: Use systematic, collaborative
planning processes to ensure instruction is
coordinated, aligned, and evidence-based

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Activities and curriculum do not connect scholars with the materials.

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Instruction has not been specialized to meet the needs of scholars.

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lack of differentiated instruction to meet needs of all scholars

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lack of differentiated instruction to meet needs of all scholars

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Teachers need to practice the action step aligned toward the biggest gap in their practice

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Teachers need to practice the action step aligned toward the biggest gap in their practice

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Teachers have been formally trained in differentiation, but never received their scholars' level in the first place

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teachers do not know how to differentiate to all levels of scholars learning (low, medium, high)

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teachers do not know how to differentiate to all levels of scholars learning (low, medium, high)

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Teachers have not been provided with adequate instruction on differentiation.

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There is no consistent time provided for weekly differentiation.

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No consistent assessment for us to measure scholar Math/ELA/Science progression.

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No consistent assessment for us to measure scholar Math/ELA/Science progression.

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lack of a centralized database on scholar learning levels

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why didn't teachers collect initial levels of instruction?

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There is no system for initially measuring scholars' Lexile, reading, or text comprehension level or a standard pre-test for any content

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There is no system for initially measuring scholars' Lexile, reading, or text comprehension level or a standard pre-test for any content

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There is no standard across subject areas in evaluating proficiency levels.

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Lack of connection between scholar progression impacts instructional plan.

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There is no bank of skills or agreement on skills scholars need to have from grade to grade (scope and sequence)

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Identify an assessment to collect data from grade to grade and across subjects

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Identify an assessment to collect data from grade to grade and across subjects

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why hasn't time been used to develop scope and sequence for all subjects and grades?

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Formal time set up for teams to develop scope and sequence

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protocol for scope and sequence by grade level has not been completed.

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protocol for scope and sequence by grade level has not been completed.

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I believe we are purchasing the testing materials for this for next year.  Data should determine the lessons taught across grades and subjects

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I believe we are purchasing the testing materials for this for next year.  Data should determine the lessons taught across grades and subjects

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Lack of a formalized scope & sequence by grade level.

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IF we have a

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IF we develop a formalized scope and sequence by grade level, THEN we would see desired academic outcomes from which teachers would provide instructional results

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If we have a formalized scope and sequence by grade level then teachers will know the expectations for their scholars and therefore know how to pre-test their scholars then scholars will be able to access more material because it will be appropriately differentiated

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Practice 1: Align curriculum, assessments, and instruction to the PA Standards

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Condition #1 Practice 3: Use a variety of
assessments (including diagnostic,
formative, and summative) to monitor
student learning and adjust programs and
instructional practices

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There is no assessment to consistently find out scholars' Lexile levels

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IEPs

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ELD levels

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Dually identified scholars

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Non-certified teachers knowing how and the importance of differentiation and definition of Lexile levels

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Teachers do not consistently differentiation material for scholars

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Not all scholar groups are growing at the same rate/reaching outcomes at the same time

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Scholar concerns

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Differentiation strategies are inconsistent within courses.