Performance Metrics for This Spring

Performance Metrics for this Spring

1. How many people in your school, district or organization have you now trained and are now able to discuss the instructional implications of the Common Core State Standards?

• What are their names?

1. What percentage of schools in your district have a team that can accurately describe and lead other teachers in articulating the shifts in instruction required by the CCSS?

• What are their names?
• How do you know?

1. What percentage of professional development time and materials budget has been spent or is allocated toward:

• Supporting the major work of the grade in mathematics?

1. What percentage of schools/what grade levels have engaged in curriculum reviews, identifying the major work of the grade in mathematics?

• What specific materials (by name) have been reviewed?
• Where are you in the process of reviewing and revising curriculum materials (provide evidence)?
• Plans to engage in the work
• Currently engaged in the work
• Review of the completed work

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. How many informal walkthroughs looking for evidence of shifts in instructional practice and for the Common Core have been completed?

• In what % of the classrooms visited was attention only on the major work of the grade in mathematics evident?
• In what % of the classrooms visited was attention on the Standards for Mathematical Practices (based on student behavior) evident?
• Have criteria that demonstrate the shifts in teacher knowledge and practice been integrated into formal and/or informal teacher observations instruments? Submit samples of instruments.

1. For teachers: How many samples of student work:

• Include evidence of the Standards for Mathematical Practice?
• Show attention only to the major work of the grade in mathematics?

1. For partners supporting the work of Common Core Implementation: Who (parents, community leaders, school boards, after school, volunteers, etc.) and how many people have you talked to about:

• The importance of the Standards for Mathematical Practice?
• The importance of, identification of, and focus on the major work of the grade in mathematics?

1. In what ways have you determined your teachers’ mathematical knowledge for teaching? What structures and processes do you have in place to support teachers’ mathematical knowledge for teaching?

• Professional learning communities
• Coaching
• Study groups
• Action research
• Focused faculty meetings
• Common planning time for teachers

1. What organizational plans have you put in place to support Common Core Implementation

• This summer?
• During the 2012 – 2013 school year?

1. Have the publishers’ criteria been integrated into any purchasing opportunities that have arisen?

• Have formal plans been put in place in incorporate the Publishers Criteria in purchasing processes in the district?

NOTE: This is a document currently being developed by Student Achievement Partners.