Implementing Effective Instructional Programs Our Curriculum and Instruction Team recommends that schools prioritize the strategies below, at the start of school and throughout the year. The Curriculum and Instruction Team is committed to supporting schools, teachers, and families in these areas: 1. Reestablish a growth mindset and positive orientation toward school, emphasizing the importance of school community and the joy of learning, since we are returning after an unprecedented disruption in learning. 2. Consider having schools start the school year by incorporating these practices: ● Ensure that staff implements the ACPS curriculum with fidelity, ensuring that lesson plans and unit sequence align with division expectations. ● Differentiate and personalize instruction to address students’ learner profiles, demonstrated needs and learning gaps, and accelerated/personalized instruction to accommodate individual differences. ● Use research-based practices for effective planning, teaching, assessing, and adjusting to address all learners’ strengths and needs (in alignment with the ACPS Teaching and Learning Framework — including purposeful planning, teaching, assessing, and adjusting): o
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Addressing Fidelity in Curriculum Implementation – Ensure staff is trained in and fully implementing the ACPS curriculum and using Canvas, Clever, and approved applications and physical resources as part of a balanced instructional block. Using Data-Driven Progress Monitoring – Implement strong, attentive instruction, embedded with formative assessments to enable teachers to respond to student needs in real time and in the context of grade-level content. Addressing Student and Staff Social-Emotional Needs – Support students and staff to reassimilate to the school experience, addressing their social-emotional needs and providing interventions and support services, as needed. Facilitating the Reconnection and Culture-Build Process – Help students to get reacquainted with their peers, the social aspects of school, routines, expectations, and procedures through Social, Emotional, and Academic Learning (SEAL) and academic content. Allowing for Flexibility in Transitioning Back to School – As needed, balance in-person and virtual instructional methods utilized in response to the need for transitioning between models due to any COVID-related classroom closures.
● Monitoring Student Progress Through Reanalyzing Student Performance Data – Ensure that there is a diagnostic assessment period to pinpoint academic needs and provide students with access to grade-level content: o
Diagnostic and Formative Assessment Conducted With Fidelity – Administer stateand division-required diagnostics to gauge SEAL and credentialing needs.
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