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Participation in the S3M Process 1x per year.

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Participation in the S3M Process 2x per year.

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Participation in the S3M Process 4x per year plus school visits, data cycles and coaching by need.

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Use core materials with flexibility to supplement or enhance core materials.

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Use core materials with fidelity with potential to supplement core materials.

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Use core materials with fidelity.

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Language in Core Instructional Materials Confusing

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Language in Core Instructional Materials Confusing

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Change language to say: Use core materials with flexibility to supplement or enhance core instruction (or core instructional practices). Same for the other columns as well.

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Instructional Coaches and Instructional Rounds

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Instructional Coaches and Instructional Rounds

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All buildings would benefit from consistent and ongoing instructional coaches to support teachers in the implementation of S3M Process and Core Instructional Materials.

Building leaders would benefit from regular instructional rounds to improve our practice and support our teachers.

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Meet with full S3M team twice a year (once a semester) and the S3M "action team" for progress monitoring and review. Continue with the weekly meetings (for turnaround schools) with area Supt and Executive Director.

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What would accountability look like with a S3M 1x/year?

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What would accountability look like with a S3M 1x/year?

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allowing the school to determine what is needed and what the intensity would look like. This would also allow various school based members to be engaged in the work and create a greatly level of integrated and collaborative work.

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when it comes to following the standards and scope and sequence. This should still be a non-negotiable, but HOW you teach and WHAT you use to get students to learn is where the flexibility comes in. To that end, common and balanced assessments and systems should not be flexible. These none negotiables are needed to ensure that we are closing all achievement and access gaps.

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Core Instructional Materials start with Core Foundational Standards....

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Core Instructional Materials start with Core Foundational Standards....

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We need to have a non-negotiable when it comes to what (standards) and when we are teaching (scope and sequence). Materials are the tools that help engage students with the expected learning outcomes associated with a course; however, materials are not curriculum. Our curriculum is our standards. Let's first agree on that and have that tight in order to close all gaps of concern. Once we are tight on that, the materials we use should be loose and instead be offered a resources. Too often schools are attached to textbooks and publisher ideas on standard sequencing, which do not translate into what exactly students/scholars need. I want flexibility when it comes to the what we use (materials), not what is foundational for all students regardless of location, background, ability to learn (standards).

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Provide Research and Evidence based learning and professional development...

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Provide Research and Evidence based learning and professional development...

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Teach all elementary general education teachers how to explicitly teach students how to read and provide materials that allow for this. The same is true with mathematical facts and numeracy.

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need to occur even in high achieving schools. The discussion about instruction, the accountability that is associated with that process, and the perspective for growth opportunities is important for all schools.

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Provide professional learning and job embedded coaching to support teacher learning and implementation of the core materials and strategies

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keeping in mind that our goal is continual improvement - is this enough to guide high performing schools to continue to grow? Does this assume that all staff are high performing - may not be the case

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This feels like the choices allow a school to determine how regularly they want to evaluate their progress and ensures a focus on continual improvement cycle