Continuity, And Coherence Designing For Instructional Quality,

Designing for Instructional Quality,Continuity, and CoherenceModule 1 : July 27, 2020In partnership with

Meet the Team!Kelsey HendricksSenior Director,Custom Services Jabari SimsExecutive Director,District Partnership Bryan HearnManaging Director,Instructional Support

Our mission continues . . . in contextInstruction Partners works shoulder to shoulder (and screen to screen)with educators to support care and continued learning for studentsduring the COVID-19 pandemic, from crisis through recovery, with aspecific focus on supporting the needs of students in poverty, studentsof color, students learning English, and students with disabilities.

Our current reality The pandemic and subsequent rapid evolution of school models has furtherilluminated inequities that have always existed. Students of color, students experiencing poverty, and emerging bilingual studentshave had less access to rich, engaging instruction at grade-level. This was exacerbatedin the spring.Module 1 Session Teachers have been asked to perform a daunting task—recreating materials to servethe needs of students across fully in-person, hybrid, and fully remote settings.1 Access to the technology required to engage virtually is varied and there’s an addedchallenge in providing appropriate remote instruction for young learners (Pre-K–2)and diverse learners.Designing for Instructional Quality, Continuity, and Coherence

Two EssentialQuestionsHow do I make sure all of my students experience high-quality,TEKS-aligned instruction, regardless of their learning environment, levelof connectivity, etc.?How do I do that without seeing all or some of my studentsin-person every day?Module 1 SessionDesigning for Instructional Quality, Continuity, and Coherence2

Our path forward Consistent opportunities to work on assignments aligned to grade-level standards Strong instruction where students do most of the thinking in a lesson Deep engagement in what students are learningModule 1 Session Teachers who hold high expectations for students and believe they can meetgrade-level standards3Even with the unique challenges of our current reality . . .Source: The Opportunity Myth (2018)Designing for Instructional Quality, Continuity, and Coherence

Module 1: Designing for Instructional Quality, Coherence, and ContinuityModule 2: Adapting orAdopting Pre-K Curriculumfor Remote SettingsModule 3: Adapting orAdopting Math Curriculumfor Remote SettingsModule 4: Adapting orAdopting ReadingLanguage ArtsCurriculum for RemoteSettingsModule 5: Adapting orAdopting Science & SocialStudies Curriculum forRemote SettingsModule 6: Implementing Texas Home Learning 3.0Module 1 SessionDesigning for Instructional Quality, Continuity, and Coherence4

Module 1 SessionConnecting to Sample Guiding Principles5 Protect the health of all students and staff and incorporate public health guidance. Incorporate feedback and ideas from stakeholders including students, families,educators, and staff. Identify and meet the needs of students, especially those most in need of additionalsupport. Implement high-quality curriculum and instructional delivery mechanisms that cantransition between on-campus, hybrid and remote instruction for all students. Provide mental health and wellness supports for students and teachers, whether theyare on-campus or remote. Build for long-term, sustainable change in how we “do school.” Seek transformativechanges that could persist beyond the current crisis. Assume the need for iteration and improvement during the course of the school year.Source: TEA Planning GuidebookDesigning for Instructional Quality, Continuity, and Coherence

Agenda and OutcomesAgenda OpeningFramework OverviewCase Study Deep DiveApplicationQ&AOutcomes Identify the key considerations for instructionalquality, coherence, and continuity across instructionalmodels in the fall.Provide a deeper understanding of how to leverageTEA’s Reflection Tool to support upcominginstructional materials decisions.Module 1 SessionDesigning for Instructional Quality, Continuity, and Coherence6

FRAMEWORK TO SUPPORT DESIGNTOWARDS QUALITY, COHERENCE,AND CONTINUITY FOR REMOTELEARNINGIn partnership with

Module 1 SessionWhat should be true for teaching, learning, andstudent support across all school models?7Designing for Instructional Quality, Continuity, and Coherence

Sample AspirationsOverall student experience aspirations, with an emphasis on students living in poverty,students of color, emerging bilingual students, and students with disabilities:RESOURCE: Priorities and Aspirations for ReentryDesigning for Instructional Quality, Continuity, and CoherenceModule 1 Session Students have regular, personal touchpoints with teachers and/or other school staff tocheck-in on their basic and academic needs, social and emotional well-being, and neededsupport for dealing with trauma. Students have regular touchpoints with their classmates to continue building community. Students engage in learning experiences targeted to their specific learning needs as wellas the most important work of the grade (including the enabling content from the priorgrade). Students are provided flexible, meaningful learning experiences that continue duringschool closures and/or distance learning.8

Design for instructional quality, coherence, and continuity To ensure a consistent and high-quality learning experience, despite the challengingcircumstances, LEAs should address three key issues:1. High-qualityinstructional materials2. Diagnostics and studentprogress monitoring3. Building educatorcapacityModule 1 SessionAcross fully in-person, fully remote, and hybrid models9Designing for Instructional Quality, Continuity, and CoherenceRESOURCE: Priorities and Aspirations for Reentry

High-Quality Instructional Materials Include . . . TEKS-aligned contentSupport for all learnersSupport for content connectionsProgress monitoringSupport for educators, including support for unfinished learningUsability both on-campus and in a virtual, remote settingUsability and additional supports for familiesModule 1 SessionSource: The Opportunity Myth (2018)Designing for Instructional Quality, Continuity, and Coherence10

Module 1 SessionHigh quality instructional materials are not just ascope and sequence11Designing for Instructional Quality, Continuity, and Coherence

Defining Unfinished Learning Unfinished learning refers to any prerequisite knowledge or skills that students need forfuture work that they haven’t yet acquired.132321Last year’s Content Standards5446567Previous Grade Level SkillRESOURCE: Priorities and Aspirations for Reentry2Module 1 Session1Designing for Instructional Quality, Continuity, and Coherence12

High-Quality Instructional Materials (HQIM) and COVID-19Module 1 SessionThe Challenge13HQIMTeachers developing their owncurricula had a difficult time adaptingto remote learning in the spring.Alleviate the burden of designing lessons,adapting them to work both in-person andremotely, and supporting cohorts ofstudents with diverse needs.Leaders needed to navigate multiplesets of resources to support teachersin the spring.Make it easier for principals and coachesto support all teachers, despite changingteaching and learning scenarios.Schools are relying on groups of adultsfor an unprecedented amount of studentsupport, care, and guidance.Designing for Instructional Quality, Continuity, and CoherenceProvide consistency and predictabilityfor those supporting students, whileteachers remain the core instructors.

Can I adapt my current materials to meet the definition of HQIMand the needs of remote settings?Should I adopt HQIM to meet the needs of remote settings?Module 1 SessionDesigning for Instructional Quality, Continuity, and Coherence14

TEA School System Reflection ToolLooking Back Did you use a common set ofinstructional materials across yourLEA, or were decisions made at theschool level for the remote learning? How effective were instructionalmaterials in providing a high level ofinstruction to all students? Consider by content area and interms of continuity of learning.Module 1 SessionInstructional MaterialsCategory15Designing for Instructional Quality, Continuity, and CoherenceLooking Forward Does your LEA have or is it planning tohave a curriculum that provideshigh-quality instruction for all studentsand can easily transition betweenremote and on-campus learningenvironments for SY20-21? Will decisions regarding curriculum bemade at the school or LEA level?Would you consider implementing anLEA-wide curriculum for SY20-21?

Considerations for Adapting and AdoptingDo my materials align to the key features of HQIM and the needs for remote learning?What are the gaps?Based on the gaps we identified, what wouldneed to be adapted to create alignment?What are the capacity, allocation, and timeneeds to create alignment?Based on the gaps we identified, what aremy options to adopt?What are the capacity, allocation, andtime needs to adopt?Designing for Instructional Quality, Continuity, and CoherenceModule 1 SessionWhich pathway supports meeting what I want to be true for teaching, learning, and student supportacross all models?16

Avoid the PitfallNeither pathway is simple.Module 1 SessionDecisions should be grounded in your response to whatyou want to be true for teaching, learning, and studentsupport across instructional models.17Designing for Instructional Quality, Continuity, and Coherence

A Tale of Two Districts District A: Mid-size urban district Common ELAR curriculum Teachers are expected toleverage the curriculum astheir primary resource.District B: Mid-size urban district Common ELAR curriculum Teachers are expected toleverage the curriculum astheir primary resource.Module 1 SessionDesigning for Instructional Quality, Continuity, and Coherence18

AspirationsWhat do we want to be true for teaching, learning, andstudent support across all models?Module 1 Session Students have regular, personal touchpoints with teachers and/or other school staff tocheck-in on their basic needs, social and emotional well-being, academic needs, andneeded support for dealing with trauma. Students have regular touchpoints with their classmates to continue to build community. Students engage in learning experiences targeted to their specific learning needs as wellas the most important work of the grade (including the enabling content from the priorgrade). Students are provided flexible, meaningful learning experiences that continue duringschool closures and/or distance learning.19Designing for Instructional Quality, Continuity, and Coherence

High-Quality Instructional Materials Include . . . TEKS-aligned contentSupport for all learnersSupport for content connectionsProgress monitoringSupport for educators, including support for unfinished learningUsability both on-campus and in a virtual, remote settingUsability and additional supports for familiesModule 1 SessionSource: The Opportunity Myth (2018)Designing for Instructional Quality, Continuity, and Coherence20