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Deck

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Note-Catcher

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AC_IMR_TLS 2025_Exploring Components of HQIM_Jessica Carman and Jourdan Alsobrook_Handout

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ELA

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La Educator Rubric Evaluation Handbook.pdf

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By the end of this session, participants will:

Become familiar with the LDOE’s Instructional Materials Review Process

Understand how to access the IMR Rubrics and Tiered Reviews

Develop an understanding of the components of HQIM

Identify and analyze key high-quality indicators of the IMR Rubrics

Reflect on their current curriculum and implementation practices by making connections to the high quality indicators of the IMR Rubric

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In Louisiana, all school systems are able to purchase instructional materials that are best for their local communities. The Louisiana Department of Education led an online review of instructional materials listed on this page to determine the degree of alignment with state content standards to support school systems with these decisions. Each local school system should determine if their use is appropriate to meet the educational needs of their students.

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Instructional materials are one of the most important tools educators use in the classroom to enhance student learning. It is critical that they fully align to state standards—what students are expected to learn and be able to do at the end of each grade level or course—and are high quality if they are to provide meaningful instructional support.

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Consider the indicators of the IMR Rubric and HQIM and how they support effective, student-centered instruction as you continue to implement your current curriculum .

Review the Weekly Report on the Tiered Reviews webpage for review updates.

Reach out to louisianacurriculumreview@la.gov for any questions regarding the Instructional Materials Review process.

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Add a post noting your group's key takeaways with the following questions in mind:

1. What do you notice or wonder about the content specific key indicators?

2. What key components did you identify in your specific content area?

3. How do those key components relate to the standards and Louisiana’s approach to instruction?

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Add a post noting your group's key takeaways with the following questions in mind:

1. What do you notice or wonder about the content specific key indicators?

2. What key components did you identify in your specific content area?

3. How do those key components relate to the standards and Louisiana’s approach to instruction?

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Add a post noting your group's key takeaways with the following questions in mind:

1. What do you notice or wonder about the content specific key indicators?

2. What key components did you identify in your specific content area?

3. How do those key components relate to the standards and Louisiana’s approach to instruction?

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Add a post noting your group's key takeaways with the following questions in mind:

1. What do you notice or wonder about the content specific key indicators?

2. What key components did you identify in your specific content area?

3. How do those key components relate to the standards and Louisiana’s approach to instruction?

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ELA Intensive Intervention

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2024-2025 IMR Rubric - ELA Intensive Intervention 3-8.pdf

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Math

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Science

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Social Studies

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2024-2025 IMR Rubric - Social Studies K-12.pdf

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HQIM is fully aligned to state standards.

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High Quality Instructional Materials are what’s needed by the teacher to be able to effectively deliver the lessons using materials that are of value and quality that’s aligned to state standards.

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High Quality Instructional Materials are what’s needed by the teacher to be able to effectively deliver the lessons using materials that are of value and quality that’s aligned to state standards.

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in this secession, I hope to gain knowledge of the rubric.

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HQIM in science should use the 3 dimensions-SEP, CCC, & DCI

HQIM need to be phenomena based

HQIM should include sense-making skill’s and disciplinary literacy

HQIM should have diverse and meaningful assessments

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Read aloud for K-2 should be complex and all students to engage in texts and make real life connections

READALOUDS ARE IMPORTANT

building a sense of written and spoken expressions

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1.) Reliant on complex texts, Foundational skills

2.) Quality of Texts

Text-Dependent Questions

Coherence of Tasks

Foundational Skills

3.) Louisiana's ELA goal is for students to be able to read, comprehend, and express understanding of complex grade level texts. These criteria align with that expectation.

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Our Math curriculum meets majority of the criteria, but I find ours is missing the rigour and balance. How do you determine if the rigour of a curriculum is suitable? The state has achievement level descriptors to help with identifying mastery of a standard.

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Tier 1 material has to provide sources that are relevant and include many perspectives on historical events in order to initiate opportunities for students to engage in discourse that is evidence-based.

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What stood out to me was the literacy connection. HQIM must include texts and articles from real-life scientists or journals. This shows students how what they are learning in class connects to the world around them.

Key components: 3-dim learning, phenomenon based, alignment to standards, literacy

I loved the additional requirements that said "science materials should complement grade level math instruction." Students start to see that their learning across contents builds on each other. This prepares them for life outside of the classroom.

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HQIM supports disciplinary thinking and writing in Social Studies. There should be opportunities to develop and express claims.

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HQIM for Social Studies includes components that require students to think critically through writing and discussion. I also feel the literacy component of social studies is important.

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HQIM leads students to their targets or expectations. It has the rigor and features to support a diverse student population, including our gifted, ELL, ESS, and 504 subgroups.

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I have never considered how the three components of rigor within math are balanced fluidly, intentionally. Very interesting.

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I appreciate the consideration of coherence in the review process. When the curriculum builds in pre/co-requisite skills it makes it easier to plan for the integration/implementation of accelerated learning.