# data[].attributes.body
Use core materials with fidelity

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Use core materials with fidelity

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May ask for flexibility to supplement  or enhance core materials

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I guess I am wondering who is going to pay for the alternative materials and PD?  Frankly, for my school I want to use the District core instructional materials with fidelity and use the scope and sequenced curriculum with fidelity, so I don't think this would be our school (Emerald)

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I guess I am wondering who is going to pay for the alternative materials and PD?  Frankly, for my school I want to use the District core instructional materials with fidelity and use the scope and sequenced curriculum with fidelity, so I don't think this would be our school (Emerald)

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Flexibility in how much/ which materials to use, and which to supplement OR REPLACE

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Flexibility in how much/ which materials to use, and which to supplement OR REPLACE

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Can't do all core materials and actually supplement... not enough time/ space

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When new materials (F & P) or instructional models (full day K) are rolled out, high flexibility schools receive the initial training but then have flexibility in terms of implementation and accountability. There is currently a disconnect with the rigidity with which kindergarten support from the district is falling on schools. For example, telling a school that their lunch time for kindergarten is 5 minutes off of when kindergarten is expected to be during the day. 

# data[].attributes.subject
When new materials (F & P) or instructional models (full day K) are rolled out, high flexibility schools receive the initial training but then have flexibility in terms of implementation and accountability. There is currently a disconnect with the rigidity with which kindergarten support from the district is falling on schools. For example, telling a school that their lunch time for kindergarten is 5 minutes off of when kindergarten is expected to be during the day. 

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Use core materials with fidelity and supplement as needed. 

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Use core materials with fidelity and supplement as needed. 

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Specifically for ELA, there needs to be a discussion of how 'text' base v. 'skill' based we are as a district.  We are all over the board on this and it highly impacts Instructional Materials that might be purchased.  

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Specifically for ELA, there needs to be a discussion of how 'text' base v. 'skill' based we are as a district.  We are all over the board on this and it highly impacts Instructional Materials that might be purchased.  

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Often, using alternative materials may be what catalyzes the enhancement of instruction. Limiting to core materials at this level of support may hinder progress.

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If your students are all at grade level then you can apply some flexibility but if you don't then the expectation is to use core content aligned with standards materials.

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If your students are all at grade level then you can apply some flexibility but if you don't then the expectation is to use core content aligned with standards materials.

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If a high flexibility school wants to supplement or enhance, do they have resources to do so? If not, do they really have flexibility?

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We want to be able to focus on our Montessori materials and instruction and supplement with district materials. We have materials that are research based and reach the same goals as the district core instructional materials.

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Use core materials with flexibility

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This is great if we know the core materials will provide everything needed to support all students. 

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This is great if we know the core materials will provide everything needed to support all students. 

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Elementary must all use math expressions and FPC so we do not develop gaps.  The flexibility can be in the time allocated for the subjects

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Elementary must all use math expressions and FPC so we do not develop gaps.  The flexibility can be in the time allocated for the subjects

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Use core materials with fidelity but with an option to differentiate as needed and as appropriate for the students you serve.

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Use core materials with fidelity but with an option to differentiate as needed and as appropriate for the students you serve.

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I think in high performing schools, that have shown strong growth and achievement over time, we need to provide flexibility. Provide the instructional materials and training as a resources, but without the rigidity of all of it all the time. 

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I think in high performing schools, that have shown strong growth and achievement over time, we need to provide flexibility. Provide the instructional materials and training as a resources, but without the rigidity of all of it all the time. 

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as written this is great.  We need core materials for writing.  

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as written this is great.  We need core materials for writing.  

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In addition to materials, teachers may need coaching, instructional support in order to use the materials with fidelity.

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In addition to materials, teachers may need coaching, instructional support in order to use the materials with fidelity.

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If core materials are working, they should be used with fidelity, and supplemented as needed to support growth for all students. 

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If core materials are working, they should be used with fidelity, and supplemented as needed to support growth for all students. 

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as written is great.  We need core materials for writing.

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as written is great.  We need core materials for writing.

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Support this language

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Actual flexibility for using available materials vs. teaching the skills via different content/materials.

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Actual flexibility for using available materials vs. teaching the skills via different content/materials.

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Perhaps a high support school needs supplements to the core to be successful

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When we have prioritized the standards, we will have a solid list of non- negotiable instruction and we can allow teachers to first focus on this learning with students then move onto the next level of standards - this can be accomplished using the core materials with high levels of fidelity specific to the prioritized learning - there is too much

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When we have prioritized the standards, we will have a solid list of non- negotiable instruction and we can allow teachers to first focus on this learning with students then move onto the next level of standards - this can be accomplished using the core materials with high levels of fidelity specific to the prioritized learning - there is too much

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There should be a common set of universal best practices for each content area and aligned district curriculum. Flexibility and autonomy come once these are implemented and mastered. All schools should utilize the district core instructional materials. The flexibility is determined based on student mastery of standards. 

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There should be a common set of universal best practices for each content area and aligned district curriculum. Flexibility and autonomy come once these are implemented and mastered. All schools should utilize the district core instructional materials. The flexibility is determined based on student mastery of standards. 

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A balance between best-practice, consistent, research-based learning materials, as well as site-based proven, evidence-based materials, are optimal.

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This looks like high flexibility schools "have all the fun" with "better" opportunities with additional resources.

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This looks like high flexibility schools "have all the fun" with "better" opportunities with additional resources.

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Continue to use best practice core material and have frequent check-ins. Should have flexibility to adjust

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Training and support on utilizing and familiarizing with the core materials.

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Training and support on utilizing and familiarizing with the core materials.

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All schools should use the same instructional materials with fidelity

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All schools should use the same instructional materials with fidelity

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If we start using different materials, we challenge our kids who are transient the most.

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If we start using different materials, we challenge our kids who are transient the most.

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The district core instructional materials should be diverse enough to adequately meet the needs of all students (e.g. online textbooks, accommodations around reading level, etc.). Must include coaching and PD.

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The district core instructional materials should be diverse enough to adequately meet the needs of all students (e.g. online textbooks, accommodations around reading level, etc.). Must include coaching and PD.

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High support schools should have the highest flexibility with learning materials because the learning needs are potentially greater or more variable that the high flexibility schools.

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High support schools should have the highest flexibility with learning materials because the learning needs are potentially greater or more variable that the high flexibility schools.

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Principals collaborate with like schools to do walk throughs to gain more understanding of use of core materials

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Principals collaborate with like schools to do walk throughs to gain more understanding of use of core materials

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All schools should use the same instructional materials with fidelity

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All schools should use the same instructional materials with fidelity

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Use core materials with fidelity but provide extensive resources (instructional coaches, behavior interventionist, additional FTE to make smaller classes possible, etc.) to differentiate and close the achievement gap.  

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Use core materials with fidelity but provide extensive resources (instructional coaches, behavior interventionist, additional FTE to make smaller classes possible, etc.) to differentiate and close the achievement gap.  

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Core materials should be analyzed for alignment with the prioritized standards and teachers can then provide consistent instruction to meet the priorities with the core materials - supplemental materials can be used to meet  student needs

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Core materials should be analyzed for alignment with the prioritized standards and teachers can then provide consistent instruction to meet the priorities with the core materials - supplemental materials can be used to meet  student needs

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Core material alignment to Standards Based Curriculum

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Core material alignment to Standards Based Curriculum

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If flexibility is given with materials, how would this impact the new curriculum initiative? For example, if we use Math Expressions, which is dependent on previously taught lessons, then the standards based math curriculum will need to be aligned to support the sequence of Math Expressions. Highly flexible schools would have difficulty not using the core materials and trying to follow the standards based curriculum documents.

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All schools should use the same instructional core materials with fidelity

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All schools should use the same instructional core materials with fidelity

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Core materials should continue to be used as primary resources to meet prioritized standards - supplemental materials can be utilized to meet student needs.

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Core materials should continue to be used as primary resources to meet prioritized standards - supplemental materials can be utilized to meet student needs.

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prior to making changes to the curriculum, we need to have a conversation with the upper feeder schools to be sure this aligns with future learning

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prior to making changes to the curriculum, we need to have a conversation with the upper feeder schools to be sure this aligns with future learning

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All schools should have same expectations

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All schools should have same expectations

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I don't think this should have different levels of support.

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We need to find a balance as we define expectations with FPC and math materials. If we are going to be true to initiative 1, "Ensure all instruction is challenging, engaging, relevant and meets the needs of all students" we need to recognize that purchased instructional programs are not always the most engaging or relevant. A district task force should be initiated to defined "fidelity." 

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We need to find a balance as we define expectations with FPC and math materials. If we are going to be true to initiative 1, "Ensure all instruction is challenging, engaging, relevant and meets the needs of all students" we need to recognize that purchased instructional programs are not always the most engaging or relevant. A district task force should be initiated to defined "fidelity." 

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Schools that offer unique programming such as Montessori, IB, Bilingual etc. should qualify for high flexibility with core instructional materials and the standards based curriculum. If these schools submit a proposal for an alternative curriculum that outlines/documents the scope and sequence of the CAS standards in their curriculum, and a committee reviews and approves the alignment of their curriculum with the CAS, then they should be granted high flexibility. Schools without unique curriculum programming requirements should not be given additional flexibility with the core instructional materials and the standards based curriculum. Othewise the strategic plan initiative of PK-12 standards based aligned curriculum will fail.

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This is another area where instructional coaching could make a difference for our district - having consistent job embedded support in the building as the resource is implemented can become a game changer for teachers 

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This is another area where instructional coaching could make a difference for our district - having consistent job embedded support in the building as the resource is implemented can become a game changer for teachers 

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Issues of Language and culture need to be addressed/included/revisited in our current curriculum, instruction and assessments. Pd on culturally responsive pedagogy needs to be revisited.

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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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Instructional Coaching could help in this area, but in order for it to be effective, the coach must be an integral part of the leadership team and explicitly support the direction of the school as opposed to being an island with individual ideas that may or may not support the school's direction. .