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Key Findings

We asked teachers which of seven components of their instructional system gave them the most effective guidance for their instruction. Teachers reported curriculum materials, peer collaboration, and academic standards as offering the most information to teach English language arts and mathematics.

Most surveyed teachers viewed their instructional systems as moderately coherent.

Teachers give precedence to state academic standards when they detect inconsistencies among system components.

Teachers felt that guidance in addressing equity and diversity was sparse across instructional system components and wanted more.

More-coherent instructional systems supported teacher confidence while incoherence evoked frustration and anxiety.

Study results suggest minimal association between instructional system coherence and measures of teachers' instructional practice as measured in surveys.

Teachers get a lot of messages about what to teach and how to teach it. These messages come from different sources: State education departments, district leaders, and school principals all offer guidance to teachers. It is not just people or organizations that give these messages, either. For example, curriculum, student assessments, and professional development activities signal to teachers what to emphasize in their instruction.

This influx of messages can be an asset when messages reinforce each other and all messages align with a shared educational goal. The synergy - or coherence - of messages from the different sources can provide clear direction that drives high-quality classroom practices and deep student learning.

But what happens when these messages do not cohere - or even clash?

When messages conflict, teachers become uncertain about what to prioritize in their teaching. Teachers may get frustrated or overwhelmed by the myriad messages that they have to address. Their approach to instruction may become unfocused, and the quality of instruction can vary across a school district or within a school if instruction depends too much on teachers' own priorities and understandings. As a result, students in different classrooms could experience very different learning opportunities and may not be focused enough on grade-level content that is aligned with their academic standards.

Concerns about instructional system coherence have risen over the past decades as states adopted more-rigorous standards, such as the Common Core. Yet adopting academic standards alone will not shift student learning without consistent schoolwide effort; that is, standards need to be supported across school instructional systems for every student to receive and master them. This means teachers need to receive clear, aligned, and consistent messaging from all parts of the instructional system, from curriculum materials to professional learning and beyond.

Despite growing commitment to instructional system coherence, little is known about the degree to which American school systems are coherent. There is also little evidence telling us how teachers perceive the coherence of the messages that they receive from various parts of the systems.

RAND researchers sought to fill in these blanks by surveying and then interviewing K-12 teachers across the country. They then developed recommendations to address the most common systemic disconnections. This brief synthesizes their multiple studies. In this respect, this brief presents a portrait of the extent of coherence in U.S. public schools and suggests ways forward to improve coherence in instructional systems.

Instructional System Coherence: Definition and Drivers

The authors leverage previous research and literature to suggest that key components of an instructional system should cohere in messaging. In other words, important parts of the system should deliver consistent or complementary messages to teachers regarding what and how to teach. Messages should also address how instruction can meet the educational needs of historically marginalized students. The bottom section of Figure 1 illustrates such a system.

Figure 1. Standards-Aligned Coherent Instructional System Conceptualization with Supportive Conditions

Hypothesized drivers or conditions supporting the development of coherence

Vision for academic improvement

Culture of continuous improvement

Instructional leadership

Common instructional practices

Time, structures, and resources

lead to:

State standards

Professional development

Teacher collaboration guidance

Curriculum materials

Teacher evaluation

Summative assessment

Interim assessments

SOURCE: Adapted from Elaine Lin Wang, Jonathan Schweig, Julia H. Kaufman, V. Darleen Opfer, and Tiffany Berglund, Coherence in English Language Arts and Mathematics Instructional Systems Across the United States, RAND Corporation, RR-A2168-1, 2023.

NOTE: The figure depicts the instructional system at the school level only. Additional components of instructional systems and supportive conditions for coherence exist at various levels, including state, district, and school levels.

Instructional System Components

State standards: The K-12 academic standards set by the state for students to master at each grade level and in each subject.

Professional development: Teacher learning opportunities provided through workshops or other sessions that cover general topics or subject-specific ones. Such opportunities are typically facilitated or led by experts from the school, the district, or an external organization.

Teacher collaboration guidance: The direction given by the school or district on what to prioritize or how to utilize peer collaboration time, which could include professional learning communities or common planning time.

Teacher evaluation: Criteria used by the school to assess teachers' performance.

Summative assessments: The state standardized tests that students take.

Interim assessments: Student assessments required or suggested by the school or district that are administered quarterly or at the end of a unit.

Curriculum materials: Print and digital instructional materials intended to constitute a comprehensive course of study for a particular subject and grade level.

The system in Figure 1 consists of seven components. The idea is that if these components seamlessly cohere with academic standards, teachers can put their schools' instructional priorities into action with confidence. Thus, students get more-consistent, grade-level, standards-aligned learning experiences.

The top part of Figure 1 shows five critical contextual conditions that, based on research literature, are considered necessary for supporting coherence throughout the system.

Findings

Where Do Teachers Get Guidance About What to Teach?

Curricula, teacher collaboration guidance, and academic standards offered the most information to K-12 teachers about teaching English language arts (ELA) and mathematics. Teachers participating in the survey were tasked to identify which of the seven instructional system components offered guidance on the following five key aspects of ELA/mathematics instruction: (1) content to emphasize, (2) rigor or difficulty, (3) instructional strategies, (4) pacing or sequencing, and (5) addressing equity and diversity. The top three components that teachers reported as giving them guidance on each of these topics were the same for both ELA and math: curriculum materials, teacher collaboration guidance, and state academic standards. Most teachers said that curriculum materials and teacher collaboration guidance helped them address all five aspects of their instruction noted in the survey.

We also asked teachers in interviews about who provided them with guidance for their instruction. About one-half of the interviewed teachers noted that administration at the school and district levels provided key messages. Fewer than 20 percent of the teachers said that messages came from the state level.

Teachers most commonly pointed to professional development, teacher evaluation, and summative assessments as either missing from their systems or not providing them with teaching guidance. About one-third of math and ELA teachers stated that their teacher evaluation did not offer guidance or was not part of their instructional systems. Similarly, 25 percent to 30 percent of these teachers reported the absence of professional development and summative assessments in their instructional systems. In contrast, fewer than 10 percent of teachers indicated that their state standards or curriculum materials did not provide them with guidance or were not present.

How Much Instructional System Coherence Do Teachers Perceive?

Most surveyed teachers perceived a moderate level of instructional system coherence. There are 21 possible pairs among the seven instructional system components in Figure 1. All possible pairs are illustrated in Figure 2, and teachers were asked to rate the similarities between messages about instruction provided for each pair.

Figure 2. Twenty-One Potential Pairs Among Instructional System Components as Identified by Teachers' Perceptions of Interconnectedness within Their Instructional System

The educational needs of historically marginalized students are all tied to each other.

1. State standards

2. Teacher professional development

3. Collaboration

4. Evaluation

5. State summative assessment

6. Benchmark assessments

7. Curriculum

SOURCE: Reproduced from Elaine Lin Wang, Jonathan Schweig, Julia H. Kaufman, V. Darleen Opfer, and Tiffany Berglund, Coherence in English Language Arts and Mathematics Instructional Systems Across the United States, RAND Corporation, RR-A2168-1, 2023.

NOTE: This figure illustrates a fully coherent system in which all seven instructional system components align with or reinforce each other.

According to the survey, teachers rated, on average, about 13 out of 21 potential connections between instructional system components as both present and providing messages that were more similar than dissimilar. This finding suggests that U.S. teachers generally see a little more than one-half of their system components as providing similar or supportive guidance on teaching methods or content. Most teachers rated the connections among standards, curriculum, professional development, and teacher collaboration as pairings of system components that convey the most-similar messages.

In addition, on average, teachers tend to rate around five of the 21 possible pairs as present and more dissimilar than similar. This finding means that, on average, teachers perceive about five pairs of system components to be sending dissimilar or conflicting messages. Teachers tended to rate the connections between evaluation and summative assessments as components conveying the least-similar or -reinforcing messages to each other and to other system components.

What Do Teachers Turn to When They Perceive Incoherence?

Teachers' Strategies for Dealing with Incoherent Instructional Systems

In interviews, teachers described three ways that they deal with incoherent instructional systems:

1. Collaborate with one another to make sense of conflicting messages.

2. Rely on guidance from teachers with more expertise and/or experience.

3. Disengage completely from the instructional system.

When teachers notice inconsistencies among instructional system components, they tend to prioritize state academic standards. Most of the surveyed teachers indicated that state standards and curricula provide the most aligned guidance on teaching approaches and content. When faced with conflicting or absent guidance from other components, teachers reported that they rely on state standards for direction. Following standards, teachers typically seek clarification from teacher collaboration and curricula when they perceive conflicts in the messages they are getting. Only a small minority of teachers reported prioritizing guidance from their school systems' teacher evaluation criteria, professional development, summative assessments, or benchmark assessments.

Are There Coherent Messages About Equity and Diversity in Instructional Systems?

Guidance in addressing equity and diversity was sparse across instructional system components. About 30 percent to 45 percent of surveyed teachers indicated that most of the guidance in this area tended to come from professional development and teacher collaboration opportunities. This finding indicates that the topic isn't entirely overlooked in many instructional systems. However, in interviews, teachers commented on the lack of clear guidance from their districts or schools about how to deliver equitable instruction. More than three-quarters of ELA and mathematics teachers expressed a desire for more guidance on addressing equity and diversity in their instruction.

Most teachers did not feel that they received adequate guidance to teach English learners, students with disabilities, or students of color. Approximately 80 percent of surveyed teachers reported that the guidance from at least one of the seven components noted in the survey offered them "a lot" of support in instructing all students. However, this percentage fell below 50 percent when teachers were asked whether any of the seven components provided them with substantial support in teaching students with disabilities, English learners, or students of color.

What Is the Relationship Between Coherence and Teaching?

Analysis of survey responses suggests small connections between teachers' perceptions of coherence and their use of standards-aligned practices. On the whole, there were few connections between teachers' perceptions of coherence and their instruction. However, there was one important link that stood out in the analysis: When teachers thought that the system was coherent, they were less likely to modify their lesson materials. Future research should look more closely at the important role that use of instructional materials are thought to play in promoting system coherence.

More-coherent instructional systems supported teacher confidence while incoherence evoked frustration and anxiety. In interviews, teachers reported that coherence helped bolster their confidence in teaching effectively. On the other hand, teachers who perceived unclear or conflicting messages - especially among curricula, assessments, and standards - experienced feelings of frustration and anxiety. Teachers used such words as "disheartening," "frustration," and "stressful" to characterize how they felt.

Recommendations

The following recommendations for district and school leaders to consider are based on the findings from these studies. They offer ways for districts and schools to move forward in enhancing coherence throughout their systems.

Review instructional system messages and assess how teachers interpret them. The studies demonstrate that conducting a teacher survey and/or having discussions can shed light on teachers' current perceptions of where messages support or conflict with one another. As RAND researchers noted previously, the Improving Instructional System Coherence Toolkit was developed specifically to help district and school leaders collect and interpret staff perceptions of coherence and incoherence and consider how to improve.

Take meaningful actions to build systemwide coherence. When inconsistencies are identified, system leaders should work with their staff to determine solutions that will ensure that all system components convey clear and consistent messages about teaching and learning, thereby reinforcing each other. These solutions will likely take time to implement and to assess, and they may not lead to greater coherence all at once. However, system leaders should regard coherence-building as a process that requires continual reflection and course correction as needed.

Consider how to leverage curriculum materials and peer collaboration guidance as mechanisms for supporting systemwide coherence. Teachers participating in the studies perceived that state standards, curriculum materials, and peer collaboration guidance provided them with the most guidance about what to teach and how to teach it. Furthermore, when they perceived conflict in their instructional systems, they prioritized messages from standards, curricula, and peer collaboration. School and district leaders cannot change their state standards, but they can choose curriculum materials that are closely aligned with standards, and they can set up structures for peer collaboration that help teachers focus on topics and content aligned with both standards and curriculum. Attending to these instructional components, in particular, could go a long way in supporting teachers to deliver more-consistent, high-quality instruction.

Give priority to messages that help teachers attend to diversity, equity, and inclusion in their classrooms. Teachers highlighted receiving minimal, superficial, or no guidance on how to address equity-related issues in their classrooms, and they reported much less guidance on how to support English learners and students with disabilities in their classrooms. State, district, and school leaders guide and support various aspects of teaching, such as curricula, teacher development, and student assessments. To better serve historically underserved students, leaders should make sure that schools and districts provide clear, consistent messaging on how to meet diverse student needs and ensure that all students have coherent instructional experiences.

How the Studies Were Conducted

This research brief brings together insights from several RAND publications as part of past work investigating the coherence of instructional systems in the United States. The reports feature studies conducted between 2021 and 2022. Two of the studies are based on findings from RAND's American Teacher Panel (ATP), which comprises more than 24,000 K-12 public school teachers who are randomly chosen to participate in periodic surveys on education issues of national import. This research brief draws from the following publications:

This study is based on an ATP survey conducted in spring 2021 during the height of the COVID-19 pandemic. It focused on the coherence of English language arts (ELA) instructional systems during an especially challenging time. The sample consisted of 1,890 ELA teachers from across the country, including about 300 in each of four focal states: Louisiana, Massachusetts, Rhode Island, and Tennessee. Data were weighted to provide nationally representative and state-representative estimates of ELA teachers' responses. Survey questions focused on the topics for which teachers received information or guidance related to ELA instruction via the seven components identified as comprising an instructional system (Figure 1) and perceived coherence among components.

This study is based on an ATP survey conducted in March 2022 and April 2022. The sample included 3,246 ELA and mathematics teachers across the country, 1,810 of whom completed the survey or answered a requisite number of items to be included in the sample. Data were weighted to provide nationally representative estimates of K-12 ELA teachers' and mathematics teachers' responses. The questions focused on the kinds of guidance teachers received from the instructional system components (Figure 1), their perceptions of coherence in their schools, and how it informed their practice, including teaching students in traditionally underserved populations.

This study is based on semistructured interviews with 45 ELA and mathematics teachers across the United States. The teachers were part of the ATP in spring 2022. Teachers were asked about (1) the guidance they received from different educational components; (2) the guidance they received around addressing equity and diversity in their instruction; (3) their perceptions of relationships among components of the system, with a focus on curricula; and (4) their perceptions of the influence of system coherence and incoherence on teaching.

This RAND toolkit is designed to help schools reflect on and begin to improve the extent of instructional system coherence. The toolkit is based on findings from the studies. It is publicly available for use by district and school teams. View the introductory webinar.

This research brief was sponsored by the Walton Family Foundation.

This report is part of the RAND research brief series. RAND research briefs present policy-oriented summaries of individual published, peer-reviewed documents or of a body of published work.

This work is licensed under a Creative Commons Attribution 4.0 International License. All users of the publication are permitted to copy and redistribute the material in any medium or format and transform and build upon the material, including for any purpose (including commercial) without further permission or fees being required.

RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.

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Teachers need to receive clear, aligned, and consistent messaging from all parts of the instructional system. A synthesis of multiple studies presents a portrait of the extent of coherence in instructional systems in U.S. public schools.

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Survey and T4S Quantitative Data Charts: See worksheet tabs

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Survey and T4S Quantitative Data Charts: See worksheet tabs

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An entire unit is spent on civil rights and liberties. Teachers personally choose to implement

equity, diversity, and cultural awareness. However, it is not explicitly stated in the district

curriculum. State standards require that we teach about tribal and local government, yet district

exams don't assess for the knowledge.

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All observations (all schools all classes)

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All observations (all schools all classes)

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Tolleson Curriculum Review Overview with Template Links

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Tolleson Curriculum Review Overview with Template Links

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Does any site have a cell phone use policy that is adhered to?

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systems are unclear

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APIs shared that coordinating PLCs and PD across the district in general is very difficult

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How are these essential standards being decided? What are the criteria? ACT? State test blueprints???

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Does any site have a cell phone use policy that is adhered to?

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Tolleson Daily Impressions: week of February 26, 2024

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AZ standards - please use these as a reference for classroom observations

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AZ standards - please use these as a reference for classroom observations

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Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders. This team provides professional learning opportunities, resources, guidance, and technical assistance to build educator and caregiver capacity in best practices across the birth through twelfth grade continuum. The Academic Standards team leads state-level work related to early childhood, literacy, computer science, educational technology, English Language Arts, history and social sciences, math, science, and world and native languages. Academic Standards Front Desk 602-364-2333.
Academic Standards Annual Report FY22

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Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders.

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Daily Team Impressions Plus Debrief Notes with Juan Ceja and Dr. Lagunas

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Daily Team Impressions Plus Debrief Notes with Juan Ceja and Dr. Lagunas

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https://docs.google.com/spreadsheets/d/1FuKVcluFUlFnv-qnNpBmoZXq2Ow77qRf9dqX1LgsVO4/edit?pli=1#gid=66415140

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And its been really hard to build any foundations since the curriculum has changed every year for the past 3-4 years.

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It has been very disappointing as a veteran teacher to have absolutely ZERO input on Curriculum and pacing. It has been a very frustrating experience.

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We have received essentially no communication from the district regarding our curriculum. We're not at square one, we're at square zero. The curriculum was constantly in flux last year and there continues to be similar issues this year. It appears that people who are not subject matter experts are creating the curriculum. Collaboration is barely there.

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I was a part of the textbook adoption committee and we were given three options fo textbooks for US/AZ Government. McGraw hill was the first one that we eliminated as an option as the pace did not align and it had the least user-friendly resources. Now our curriculum map is being adapted to only use McGraw hill and not state and national standards for civics. The district has taken away teachers input in the pacing of the content and is instead forcing us to teach straight from a textbook with, what seems like, no regard to student learning.

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Tolleson Union High School District ELA Curriculum Questionnaire

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View and analyze results from the Tolleson Union High School District ELA Curriculum Questionnaire SurveyMonkey survey. See actual response data, text summaries and word clouds.

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https://docs.google.com/spreadsheets/d/1FuKVcluFUlFnv-qnNpBmoZXq2Ow77qRf9dqX1LgsVO4/edit?pli=1#gid=181639839

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https://www.tuhsd.org/accnt_180232/site_180233/Documents/TUHSD-District-Boundary-Map.pdf

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Student Achievement in State Academic Assessment Detailed Results

"All Enrolled" displays the assessment results for all students that were tested and enrolled at the school. "Partial Year Enrolled" shows the assessment results for students that were tested at the school but were only enrolled for part of the year. "Whole Year Enrolled" shows the assessment results for students that were tested at the school and were enrolled for the majority of the school year. "All Enrolled" displays the assessment results for all students that were tested and enrolled at the school. "Partial Year Enrolled" shows the assessment results for students that were tested at the school but were only enrolled for part of the year. "Whole Year Enrolled" shows the assessment results for students that were tested at the school and were enrolled for the majority of the school year.
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A-F Proficiency Points Earned (Out of 30)

This school currently is not receiving a letter grade due to its configuration. When the model is built that grades, additional information will be presented.

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Note:
1. Gray Bar - When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual student's anonymity. In this case, we do not report any achievement results for that subgroup.

2. When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each student's anonymity. To protect students' anonymity we do not report the breakdown for each performance level.

3. EL-FEP includes students who are current English Learners and students who were formerly identified as an EL student within the past four years and have since tested proficient on the English Learner assessment.

4. In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group "GRADE 8 ALL MATH" includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the "ALGEBRA I", "GRADE 8 ALGEBRA I", and the "GRADE 8 ALL MATH" test results.

*When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual student's anonymity. In this case, we do not report any achievement results for that subgroup.

*When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each student's anonymity. To protect students' anonymity, we do not report the breakdown for each performance level.

*EL-FEP includes students who are current English Learners and students who were formerly identified as an EL student within the past four years and have since tested proficient on the English Learner assessment.

In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group "GRADE 8 ALL MATH" includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the "ALGEBRA I", "GRADE 8 ALGEBRA I", and the "GRADE 8 ALL MATH" test results.

The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
School year 2020-2021 assessment results should be reviewed cautiously as there were several impacts from COVID-19. Due to COVID-19, assessment participation rates were lower than previous years, which means fewer students were assessed than normal. It is also important to remember that the learning disruptions from COVID-19 may have impacted student learning and assessment results.

Please note: In Spring 2021, the AzSCI Field Test and MSAA Science Field Tests were administered to Arizona schools. Assessment results for these field tests are not available.

To see data on the percentage of students taking a state mandated assessment use the links below.

AzM2 and MSAA 2021 Participation Rates by Subject
Please note:  This file includes the combined student participation rates from the Spring 2021  administrations of the AzM2 statewide assessment and the Multi-State Alternative Assessment (MSAA) alternative statewide assessment. This document has separate tabs that contain three different breakdowns of results (by school, by LEA, and at the state level). Please keep in mind that asterisks (*) in the data indicate numbers under 11 that are not reported per the Family and Educational Rights and Privacy Act of 1974 (FERPA)
2021 AzSCI Field Test Participation Rates
Please note:  This file includes the combined student participation rates from the Spring 2021  administrations of the AzSCI statewide assessment and the Multi-State Alternative Assessment (MSAA) alternative statewide assessment. This document has separate tabs that contain three different breakdowns of results (by school, by LEA, and at the state level). Please keep in mind that asterisks (*) in the data indicate numbers under 11 that are not reported per the Family and Educational Rights and Privacy Act of 1974 (FERPA).

Student Achievement in State Academic Assessment Detailed Results

A-F Proficiency Points Earned (Out of 30)

This school currently is not receiving a letter grade due to its configuration. When the model is built that grades, additional information will be presented.

{{ props.item[header.value]==-1?"*":props.item[header.value] }}

Note:
1. Gray Bar - When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual students anonymity. In this case, we do not report any achievement results for that subgroup.

2. When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each students anonymity. To protect students' anonymity we do not report the breakdown for each performance level.

2. When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each student's anonymity. To protect students' anonymity we do not report the breakdown for each performance level.

3. EL-FEP includes students who are current English Learners and students who were formerly identified as an EL student within the past four years and have since test proficient on the English Learner assessment.

4. In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group "GRADE 8 ALL MATH" includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the "ALGEBRA I", "GRADE 8 ALGEBRA I", and the "GRADE 8 ALL MATH" test results. 4. In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group "GRADE 8 ALL MATH" includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the "ALGEBRA I", "GRADE 8 ALGEBRA I", and the "GRADE 8 ALL MATH" test results.

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AZ School Report Cards | District Information

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View school district information, location, contact and list of schools. This page also gives a breakdown of student enrollment, teacher qualifications, graduation rate, drop out rate and proficiency on english language arts, math, and science for a school district.

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https://wested.ent.box.com/file/1410401565055

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WestEd uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of WestEd, continue to log in with your Box.com account.

A Message for WestEd Partners

In order to access the WestEd content that has been shared with you, you will need a free Box account. Click the "Not a part of WestEd" link above to either log into or create your free account.

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WestEd uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of WestEd, continue to log in with your Box.com account. In order to access the WestEd content that has been shared with you, you will need a free Box account.

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https://docs.google.com/presentation/d/11c5sq190uf9bvOnGtRU4BhJ1jvjYSLDX2mTQnWsjLDU/edit#slide=id.g264dd80663f_0_1083

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https://www.tuhsd.org/accnt_180232/site_180233/Documents/2023-2024-Academic-Planning-Guide.pdf

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https://docs.google.com/presentation/d/1NjFvGQ2rf3CdC7lmgMc6W-iopa4uZrvGoikO3CxFyNI/edit#slide=id.g2a84b01ac57_0_7

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Here are directions to sign up for a WestEd Survey Monkey account:

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Here are directions to sign up for a WestEd Survey Monkey account:

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https://westedintranet--simpplr.vf.force.com/apex/simpplr__app?u=/site/a0761000003hT41AAE/page/a016100000MSt6XAAT

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Our district pretends that all students are at grade level and actively ignore and disparage teachers that ask how to support or offer possible intervention ideas for below grade level students. "If teachers teach harder, no student will be below grade level in math" is the district's policy when it comes to below grade level students.

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I would like to see a math coach at every school that can go in and do professional development with teacher, observe and give feedback, along with pulling intervention groups to help students get on grade level.

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Phase 2 SOW - internal with budget implications

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Phase 2 SOW - internal with budget implications

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At the end of the day, a high-functioning PLC is hamstrung by district curriculum--we are not able to make the instructional decisions best for our kids because someone else''s assessment is required, someone else picks the learning progression, someone else sets the timelines,

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"A textbook is not a curriculum. Besides that, the work required does not meet the students where they are and is overly challenging for the deficits that the students come in with. There is no designated time for intervention, reteaching, or remediation."

"There are no resources and no guidance for intervention planning. I have created my own interventions to help meet the needs of these students."

"Foundational skills are not embedded in this curriculum, nor are frameworks for intervention."

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We have a district list of "essential" standards for each unit, BUT our curriculum coordinator(Chelsey Spicer) has failed to upload a sufficient amount of information for upcoming units 2and 3, which we are about 4 school days away from starting. Additionally/otherwise, our"Essential" standards are also far too broad/not aligned to the end of unit assessments whichare designed by DO/pulled from our textbooks.

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https://www.surveymonkey.com/results/SM-JWfR5hVw5K9TEp3OcmeWeg_3D_3D/summary/

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View and analyze results from the None SurveyMonkey survey. See actual response data, text summaries and word clouds.

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Students are not taught how to write proper essays until senior year. They are only expected to write ACT style essays, which will not help them in postsecondary education. They are not prepared at all.

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We have a district list of "essential" standards for each unit, BUT our curriculum coordinator (Chelsey Spicer) has failed to upload a sufficient amount of information for upcoming units 2 and 3, which we are about 4 school days away from starting. Additionally/otherwise, our "Essential" standards are also far too broad/not aligned to the end of unit assessments which are designed by DO/pulled from our textbooks.

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Our curriculum does not prepare students for a postsecondary education. It prepares students for the ACT and that is it. We are teaching them how to take a test, not skills or knowledge they need to know, which could then be applied to tests. Teachers are no longer spending time helping students develop critical thinking skills, which can help them with careers and education, but instead focus on test taking strategies and skills

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I know that our lessons are aligned to standards based on my academic knowledge, but as teachers we do not look at the standards and instead look at what the district has provided us and is telling us to teach based on the tests they make us take.

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If you were to only follow the curriculum as it is laid out, the kids would not benefit. The reason the curriculum works is because teachers have to spend extra time to make lessons engaging and standards based.

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What are the course sequences within each subject area? Do all students have equitable access to the course sequence?

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Just for reference: These were used as the basis for the Tolleson rubrics

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Just for reference: These were used as the basis for the Tolleson rubrics

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Just for reference: These were used as the basis for the Tolleson rubrics

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https://drive.google.com/drive/folders/11NNC5YYG5oPvKonTCqBXoiUkbZwVw1T3

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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WestEd uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of WestEd, continue to log in with your Box.com account.

A Message for WestEd Partners

In order to access the WestEd content that has been shared with you, you will need a free Box account. Click the "Not a part of WestEd" link above to either log into or create your free account.

# data[].attributes.attachment_link.description
WestEd uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of WestEd, continue to log in with your Box.com account. In order to access the WestEd content that has been shared with you, you will need a free Box account.

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C&I Department initial recommendations from WestEd

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https://wested.ent.box.com/file/1373139801275

# data[].attributes.attachment_link.readable_text
WestEd uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of WestEd, continue to log in with your Box.com account.

A Message for WestEd Partners

In order to access the WestEd content that has been shared with you, you will need a free Box account. Click the "Not a part of WestEd" link above to either log into or create your free account.

# data[].attributes.attachment_link.description
WestEd uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of WestEd, continue to log in with your Box.com account. In order to access the WestEd content that has been shared with you, you will need a free Box account.

# data[].attributes.body
https://wested.ent.box.com/file/1288002299358?s=o31q1vdfuahq7dx600lw6gral1qpvso5

# data[].attributes.attachment_link.readable_text
WestEd uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of WestEd, continue to log in with your Box.com account.

A Message for WestEd Partners

In order to access the WestEd content that has been shared with you, you will need a free Box account. Click the "Not a part of WestEd" link above to either log into or create your free account.

# data[].attributes.attachment_link.description
WestEd uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of WestEd, continue to log in with your Box.com account. In order to access the WestEd content that has been shared with you, you will need a free Box account.

# data[].attributes.body
https://wested.ent.box.com/file/1373142095848

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WestEd uses your network credentials to login to Box. Continue to login to Box through your network.

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November 27 Tolleson Curriculum Review Leadership Meeting Agenda:

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Skip Microsoft Authenticator!!! Access to District Curriculum

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Skip Microsoft Authenticator!!! Access to District Curriculum

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DO NOT SET UP MS Authenticator MULTI-FACTOR AUTHENTICATION!!!

Username: WestEd.Principal@tuhsd.org

correct password: weaudit4TUHSD#

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Jamboard Template (sample); make copies for each focus group

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Jamboard Template (sample); make copies for each focus group

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Tolleson Curriculum Focus Group: Template - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Tolleson Curriculum Focus Group: Science - Google Jamboard

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Tolleson Curriculum Focus Group: Science

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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TUHSD PE/Health Reflection and Interest Form

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TUHSD PE/Health Reflection and Interest Form

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https://docs.google.com/forms/d/1KyePVFl1O62kIdmkp0n46RF_5f9IljB_vbkItrjOm_o/edit

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History/SS Feedback Focus Group Pre-work

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Tolleson Visual and Performing Arts Curriculum Feedback Focus Group Pre-work

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TUHSD English Acquisition Focus Group Reflection and Interest Form

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TUHSD English Acquisition Focus Group Reflection and Interest Form

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Google Forms - create and analyze surveys, for free.

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Performing and Visual Arts Focus Group Protocol and Questions

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Focus group protocol and questions for ELP

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TUHSD World Languages Focus Group Reflection and Interest Form

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TUHSD World Languages Focus Group Reflection and Interest Form

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Google Forms - create and analyze surveys, for free.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
TUHSD Mathematics Focus Group Reflection and Interest Form

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TUHSD Mathematics Focus Group Reflection and Interest Form

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Google Forms - create and analyze surveys, for free.

# data[].attributes.headline
TUHSD Science Focus Group Reflection and Interest Form

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TUHSD Science Focus Group Reflection and Interest Form

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Google Forms - create and analyze surveys, for free.

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TUHSD ELA Focus Group Reflection and Interest Form

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TUHSD ELA Focus Group Reflection and Interest Form

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Google Forms - create and analyze surveys, for free.

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If we were the district leaders, what would we want to know? What would be most valuable?

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Is there a C&I vision statement?

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What should be included; What do we think the district is expecting? What is reasonable?