DeKalb County School
District
Teaching and Learning Curriculum Audit
June 2025
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I. Internal System Coherence p. 4
A. Alignment to 2020-2025 Strategic Plan p. 5
B. Timeline of Events p. 8
II. Curriculum Review
A. Survey Data p. 10
B. Classroom Walkthroughs p. 27
C. Focus Group Data p. 40
D. Artifact Analysis, Curriculum Map / Scope and Sequence Notes,
Unit Plan Analysis, and Content-Specific Next Steps p. 43
1. Mathematics p. 45
2. English p. 57
3. Science p. 80
4. Social Studies p. 94
5. Health & PE p. 108
6. World Languages p. 114
7. Visual Performing Arts and Music p. 121
8. Career Technical and Agricultural Education p. 128
9. Early Intervention Program p. 134
10. Specialized Content: ESOL p. 149
11. Specialized Content: Exceptional Education p. 150
12. Specialized Content: Gifted p. 152
13. Specialized Content: IB and AP p. 154
III. Action Plan for Priority Improvement Initiatives p. 155
A. Gap Analysis p. 156
B. Recommended Next Steps p. 157
IV. Appendix p. 163
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PART I
INTERNAL SYSTEM COHERENCE
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In October 2024, the DeKalb County School District team (DCSD) began partnering with Insight
Education Group (Insight) on the Curriculum Audit project. One of the primary objectives of the audit is
to gain deeper understanding around the current state of curriculum–materials, systems, and practices–in
the district. This deeper understanding, combined with the perspectives of various stakeholder groups
relative to this current state, yields many bright spots and a few recommendations for areas that may use
improvement.
These recommendations support the district’s 2024-2029 Strategic Plan, “Disrupting for Excellence: New
Levels, New Heights.” The Audit suggests next steps that support key aspects of this Strategic Plan.
The Audit proceeded in three stages - Curriculum Review, Gap
Analysis, and Action Plan for Priority Improvement Initiatives.
The goal of the Curriculum Review stage was to understand what
curriculum materials were available and being used for
instruction across the district in several distinct content
areas–math, English, science, social studies, physical education
and health, world languages, visual arts/performing arts, music,
and CTAE. Additionally, curriculum materials, survey data, and
focus group conversations focused on implementation of Tier I curriculum through the following
programs: EIP, ESOL, Gifted, IB and AP, and Exceptional Education. The Insight team collected
district-level quantitative and qualitative data. The data consisted of a survey, live and virtual classroom
walkthroughs, and reviews of curriculum artifacts using indicators from leading curriculum analysis tools.
A synthesis of the data can be found in the pages that follow.
During the Gap Analysis stage, the Insight team sought to understand what barriers existed, if any,
between present conditions and ideal outcomes. During this stage, Insight conducted focus group
interviews with several different stakeholder groups, including groups of teachers and content
supervisors.
Finally, the data and evidence gathered are used to generate this report, the Action Plan for Priority
Improvement Initiatives. This report is organized according to the data collection opportunities, followed
by identification of bright spots (or practices already present), areas of opportunity, then suggested next
steps for the district.
We hope the findings and recommendations in this report can serve as a springboard to a robust
planning phase. We are so grateful for the opportunity to partner with you and look forward to
supporting you on this journey in service of the students of DeKalb County School District.
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ALIGNMENT TO STRATEGIC
PLAN
STRATEGIC PLAN ACTION STEPS / METRICS ALIGNMENT TO CURRICULUM AUDIT
1.1: Increase proficiency rates in literacy on Content-area and district recommendations such
district and state assessments for all strengthening the Academic Coaching program
students. and ensuring more robust support and usage of
the DCSD curriculum materials in Canvas, will
1.2: Increase proficiency rates in numeracy create conditions that increase proficiency rates
on district and state assessments for all on the state assessments and academic growth
students. on CCRPI.
1.5: Improve student academic growth as
measured by the College and Career
Readiness Performance Index (CCRPI).
1.3: Increase the 4- and 5-year cohort Content-area and district recommendations will
graduation rates. create conditions that increase graduation rates
to or above levels indicated by the Goal Area.
1.4: Ensure all students have equitable Content-area and district recommendations,
access to and support for academic especially those concerning PreK to 5 schools
programs and career pathways. and programs, will create conditions that ensure
all students have equitable access to academic
programs and career pathways of their choice.
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ALIGNMENT TO STRATEGIC
PLAN
STRATEGIC PLAN ACTION STEPS / METRICS ALIGNMENT TO CURRICULUM AUDIT
2.3: Improve communication processes for Content-area and district recommendations,
stakeholders to ensure the flow of clear, especially the district recommendation on
timely, and relevant information.Improve improving communication about curriculum
communication processes for stakeholders to rollout and support, directly addresses this action
ensure the flow of clear, timely, and relevant step / metric.
information.
STRATEGIC PLAN ACTION STEPS / METRICS ALIGNMENT TO CURRICULUM AUDIT
3.2: Develop high performing staff to ensure All recommendations in this Audit, both
quality teaching and learning outcomes, an content-specific and district-wide, will directly
innovative workforce, and visionary leaders. impact the degree to which high performing and
highly effective staff continue to positively impact
3.3 Retain highly effective staff in critical the DCSD community. Additionally, the supports
needs positions to ensure the sustainability recommended in this Audit will also ensure more
and efficiency of integral district programs DCSD staff become more high performing and
and services. highly effective.
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ALIGNMENT TO STRATEGIC
PLAN
STRATEGIC PLAN ACTION STEPS / METRICS ALIGNMENT TO CURRICULUM AUDIT
6.4: Improve and maintain a secure, Improved processes around curriculum use and
accessible, and equitable digital learning selection increase investment in current
environment for all students. resources, increase the likelihood of more
responsible purchase decisions both district-wide
6.5: Ensure excellent financial management and locally, and create conditions in which all
of district resources. students optimize the use of excellent,
high-quality instructional materials no matter the
school they attend.
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October 2024: delayed project
kickoff. Insight drafted
Implementation Plan and
determined courses to include in
Audit; Insight facilitated materials
submission for Audit’s content areas
and programs
November 2024 to February 2025:
Eighteen on-site walkthrough days
across fifty-four DCSD schools
spanning all Areas and all grade
bands; artifacts collected and
requested teachers whose
classrooms were visited
March to April 2025: Delayed
survey administration to all June 2025: Virtual walkthrough
DCSD teachers; analysis of analysis of 180+ 10-15 minute
curriculum materials artifacts; Teaching Channel videos,
completion of Curriculum Audit
teacher, school leader, Area
report
Superintendent, and content
coordinator focus groups
May 2025: Delayed receipt of 180+
virtual walkthroughs performed by
Academic Coaches across a wide
diversity of DCSD schools, across all
areas and grade bands; continued
artifact analysis from live and virtual
walkthroughs
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PART II
CURRICULUM REVIEW
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SURVEY DATA
The survey yielded one thousand three hundred thirty-three responses distributed among the following areas:
Total Survey Responses (Count Data)
Area Horizon 268
Area 1 Elementary 179
Area High 327
Area 2 Elementary 179
Area 3 Elementary 81
Area Specialty 96
Area Middle 327
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More specifically, of the two hundred sixty-eight who selected Area Horizon, they can be broken down as follows:
Total Area Horizons Survey Responses (Count Data)
Elementary School 159
Middle School 25
High School 84
Lastly, for the ninety-six who selected Area Speciality, they can be divided into Middle School and Elementary
School as follows:
Total Area Specialty Survey Responses (Count Data)
Middle School 17
Elementary School 79
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SURVEY DATA
DCSD is particularly interested in understanding the usage of DCSD materials across the surveyed courses and
content areas.
The question “If district-provided curriculum materials (textbooks, online resources, manipulatives, student
workbooks, etc.) exist for your course, how often do you use them (most or all days, about half the time, rarely,
never)” yielded the following data.
Total Survey Responses (Count Data)
Curriculum Usage
Never 52
Rarely 188
About Half the Time 364
Most or All Days 729
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SURVEY DATA
A sampling of responses for Question #6, What else would you like to add to help us understand the availability or
quality of curricular resources for the course you identified above?, from each category of curriculum usage reveals the
aforementioned patterns.
Most or All ● "The new text book we have does not cover all the standards we teach. We need
Days manipulatives to teach students concrete." (Elementary Math Teacher)
● "It would be beneficial to have resources to help differentiate the math standards."
(Elementary Math Teacher)
● "ESOL: More low-prep materials. Manipulatives. Updated unit plans, curriculum maps,
pacing guides, etc in accordance to textbook/student workbooks." (Secondary English
Teacher)
"Online access for the textbook would be great." (Middle School Social Studies Teacher)
● "The biggest challenge I face as a math teacher is having the resources I need to complete
the projects described in our Unit Plans. For example, the plan will show a screenshot of a
worksheet, but the actual resources does not exist. I have had to create worksheets and
visuals to make the projects accessible to my students." (Elementary Math Teacher)
● "Science requires many materials to teach lessons. I haven't received science materials
needed for experiments, models, or scientific equipment. I use broken equipment from years
ago, ask parents for donations and spend my own money to make science hands-on for my
students." (Elementary Science Teacher)
● "Sometimes, consumable materials might be needed for an activity, and teachers might have
to buy out of their pockets." (Elementary English Teacher)
About Half of ● "HMH Writable is a little clunky, but it is an excellent resource. I appreciate the AI sample
the Time model texts that I can easily generate for writing assignments and the handy rubrics I can
drag and drop. However, students absolutely should have the audio versions of all the
engaging reading passages in HMH Lit. This is especially critical for our multilingual
learners." (Secondary English and ESOL Teacher)
● "I would like to see differentiated textbooks for students with disabilities. Also, the materials
need to be relatable to ESOL students. We do not receive enough manipulatives for each
student." (Elementary Special Education Teacher)
● "The district’s purchase of online resources are not complete. The do not buy all aspects of
the program and resources needed to use the support/drive instruction." (High School
Science Teacher)
● "I really dislike that the district seems to just choose resources to encourage a one size fits all
method. It is clear that teachers are not involved in the decision making process." (Secondary
English Teacher)
● "I often feel like I need someone to show me how I would use them in a class, or show me
how to use it for students." (Middle School Social Studies Teacher)
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About Half of ● "The activities that can be done with the provided curriculum is limited. The textbook itself is
the Time not enough to provide a rich and varied level of instruction and activities. Most of those are
made by me -- games, scaffolded practice, graphic organizers, writing and speaking prompts,
(Continued) paired practice. I have to write assessments that cover all the standards, since the provided
textbook resource is limited in the standards assessed."
(World Languages Teacher)
● The district's text books does not align with the GA Learning plans." (Elementary Math
Teacher)
Rarely ● "Let teachers have freedom in their classrooms rather than trying to standardize every little
thing. I will not use a textbook that has all assignments, assessments, lessons, and everything
planned out - it takes away my passion for the job and the joy I get in creatively solving a
problem." (Secondary English Teacher)
● "I would prefer to choose resources from a list instead of bulk orders not tailored to fit specific
needs." (Middle School Visual and Performing Arts Teacher)
● "Instead of the county coming up, what they think is best, they should ask the teachers.
Especially the ones who’ve been teaching for so long because they are so knowledgeable."
(Elementary School Teacher)
● "Student workbooks are often too generic and fail to offer enough practice or differentiation
to support students at various levels of understanding. There also seems to be a lack of
alignment between the resources provided and the actual needs of students in the classroom,
leading to a disconnect between teaching materials and the goals of the curriculum."
(Elementary Math Teacher)
● "It is very difficult to find the resources we do have, and when I find them, they are often
ineffective and outdated. Navigating DCSD's curricular resources is often a futile effort." (High
School Social Studies Teacher)
Never ● "The science curriculum needs an overhaul to include learning targets and success criteria so
that they are the same across all classrooms. The assessments are too easy and need to
change more often." (High School Science Teacher)
● "The current Algebra curriculum is not working for Tier A multilingual students. It is frustrating
as we have to create all our materials. We have asked for help from our school and the County
multiple times but have not received support." (Secondary Math Teacher)
● "The district needs to do better with providing teachers with resources they need."
(Elementary Math Teacher)
● "Despite having physical access to textbooks, it's clear that Dekalb does not want to spend
money on quality materials. I find the Georgia Studies textbook unusable." (High School
Social Studies Teacher)
● "The materials do not support ESOL students who are Tier A and have disjointed educational
experiences." (Secondary Math Teacher)
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SURVEY DATA
The following pages show data for the Curriculum Usage question specific to areas.
Area 1 Elementary (Curriculum Usage)
Area 1 Elementary - Curriculum Usage (Count Data)
Never 5
Rarely 36
About Half the Time 40
Most or All Days 98
Area 2 Elementary (Curriculum Usage)
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Area 2 Elementary - Curriculum Usage (Count Data)
Never 2
Rarely 17
About Half the Time 39
Most or All Days 121
Area 3 Elementary (Curriculum Usage)
Area 3 Elementary - Curriculum Usage (Count Data)
Never 2
Rarely 1
About Half the Time 19
Most or All Days 59
16
Area Middle (Curriculum Usage)
Area Middle - Curriculum Usage (Count Data)
Never 6
Rarely 29
About Half the Time 80
Most or All Days 88
Area High (Curriculum Usage)
17
Area High - Curriculum Usage (Count Data)
Never 25
Rarely 71
About Half the Time 95
Most or All Days 136
Area Horizons (Curriculum Usage)
Area Horizons - Curriculum Usage (Count Data)
Never 9
Rarely 16
About Half the Time 64
Most or All Days 179
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Area Specialty (Curriculum Usage)
Area Specialty - Curriculum Usage (Count Data)
Never 3
Rarely 18
About Half the Time 27
Most or All Days 48
The following pages show data for the Curriculum Usage question specific to content areas.
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SURVEY DATA
The following pages show data for the Curriculum Usage question specific to content areas.
Elementary English (Curriculum Usage)
Elementary English - Curriculum Usage (Count Data)
Never 2
Rarely 28
About Half the Time 59
Most or All Days 215
Secondary English (Curriculum Usage)
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Secondary English - Curriculum Usage (Count Data)
Never 7
Rarely 24
About Half the Time 40
Most or All Days 56
Elementary Math (Curriculum Usage)
Elementary Math - Curriculum Usage (Count Data)
Never 3
Rarely 14
About Half the Time 32
Most or All Days 97
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Secondary Math (Curriculum Usage)
Secondary Math - Curriculum Usage (Count Data)
Never 6
Rarely 16
About Half the Time 38
Most or All Days 47
Science (Curriculum Usage)
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Science - Curriculum Usage (Count Data)
Never 8
Rarely 36
About Half the Time 37
Most or All Days 59
Social Studies (Curriculum Usage)
Social Studies - Curriculum Usage (Count Data)
Never 8
Rarely 29
About Half the Time 35
Most or All Days 48
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Health & PE (Curriculum Usage)
Health & PE - Curriculum Usage (Count Data)
Never 1
Rarely 3
About Half the Time 13
Most or All Days 24
World Languages (Curriculum Usage)
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World Languages - Curriculum Usage (Count Data)
Never 2
Rarely 5
About Half the Time 18
Most or All Days 31
Visual Arts, Performing Arts & Music (Curriculum Usage)
Visual Arts, Performing Arts & Music - Curriculum Usage (Count Data)
Never 3
Rarely 8
About Half the Time 14
Most or All Days 23
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CTAE (Curriculum Usage)
CTAE - Curriculum Usage (Count Data)
Never 4
Rarely 4
About Half the Time 21
Most or All Days 29
These tables represent a small fraction of the insights available from the vast collection of
numerical and anecdotal data in the 2025 DCSD Curriculum Audit survey. DCSD’s Division of
Curriculum and Instruction and other divisions, departments, Area leadership, and schools
can determine priority questions in this survey to investigate in order to add further context
and specificity to the content area and district-wide recommendations included in this report.
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WALKTHROUGHS
Three members of the Insight team each completed walkthroughs across six separate days of site visits in order to
contextualize the submitted artifacts and see curriculum materials and instructional strategies in action.
Additionally, 180+ Teaching Channel walkthroughs were collected and uploaded by DCSD’s Academic Coaches
across a wide range of schools and content areas in all DCSD Areas.
The breakdown of those walkthroughs by area is as follows:
Total Walkthroughs (Percent Data)
Area Elementary approx. 51%
Area Middle approx. 18%
Area High approx. 31%
The breakdown of those walkthroughs by subject is as follows:
Total Walkthroughs (Percent Data)
CTAE approx. 1%
EIP approx. 2%
English approx. 30%
ESOL (self-contained) approx. 3%
Exceptional Education (self-contained) approx. 1%
Mathematics approx. 31%
Music approx. 2%
Science approx. 15%
Social Studies approx. 11%
Visual Performing Arts approx. 2%
World Languages approx. 2%
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WALKTHROUGHS
Each walkthrough proceeded for, on average, between ten and fifteen minutes. When visiting classrooms during
the live or virtual walkthroughs, Insight team members utilized the following rating system to assess “look-fors”:
● N - No (look-for should have been observed during the visit but was not)
● NP - Not Present (visitor was not present during a time when the look-for could have been observed)
● P - Partial (look-for could have been observed during the visit and was observed but not to its )
● Y - Yes (look-for could or should have been observed during the visit and was)
This system was approved by the DCSD team in November of 2024.
Insight captured data on the following look-fors:
● Engages students in active learning and maintains interest.
● Builds upon students' existing knowledge and skills.
● Reinforces learning goals consistently throughout the lesson.
● Uses a variety of research-based instructional strategies and resources.
● Effectively uses appropriate instructional technology to enhance student learning.
● Communicates and presents material clearly, and checks for understanding.
● Develops higher-order thinking through questioning and problem-solving activities.
● Engages students in authentic learning by providing real-lift examples and interdisciplinary connections.
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WALKTHROUGHS
Each walkthrough proceeded for, on average, between ten and fifteen minutes. When visiting classrooms during
the live or virtual walkthroughs, Insight team members utilized the following rating system to assess “look-fors”:
● N - No (look-for should have been observed during the visit but was not)
● NP - Not Present (visitor was not present during a time when the look-for could have been observed)
● P - Partial (look-for could have been observed during the visit and was observed but not to its )
● Y - Yes (look-for could or should have been observed during the visit and was)
This system was approved by the DCSD team in November of 2024.
The following data was disaggregated from relative to the following “look-fors”:
● Look-For: Engages students in active learning and maintains interest.
● Look-For: Communicates and presents material clearly, and checks for understanding.
The following data breaks down the overall rating based on “Look-For: Engages students in active learning and
maintains interest.”
Total Walkthroughs (Percent Data)
N 1%
NP 1%
P 18
Y 90%
Breaking down this “look-for” by area, the data is as follows:
Area Elementary (Percent Data)
N approx. 1%
NP 0%
P approx. 20%
Y approx. 79%
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Area Middle (Percent Data)
N approx. 0.5%
NP approx. 0.5%
P approx. 29%
Y approx. 62%
Area High (Percent Data)
N approx. 5%
NP approx. 2%
P approx. 22%
Y approx. 71%
Breaking down this “look-for” by subject, the data is as follows:
CTAE (Percent Data)
N –
NP –
P –
Y 100%
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EIP (Percent Data)
N –
NP –
P –
Y 100%
English (Percent Data)
N approx. 3%
NP approx. 1%
P approx. 20%
Y approx. 76%
ESOL - Self-Contained (Percent Data)
N approx. 14%
NP approx. 29%
P –
Y approx. 57%
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Exceptional Education - Self-Contained (Percent Data)
N –
NP –
P –
Y 100%
Mathematics (Percent Data)
N approx. 1%
NP –
P approx. 22%
Y approx. 77%
Music (Percent Data)
N –
NP –
P 50%
Y 50%
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Science (Percent Data)
N approx. 3%
NP –
P approx. 15%
Y approx. 82%
Social Studies(Percent Data)
N approx. 4%
NP approx. 11%
P approx. 37%
Y approx. 48%
Visual Performing Arts (Percent Data)
N 25%
NP –
P –
Y 75%
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World Languages (Percent Data)
N –
NP –
P 50%
Y 50%
The following data breaks down the overall rating based on “Look-For: Communicates and presents material
clearly, and checks for understanding.”
Total Walkthroughs (Percent Data)
N approx. 5%
NP approx. 6%
P approx. 22%
Y approx. 67%
Breaking down this look for by area, the data is as follows:
Area Elementary (Percent Data)
N approx. 3%
NP approx. 3%
P approx. 18%
Y approx. 76%
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Area Middle (Percent Data)
N approx. 15%
NP approx. 7%
P approx. 24%
Y approx. 54%
Area High (Percent Data)
N approx. 6%
NP approx. 12%
P approx. 38%
Y approx. 44%
Breaking down this look for by area, the data is as follows:
CTAE (Percent Data)
N –
NP –
P –
Y 100%
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EIP (Percent Data)
N –
NP –
P –
Y 100%
English (Percent Data)
N approx. 5%
NP approx. 6%
P approx. 17%
Y approx. 72%
ESOL - Self-Contained (Percent Data)
N approx. 17%
NP approx. 17%
P –
Y approx. 66%
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Exceptional Educations - Self-Contained (Percent Data)
N –
NP –
P –
Y 100%
Mathematics (Percent Data)
N approx. 5%
NP approx. 1%
P approx. 22%
Y approx. 72%
Music (Percent Data)
N –
NP approx. 33.3%
P approx. 33.3%
Y approx. 33.3%
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Science (Percent Data)
N approx. 2%
NP approx. 31%
P approx. 6%
Y approx. 61%
Social Studies (Percent Data)
N approx. 18%
NP approx. 14%
P approx. 27%
Y approx. 41%
Visual Performing Arts (Percent Data)
N –
NP –
P 100%
Y –
38
World Languages (Percent Data)
N –
NP –
P 50%
Y 50%
Walkthroughs were the primary vehicle for collecting artifacts for analysis. Walkthrough data
from look-fors, for the purposes of this Audit, was used to contextualize artifacts gathered
and provide the Insight team with some working familiarity on how DCSD curriculum
materials from across the district were brought to life in varied content areas and grade
bands. School or teacher information from walkthrough data was not shared with anyone
outside the Insight team.
The Insight team would like to thank all teachers, school leaders, Division of Curriculum &
Instruction staff, Academic Coach Coordinators, Academic Coaches, and of course all the
students who allowed us into classrooms to observe their learning.
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FOCUS GROUP DATA
DeKalb County School District recruited stakeholders from multiple groups to engage in focus group
sessions with Insight audit team members. During the recruitment process, DCSD invited potential
group members from the following stakeholder groups: the Director of Teaching and Learning; Area
Superintendents; Content Area and Program Senior Coordinators, Coordinators II, and Directors;
Principals; Academic Coach Coordinators; Academic Coaches; and Teachers.
Focus groups were facilitated by Insight team members held in person and virtually via Zoom
tele-conferencing platform with attendees. Focus groups were approximately 30 to 60 minutes in length.
During the focus groups, participants were provided the opportunity to share insights on the state of
curriculum materials in their content area, grade band, or Area.
For ethical and integrity reasons, participants were assured their identifying information and views
expressed during the focus group would remain confidential. As such, audit team members would
anonymize all details during the reporting process.
The following tables show the focus groups and number of participants (out of at least five who were
invited), listed in order of completion. Participant count includes those who could not attend live, but
later offered their thoughts via email.
Stakeholder Group # of Participants
Social Studies Senior Coordinator 1
Math Senior Coordinator, pt. I 1
Science Senior Coordinators 2
Visual Arts and Performing Arts Senior Coordinator 1
World Languages Senior Coordinator 1
IB and AP Coordinator II 1
EIP Coordinators 2
Academic Coach Coordinators 5
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FOCUS GROUP DATA
Stakeholder Group (cont.) # of Participants
Director of Teaching and Learning 1
Math Senior Coordinator, pt. II 1
Music Senior Coordinator 1
ESOL Coordinators 5
Elementary Academic Coaches 4
Gifted Senior Coordinators 2
High School Academic Coaches 5
Middle School Academic Coaches 5
MS/HS English Teachers 3
Exceptional Education Director, Senior Coordinators, and 6
Coordinators II
Elementary English Teachers 3
Elementary Science Teachers 2
MS/HS Science Teachers 2
MS/HS Social Studies Teachers 3
EIP Teachers 3
MS/HS World Languages Teachers 2
Visual Arts Teachers 3
Middle School Principals 4
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FOCUS GROUP DATA
Stakeholder Group (cont.) # of Participants
ELA Director 1
High School Principals 5
Elementary Principals 5
Elementary and Special Area Superintendents 4
Middle School and High School Area Superintendents 2
High School Math Teachers 5
Middle School Math Teachers 2
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CURRICULUM DATA
The Audit's Curriculum Review stage focused on a comprehensive collection of courses within content
areas chosen by DCSD. Data from documents for review, focus groups, and surveys were selected from
the courses below:
World Visual
Social Health &
Math English Science Languages Performing
Studies PE
& Culture Arts
First Grade First Grade Fifth Grade Sixth Grade Sixth Grade Spanish 1 Fifth Grade
Math English Science Social Health/PE Visual Arts
Studies
Third Grade Third Grade Sixth Grade High School Level 1 Visual
Math English Science Eighth Grade Health/PE Arts
Social (9th-12th)
Fifth Grade Fifth Grade Eighth Grade Studies
Math English Science Music (all
American grades)
Sixth Grade Sixth Grade Biology Government
Math English
US History
Eighth Grade Eighth Grade
Math English AP US
History
Algebra Ninth Grade
Comp and Lit
Geometry
Eleventh
Grade
American Lit
These courses are a beginning representation of DCSD’s diverse offerings and diverse student body;
limiting data to that obtained from these courses allows the Audit to go deeper with fewer
representative courses and thus serves the intended goals of this Audit. Insight conducted focus groups
and administered surveys to teachers and content supervisors. The focus groups and surveys ascertained
baseline curriculum and content practices across these courses. Finally, Insight gathered curriculum
documents, assessments, and instructional materials related to the courses above.
Additionally, Insight audited courses with EIP, AP, IB, Gifted, Exceptional Education, and ESOL
designations, but through the lens of Tier I instruction in the main content areas. Some courses in CTAE
were audited, but as a means to contextualize CTAE survey data and eventual recommendations.
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ARTIFACT ANALYSIS
The Curriculum Audit focused on a limited number of courses in the content areas below. For both live
and virtual walkthroughs, DCSD solicited, then uploaded, artifacts for each content area.
Artifacts included course and unit overviews, end-of course assessments, unit assessments, and shorter
formative assessments. Artifacts were assessed on their alignment to the Georgia Standards of
Excellence, and content-specific criteria derived from assessment and task evaluation tools used by
field-leading organizations.
It is important to note that included artifacts are only those submitted by teachers. Insight aimed to
include and rate artifacts that were used in actual classroom instruction, rather than those that were
simply available or existent in Canvas. When lesson or unit plans referred to curriculum materials in
Curriculum Community, these materials were considered artifacts for audit and rating.
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MATHEMATICS
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for some analyzed
courses.
First Grade The DeKalb County 1st Grade Mathematics Curriculum Map outlines a yearlong
Math sequence of six units designed to build foundational math skills through conceptual
learning, problem solving, and real-world application. Grounded in the Georgia
Standards of Excellence, the curriculum emphasizes number sense, place value,
measurement, geometry, data, and patterns. Instruction follows a structured
framework—Engage, Explore, Apply, Reflect—and integrates the Standards for
Mathematical Practice daily. Unit 1, "Let’s Count!," introduces counting, composing
numbers, and data representation through performance tasks like designing vegetable
boxes, with embedded formative assessments and differentiation strategies. Later units,
such as Unit 3, focus on shapes, patterns, and fractions through engaging, paced
activities. The curriculum promotes mathematical thinking, discourse, and
developmentally appropriate instruction aligned with state expectations.
Third Grade The 3rd grade Math Scope and Sequence and Curriculum Maps provide a
Math comprehensive year-long instructional plan that integrates priority standards, essential
questions, and formative and summative assessments across clearly defined weekly
units. The curriculum begins with foundational concepts in place value and extends
through complex topics such as multi-digit addition and subtraction, multiplication and
division strategies, fractions, measurement, and geometry. Each unit includes detailed
weekly lesson breakdowns, vocabulary, instructional tasks, and aligned Common
Formative Assessments (CFAs) or end-of-unit evaluations to monitor progress and
inform instruction. Emphasis is placed on fluency standards such as adding and
subtracting within 1,000 and using multiplication and division within 100, which are
woven throughout the year for skill mastery. The sequence is strategically designed to
build on prior knowledge, support real-life problem-solving, and reinforce the eight
Mathematical Practice Standards for deeper conceptual understanding and flexible
mathematical thinking
Fifth Grade The 5th grade mathematics curriculum is organized into eight cohesive units that build
Math conceptual understanding and real-world application across key domains: volume,
place value, operations, fractions, decimals, geometry, and data. Students begin with
exploring volume through hands-on activities and progress to applying multiplication
and division with whole numbers and fractions, using visual models and
problem-solving strategies. Place value concepts are extended to decimals, with an
emphasis on comparison, rounding, and operations. Geometry and coordinate plane
work include classifying polygons and analyzing numerical patterns. Throughout the
year, interdisciplinary connections are emphasized—integrating math with science, ELA,
and social studies. The curriculum culminates in a capstone unit where students apply
their learning in project-based contexts. Mathematical Practices (MP.1–8) are
consistently embedded, and performance tasks such as the “Soles for Souls”
box-shipping project bring relevance and engagement to student learning.
45
MATHEMATICS
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Rubric for Lessons & Units: Math (from EQuIP Rubric)
I: Alignment to the Depth of the SoLs. Does the unit target a II: Key Math Shifts: Is the unit focused on the parts of it
set of grade-level Georgia math Standards of Learning? Are that constitute major work of the grade standards?
the math practice skills central to the lessons identified, Does content build on previous understandings, and
handled in a grade-level appropriate away, and connected to are there opportunities for students to connect
the content being addressed? Is there a balance of rigor knowledge and skills vertically and horizontally? Is
(procedures and conceptual understanding) appropriate for the there opportunity for the appropriate balance of
standards being taught? application, conceptual understanding, and procedural
skill and fluency relative to the standards being taught?
First Grade Based on the scope of available artifacts, the units presented Yes, the unit is clearly focused on the major work of
demonstrates a strong alignment to Georgia Standards of Grade 1 by targeting core standards such as counting to
Math Learning, appropriate integration of mathematical practice 120, understanding place value, and solving addition
standards, and a well-balanced instructional approach. The unit and subtraction problems within 20 (1.NR.1, 1.NR.2), all
is thoughtfully designed with clear scaffolds for developing of which are central to developing numerical reasoning.
conceptual understanding, procedural fluency, and application The content builds meaningfully on Kindergarten skills
skills. It incorporates formative assessments, rubrics, and like counting and representing numbers, and offers
supports for diverse learners, including ELLs and students with opportunities for vertical and horizontal coherence by
IEPs. While conclusions are based solely on Unit 1 and 5 connecting number operations to data collection and
planners, the documentation reflects a high-quality instructional measurement tasks, as seen in both the “Let’s Count!”
design that prioritizes real-world connections, student unit and the Week 7 lesson plan. Instruction is carefully
reasoning, and developmentally appropriate engagement with designed to balance conceptual understanding (e.g.,
core math content. using ten frames and manipulatives), procedural fluency
(e.g., mental math strategies), and real-world
application (e.g., packaging vegetables), ensuring
alignment with the Georgia Standards of Excellence.
Third Yes, DeKalb County’s 3rd Grade Math align with the Georgia 3rd Grade Math units are well-aligned with the major
Standards of Excellence, targeting key concepts in operations, work of the grade, emphasizing foundational skills in
Grade fractions, measurement, and geometry. The units incorporate multiplication, division, area, fractions, and
Math the Standards for Mathematical Practice in age-appropriate, geometry—key components of the Georgia Standards
content-connected ways, promoting problem-solving and of Excellence. The units build on prior knowledge and
reasoning. Instruction balances conceptual understanding with support progression to more advanced concepts,
procedural fluency through hands-on activities and real-world ensuring strong vertical and horizontal alignment.
applications, supporting a well-rounded and rigorous approach Instruction fosters deep conceptual connections and
to math instruction. real-world relevance, while maintaining a balanced
approach to rigor through conceptual understanding,
procedural fluency, and application via hands-on tasks
and structured practice.
Fifth Grade Yes, the 5th grade Unit 1 math plan targets Georgia Standards The 5th grade Unit 1 plan, Investigating Volume of Solid
5.GSR.8 and 5.NR.5, focusing on volume and numerical Figures, is clearly focused on the major work of the
Math grade by emphasizing key standards related to volume
expressions. It integrates Mathematical Practices (MP.1–8) in
(5.GSR.8) and numerical expressions (5.NR.5), which are
grade-appropriate ways, emphasizing reasoning, modeling, and
foundational to 5th grade geometry and numerical
precision. Students engage in real-world tasks, like calculating reasoning. The unit builds on prior knowledge from
box volumes for a shoe drive, balancing conceptual earlier grades—such as area, multiplication, and place
understanding with procedural fluency. Performance tasks and value—and deepens understanding through hands-on
hands-on activities ensure alignment to standards and promote exploration and real-world tasks, supporting both
deep, meaningful learning. vertical and horizontal connections.
46
Rubric for Lessons & Units: Math (from EQuIP Rubric)
III: Instructional Supports: Is the unit plan easy to understand IV: Assessment: Does the unit regularly assess whether
and use? Does the unit use and encourage precise use of students are mastering standards-based content and
mathematics, terminology, and academic language? Does it skills using varied modes of curriculum-embedded
provide all students (with scaffolding if necessary) with multiple pre-, formative, summative, and self-assessments? Do
opportunities to engage with problems and tasks that stimulate the assessments elicit direct, observable evidence of
mathematical thinking? Does it integrate appropriate supports the degree to which students can independently
for students who are EL, have disabilities, or operate well demonstrate the major targeted grade-level
below grade level? standards?
First Grade 1st grade math units are thoughtfully designed to be Units incorporate assessments that align with the
user-friendly and accessible for educators. The unit plans are Georgia Standards of Excellence, focusing on key
Math
structured with clear objectives, sequential lessons, and concepts such as operations, algebraic thinking, and
embedded instructional strategies that facilitate ease of use in place value. These assessments are designed to be
classroom settings. Mathematical terminology and academic clear and accessible, utilizing precise mathematical
language are consistently and precisely employed throughout terminology and language appropriate for first-grade
the units. This ensures that students are introduced to and can learners. The assessments provide multiple
engage with the correct mathematical vocabulary, fostering a opportunities for students to engage with tasks that
deeper understanding of the concepts being taught. The units stimulate mathematical thinking. They include a variety
provide multiple opportunities for all students to engage with of question types and formats that encourage students
problems and tasks that stimulate mathematical thinking. to apply their understanding in different contexts,
Activities are designed to encourage exploration, discussion, promoting deeper comprehension of mathematical
and reasoning, allowing students to construct their concepts. To support diverse learners, the assessments
understanding through various problem-solving experiences. integrate appropriate scaffolding strategies. These
Appropriate supports are integrated to assist students who are include visual aids, manipulatives, and differentiated
English Learners (EL), have disabilities, or are performing below instruction techniques to assist English Learners,
grade level. Scaffolding strategies, such as visual aids, students with disabilities, and those performing below
manipulatives, and differentiated instruction, are incorporated to grade level. Such supports ensure that all students have
ensure that all students can access and engage with the equitable access to the assessments and can
mathematical content effectively. demonstrate their mathematical understanding
effectively.
Third The 3rd grade math unit plans demonstrate a well-organized The 3rd grade math unit includes a strong variety of
and standards-aligned curriculum structure that promotes assessments—diagnostic, formative, and
Grade conceptual understanding through clearly defined weekly summative—that align with grade-level standards and
Math lessons, essential questions, and targeted vocabulary. The units provide clear evidence of student understanding.
encourage the precise use of mathematical language and Assessments such as exit tickets, performance tasks,
provide multiple opportunities for students to engage in and pre-assessments use visuals, models, and
problem-solving through hands-on, real-world tasks that foster real-world problems to measure mastery of key skills
deep mathematical thinking. While the instructional design like multiplication, area, and perimeter. These tools
reflects strong alignment with best practices such as the allow students to demonstrate learning in multiple ways
Concrete-Representational-Abstract model, the plans lack and support instructional decisions. While the
explicit scaffolds and supports for English Learners, students assessments are comprehensive and rigorous, the
with disabilities, and those performing below grade level. inclusion of more explicit self-assessment and reflection
Incorporating differentiated strategies and accommodations into opportunities would further strengthen the approach.
the unit plans would enhance their inclusivity and effectiveness,
ensuring equitable access to rigorous mathematics instruction
for all learners.
Fifth Grade The unit plans are thoughtfully organized and user-friendly, The 5th grade math unit assessments are well-aligned
offering clear guidance and structured lessons that support with the Georgia Standards of Excellence and focus on
Math effective implementation. Mathematical terminology and key concepts using varied question types, such as
academic language are used consistently and appropriately, selected and constructed responses. These assessments
helping students build precise vocabulary and communicate elicit clear evidence of student understanding by
their thinking clearly. Lessons provide varied and engaging requiring both problem-solving and explanation of
problem-solving experiences that promote deep mathematical reasoning, particularly with decimal operations. This
thinking. Additionally, the plans include built-in supports such as approach ensures students demonstrate conceptual
visual aids, differentiated tasks, and strategic scaffolding to meet understanding, not just procedural skills, and provides
the needs of English Learners, students with disabilities, and valuable insight into their mastery of grade-level
those working below grade level, ensuring equitable access to standards.
rigorous instruction.
47
MATHEMATICS
Insight used criteria derived from leading assessment evaluation tools and appropriate for the purposes
of this Audit, to assess math assessments on a 3-point scale. Evaluation tools of origin are linked.
Five Math Assessment Criteria and 3-point scale
A. The set of items is clearly consistent with the most important content of the identified standard, and
items should be designed to elicit direct, observable evidence of a student’s ability to independently
demonstrate competency (from EQuIP Rubric, achieve.org)
B. Item set is consistent with the standards’ primary aspect of rigor (conceptual, procedural, and/or
application) (from Criteria for Procuring and Evaluating HighQuality Assessments, CCSSO)
C. Assessments should contain a variety of item types (from Criteria for Procuring and Evaluating
High-Quality Assessments, CCSSO)
D. Assessment should demonstrate authentic connections between the content standards and the eight
Standards for Mathematical Practices (from Assessment Evaluation Tool, achievethecore.org)
E. Majority of items on the assessment come from major work of the grade (priority standards) (from
Assessment Evaluation Tool, achievethecore.org)
3 a significant majority or all aspects of the criterion
2 some aspects of the criterion
1 none or nearly none of the aspects of the criterion
For shorter artifacts, Insight used the EQuIP Task Review Rubric for Mathematics. It assesses alignment to
standards, attention to the instructional shifts in the standards, and implementation support. Insight
rated these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
48
MATHEMATICS
Most math artifacts were rated on the five Math Assessment Criteria:
Average score
Criteria
(between 1-3)
A. The set of items is clearly consistent with the most
important content of the identified standard, and items
should be designed to elicit direct, observable evidence of a
2.76
student’s ability to independently demonstrate competency.
B. Item set is consistent with the standards’ primary aspect of
rigor (conceptual, procedural, and/or application).
2.61
C. Assessments should contain a variety of item types. 2.45
D.Assessment should demonstrate authentic connections
between the content standards and the eight Standards for 2.42
Mathematical Practices.
E. Majority of items on the assessment come from major work
of the grade (priority standards).
2.73
Shorter artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 0
E/I: Many criteria checked but could use minor improvements 1
R: Some criteria checked 1
N: Task not recommended for instruction 0
49
MATHEMATICS
The following tables name artifacts and their 1-3 ratings on Criteria A-F on the math assessment criteria,
or E-N ratings on the adapted EQuIP task rubric.
First Grade Math
Criterion 1. Unit 1 2. Unit 5 Pre Unit 5 Unit 4 Post Unit 4
Pre-Asses Assess. Measurement Assessment Measurement
s. Assessment GDOE
A 3 3 2 3 2
B 3 3 2 3 2
C 2 2 2 3 2
D 2 2 1 2 2
E 3 3 2 2 2
Third Grade Math
Criterion 1.Multiplica 2.Array Exit 3.GA DOE 4.Unit 7 5. Quiz - 6. CFA 7. multi-step
tion Exit Ticket Unit 2 Pre-Assess Formativ "Deriving 9s WPs add /
Ticket Diagnostic ment e and Building subtract
Assessment Assessm Arrays within 100
en Quicks"
A 2 3 3 3 2 3 3
B 2 3 3 3 2 3 3
C 1 3 3 3 1 2 3
D 1 3 3 3 1 2 3
E 3 3 3 3 2 3 3
50
Fifth Grade Math
Criterion 1. Unit 1 2. Exit 3. IXL 4. Unit 4 5. 6. Teaching 7. Place
Post Ticket Learning- Post Test Teacherma in the Big value w/
Assessment Assessment Fraction dequiz.com Sky (TOD) decimals
Resource Quiz ppt
Book
A 3 3 3 3 3 3 2
B 3 2 2 3 2 2 3
C 3 2 2 3 2 2 2
D 3 2 2 3 2 2 3
E 3 2 3 3 3 3 3
Sixth Grade Math
Criterion IXL Budget/Do I Graphing on Coordinate
have enough Coordinate Plane
Money sheet Plane Desmos
Reproducibles
A 3 R 3 3
B 3 3 3
C 3 3 3
D 3 3 3
E 3 3 3
51
Eighth Grade Math
Criterion Slope Perf. Task 2: Functional
review Entertainment Relationships
for the Prom Student
Reproduc.
A E/I 3 3
B 3 3
C 3 3
D 3 3
E 3 3
52
Geometry
Criterion 10th gr. Arc length Find the Density Permutations Unit 8 Pre
circles prac. /sector notes missing angle student and assessment
Reproducibles combinations
A 3 3 3 3 2 2
B 2 2 2 3 2 2
C 2 2 2 3 2 3
D 2 2 2 3 2 3
E 2 2 2 3 2 3
Geometry
Criterion Unit 8 student 6.1 Practice Horse Race
reproducibles Probability
A 3 3 2
B 3 3 3
C 3 3 3
D 3 3 3
E 3 3 3
53
MATHEMATICS
The following short descriptions provide additional information on the artifacts above.
First A. The Grade 1 Unit 1 Math Pre-Assessment is a well-aligned diagnostic tool that assesses key early math skills
like number recognition, place value, and data interpretation. It offers a mix of question types and supports
Grade conceptual and procedural understanding, though it could be strengthened with more item variety and
Math clearer ties to math practices.
B. The Grade 1 Unit 5 Math Pre-Test effectively assesses key standards in measurement and operations within
100, using varied item types to support conceptual understanding and procedural fluency. It aligns well
with priority content but could be strengthened with clearer connections to mathematical practices.
C. The Grade 1 Unit 5 Measurement Assessment aligns well with key standards, using varied tasks to assess
length measurement and comparison. It supports conceptual and procedural understanding but could be
improved with clearer integration of mathematical practices.
D. The Grade 1 Unit 4 Math Post-Assessment aligns with key standards in addition, subtraction, and place
value, using varied item types to assess conceptual and procedural understanding. It supports major
grade-level content but could be enhanced by stronger integration of mathematical practices.
E. The GDOE Grade 1 Unit 4 Measurement Assessment aligns well with key standards, using varied tasks to
assess length measurement and comparison. It supports conceptual and procedural understanding but
would benefit from clearer integration of mathematical practices.
Third A. The 3rd Grade Multiplication Exit Ticket effectively checks procedural fluency with multiplication facts and
aligns with major grade-level standards. However, it lacks item variety, conceptual depth, and connections
Grade to mathematical practices. With an overall score of 1.8 out of 3, it serves as a quick skills check but could be
Math improved by adding tasks that assess reasoning, modeling, and application.
B. The Array Exit Ticket earned a top rating of 3.0 out of 3, demonstrating strong alignment with 3rd grade
multiplication standards. It balances conceptual understanding, procedural fluency, and application by
asking students to draw, interpret, and write equations for arrays. The assessment includes varied item
types and connects well to mathematical practices such as modeling and reasoning, while also supporting
major grade-level content.
C. The GA DOE Unit 2 Diagnostic Assessment is a well-designed, standards-aligned tool that earned a top
score of 3.0 out of 3. It balances conceptual understanding, fluency, and application through varied item
types and real-world tasks, while effectively integrating key mathematical practices and supporting major
3rd grade content.
D. The Unit 7 Pre-Assessment earned a top score of 3.0 out of 3 for its strong alignment to 3rd grade
standards, balanced rigor, and variety of item types. It effectively assesses area, perimeter, and data
interpretation while integrating key math practices and supporting major grade-level content.
E. The Time-Telling Quiz – Formative Assessment received an overall rating of 1.6 out of 3. While it aligns with
3rd grade measurement standards and effectively checks procedural fluency in reading clocks and
calculating elapsed time, it lacks conceptual depth, item variety, and meaningful engagement with
mathematical practices. The quiz consists solely of multiple-choice questions and does not address major
work of the grade, limiting its usefulness for assessing deeper understanding.
F. The Math CFA "Deriving 9s and Building Arrays Quicks" is a well-aligned, rigorous assessment that
effectively targets key 3rd grade multiplication standards using visual models and applied reasoning.
Scoring 2.6 out of 3, it balances conceptual and procedural understanding but could be improved with
more open-ended tasks and deeper engagement with mathematical practices.
G. 3rd grade power point on multi-step word problems allows students to choose own strategy to solve
problems, which is standard guidance on Georgia SuitCase. Conceptual, procedural, and application
aspects of rigor are present. Independent practice not present in pptx, but assuming the “you try” is
guided practice, students may have the opportunity to share different ways of solving the bread/flour
problem. Students can reason abstractly and materials set students up to make sense of problem context.
This is major work of 3rd grade.
54
MATHEMATICS
The following short descriptions provide additional information on the artifacts ratings.
Fifth A. The 5th Grade Unit 1 Post-Assessment effectively assesses key standards in place value and operations
using varied item types that support conceptual and procedural understanding. It aligns with major
Grade
grade-level content but could be improved with stronger integration of mathematical practices.
Math B. The Assessment Resource Book Exit Ticket is a brief, standards-aligned tool designed to assess specific
math skills in a quick, targeted format. It supports procedural fluency and basic conceptual understanding
through concise problems, often focused on a single objective. While it provides observable evidence of
student learning and aligns with grade-level content, it typically includes limited item variety and lacks
strong integration of mathematical practices or opportunities for student explanation.
C. The IXL Learning – Fraction Intro Quiz aligns with grade-level standards and supports basic fraction
understanding through visual and multiple-choice questions. It offers clear evidence of learning but lacks
item variety and deeper engagement with mathematical practices.
D. The 5th Grade Unit 4 Post-Test assesses key fraction operations using varied item types that support
conceptual and procedural understanding. It aligns with major standards and provides clear evidence of
learning but could benefit from more emphasis on reasoning and mathematical practices.
E. The TeacherMade Quiz aligns with grade-level standards and supports procedural fluency through
interactive, auto-graded items. While effective for quick checks, it lacks item variety and deeper
engagement with mathematical practices.
F. The Teaching in the Big Sky Exit Ticket aligns with grade-level standards and supports quick checks of
procedural fluency and basic understanding. While effective for immediate feedback, it lacks item variety
and deeper engagement with mathematical practices.
55
MATHEMATICS
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Differentiate professional development offerings to address the diverse needs of teachers at various stages
in their practice.
“So you have teachers who don't touch learning plans.. they don't think they need to go to the training, but
they're not doing it, and they're not wanting to do it, and they don't think they need to do it. But the truth
of the matter is, their students are not reasoning, and the results suggest that something needs to change.”
To support equitable instruction and meet the diverse needs of all learners, districts should differentiate
professional development offerings to align with teachers’ varying levels of experience and instructional
needs. Just as lesson plans should integrate multimodal strategies and differentiation to support English
Learners, Gifted students, and students with disabilities, professional learning should reflect a similar
approach—providing targeted support, resources, and strategies tailored to where educators are in their
practice. By aligning PD with tools such as tiered tasks, flexible grouping models, and language supports,
educators are better equipped to implement inclusive, effective instruction in every classroom. supports,
sentence stems, and modified tasks ensures all students receive the scaffolds they need to succeed.
2. Explore opportunities to expand dedicated collaboration time for teachers, including time for general
education, exceptional student education (ESE), ESOL, and gifted educators to plan and align instruction
effectively
“We've been talking a little bit about supporting the teachers, you know, through means like professional
learning and professional development, but also collaboration time. I do want to skip to number four,
because I think that this is also timely, right? This project that I'm we're working on is called the curriculum
audit, and I can't talk about curriculum without also thinking about or talking about the systems and
structures that support it and the ways that teachers feel supported, right?“
Districts should establish clear expectations for schools to structure schedules that provide teachers with
dedicated planning time focused on effective instructional preparation. This time should be intentionally
used to engage with a variety of high-quality resources, including the myView curriculum, Georgia
Department of Education materials, and DCSD-developed tools. Ensuring consistent access to these
resources during collaborative planning supports aligned instruction and improved student outcomes.
56
ENGLISH
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
First Grade The Georgia 1st Grade English Language Arts Curriculum Map served as the
English foundation for artifacts provided by the district and teachers, showcasing a yearlong
sequence of six cohesive units. These units build foundational literacy by focusing on
early reading behaviors, phonological awareness, vocabulary acquisition, and writing
development. Aligned to the Georgia Standards of Excellence, the curriculum
encourages students to engage with a range of literary and informational texts through
read-alouds, shared reading, guided reading, and independent exploration. Instruction
promotes language development and comprehension by integrating speaking,
listening, and writing tasks that support narrative understanding and idea expression.
Each unit fosters interdisciplinary connections, encouraging students to apply literacy
skills across content areas and engage in collaborative discussions that build confidence
in oral and written communication.
Third Grade Artifacts from the Georgia 3rd Grade English Language Arts Curriculum Map, which
English presents a comprehensive sequence of nine instructional units designed to deepen
students’ reading comprehension, vocabulary development, and written expression.
Grounded in the Georgia Standards of Excellence, the curriculum emphasizes skill
development across reading literary and informational texts, writing in multiple genres,
and using language purposefully. Each unit includes opportunities for students to cite
textual evidence, analyze characters and theme, and craft narrative, opinion, and
informational writing. Reading and writing tasks are supported by structured inquiry,
academic discussions, and the integration of speaking and listening standards. Through
consistent engagement with text-based questioning and reflective writing, the
curriculum promotes the use of comprehension strategies and supports interdisciplinary
learning across science and social studies content.
Fifth Grade Instructional artifacts from the DeKalb County 5th Grade ELA Curriculum Map,
English submitted by district educators, demonstrate a rigorous standards-based sequence that
builds literacy proficiency. The curriculum spans multiple genres and text types,
integrating literature and nonfiction texts to support analysis, synthesis, and critical
thinking. Students build proficiency in crafting narrative, informational, and opinion
writing through structured drafting, revising, and publishing processes. Oral and written
communication are emphasized through academic discussions, evidence-based
responses, and vocabulary development. Each unit is designed to enhance reading
comprehension, fluency, and literary interpretation while fostering interdisciplinary
connections that allow students to apply their ELA skills in real-world and
cross-curricular contexts.
57
Sixth Grade As evidenced in many submitted artifacts, the DeKalb County 6th Grade English
English Language Arts Curriculum Map provides a structured progression of literacy instruction
aligned with the Georgia Standards of Excellence.The curriculum emphasizes reading
comprehension, vocabulary development, and structured writing across genres,
including narrative, informational, and argumentative forms. Aligned to the Georgia
Standards of Excellence, the curriculum fosters deep engagement with a variety of texts,
including fiction, nonfiction, and poetry. Each unit incorporates opportunities for
students to analyze literary elements, construct evidence-based written responses, and
participate in academic discussions. The map supports interdisciplinary learning by
connecting reading and writing tasks to social studies and science topics, thereby
reinforcing comprehension and communication across content areas.
Eighth The district and teachers submitted artifacts from the Georgia 8th Grade English
Grade Language Arts Curriculum Map, which outlines a comprehensive yearlong plan of
English vertically aligned units that prepare students for high school-level literacy demands.
Emphasizing the development of analytical reading and evidence-based writing, the
curriculum aligns with the Georgia Standards of Excellence and promotes mastery of key
language and literacy skills. Students engage with increasingly complex texts across
genres while learning to cite textual evidence, analyze author’s craft, and synthesize
multiple sources. Each unit integrates speaking and listening tasks, structured
discussions, and academic writing, fostering both literacy and communication.
Interdisciplinary connections are evident through thematic links to historical and
scientific texts, supporting deeper understanding and cross-curricular integration.
AP The AP English Language and Composition Curriculum Map, which guided the
Language submitted district artifacts, is designed around College Board expectations and consists
of a sequence of targeted, skill-based units.These units emphasize rhetorical analysis,
synthesis, and argumentative writing while promoting close reading of nonfiction texts
from a range of historical and contemporary sources. The curriculum supports alignment
with the Georgia Standards of Excellence and integrates college-level expectations for
writing clarity, audience awareness, and evidence-based reasoning. Students engage in
frequent written and spoken expression through timed essays, Socratic Seminars, and
revision workshops. Each unit provides opportunities for interdisciplinary connections,
particularly with history and civics, as students explore social and political issues through
rhetorical lenses.
AP Literature Educators submitted AP English Literature and Composition artifacts aligned to a
curriculum map structured around the College Board’s framework and focused on
yearlong literary analysis. Each unit centers on canonical and contemporary texts,
guiding students in the close reading and critical interpretation of fiction, poetry, and
drama. The curriculum emphasizes the development of literary argumentation, focusing
on theme, structure, characterization, and figurative language. Aligned with the Georgia
Standards of Excellence and Advanced Placement objectives, the curriculum provides
rigorous opportunities for students to write analytical essays, participate in interpretive
discussions, and demonstrate comprehension through multiple modes. The curriculum
map encourages interdisciplinary connections by linking literature to history, philosophy,
and cultural studies, fostering deeper insight and textual engagement.
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ENGLISH
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Rubric for Lessons & Units: English (from EQuIP Rubric)
I: Alignment to the Depth of the SoLs. Does the unit target a II: Key Shifts in English Language Arts: Does the unit
set of grade-level Georgia ELA/Literacy Standards of feature close reading, a focus on text-based evidence,
Learning? Does it include a clear and explicit purpose for writing from sources, and academic vocabulary? Do the
instruction, and feature texts that measure within the unit's texts build disciplinary knowledge, increase in
grade-level text complexity band and are of sufficient quality complexity, and represent a balance of literary and
for the stated purpose? informational? Is there a balance of on-demand and
process writing? Is there evidence of short, focused
research project(s)?
First The First Grade English Language Arts units are closely Instruction emphasizes listening comprehension and
aligned to the Georgia Standards of Excellence (GSE), emerging fluency through repeated readings and
Grade targeting foundational standards in phonics, fluency, reading interactive discussion. Close reading strategies are
English comprehension, and writing development. Each unit has a introduced in developmentally appropriate ways, with
clearly articulated instructional purpose that focuses on teacher-guided questioning and visual supports. Writing
building early literacy through structured reading routines and tasks, though brief, are rooted in text response and build
foundational writing tasks. Texts fall within the appropriate toward opinion and narrative forms. Vocabulary is explicitly
Lexile range for early readers and are of high quality, taught using read-alouds and language routines. There is
supporting comprehension of basic story structure, an emerging balance of literary and informational texts.
informational text features, and vocabulary acquisition. Research is limited but scaffolded through short group
Instruction includes interactive read-alouds, shared reading, investigations and question-driven exploration.
and decodable texts that scaffold early comprehension and
build confidence in reading behaviors.
Third The Third Grade ELA units are well aligned to grade-level GSE Close reading is a central strategy in the third grade units,
standards, addressing both reading and writing with an with lessons structured around key comprehension skills
Grade emphasis on comprehension, text structure, and opinion such as identifying main ideas, character traits, and
English writing. Units clearly define instructional goals and include a cause-effect relationships. Students write routinely from
range of texts; literary and informational, appropriate to the texts, using evidence to support ideas in opinion and
grade-level complexity band. Selected texts support analysis explanatory writing. Academic vocabulary is taught
of key ideas, character development, and author’s purpose. explicitly and used across reading and writing tasks. Units
Writing tasks are linked directly to reading, and students feature a strong balance of literary and informational texts,
engage in opinion, informational, and narrative writing that is including content-aligned science and social studies
scaffolded to support developing skills. The units foster articles. Students complete short research projects, often
reading fluency, vocabulary development, and foundational related to unit themes or content areas.
research skills.
Fifth Fifth Grade units align with the GSE by integrating literary and Fifth grade units emphasize deeper reading through
informational texts to support the development of analytical text-based questioning and structured annotation.
Grade reading and multi paragraph writing. Instructional objectives Students cite evidence in written and oral responses and
English are clearly stated and scaffolded to help students meet are expected to compose extended responses in multiple
grade-level expectations for interpreting text structure, genres. Writing instruction includes both on-demand tasks
identifying themes, and comparing text types. Texts span a and process pieces with drafting and revision. Vocabulary
range of genres and are selected for complexity and thematic development is integrated through context, word study,
depth, promoting critical thinking. Writing assignments reflect and content-area readings. Texts support disciplinary
varied purposes; opinion, informative, and narrative, and are literacy and include both literary works and informational
clearly connected to reading experiences. Instruction supports texts. Research skills are built through scaffolded inquiry
vocabulary growth, grammar usage, and sustained projects, culminating in short written presentations.
independent reading.
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Sixth The Sixth Grade ELA curriculum targets GSE middle school Close reading is explicitly taught, with students expected
literacy standards with a focus on text analysis, to analyze text structure, word choice, and author’s
Grade evidence-based writing, and increased reading complexity. purpose. Written tasks are regularly sourced from anchor
English Each unit outlines explicit instructional purposes, supported texts and emphasize claim-evidence reasoning. Academic
by appropriately complex texts that include modern fiction, vocabulary is incorporated through explicit instruction and
classic literature, and nonfiction articles. The units emphasize text-based usage. Texts represent an even balance
comprehension strategies, point of view analysis, and textual between literary and informational genres, and units are
evidence. Writing tasks are directly tied to readings and structured to increase in complexity. Writing instruction
include explanatory, narrative, and argumentative pieces, includes both timed and extended writing, and students
preparing students for rigorous literacy demands in upper complete short research projects using print and digital
grades. Vocabulary instruction and grammar usage are sources.
embedded in context.
Eighth Grade ELA units are strongly aligned with GSE Close reading strategies are embedded throughout eighth
Eighth standards and include clearly defined purposes for instruction. grade units, supporting textual analysis of theme, rhetoric,
Grade The curriculum provides grade-appropriate texts that and characterization. Students write routinely from
English gradually increase in complexity across units, including sources, producing argumentative and explanatory essays
contemporary literature, historical documents, and persuasive supported by textual evidence. Vocabulary is studied in
essays. Instruction is designed to deepen students’ context, with emphasis on Tier 2 academic words. A
understanding of theme, tone, and structure. Units include a variety of texts are included: essays, articles, novels, and
range of writing tasks; narrative, argumentative, and primary sources, to support disciplinary knowledge and
explanatory, and emphasize use of textual evidence and critical thinking. Writing tasks reflect a balance of process
structured writing processes. Students engage in vocabulary and on-demand, and research is integrated through short
development, discussion, and foundational research projects projects that synthesize multiple texts.
that support critical thinking and prepare them for high school
coursework.
The AP Language curriculum is aligned to both the College Close reading is foundational, with a focus on rhetorical
AP Board’s course framework and GSE standards for advanced strategies, argument structures, and source analysis.
Language writing and reading comprehension. Each unit has a defined Students routinely write from texts, producing
instructional purpose focused on rhetorical analysis, synthesis argumentative and synthesis essays that require advanced
of sources, and argumentative writing. The curriculum includes reasoning and use of evidence. Academic vocabulary
high-quality, complex nonfiction texts; speeches, essays, and related to rhetoric and logic is emphasized throughout.
editorials, that challenge students’ comprehension and critical Units build disciplinary knowledge through analysis of
thinking. Writing from sources and citing textual evidence are historical and contemporary nonfiction. Writing includes
central components of instruction. Instruction supports timed AP-style essays and extended process writing.
college-level expectations, fostering clarity, audience Students complete focused research projects aligned to
awareness, and analytical rigor through frequent writing and rhetorical themes or civic issues.
revision.
The AP Literature curriculum aligns with the College Board’s Instruction emphasizes close textual analysis, with students
AP course objectives and the GSE, offering a sequence of literary examining figurative language, structure, tone, and literary
Literature analysis units designed around canonical and contemporary devices across genres. Writing is grounded in
works. Units are purposefully structured to explore themes, interpretation and argument, requiring evidence-based
characterization, and literary devices in poetry, novels, and claims and literary critique. Vocabulary is
drama. Texts are appropriately rigorous, selected for their discipline-specific, with emphasis on literary terminology.
literary merit and complexity. Writing instruction centers on The text selection ensures exposure to varied genres, time
literary argumentation and interpretive analysis, and students periods, and cultural perspectives. Writing tasks include
are regularly assessed through formal essays, discussions, and timed responses and revised essays. Short research tasks
text-based reflections. The curriculum prepares students for support thematic or contextual analysis, preparing
postsecondary-level literary study. students for AP expectations and collegiate literary study.
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Rubric for Lessons & Units: English (from EQuIP Rubric)
III: Instructional Supports: Is the unit plan easy to understand IV: Assessment: Does the unit regularly assess whether
and use? Does the unit cultivate student interest in reading, students are mastering standards-based content and
writing, and speaking about the texts? Does it provide all skills? Do the assessments elicit direct, observable
students (with scaffolding if necessary) with multiple evidence of the degree to which students can
opportunities to engage with text of appropriate complexity for independently demonstrate the major targeted
the grade level? Does it integrate appropriate supports for grade-level standards with appropriately complex
students who are EL, have disabilities, or read well below grade text?
level?
First Grade The First Grade ELA units are user-friendly and developmentally Assessment in first grade is ongoing and embedded
appropriate, with clearly organized lesson plans, pacing guides, within daily instructional routines. Students
English and suggested resources that support consistent demonstrate mastery through retelling, drawing,
implementation. Activities are structured to build excitement shared writing, and phonics-based tasks. Teachers use
around storytelling, reading aloud, and writing simple running records, sight word assessments, and writing
sentences. Instructional supports include guided reading, visual samples to monitor progress against GSE literacy
aids, and phonics routines that allow all students; including goals. These tools provide observable evidence of
English Learners (ELs) and students with disabilities, to access comprehension and foundational writing development.
texts with grade-level complexity. Scaffolds such as sentence
stems, picture cues, and teacher modeling ensure inclusive
participation in speaking, reading, and writing activities.
Third Grade Third Grade units are structured with explicit daily objectives Third grade units include formative and summative
and step-by-step instructional guidance, making them assessments that directly measure reading
English accessible and easy to implement. Thematic text selections and comprehension, vocabulary, and writing fluency.
high-interest tasks (such as character studies and creative Rubrics and checklists aligned to GSE standards allow
writing) foster student engagement and deepen understanding. teachers to track mastery. Students demonstrate
Differentiation strategies are embedded throughout the units, independence through on-demand writing, reading
including leveled texts, guided reading groups, and writing logs, and comprehension quizzes. Assessments include
scaffolds. ELs and students reading below grade level are both literary and informational texts, ensuring breadth
supported through sentence frames, vocabulary organizers, and of standard coverage.
visual supports, while enrichment tasks extend learning for
advanced readers.
Fifth Grade Fifth Grade unit plans include clearly labeled lesson Assessment strategies in fifth grade are frequent and
components, explicit teaching routines, and built-in scaffolding intentional, including standards-aligned rubrics,
English for diverse learners. The units cultivate student interest through constructed responses, and extended writing tasks.
relevant, real-world texts and writing prompts that encourage Units emphasize authentic writing from texts, requiring
personal connection and critical thinking. Instruction provides students to apply evidence and analysis. Teachers
multiple pathways to access grade-level texts, including audio gather data from reading conferences, vocabulary
supports, guided annotation strategies, and collaborative checks, and independent reading journals to
reading structures. Supports for ELs and students with IEPs determine mastery of grade-level expectations.
include adapted text versions, scaffolded writing tasks, and
targeted small-group instruction aligned to the GSE.
Sixth Grade units are logically sequenced and easy to navigate, Sixth grade assessments target both comprehension
Sixth providing educators with anchor texts, essential questions, and and writing through a mix of process and on-demand
Grade differentiated instructional routines. Reading and writing tasks. Students are assessed using rubrics aligned to
English assignments engage students in exploring social and literary GSE writing and reading standards, and they produce
themes relevant to adolescent learners, encouraging inquiry and analytical and narrative responses using text-based
discourse. Instructional supports include graphic organizers, evidence. Reading comprehension assessments
chunked reading activities, and gradual release models that include cold reads and performance tasks with
make complex texts more accessible. ELs and students with observable learning outcomes.
disabilities benefit from vocabulary pre-teaching, visual learning
tools, and scaffolded writing prompts aligned to grade-level
standards.
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Eighth Grade units are designed with student engagement in Assessments in eighth grade are frequent and rigorous,
Eighth mind, incorporating high-interest texts and structured academic eliciting direct evidence of students’ ability to analyze
Grade conversations. Units are easy to follow and rich in scaffolds, and write about complex texts. Rubrics assess depth of
English including text annotation protocols, evidence trackers, and thinking, clarity of expression, and alignment to
sentence scaffolds for writing. Reading tasks are varied and offer grade-level standards. Students respond to writing
multiple opportunities to interact with texts of increasing prompts, analyze paired texts, and participate in
complexity. Supports for ELs and struggling readers include Socratic seminars; all used as performance-based
read-aloud strategies, paired reading, extended time, and measures of mastery.
scaffolded peer discussion formats. Advanced learners are
challenged through independent reading extensions and
deeper analytical tasks.
The AP Language curriculum is sophisticated yet accessible, Assessment practices in AP Language reflect both AP
AP offering teachers and students clearly defined rhetorical goals, exam alignment and GSE rigor. Students complete
Language text selections, and writing assignments aligned to the AP timed essays, rhetorical analysis, and multiple-choice
framework. Units are structured to build student engagement in reading tasks. Rubrics mirror College Board
civic and cultural discourse through texts on contemporary expectations and assess textual evidence use,
issues, political rhetoric, and historical documents. Instruction is rhetorical insight, and clarity of argument. Feedback is
scaffolded through modeling of rhetorical analysis, mentor texts, formative and revision-based, promoting continuous
sentence deconstruction, and peer conferencing. ELs and growth and independence in writing.
students with accommodations are supported through
vocabulary glossaries, modified texts, and structured outlines,
allowing all students access to college-level content.
AP Literature units are organized around essential questions, In AP Literature, assessment is structured around
AmericanLi literary periods, and genres, making the curriculum coherent literary analysis and interpretive writing. Students write
terature and student-centered. Units cultivate interest through deep timed essays in response to complex texts, conduct
literary exploration and connections to universal themes. literary discussions, and respond to close-reading
Complex texts are scaffolded through guided reading protocols, questions. Assessments are designed to gauge deep
literary device glossaries, and analytical writing organizers. ELs understanding of literary devices and thematic
and students with reading challenges receive additional support development. Rubrics evaluate both analytical depth
through text summaries, focused annotations, and small-group and textual mastery.
discussion formats. Opportunities for interpretive writing and
oral analysis are consistently embedded, ensuring full
participation across varied readiness levels.
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Insight used criteria derived from leading assessment evaluation tools and appropriate for the purposes
of this Audit, to assess English assessments on a 3-point scale. Evaluation tools of origin are linked.
Five English Assessment Criteria and 3-point scale
A. Texts are worth reading. Should include high quality texts at appropriate lexile and qualitative
complexity (from Criteria for Procuring and Evaluating HighQuality Assessments, CCSSO)
B. Balance of genres when appropriate; reflect demands of shifts (citing evidence, building knowledge,
text complexity) and standards (from Criteria for Procuring and Evaluating High-Quality Assessments,
CCSSO)
C. Assessments and tasks should include purposefully linked passages or questions that allude to other
accessible texts or passages according to RI/RL.3, Integration of Concepts (from Assessment Evaluation
Tool, achievethecore.org)
D. Variety of item types to accurately assess a standard. Students should have the opportunity to write in
response to high-quality texts (from Criteria for Procuring and Evaluating High-Quality Assessments,
CCSSO)
E. Items should be designed to elicit direct, observable evidence of the degree to which a student can
independently demonstrate the key understandings of the text relative to the demands of the standard
(from EQuIP rubric, achieve.org)
3 a significant majority or all aspects of the criterion
2 some aspects of the criterion
1 none or nearly none of the aspects of the criterion
For shorter artifacts, Insight used the EQuIP Task Review Rubric for ELA. It assesses standard alignment,
attention to text complexity and the shifts in the standards, and implementation support. Insight rated
these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
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Some English artifacts were rated on the five English Assessment Criteria:
Average score
Criteria
(between 1-3)
A. Texts are worth reading. Should include high quality texts
2.89
at appropriate lexile and qualitative complexity.
B. Balance of genres when appropriate; reflect demands of
shifts (citing evidence, building knowledge, text complexity) 2.75
and standards.
C. Assessments and tasks should include purposefully linked
passages or questions that allude to other accessible texts or 2.59
passages according to RI/RL.9.
D. Variety of item types to accurately assess a standard.
Students should have the opportunity to write in response to 2.64
high-quality texts.
E. Items should be designed to elicit direct, observable
evidence of the degree to which a student can independently
2.62
demonstrate the key understandings of the text relative to
the demands of the standard.
Shorter artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 5
E/I: Many criteria checked but could use minor improvements 2
R: Some criteria checked 4
N: Task not recommended for instruction 2
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Some English artifacts were K-3 Phonics lessons and were rated on the following criteria (adapted from
What Works Clearinghouse/Regional Educational Laboratory Midwest):
Average score
Criteria
(between 1-3)
A. Materials indicate a recommended sequence of activities
2.8
to teach a targeted skill (or targeted skills).
B. Materials explicitly state the rules or patterns related to
2.8
segments of sound in speech and how they link to letters.
C. Materials require teachers to model targeted skill or skills
3
through a demonstration or think-aloud.
D. Materials include an opportunity for at least one type of
formative assessment to gauge student understanding of the 2.2
targeted skill or skills.
E. Materials articulate a plan for using data to identify
students who need additional support or an intervention
1.8
related to developing awareness of the segments of sound in
speech and how they link to letters.
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The following table shows artifacts rated according to the English phonics lesson criteria adapted from
WWC/RELM.
Phonics Lessons
Criterion (K) Long o - K - Phonics K - UFLI 1st- Phonics 1st Grade
Mc Graw (CVC words) Core Phonics
Hill Daily Lesson
A 2 3 3 3 3
B 2 3 3 3 3
C 3 3 3 3 3
D 1 2 3 3 2
E 1 1 3 3 1
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The following tables show artifacts coded alphanumerically (based on the spreadsheet into which they
were submitted) and their 1-3 ratings on Criteria A-F on the English assessment criteria, or E-N ratings
on the adapted EQuIP task rubric.
Kindergarten English
Criterion Letter Wonders myView Literacy DCSD
Recognition Workbook Workbook benchmarks
Checklist
A E 3 3 3
B 3 3 3
C 3 3 3
D 3 3 3
E 3 3 3
First Grade English
Criterion 1st Grade 1st Grade 1st Grade Reading 1st Grade
Unit 1 Unit 2 Unit 3 Wonders Weekly
Reading Test Reading Test Reading Test Workbook Lesson Plan
A 3 3 3 3 2
B 3 3 3 3 2
C 3 3 3 3 1
D 3 3 3 3 2
E 3 3 3 3 1
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First Grade English
Criterion 1st Grade 1st Grade 1st Grade 1st Grade Unit 1st Grade
Sequencing Lesson Plan Compare & Lesson Plans Practice
Contrast worksheet
A 2 2 2 3 3
B 1 3 2 3 2
C 1 2 3 2 1
D 1 2 1 3 3
E 2 2 2 3 3
Third Grade English
Criterion Readworks Daily Sight Word ESOL - ESOL - End myView
Comprehensi Language Fluency Formative of Unit Literacy
on worksheet Review Passages Assessments (Pre/Post)
Assessment
A 3 E N N 3 3
B 3 3 3
C 3 3 3
D 3 3 3
E 3 3 3
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Third Grade English
Criterion Read/Write HMH End of Unit
Think: Exit Writeable - Writing
Slip Convention
s (DCSD)
A E E/I 3
B 3
C 3
D 3
E 3
Fifth Grade English
Criterion myView SAAVAS Exit Ticket Plot Diagram Reading-Writi Georgia
Literacy myView Unit 3-Questions Worksheet ng Bridge Milestones
Interactive 3 Assessment (Spelling) Writer’s
Notebook Worksheet Checklist
A 3 3 R E/I R E
B 3 3
C 3 3
D 3 3
E 3 3
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Fifth Grade English
Criterion Work Sample Noteworthy Do Now
Formative Novel Works-
Assessment Worksheet
A 3 3 E
B 3 3
C 3 3
D 3 3
E 3 3
Eighth Grade English
Criterion Text-based Common Poet X Body Lesson Plan
questions Summative Quizzes Biography
Assessment Project
A 3 3 R 3 3
B 3 2 3 3
C 2 2 2 3
D 3 1 2 3
E 2 1 2 3
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9th Grade English
Criterion Writing a Common Common Common Unit 3: Common Lit
Debate Using Formative Formative Formative Argumentativ Assignments
the Douglas Assessment Assessment Assessment e Analysis
Model (1) (2) (3) Pre
Assessment
A 3 3 3 3 3 3
B 3 2 2 2 3 3
C 3 2 2 2 3 3
D 3 2 2 2 3 3
E 3 2 2 2 3 3
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American Literature (11th grade)
Criterion Common Quiz Unit 2 Quiz Unit 4 - End of Peer Essay
Formative Argumentat Course evaluations
Assessment ive text Narrative
s from (GMAS writing
Illuminate sample
for items)
American
Lit.
A 3 R 3 3 3 3 3
B 3 3 3 3 3 3
C 3 2 3 3 3 3
D 3 2 3 3 3 3
E 3 2 3 3 3 3
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The following short descriptions provide additional information on the artifacts ratings.
Phonics A. The lesson provides a clear sequence across multiple structured pages: from phonemic
Lessons awareness, sound introduction, word building, to passage reading and comprehension.
B. Within the lesson, the teacher is instructed to model and explain phonogram
pronunciations for /all/, /oll/, and /alk/, clearly linking sounds to their letter patterns.
Students also see the rule applied repeatedly in underlined words.
C. The lesson plan, includes direct modeling language: “Watch what I do… I select the
consonant b to add before the phonogram all.” The teacher models how to build and
read new words step-by-step, demonstrating phoneme-grapheme blending.
D. While there is oral response and student application in word ladders, formative
assessment is informal. Teachers may gauge learning through oral responses or
observation, but no explicit rubric or recording form is given.
E. The material does not explicitly mention how to use data from word reading or oral
response to identify students needing further support or intervention. The teacher may
informally observe, but no systematic plan is articulated.
First A. The selected texts, such as The Little Red Hen and From Wheat to Bread, along with
Grade resources from the Wonders curriculum, are well-suited to young readers and provide
English engaging, familiar content. While the texts appear age-appropriate, there is an
opportunity to strengthen the planning by including details about their text complexity,
such as Lexile levels or qualitative features, to more clearly demonstrate alignment with
instructional goals and standards.
B. Lessons incorporate both literary and informational texts, offering students a chance to
work with a range of genres. The standards addressed suggest awareness of key
instructional shifts, including vocabulary development and comprehension. To deepen
impact, the instructional plans could more clearly articulate how the selection and
sequencing of genres help students build content knowledge or develop reading skills
over time.
C. There are efforts to thematically link texts, for example, through the connection
between the folktale and the nonfiction text about bread-making, which provide a
foundation from cross-text connections. Expanding these opportunities with more
consistent and structured comparisons, such as scaffolded tasks or written reflections,
could further support students in building meaningful connections between texts.
D. Instruction includes a range of engaging activities, phonics, grammar, word work, and
writing practice, providing multiple entry points for students. While writing tasks are
present, they tend to be brief and could be enhanced by incorporating more extended
or analytical writing prompts that give students a chance to respond to texts in deeper,
more reflective ways.
E. Learning targets are clearly communicated and revisited, providing helpful structure to
instruction and focus for students. Evidence of learning is observed through activities
like drawing, sentence construction, and partner discussions. To build on this, future
plans might consider adding more formal or targeted assessment tools, such as rubrics
or structured student work samples, to better capture student progress and guide
instructional decisions.
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The following short descriptions provide additional information on each artifact rated.
Third A. The Readworks comprehension assignment maintained a rating of 3.0,
Grade demonstrating strong alignment with 3rd grade comprehension standards. It
English balances high quality text at appropriate lexile and qualitative complexity with
tasks that purposefully link passages according to RI/RL9.
B. __The Daily Language Review is well-suited for targeted skill reinforcement but
may benefit from supplementary resources that integrate richer texts and
extended response opportunities. While it strongly supports surface-level
standard mastery, it is less equipped for cultivating deeper interpretive or
analytical skills required by higher-order ELA standards.
C. __The Sight word fluency passage artifact does not meet the rigor or complexity
standards appropriate for 3rd grade instruction. It is better suited for early
emergent readers in grades K–1. The content and vocabulary are significantly
below grade-level expectations, limiting opportunities for students to engage
with grade-appropriate texts or demonstrate the depth of comprehension and
analytical skills required at this level.
D. __To be instructionally useful, ESOL formative assessments must be purposefully
designed, include language objectives alongside content goals, and provide
opportunities for oral and written language production in academic contexts.
This artifact may serve as a brainstorming tool or informal checkpoint but does
not meet instructional quality criteria for 3rd grade or any formal assessment
setting.
E. __The End-of-Unit Assessment (ESOL) is a comprehensive tool designed to
evaluate English learners’ understanding of both content knowledge and
academic language use at the end of a unit. It integrates reading, writing, and
language objectives aligned to grade-level ELA and English Language
Development (ELD) standards, allowing students to demonstrate progress in
both conceptual understanding and language acquisition.
F. __This MyView Literacy Assignment exemplifies strong instructional design by
aligning high-quality texts with meaningful, standards-driven tasks. The
scaffolded structure supports a range of learners, and the inclusion of writing in
response to reading encourages deeper engagement and higher-level thinking.
It is well-suited for use in both whole-group and small-group instructional
settings.
G. This artifact demonstrates effective instructional value by supporting student
reflection and quick demonstration of learning. It is aligned with key instructional
priorities and supports standards-based formative assessment, though there are
areas where deeper rigor or alignment could be enhanced for maximum impact.
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The following short descriptions provide additional information on each artifact rated.
Third H. HMH Writable is a digital writing platform that provides students with scaffolded
Grade writing tasks, immediate feedback, and standards-aligned prompts. It is designed to
English support the development of writing fluency, grammar skills, and text-based
responses through a blend of teacher-led and self-guided practice. The tool
integrates seamlessly with ELA instruction, offering opportunities for students to
respond to reading and revise based on targeted feedback.
I. This conventions assessment is instructionally sound and effective for use at the end
of a grammar-focused unit. To further enhance its impact, it could be paired with a
brief writing sample that allows students to apply conventions in context,
strengthening the bridge between grammar knowledge and writing fluency.
Fifth A. The MyView Literacy Interactive Notebook is a student-centered learning tool
Grade aligned with the MyView curriculum. It is designed to support comprehension,
English vocabulary development, and written expression through engaging, hands-on
activities. The notebook encourages active participation by allowing students to
respond to texts, reflect on reading strategies, and organize their learning in a
meaningful, personalized format.
B. The SAAVAS myView Unit 3 Assessment is a well-rounded tool for evaluating
student learning at the conclusion of the unit. To enhance its effectiveness, teachers
might pair it with performance tasks, student reflections, or formative checkpoints
from earlier in the unit. This approach can support a more holistic understanding of
student progress and inform instructional next steps.
C. The Exit Ticket – 3 Questions is a brief formative assessment tool intended to check
for student understanding at the end of a lesson. It included three open-ended or
short-response questions that prompt students to reflect on key concepts, clarify
misunderstandings, or summarize their learning. This tool is meant to inform
immediate instructional adjustments. This artifact shows potential as a formative
checkpoint but requires improvement in structure, alignment, and rigor to fully meet
the instructional criteria for effective assessment.
D. The Plot Diagram Worksheet is a solid foundational tool for teaching narrative
structure. To elevate its effectiveness, consider pairing it with a high-quality,
grade-level text and incorporating brief written prompts that require students to
justify or explain their choices. These minor improvements would enhance rigor and
better align the artifact with instructional goals.
E. The Reading-Writing Bridge (Spelling Worksheet) is a skills-based activity focused on
spelling practice. It aims to strengthen the connection between reading and writing
by helping students recognize and apply correct spelling patterns in context. This
artifact shows potential as a supplementary skills-based tool, but it lacks alignment
to deeper literacy standards and instructional rigor.
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The following short descriptions provide additional information on artifacts rated.
Fifth F. The Georgia Milestones Writer’s Checklist is a practical and standards-aligned tool
Grade for both test preparation and formative writing assessment. It supports student
English independence and encourages a consistent approach to writing expectations. Minor
improvements; such as customizable prompts for text integration or genre-specific
checklists, could enhance its impact across diverse classroom contexts.
G. This artifact demonstrates solid alignment to grade-level standards and effective
formative assessment practices. It allows students to apply literacy skills in
meaningful ways and provides observable evidence of their developing proficiency.
H. The Noteworthy Novel Worksheet is a literary response tool designed to guide
students in analyzing key elements of a novel. It prompts students to think critically
about characters, plot, theme, and author’s craft while engaging with a full-length,
grade-appropriate text. This worksheet supports comprehension, text analysis, and
written reflection, making it a valuable instructional resource in a novel study unit.
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The following short descriptions provide additional information on each artifact rated.
Eighth A. The plan incorporates rich, relevant texts such as Black Beauty for literary analysis and
Grade paired nonfiction articles like “Play Video Games, Solve Real-World Problems” and
English “Careers in Video Games” for argumentative and reading comprehension work. These
texts are age-appropriate, diverse in purpose, and reflect both literary and real-world
issues, aligned to standards The use of both fiction and informational sources supports
rigorous engagement with content that meets grade-level text complexity demands
B. The weekly plan demonstrates a clear balance between literary texts (i.e. Black Beauty)
and informational texts (i.e Careers in Video Games), as well as narrative and
argumentative writing. Lessons include activities aligned to speaking, listening, reading,
and writing strands, such as analyzing character traits, citing evidence, and supporting
claims with credible sources, directly supporting shifts in citing evidence, building
knowledge, and writing with clarity. The inclusion of test prep elements further reflects a
strategic alignment with high-stakes assessment expectations
C. The Wednesday and Thursday lessons involve reading and comparing two nonfiction
passages on video games, aligning precisely with ELAGSE8RI9: analyzing conflicting
information across texts and identifying discrepancies in fact or interpretation. The
lessons also incorporate guided questions and peer feedback, deepening students’
capacity to synthesize across sources
D. Students engage in multiple forms of writing throughout the week: argumentative
essays, peer reviews, and constructed responses. Tasks include writing claims with
evidence, using a revision guide for clarity and organization, and completing final drafts.
Students are expected to revise and reflect using clear criteria, supporting mastery of
varied standards across writing and language domains
E. The plan embeds formative assessment practices across the week: K-W-L charts,
student response reviews, peer editing, final drafts, and exit tickets. These tasks yield
direct, observable evidence of students' comprehension and writing proficiency, while
also supporting differentiation and targeted feedback. Evidence collection is well
integrated into instruction and aligned with both content and process standards
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RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Recommendations for Elementary & Secondary English
Redesign professional development for depth and literacy leadership by building leadership
capacity at every level to inspire instructional excellence.
● Shift from compliance-driven sessions to content-specific, collaborative PD that equip ELA
teachers to teach with rigor, support diverse learner, and lead peer growth. Embed
instructional coaching and mentorship within all departments to deepen impact.
Establish role-specific, tiered professional development frameworks by cultivating a
learning-centered culture by honoring the diverse professional learning needs across instructional
roles.
● Develop and implement a tiered PD model that differentiates training for new and veteran
teachers, special education and ESOL instructors, and literacy coaches. Each tier should
align with the GSE and be rooted in real-time instructional needs. Offer PD in various
formats (face-to-face, virtual, on-demand) to ensure accessibility and relevance.
Integrate inclusive co-teaching and planning structures by building systems of collaboration that
elevate every learner and educator.
● Formalize common planning times and co-teaching models that foster collaboration
between general education, ESOL, and special education teachers. Embed strategies for
differentiated instruction and language support into ELA core instruction. Align Curriculum
Implementation with Collaborative Instructional Planning Establish protected planning
structures where general education, ESOL, SPED, and gifted teachers co-design and adapt
curriculum materials to meet diverse needs. Embed assessment analysis and instructional
planning routines within weekly PLCs.
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2. Recommendations for Elementary Reading and Writing
Embed early-year and ongoing foundational literacy professional development by leading with
intentionality and anchoring early learning intervention and equitable access to materials.
● Strengthen early literacy through aligned foundational skills PD. Deliver grade-specific PD
on foundational literacy (phonemic awareness, phonics, fluency, vocabulary, and
comprehension) that is explicitly aligned with GSE RF and L standards. Emphasize
instructional routines and progress monitoring for Tier 1, 2, and 3 interventions. Provide
targeted PD in foundational literacy (through secondary grade levels) prior to the start of
the school year, with job-embedded follow-up throughout the year. Include cross-role
training sessions to unify instructional language and methods across general and special
education.
3. Recommendations for Secondary English & Reading
Expand curriculum tools for advanced, struggling, and multilingual learners ensuring all learners
experience challenge and support through inclusive curriculum design.
● Provide flexible curriculum supports that include advanced extensions for gifted/AP
students and scaffolded pathways for multilingual and struggling readers. Include
comprehension scaffolds, multiple text formats, and culturally responsive texts aligned with
GSE.
Align reading and writing interventions with grade-level expectations. Use student performance
data to drive innovative, responsive instruction.
● Develop intervention frameworks that accelerate rather than remediate, emphasizing
strategy-based reading and writing aligned with secondary standards. Provide training in
using data from formative and benchmark assessments to target support.
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The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Fifth Grade The DCSD Grade 5 Science Curriculum-at-a-Glance provides a high-level overview of the six units. The
Science units include: Classification, Cells & Microorganisms, Heredity, Physical and Chemical Change, Earth
Processes, and Electricity and Magnetism.
The curriculum aligns with specific science standards and differentiates between the “Priority” and
“Supporting” standards. There is a daily instructional framework that explains that lessons should be
broken down into: Direct Instruction (~25%), Student-Centered Instruction (~50%), and Formative
Assessments (~25%). Lastly, the Curriculum-at-a-Glance also integrates Science & Engineering Practices
(SEPs) and Cross-Cutting Concepts (CCCs).
Sixth Grade The DCSD Grade 6 Science Curriculum-at-a-Glance provides a high-level overview of the five units for the
Science academic year. The units include: My Place in the Universe: Earth, Moon & Stars; Rocking the Earth: The
Formation of the Earth's Surface; Let's Get Physical: Physical Processes of the Earth; Water, Water
Everywhere: Earth Processes and Hydrology; and Weather Me This: Weather and Climate.
The curriculum aligns with specific science standards, differentiating between "Priority” and "Supporting”
standards. Daily instruction is divided into Direct Instruction (~25%) and Student-Centered Instruction
(~50%). Formative assessments, which account for approximately 25% of daily instruction, include checks
for understanding and constructing explanations.
The Curriculum-at-a-Glance also integrates Science & Engineering Practices (SEPs) such as asking
questions, developing and using models, and analyzing and interpreting data. Cross-Cutting Concepts
(CCCs) are also integrated, providing connections across disciplinary content and enriching the application
of science and engineering practices.
Eighth Grade The DCSD Grade 8 Science Curriculum-at-a-Glance provides a high-level overview of the curriculum that is
Science structured into six units. Key topics covered include Structures and Properties of Matter, Transformation of
Energy, Forces and Interaction, Electromagnetic Spectrum Waves, and Electromagnetism.
The curriculum aligns with specific science standards, differentiating between "Priority Standards" and
"Supporting Standards". Daily instruction is divided into Direct Instruction (~25%), Student-Centered
Instruction (~50%), and Formative Assessments (~25%).
The Curriculum-at-a-Glance also integrates Science & Engineering Practices (SEPs) like asking questions
and engaging in arguments from evidence, and Cross-Cutting Concepts (CCCs) such as Cause and Effect
and Energy and Matter.
Biology The Biology Class Calendar for 2024-2025 outlines a comprehensive program that is structured into
multiple units. Fall topics include lab safety, experimental design, macromolecules, protein digestion,
enzymes, ecology, and gel electrophoresis. Spring units cover cells, genetics (including melanin,
transcription, translation, and complex inheritance), disease (cell division and meiosis), and evolution
(speciation, evidence, natural selection, cladograms).
The calendar integrates various instructional strategies, including DCSD Unit Tasks, Interdisciplinary
Integration, STEM/STEAM, and Research-Based Instructional Strategies. Daily lessons feature POGILs, labs,
simulations, videos, and graphic organizers. This multifaceted approach aims to facilitate student learning
through hands-on activities, research, and project-based work.
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SCIENCE
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
EQuIP Rubric for Lessons & Units: Science
Category I: Unit Design
A: Does making sense of B: Does the unit build C: Does the integration of Science
phenomena and/or designing understanding of multiple and Engineering Practices, core ideas
solutions to a problem drive grade-appropriate elements of of the strand, and cross-cutting
student learning in the unit? the Science and Engineering concepts drive student
Practices, core ideas of the strand, performances?
and cross-cutting concepts, by
developing and using them?
Fifth Grade The unit plan, “Earth Science” The unit is structured around The integration of SEPs, core ideas of
utilizes phenomena and specific Priority Standards that the strand, and cross-cutting concepts
Science problem-solving to drive student require students to think critically. drives student performances.
learning. For example, students are asked to
"Obtain, evaluate, and The priority standards themselves are
For example, the "Engaging communicate information" as well written to integrate content with
Scenario" places students in the as "Develop simple interactive practices, such as "Constructing an
role of geologists researching models." These directly align with argument supported by scientific
constructive and destructive Science and Engineering Practices. evidence". Daily lessons include
processes to understand The core ideas revolve around activities like "Forming Landforms"
landform creation and determine Earth's surface features and and "What Can Change Earth's
how technology can limit their constructive/destructive processes, Surface?", which likely involve
impact. This directly aligns with which are central to the Earth hands-on exploration and observation,
making sense of phenomena Science strand. While CCCs are not prompting students to use SEPs like
(landform formation) and explicitly listed in these weekly developing models and analyzing data
designing solutions (using plans, the nature of the content to understand core ideas.
technology to limit/predict (e.g., cause and effect of
impact). weathering/erosion) suggests their
implicit use.
Sixth Grade The “Unit 4: Water, Water The unit plan analyzed is designed The integration of SEPs, core ideas of
Everywhere!” plan explicitly around specific Science and the strand, and cross-cutting concepts
Science integrates phenomena and Engineering Practices (SEPs) and drives student performances.
problem-solving to drive Crosscutting Concepts (CCCs).
learning. The unit begins with For example, Task 1 involves creating
the overarching phenomenon In fact, SEPs such as “Asking models and graphs to illustrate water
question, "How does Water questions” and “Developing and distribution (Developing and using
Shape Our World?" and includes using models” are listed. CCCs models, Analyzing and interpreting
an "Engaging Scenario" where integrated include but are not data, Scale, proportion, and quantity).
students are asked by the limited to: Patterns, Cause and Additionally, Task 2 involves designing
Department of Natural effect, and Systems and system an experiment to illustrate the water
Resources (DNR) to use their models. Core ideas of Earth cycle (Planning and carrying out
knowledge of hydrology and Science are central, covering water investigations, Developing and using
oceanography to determine location, the water cycle, ocean models). Lastly, Task 4's "Global
causes for declining species features, and natural resources. Trading" scenario integrates economic
populations in freshwater and and environmental considerations,
saltwater locations. This scenario requiring analysis, modeling, and
sets up a real-world problem for problem-solving related to natural
students to address. resources
81
Eighth Grade The unit plan reviewed, The unit builds understanding of The integration of SEPs, core ideas,
"Structure and Properties of Science and Engineering Practices and CCCs drives student
Science Matter," heavily relies on making (SEPs), core ideas, and performances. The "Unwrapped
sense of phenomena and Cross-Cutting Concepts (CCCs). It Priority Standards" explicitly combine
designing solutions to drive incorporates SEPs like obtaining skills (SEPs) with concepts (core ideas).
student learning. and communicating information,
developing models, planning For example, students "DEVELOP and
For instance, Task 1 asks investigations, analyzing data, and USE a model to COMPARE and
students to create a poster constructing arguments. CONTRAST pure substances (elements
modeling elements, compounds, and compounds) and mixtures".
and mixtures to understand why The core ideas include the Performance tasks require students to
they appear different in real life structure and properties of matter, apply these integrated
and on a model. Task 2 prompts pure substances, elements, understandings, such as constructing
students to develop a model compounds, mixtures, particle arguments based on observational
explaining how thermal energy movement in different states (solid, evidence
changes the state of a substance, liquid, gas, plasma) with thermal
driven by the phenomenon of a energy, chemical and physical
popsicle melting. Task 3 involves properties (e.g., reactivity,
investigating mystery powders to combustibility, density, melting
identify unknown substances point, boiling point), and atomic
based on their chemical and structure. The integrated CCCs are
physical properties. Finally, Task Patterns, Scale, Proportion,
4 challenges students to Quantity, Energy and Matter,
distinguish between chemical Structure and Function, and
and physical changes based on Stability and Change.
observations of an effervescent
tablet
Biology Making sense of phenomena and The unit builds understanding of The integration of SEPs, core ideas,
designing solutions to problems Science and Engineering Practices and CCCs directly drives student
directly drives student learning in (SEPs), core ideas, and performances.
this unit. Cross-Cutting Concepts (CCCs).
Priority standards explicitly link these
The "Engaging Scenario" places It integrates SEPs such as obtaining elements, for example, requiring
students in the role of infectious and communicating information, students to "Construct arguments
disease experts at the CDC, developing models, planning supported by evidence to RELATE the
tasked with tracking and investigations, and constructing structure of macromolecules...to their
stopping the spread of a novel arguments. Core ideas span cell interactions in carrying out cellular
Coronavirus by analyzing its structure and function, processes". Performance tasks
genetic sequence and macromolecules, and cellular demand students apply these
investigating its origins. This energy cycling through integrated understandings.
real-world problem sets the photosynthesis and respiration.
context for all subsequent
learning. Integrated CCCs include Patterns,
Cause & Effect, Scale, Proportion,
Performance tasks, such as Task Quantity, Systems & System
1, specifically require students to Models, Energy & Matter, Structure
"engage in arguments based on & Function, and Stability &
evidence to construct an Change.
explanation of the ways in which
the Coronavirus is spread, and to
help minimize or stop that
spread". This clearly
demonstrates a focus on both
understanding phenomena (how
the virus spreads) and designing
solutions (minimizing or stopping
the spread)
82
EQuIP Rubric for Lessons & Units: Science
Category I: Unit Design
D: Do the lessons fit together to E: Are there opportunities, F: Are there connections to Math
target a set of performance where appropriate, to link life, and/or ELA?
expectations? Do they build on physical, and earth/space
prior lessons? science?
Fifth Grade The weekly lesson plans within the The primary focus of Unit 5 is There are explicit connections to
unit demonstrate a cohesive Earth Science, specifically ELA. There are non-content
Science sequence that focuses on priority geological processes. While the standards listed that focus on
standards and essential questions. provided weekly plans don't explaining relationships in
Both weeks focus on the same explicitly detail strong links to life scientific texts and determining
Priority or physical science concepts meanings of
within these specific lessons, the academic/domain-specific words.
There is a consistent instructional general nature of Earth
framework for each day (Engage, processes like weathering and Additionally, the scheduling of
Explore/Explain/Extend/Elaborate, erosion can implicitly involve "ELA Boot Camp Day" and
Evaluate) that supports a progressive physical science principles (e.g., "Math Boot Camp Day" within
build-up of understanding. forces, energy). the science plans indicate that
Furthermore, the mention of there is dedicated time for
reviewing prior knowledge (e.g. cells) There are no explicit mentions of interdisciplinary support
suggests connections to prior units. life science or space science
integration in these specific
weekly plans.
Sixth Grade The unit outlines a 35-day pacing The unit provides opportunities There are explicit connections to
guide with weekly activities that for interdisciplinary connections. Math and ELA included. The unit
Science build on each other, starting with While primarily Earth Science, vocabulary section lists specific
foundational concepts like water the engaging scenario links ELA standards for reading
distribution and moving to more hydrology and oceanography to comprehension, writing
complex topics like the water cycle, declining species populations, arguments, and using technology.
oceanography, and natural touching on life science. The Math standards are also cited,
resources. Each performance task water cycle itself is a natural link focusing on operations with
details "Engage," "Explore," to physical science through multi-digit numbers and decimals,
"Explain," "Elaborate," and energy transformations (heat, ratios, and variables.
"Evaluate" phases, indicating a evaporation, condensation). The
structured learning progression. focus on natural resources and More specifically, performance
Teachers are also advised to "Revisit their societal impact also Task 1 requires students to create
the original phenomenon and the implicitly links to human impacts graphs from data, involving
students generated questions on living systems. mathematical skills. Additionally,
throughout the unit so that the performance Task 3 involves a
students will be able to revise their persuasive letter, requiring writing
explanation" skills.
83
Eighth Grade The lessons fit together to target a This unit plan, "Structure and The unit explicitly connects to
set of performance expectations and Properties of Matter," primarily ELA and Math. For ELA, students
Science build on prior lessons. The unit spans focuses on physical science. "OBTAIN, EVALUATE, and
12 weeks, with 55 instructional days While physical science principles COMMUNICATE information,"
and 5 buffer days, indicating a are inherent in concepts like "CONSTRUCT an ARGUMENT
comprehensive and sequential energy transfer and properties of based on observational
build-up of knowledge. matter, explicit connections to evidence," and develop scientific
life or earth/space science are explanations. This hones reading,
The progression of tasks, from not detailed in the provided writing, and argumentation skills,
modeling basic structures of matter materials. with performance tasks requiring
(Task 1) to phase changes (Task 2) , claims, evidence, and
identifying unknown substances justifications.
(Task 3) , distinguishing
chemical/physical changes (Task 4) , Math is integrated through the
and exploring the periodic table and "Using Mathematics &
atomic structure (Tasks 5 and 6), Computational Thinking" Science
demonstrates a clear conceptual and Engineering Practice. While
progression. not always detailed, quantitative
analysis is inherent in activities
like density and melting/boiling
point measurements (Task 3).
Analyzing periodic table patterns
(Task 5) also involves
mathematical concepts like
atomic number and mass.
Biology The lessons in this unit are designed This Biology unit, "From The unit includes explicit
to fit together cohesively, targeting a Molecules to Organisms: connections to both ELA and
set of performance expectations and Structure and Processes", Math.
building upon prior knowledge. The primarily focuses on life science.
unit is paced for 10 weeks, or 4.5 While it delves into fundamental For ELA, students are expected to
weeks in a block schedule, allowing biological processes at a "OBTAIN, EVALUATE, and
for a progressive build-up of molecular and cellular level, COMMUNICATE information"
understanding. direct explicit opportunities to and "CONSTRUCT arguments
link with physical science or supported by evidence".
The performance tasks are earth/space science are not
sequenced in a "learning detailed in the provided unit Math connections are evident
progressions" order, moving from plan. However, concepts like through the "Using Mathematics
analyzing the spread of the energy flow (a physical science & Computational Thinking" SEP
Coronavirus (Task 1) to exploring concept) are inherently and specific calculations for
macromolecules (Task 2) , cell integrated when discussing solution preparation.
structures and organelles (Task 3) , photosynthesis and cellular
cellular transport (Task 4) , and finally respiration.
photosynthesis and cellular
respiration (Task 5). Each task builds
upon foundational biological
concepts, ensuring a systematic
development of student
understanding towards the
overarching unit goals related to
cellular processes and the flow of
matter and energy in living systems.
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SCIENCE
Insight used criteria derived from EQuIP science rubrics from Achieve and appropriate for the purposes
of this Audit, to assess science assessments on a 3-point scale.
Five Science Assessment Criteria and 3-point scale
A. Assesses state science standards to provide evidence about students’ achievement in science.
Assessment requires students to use some understanding of the strand’s core ideas to successfully
complete it, and includes Reading and Writing for Science and Technical standards.
B. Assessment requires students to use at least one Science and Engineering Practice to successfully
complete the task.
C. Assessment requires students to identify and interpret evidence and engage in scientific reasoning as
they make sense of phenomena and address problems.
D. There are varied task types requiring a range of analytical thinking and cognitive complexity.
E. Majority of assessment cannot be answered without information from tasks or items, nor can the
majority of the assessment’s items be answered successfully by using rote knowledge.
3 a significant majority or all aspects of the criterion
2 some aspects of the criterion
1 none or nearly none of the aspects of the criterion
For labs or shorter artifacts, Insight adapted the EQuIP Task Review Rubrics. This rubric assesses
standard alignment, attention to cross-content opportunities defined in the strands, science and
engineering practices, and implementation support. Insight rated these artifacts with the following
descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
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SCIENCE
Most science artifacts were rated on the five science Assessment Criteria:
Average score
Criteria
(between 1-3)
A. Assesses state science standards to provide evidence
about students’ achievement in science. Assessment requires
students to use some understanding of the strand’s core ideas 2.47
to successfully complete it, and includes Reading and Writing
for Science and Technical standards.
B. Assessment requires students to use at least one Science
2.39
and Engineering Practice to successfully complete the task.
C. Assessment requires students to identify and interpret
evidence and engage in scientific reasoning as they make 2.39
sense of phenomena and address problems.
D. There are varied task types requiring a range of analytical
2.24
thinking and cognitive complexity.
E. Majority of assessment cannot be answered without
information from tasks or items, nor can the majority of the
2.34
assessment’s items be answered successfully by using rote
knowledge.
Shorter labs or artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 1
E/I: Many criteria checked but could use minor improvements 1
R: Some criteria checked 1
N: Task not recommended for instruction 0
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SCIENCE
The following tables name artifacts and their 1-3 ratings on Criteria A-F on the science assessment
criteria, or E-N ratings on the adapted EQuIP task rubric.
Fifth Grade Science
Criterion Plicker - Cells Exit Ticket - Unit 1 - Post Unit 2 - Pre Weekly Conductor/In
Quick Review Tweet about Assessment Assessment Lesson Plan sulator
Takeaways Graphic
Organizer
A E/I R 3 3 3 3
B 3 3 3 3
C 3 3 3 3
D 3 3 3 3
E 3 3 3 3
Sixth Grade Science
Criterion GA GPS Volcano Journal DCSD Ticket Out Cloze
Coach Video entries - KWL Benchmark #3 the Door Reading
workbook chart Article
A 3 E 3 3 2 1
B 3 3 2 2 1
C 3 3 3 2 1
D 3 3 3 2 1
E 3 3 3 2 1
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Eighth Grade Science
Criterion HMH GA Energy End of Unit Formative Formative Formative
Science Project Assessment: Assessment: Assessment: Assessment:
Workbook Chemical Counting Exit Tickets Is It
pages Reactions Atoms Following the
Test Law?
A 3 3 3 2 2 3
B 3 3 3 2 3 3
C 3 3 3 2 3 3
D 3 3 3 2 3 2
E 3 3 3 2 2 3
Eighth Grade Biology
Science
Criterion Weekly Lesson Evolution Lizard Types of Types of Darwin vs.
Plan Unit 5 Webquest Evolution Evidence Natural Lamarck
Electricity and and New Worksheet Quiz Selection Venn
Magnetism Vocabulary Worksheet Diagram
A 3 3 3 3 3 3
B 3 2 3 3 3 2
C 3 2 3 3 3 3
D 3 2 2 3 2 2
E 3 2 3 3 3 3
88
Biology
Criterion Melanin Test Formative Complex Progressio Cladogram Darwin’s
Assessment: Inheritance Cladograms Analysis Theory of
Evidence of Quiz Assignment Natural
Natural Selection
Selection Worksheet
A 3 3 3 3 3 3
B 3 3 3 3 3 3
C 3 3 3 3 3 3
D 2 3 2 3 3 2
E 3 3 3 3 3 3
Biology
Criterion Post-Class My Career Light Light Autosomal/ Karyotype
Extension: Project Microscope Microscope Sex-Linked Lesson
Career Worksheet Lab Lesson Worksheet Inheritance
Project Plan
Lesson Plan
A 1 1 3 3 2 3
B 1 1 3 3 2 3
C 2 2 1 1 3 3
D 1 1 2 2 3 3
E 1 1 2 2 3 3
89
Environmental Science
Criterion Study Guide Weekly Daily Lesson Story of Lorax Unit 4: Population
for Final Lesson Plan Plan Human Worksheet Environment Planner
Impact al Concerns Worksheet
A 2 2 3 3 3 2
B 1 1 2 2 2 2
C 1 1 2 2 3 2
D 1 1 2 2 2 2
E 2 1 1 1 3 2
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SCIENCE
The following short descriptions provide additional information on the artifacts ratings.
Fifth Grade A. The artifacts consistently target core scientific ideas in life science, such as classifying organisms,
Science understanding inherited traits versus learned behaviors, and identifying cell structures and functions. Tasks
frequently require students to apply conceptual understanding and involve scientific writing to describe
characteristics, provide examples, or communicate scientific ideas concisely.
B. The artifacts actively engage students in several Science and Engineering Practices. Common requirements
include constructing explanations, analyzing and interpreting data from various visual and textual sources,
and synthesizing information to communicate key learnings.
C. Students are frequently prompted to identify and interpret evidence from diverse sources, including
diagrams, descriptive text, and observational data. They are expected to engage in scientific reasoning to
draw conclusions, differentiate between concepts, and make sense of biological phenomena
D. The artifacts utilize a commendable variety of task types. These include multiple-choice questions that
often necessitate interpretation of accompanying information, as well as open-ended questions requiring
detailed descriptions, analyses, and explanations. The inclusion of tasks involving visual interpretation and
application of concepts promotes a range of analytical thinking and cognitive complexity.
E. A significant portion of the artifacts cannot be completed through rote memorization alone. Tasks
frequently present specific scenarios, diagrams, or data that require students to apply their understanding
in novel contexts, ensuring engagement with higher-order thinking skills rather than simple recall.
Sixth Grade A. The artifacts target core Earth Science concepts, including the distribution of Earth's water, the water cycle,
Science ocean features, tides, physical weathering, and renewable/nonrenewable resources. They require students
to interpret scientific information from text, maps, and graphs, and to articulate their understanding
through written responses and explanations. Some tasks necessitate writing in a scientific context.
B. The artifacts actively engage students in several Science and Engineering Practices. "Analyzing and
Interpreting Data" is prominent, requiring students to extract information from graphs (e.g., tide
predictions) and maps (e.g., ocean salinity). "Asking Questions" is also featured, prompting students to
identify the best scientific questions for investigation. Some tasks involve elements of "Developing and
Using Models" and "Constructing Explanations" to represent and explain scientific phenomena.
C. Students are consistently asked to identify and interpret evidence from various sources, such as diagrams of
the water cycle, maps of ocean salinity, and tide graphs. They engage in scientific reasoning to make
judgments about scientific questions, draw conclusions from data (e.g., applying the Law of Conservation
of Mass to a scenario), and explain how certain natural processes occur. Problem-solving is also present,
requiring students to reason about experimental design.
D. The artifacts employ a range of task types. These include multiple-choice questions that vary in cognitive
demand from simple recall to application and interpretation. There are also open-ended tasks that require
students to summarize, explain, or identify key facts about concepts. The inclusion of tasks involving
interpretation of visual data (graphs, maps, diagrams) further enhances the range of analytical thinking
required.
E. The majority of the artifact items cannot be answered by rote knowledge alone. While some questions
involve recall of definitions, many tasks require students to interpret specific information presented in the
item (e.g., a particular graph or scenario) and apply their understanding of scientific principles to derive the
answer. This necessitates active analysis and reasoning beyond simple memorization.
91
Eighth A. The artifacts directly target fundamental concepts in chemistry, such as counting atoms in chemical
Grade compounds, understanding the Law of Conservation of Mass, distinguishing between chemical and
Science physical changes, and identifying reactants and products in chemical reactions. They require students to
interpret chemical formulas, textual descriptions of reactions, and experimental data. Several tasks
necessitate written explanations, definitions, and short answer responses, integrating scientific reading and
writing skills
B. The artifacts effectively engage students in key Science and Engineering Practices. "Analyzing and
Interpreting Data" is prominent, especially in tasks requiring students to count atoms, interpret
experimental results related to mass conservation, or identify reactants and products from a given equation.
"Constructing Explanations" is frequently required, such as explaining how to differentiate between
chemical and physical changes or providing reasoning for observations. Some tasks explicitly ask students
to determine if an equation follows a scientific law based on atom counts.
C. Students are consistently asked to identify and interpret evidence from chemical formulas, reaction
descriptions, and experimental scenarios. They must apply scientific reasoning to deduce the total number
of atoms in a compound, determine if mass is conserved in a reaction, or explain the implications of
observed changes (e.g., a substance burning). Problem-solving is evident in tasks like redesigning an
experiment for better accuracy based on given data.
D. The artifacts employ a range of task types to gauge understanding. These include multiple-choice
questions, matching, and open-ended items, covering recall, application, and analysis. Some formative
tasks utilize direct calculation, judgments based on analysis, and short written explanations. This variety
elicits different levels of analytical thinking and cognitive complexity.
E. The majority of the artifacts cannot be answered by rote knowledge alone. While some questions involve
recall of definitions, many tasks require students to apply their knowledge to specific chemical formulas,
interpret provided scenarios, or engage in calculations based on given data. Tasks requiring students to
determine if an equation follows a scientific law or to explain observations necessitate active analysis rather
than simple memorization.
Biology A. The artifacts consistently target core biological ideas, including DNA/RNA structure and function,
transcription, translation, various inheritance patterns (Mendelian, complex, X-linked), genetic drift, natural
selection (principles and types), evidence for evolution (e.g., comparative anatomy, embryology, fossils,
genetics), and speciation. Students are frequently required to interpret scientific texts, diagrams, and data.
The inclusion of questions demanding written explanations, justifications, and arguments in formats like
CER (Claim, Evidence, Reasoning) directly assesses scientific literacy and communication skills.
B. The artifacts heavily emphasize multiple Science and Engineering Practices. "Analyzing and Interpreting
Data" is central, with tasks involving Punnett squares, cladograms, amino acid sequences, and various
biological scenarios. "Developing and Using Models" is evident in tasks requiring students to construct
cladograms or conceptual models for genetic processes. "Constructing Explanations" and "Engaging in
Argument from Evidence" are frequently required, particularly in open-ended questions asking for
justification of claims or explanations of complex biological phenomena. "Asking Questions" is also present
in some tasks.
C. Students are consistently challenged to identify and interpret diverse forms of evidence, such as
DNA/mRNA sequences, genetic crosses, pedigree charts, anatomical diagrams, fossil records, and
descriptions of evolutionary scenarios. They must apply sophisticated scientific reasoning to solve genetic
problems, deduce evolutionary relationships, explain the mechanisms of natural selection, and make sense
of real-world biological phenomena like antibiotic resistance or skin pigmentation variations.
D. The artifacts utilize a robust array of task types. These include multiple-choice questions, fill-in-the-blank,
matching, and extensive open-ended questions demanding written definitions, explanations, justifications,
and the application of concepts to specific scenarios. Tasks range from constructing diagrams (e.g.,
cladograms, Punnett squares) and interpreting graphical data (e.g., bell curves in natural selection) to
creating narrative explanations of evolutionary changes. This variety caters to and elicits a broad range of
analytical thinking and cognitive complexity.
E. The majority of the artifact items cannot be answered by rote knowledge alone. While some foundational
vocabulary recall is necessary, most tasks require students to actively engage with specific information
provided within the item (e.g., unique genetic crosses, evolutionary scenarios, diagrams, or data tables).
This necessitates the application of learned principles, critical analysis, and problem-solving beyond simple
memorization.
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SCIENCE
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Standardize and Modernize Science Curriculum Resources and Instruction
Ensure that all science courses, particularly those identified as lacking, are provided with current, relevant,
and comprehensive curriculum resources. This includes updating textbooks (both physical and easily
accessible online), supplementary materials, and ensuring assessments are aligned with current standards.
Quotes supporting this recommendation from primary and secondary science teachers:
“We haven't had a textbook in years!"
“There is no teacher copy of the book. AND the textbook is extremely outdated."
2. Invest in and Ensure Equitable Access to Hands-On Lab Equipment and Manipulatives
Allocate adequate funding and establish streamlined procurement processes for acquiring and maintaining
a diverse range of hands-on, inquiry-based lab equipment and manipulatives for all science classrooms. This
investment should also prioritize resources that support differentiated instruction for all learners, including
English Speakers of Other Languages (ESOL) students and students with disabilities.
Quotes supporting this recommendation from primary and secondary science teachers:
"More hands on resources for labs and inquiry based learning would be beneficial instead of just workbooks
and online resources. Students need to be hands on to really learn and enjoy learning about science."
"Supplies for labs would be nice. I often must buy the items I need.."
3. Strengthen Professional Learning for Effective Curriculum Implementation and Pedagogical Practices
Implement structured and ongoing professional development opportunities that focus on the practical application
of curriculum, effective integration of new technologies and resources, and the adoption of high-impact
instructional strategies (e.g., inquiry-based learning, differentiation). This professional development should be
designed to address specific needs identified by teachers and promote consistent and high-quality implementation
across the district.
Quotes supporting this recommendation from primary and secondary science teachers:
● "I need more professional development and training on how to properly use the resources that have been
provided."
● "The professional learning is catered to district initiatives or impractical ways to engage students."
● "More training for new resources and curriculum."
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SCIENCE
RECOMMENDATIONS (cont.):
3. Strengthen Professional Learning for Effective Curriculum Implementation and Pedagogical Practices
Implement structured and ongoing professional development opportunities that focus on the practical
application of curriculum, effective integration of new technologies and resources, and the adoption of
high-impact instructional strategies (e.g., inquiry-based learning, differentiation). This professional
development should be designed to address specific needs identified by teachers and promote consistent
and high-quality implementation across the district.
Quotes supporting this recommendation from primary and secondary science teachers:
"I need more professional development and training on how to properly use the resources that have been
provided."
"The professional learning is catered to district initiatives or impractical ways to engage students."
"More training for new resources and curriculum."
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SOCIAL STUDIES
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Sixth Grade 6th Grade World Studies CAAG in Curriculum Community contains four units,
Social Studies each of which offer their own detailed pacing. Priority and supporting standards
are indicated for each unit.
Eighth Grade 8th Grade World Studies CAAG in Curriculum Community contains eight units,
Georgia each of which offer their own detailed pacing. Priority and supporting standards
Studies are indicated for each unit.
American One submission contained the GSEs for American Government but no Scope
Government and Sequence. Artifacts included with submission did not come from DCSD
Canvas platform. iCivics and EdPuzzle links mentioned as sources for material;
however, it is unclear how frequently activities are chosen, how they align to a
scope and sequence or unit plan, and if they are aligned to GA standards.
American Government/Civics CAAG in Curriculum Community contains five
units, each of which offer their own detailed pacing for both block and
traditional scheduling. Priority and supporting standards are indicated for each
unit.
US History US History CAAG in Curriculum Community contains five units, each of which
offer their own detailed pacing for both block and traditional scheduling. Priority
and supporting standards are indicated for each unit.
Submitted unit assessment does not match the post assessment provided by
DCSD in Curriculum Community.
AP US AP US History scope and sequence is set by the College Board.
History
95
SOCIAL STUDIES
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Rubric for Lessons & Units: Social Studies (adapted from EQuIP Rubrics)
A: Alignment to Standards: Does the unit target a set of B: Teaching Strategies: Does the unit integrate
grade-level standards in the Georgia Standards of Excellence in content and skills, contain inquiry-sparking
one or more of the following areas: Geography, Civics, questions, and encourage the 5Cs in 21st century
Economics and Financial Literacy, History, or K-12 Inquiry Skills? learning? Does it incorporate good literacy
Does it integrate history and social science content knowledge practices with increasingly complex text?
with reading, writing, speaking, and listening skills?
Sixth Grade DCSD Rigorous Design Unit Planner contain week-by-week The unit contains engaging learning experiences that
breakdowns of GSEs by priority and supporting standards. The offer inquiry-sparking questions, primary sources,
Social unit aligns to the areas of geography, civics, economics, and and grade-level texts. Week-by-week sequencing of
Studies history. Reading, writing, speaking, and listening skills are standards and suggested activities per week with
embedded in the suggested Engaging Learning Experiences, guiding questions (driven by the unit’s essential
linked at the top of the document. questions) encourage the 5 Cs.
Eighth Unit 5: DCSD Rigorous Design Unit Planner contain Unit 5 contains engaging learning experiences that
week-by-week breakdowns of GSEs by priority and supporting offer inquiry-sparking questions, primary sources,
Grade Social standards. The unit aligns to the areas of geography, civics, and grade-level texts. Week-by-week sequencing of
Studies economics, and history. Reading, writing, speaking, and listening standards and suggested activities per week with
skills are embedded in the suggested Engaging Learning guiding questions (driven by the unit’s essential
Experiences, linked at the top of the document. questions) encourage the 5 Cs.
American Unit 2: DCSD Rigorous Design Unit Planner contain The two-week unit contains performance tasks that
week-by-week breakdowns of GSEs by priority and supporting offer inquiry-sparking questions, primary sources,
Government standards. The unit aligns to the areas of geography, civics, and grade-level texts. All performance tasks are
economics, and history. Reading, writing, speaking, and listening included as activities during the two weeks.
skills are embedded in the suggested Performance Tasks, linked Collaborative activities encourage the 5Cs.
at the top of the document. Artifact analysis indicates the need
for some listed activities to be better aligned to GSEs; for
example, Unit 2 Performance Task 3 should have students
incorporate the role of lobbyists and legislative committees
during the “create a bill” activity. Additionally, all students
should be reading the primary source (a real bill) before choosing
comic strip, video, or writing an actual bill.
Unit 2: DCSD Rigorous Design Unit Planner contain The six-week unit contains performance tasks that
US History week-by-week breakdowns of GSEs by priority and supporting offer inquiry-sparking questions, primary sources,
standards. The unit aligns to the areas of geography, civics, and grade-level texts. All performance tasks are
economics, and history. Reading, writing, speaking, and listening included as activities during the two weeks.
skills are embedded in the suggested Performance Tasks, linked Collaborative activities encourage the 5Cs.
at the top of the document. All four performance tasks ask
students to integrate reading and writing skills, specifically citing
evidence from texts, to complete them. For example,
Performance Task 4 advises teachers to “prompt students with
questions to ensure they have evidence for saying that a
character would make a certain comment. This is a way to make
sure the work product is content-rich, not empty fluff.”
96
Rubric for Lessons & Units: Social Studies (adapted from EQuIP Rubrics)
C: Instructional Supports: Is the unit responsive to varied D: Assessment: Do all assessments in the unit elicit
student learning needs (including but not limited to tech, evidence that a student can independently demonstrate
engagement, prior learning, support with CER, etc.)? that they can meet the targeted standard(s) identified in
it? Are there varied assessment types throughout the
unit?
Sixth Grade Unit contains a page of Intervention Strategies–a list divided Yes. There are varied assessment types throughout the
into three categories (Tier 1/2/3 intervention, for SpEd unit. The unit contains pre- and post-assessments, which
Social students, and for ESOL students). Strategies are not attached contain a variety of prompts containing text and written
Studies or recommended to each activity or suggested per week; responses to text, selected response with informative
thus, the unit’s responsiveness (if using these strategies) to distractors, and short answer questions. Unit also
the needs of these diverse learners is dependent on contains four performance assessments that are
practitioner. suggested during specific weeks in the Weekly Planner.
The Engaging Scenario combines narrative and
interactive technology, with further breakdown of the
cross-concept skills that performing this task would
encompass.
Eighth Unit 5 contains a page of Intervention Strategies–a list Yes. There are varied assessment types throughout Unit
divided into three categories (Tier 1/2/3 intervention, for 5. The unit contains pre- and post-assessments, which
Grade Social SpEd students, and for ESOL students). Strategies are not contain a variety of prompts containing text and written
Studies attached or recommended to each activity or suggested per responses to text, selected response with informative
week; thus, the unit’s responsiveness (if using these distractors, and short answer questions. Unit also
strategies) to the needs of these diverse learners is contains four performance assessments that are
dependent on practitioner. suggested during specific weeks in the Weekly Planner.
The Engaging Scenario combines narrative and
interactive technology, with further breakdown of the
cross-concept skills that performing this task would
encompass.
American Unit contains a page of Intervention Strategies–a list divided Included unit post-assessment does contain items that
into three categories (Tier 1/2/3 intervention, for SpEd are aligned to the standards in the unit. Mostly multiple
Government students, and for ESOL students). Strategies are not attached choice, one short answer, one longer writing prompt. If
or recommended to each activity or suggested per week; taken independently, can gauge a student’s
thus, the unit’s responsiveness (if using these strategies) to understanding. However, the assessment does not
the needs of these diverse learners is dependent on contain a primary source or grade-level appropriate text
practitioner. which a student must cite, or to which they must respond
or allude. Submitted assessment for American Govt Unit
2 is not the same as assessment in Curriculum
Community Unit 2.
Unit 2 contains a page of Intervention Strategies–a list Included unit post-assessment does contain items that
US History divided into three categories (Tier 1/2/3 intervention, for are aligned to the standards in the unit. Mostly multiple
SpEd students, and for ESOL students). Strategies are not choice, two open response items. If taken independently,
attached or recommended to each activity or suggested per can gauge a student’s understanding. However, the
week; thus, the unit’s responsiveness (if using these assessment does not contain a primary source or
strategies) to the needs of these diverse learners is grade-level appropriate text which a student must cite,
dependent on practitioner. or to which they must respond or allude. Submitted
assessment for US History Unit 2 is not the same as
assessment in Curriculum Community Unit 2.
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SOCIAL STUDIES
Insight used criteria derived from leading assessment evaluation tools, and appropriate for the purposes
of this Audit, to assess social studies assessments on a 3-point scale. Evaluation tools of origin are linked.
Five Social Studies Assessment Criteria and 3-point scale
A. Texts, including primary sources, are worth reading. Texts reflect the quality of writing that is
produced by authorities in the social sciences (from Criteria for Procuring and Evaluating High-Quality
Assessments, CCSSO).
B. Informational texts and tasks associated with them reflect demands of shifts (citing evidence, building
knowledge, text complexity) and standards (from Criteria for Procuring and Evaluating High-Quality
Assessments, CCSSO)
C. Assessments and tasks should include purposefully linked passages or questions that allude to other
accessible historical texts or sources (from Assessment Evaluation Tool, achievethecore.org)
D. Variety of item types to accurately assess a standard. Students should have the opportunity to write in
response to high-quality texts and primary sources (from Criteria for Procuring and Evaluating
High-Quality Assessments, CCSSO)
E. Items should be designed to elicit direct, observable evidence of the degree to which a student can
independently demonstrate the key understandings relative to the demands of the social studies
standard(s) (from EQuIP rubric, achieve.org)
3 a significant majority or all aspects of the criterion
2 some aspects of the criterion
1 none or nearly none of the aspects of the criterion
For shorter artifacts, Insight adapted the EQuIP Task Review Rubrics. This rubric assesses standard
alignment, attention to teaching strategies and literacy strategies, and implementation support. Insight
rated these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
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SOCIAL STUDIES
Most artifacts were rated on the social studies Assessment Criteria:
Average score
Criteria
(between 1-3)
A. Texts, including primary sources, are worth reading. Texts
reflect the quality of writing that is produced by authorities in 2.00
the social sciences.
B. Informational texts and tasks associated with them reflect
demands of shifts (citing evidence, building knowledge, text 2.25
complexity) and standards.
C. Assessments and tasks should include purposefully linked
passages or questions that allude to other accessible 1.63
historical texts or sources.
D. Variety of item types to accurately assess a standard.
Students should have the opportunity to write in response to 1.94
high-quality texts and primary sources.
E. Items should be designed to elicit direct, observable
evidence of the degree to which a student can independently
2.19
demonstrate the key understandings relative to the demands
of the social studies standard(s).
Shorter artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 0
E/I: Many criteria checked but could use minor improvements 1
R: Some criteria checked 2
N: Task not recommended for instruction 0
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SOCIAL STUDIES
The following tables name artifacts and their 1-3 ratings on Criteria A-F on the social studies assessment
criteria, or E-N ratings on the adapted EQuIP task rubric.
Sixth Grade Social Studies
Criterion LCNR/Env Cuban Missile Class activity
Issues Quiz Crisis Quiz
A 2 1 2
B 2 3 3
C 1 1 2
D 2 2 2
E 2 3 2
Eighth Grade Social Studies
Criterion GA Journey Unit 5 GA Jim Crow Era Delinquent and Lesson Physical
Book pgs and the Civil GA Progress Unruly Behavior Plan Features
War Quizzizz Learning Progress worksheet
Learning
A 3 2 1 2 2 1
B 3 2 2 2 2 1
C 3 1 1 1 1 1
D 3 1 1 2 2 1
E 3 3 3 1 2 2
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American Government
Criterion .gov Exam Create a Bill Legislative Civics Lesson
Project Branch Quiz Plan- wk 6
A 1 2 1 3
B 2 2 2 2
C 1 2 1 2
D 1 3 1 2
E 1 2 1 2
US History
Criterion Gilded Age Imperialism Exit Ticket CFA2, SSUSH Unit 2 post
Kahoot Kahoot Questions 6, 7, 8bc assessment
Warmup Warmup
A R R E/I 2 2
B 3 3
C 2 2
D 1 1
E 2 2
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AP US History
Criterion AP 11th AP 10th AP 11th
grade grade lesson grade Lesson
agenda, and activity Plan and
activity Exam
A 3 3 3
B 3 2 3
C 3 2 3
D 3 2 3
E 3 2 3
World History
Criterion ESOL 9-12
A 3
B 3
C 2
D 2
E 3
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SOCIAL STUDIES
The following short descriptions provide additional information on the artifacts ratings.
Sixth Grade A. Some submissions did not contain text. But some main reading passages offers a
Social clear and age-appropriate summaries of historical events and connects deeply to
Studies cultural impact. Ensuring the additional of original source materials such as period
writings or explorer accounts to deepen historical authenticity.
B. The passage and questions effectively align with instructional shifts such as building
knowledge from informational texts, identifying cause-and-effect, and understanding
global interdependence. Students are prompted to make connections across
historical developments
C. One submitted lesson encourages students to compare visual sources, such as maps
of colonial empires and relate them to the informational text. However, the reading
and visuals for other submissions are not framed as explicitly linked passages,
students aren’t required to analyze or synthesize across texts in a structured way.
Including a secondary document or excerpt for comparison would strengthen these
submissions’ impact.
D. Submissions include multiple-choice and true/false questions, which provides a CFU
with content recall. However, opportunities seem limited for students to write in
response to the text, i.e. activity doesn’t content short constructed response,
paragraph writing, or critical thinking prompts are included. Adding a brief writing
task or a summary question would raise the rigor and meet writing-based
assessment expectations.
E. Multiple-choice responses are aligned to the reading, and visual interpretation is
lightly scaffolded through labeled maps and guiding arrows. While the responses are
directly observable, they mostly check for factual recall rather than deeper reasoning
or analysis.
Eighth A. Some artifacts do not include robust, discipline-authentic texts. One submitted
Grade Social lesson plan relies on Quizlet, and no texts. Submitted teacher-created slides and
Studies worksheets do not contain textual sources at all - primary or scholarly secondary
sources are absent.
B. Tasks in the submitted lesson plan include discussion and some conceptual
exploration, but lack text-based evidence. The worksheet prompts thinking but does
not support it with complex or varied texts requiring citation or inference.
C. With the exception of the submitted textbook pages, no artifact references or
integrates additional texts or historical sources. The lack of scaffolding to connect
the material to broader historical narratives/ texts limits contextual depth.
D. Artifacts offer a mix of multiple-choice, discussion, and labeling tasks. However,
writing tasks are minimal, there’s no structured opportunity for extended or
evidence-based writing.
E. Submitted Lesson Plan is aligned to standards, well organized and includes partner
discussions and teacher review of multiple-choice responses; worksheet and short
assessments use open-ended questions. However, no long artifact includes a formal
rubric or performance-based task to assess deeper understanding.
103
American A. The materials reference the U.S. Constitution, foundational documents, and current
Government legal examples - which reflect high-quality, authoritative sources and offer historical
/Civics relevance and applicability to modern civic life. However, primary or secondary
sources themselves do not appear in most of the submissions, which mean students
do not need to cite from them to complete the submitted tasks.
B. The tasks involve identifying civil liberties and analyzing due process, which reflect
important civic content. However, some activities (e.g., Kahoot, vocabulary, and
“quick write”) lean more toward review than complex text engagement. This limits
opportunities for deeper inquiry and discourse that includes case-based reasoning.
C. One submission touches on foundational concepts, providing entry points into
deeper exploration of due process and civil liberties. Other submissions show that
while students are asked to reference sources, there is limited evidence of scaffolded
comparisons across multiple primary texts or structured synthesis
D. Activities include vocabulary work, discussion, and a “quick write,” providing some
variety. Still, there is room to strengthen the depth of student writing and expand
the range of responses.
E. Student learning is monitored through informal methods such as Kahoot, oral
discussions, and brief writing. While these provide snapshots of engagement, the
inclusion of a more formal assessment, such as a rubric-based writing product, would
yield more robust and observable evidence of mastery.
US History A. Artifacts do not include discipline-authentic texts, though some refer to them.
Submitted teacher-created slides and worksheets do not contain textual sources at
all - primary or scholarly secondary sources are absent.
B. Tasks submitted include some conceptual exploration, but lack the need for
text-based evidence. The assessments (CFA and Unit test) prompt thinking but does
not support them with complex or varied texts requiring citation or inference.
C. No artifact integrates additional texts or historical sources, though both submitted
assessment reference primary sources that students must allude to or recall. The lack
of scaffolding to connect the material to broader historical narratives/ texts limits
contextual depth.
D. Artifacts offer mostly multiple-choice assignments. However, writing tasks are
minimal, there’s no structured opportunity for extended or evidence-based writing.
E. Submitted artifacts’ items are aligned to content expectations of the standards.
However, most standard language verbs like explain, compare, describe, and analyze
cannot be completely accomplished by the multiple choice format of the submitted
assessments.
104
AP US A. The lessons incorporate historically rich, high-interest films such as Ruby Bridges,
History Marshall, and Son of the South, each grounded in real events and figures central to
the Civil Rights Movement. These texts effectively support exploration of APUSH
content
B. Students engage in meaningful personal reflection and content recall through
guided questions, promoting contextualization and describing historical situations.
Could expand on opportunities for students to makes claims with contextual
evidence.
C. While the films and related worksheets reference landmark legal cases and historical
figures, there appears to be minimal scaffolding for comparing texts or synthesizing
across sources. Deeper integration of supporting primary documents or side-by-side
case analysis would strengthen students’ ability to make historical connections.
D. Students complete open-ended prompts and reflection-based worksheets, which
encourage engagement and surface-level interpretation.
E. Student learning is observable through worksheet responses and informal
discussion, but assessments are not structured around AP rubrics or formal
checkpoints. A more targeted formative assessment could provide clearer evidence
of learning.
World A. Readings are rich in historical detail, appropriately sourced for high school, and
History ESOL written in a style reflective of impactful historical events.. They include academic
language and disciplinary depth on political ideology and state formation
B. Tasks require students to interpret dense texts, build on previous knowledge, and
cite evidence (via reciprocal teaching prompts like questioning, clarifying,
summarizing). The reading level, structure, and scaffolding reflect shifts in rigor
aligned to college- and career-ready standards.
C. Students analyze events using paired texts, which provides comparative context.
However, while the reciprocal teaching strategy encourages active questioning, the
materials would benefit from integration of additional accessible primary sources
(e.g., speeches, propaganda, or visuals used as anchors)
D. Materials display reciprocal teaching, jigsaw presentations, exit tickets, and timeline
activities. However, a focus on providing writing prompts that elicit robust writing in
response to texts (ie. structured essay or historical argument)
E. Students’ comprehension is assessed via formative tools: reciprocal summaries, exit
tickets, and peer presentations. These provide multiple snapshots of student mastery
of standards.
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SOCIAL STUDIES
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Develop structured collaboration time for a committee made of teachers and other Social Studies
stakeholders across grade levels and courses to review curriculum alignment, share resources and teaching
strategies, and discuss how those resources and teaching strategies enable strong implementation of the
district’s chosen C3 framework.
The C3 framework calls for a curriculum rich in primary and secondary sources. The committee should vet
and choose district-wide resources that:
● provide teachers with high-quality primary source collections
● support more critical thinking through in-class discussion and discourse, and more extensive
writing from primary and secondary sources
● that benefit new teachers in that they offer comprehensive units and materials to use
immediately
The committee should take the lead on district-wide curriculum design:
● Create lesson templates that emphasize student discovery
● Incorporate more visual literacy and comparative analysis
● Design units that require students to analyze multiple perspectives
● Develop structured project-based learning opportunities
● Create clear guidance on implementing project-based learning
● Ensure alignment of curriculum expectations to blueprints for any grade levels and courses
that undergo state testing
The committee should organize opportunities for collaborative peer observation and learning:
● Establish teacher networks to share innovative instructional strategies
● Organize classroom observation opportunities
● Create platforms for teachers to share successful project-based learning examples
As part of this work, the committee should set goals for their work together, including timelines and
progress monitoring checkpoints, to check on the status of these goals throughout the year. Should the
committee remain for following years, they should follow the same progress monitoring structures (with any
tweaks for efficiency that the committee decides to integrate).
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SOCIAL STUDIES
RECOMMENDATIONS (cont.):
2. Promote more critical thinking and project-based learning, and rely less on lecturing, in high school classes.
Contributions from teacher and leader focus groups, anecdotal data from high social studies teachers in the
district-wide survey, and evidence from artifact analysis reveal an opportunity to include more inquiry-driven
lessons that lead to more writing and more student discussion based on primary and secondary sources.
To do this, Insight recommends that the department invest in professional development for high school
teachers, at least twice yearly district-wide, focused on:
● designing inquiry-driven lessons that teach students to develop multi-perspective analysis skills
aligned with the district’s C3 framework
● using primary and secondary sources effectively
● where appropriate, redesigning assessments that reward critical thinking, and remove assessments
that reward memorization and recall. This may involve creating rubrics that emphasize analysis and
inquiry skills
Promoting these practices ideally yields more reading, writing, and speaking in Social Studies courses, which
in turn increases student performance in English Language Arts courses and exams.
3. As DCSD embarks on the efforts above, Division of Curriculum & Instruction should continue efforts to
support teachers to access and use the already-extensive curriculum found in Canvas. Artifact analysis,
walkthroughs, and survey data revealed that 52% of DCSD Social Studies teachers do not use the curriculum
“most or all days.” That a majority of Social Studies teachers in the district do not use what is available to
them may indicate, at least in part, a lack of familiarity with what is available and how to access it.
107
HEALTH & PE
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Sixth Grade 6th Grade PE CAAG in Curriculum Community contains four units, each of which
PE offer their own detailed pacing for both quarter and semester scheduling.
Priority and supporting standards are indicated for each unit. Curriculum
Community also includes GSEs for 6th grade PE, of which the DCSD CAAG
covers all (via priority and supporting standards for each unit).
High School HS General Phys Ed 1 CAAG in Curriculum Community contains four units, each
General Phys of which offer their own detailed pacing for both traditional and block
Ed 1 scheduling. Priority and supporting standards are indicated for each unit.
108
HEALTH & PE
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Sixth Grade Unit 2: Invasion/Target, in DCSD Rigorous Design Unit Planner contain week-by-week breakdowns of GSEs
PE by priority and supporting standards. The unit aligns to the areas of performing, identifying, and describing
certain movement combination and manipulative skills as in dedicated in the 6th grade PE standards.
Reading, writing, speaking, and listening skills are embedded in the suggested Engaging Learning
Experience, linked at the top of the document. Additionally, there are four performance tasks, all of which
feature cross-curricular engagement. Week-by-week sequencing of standards and suggested activities per
week with guiding questions are driven by the unit’s essential questions. Unit 3 contains a page of
Intervention Strategies–a list divided into three categories (Tier 1/2/3 intervention, for SpEd students, and
for ESOL students). Strategies are not attached or recommended to each activity or suggested per week;
thus, the unit’s responsiveness (if using these strategies) to the needs of these diverse learners is
dependent on practitioner. The unit contains pre- and post-assessments, which contain a variety of prompts
containing text and written responses to text, selected response with informative distractors, and short
answer questions.
High School Unit 3: Tchoukball, in DCSD Rigorous Design Unit Planner contain week-by-week breakdowns of GSEs by
General Phys priority and supporting standards. The unit aligns to the areas of demonstrating and applying competency
in movement and performance. Reading, writing, speaking, and listening skills are embedded in the
Ed 1 suggested Engaging Learning Experience, linked at the top of the document. Additionally, there are four
performance tasks, all of which feature cross-curricular engagement. Week-by-week sequencing of
standards and suggested activities per week with guiding questions are driven by the unit’s essential
questions. Unit 3 contains a page of Intervention Strategies–a list divided into three categories (Tier 1/2/3
intervention, for SpEd students, and for ESOL students). Strategies are not attached or recommended to
each activity or suggested per week; thus, the unit’s responsiveness (if using these strategies) to the needs
of these diverse learners is dependent on practitioner. The unit contains pre- and post-assessments, which
contain a variety of prompts containing text and written responses to text, selected response with
informative distractors, and short answer questions.
109
HEALTH & PE
For all Health and PE artifacts, Insight adapted the EQuIP Task Review Rubrics. This rubric assesses
standard alignment, attention to teaching strategies and literacy strategies, and implementation support.
Insight rated these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
Number of
Descriptor
Artifacts
E: Most criteria checked 1
E/I: Many criteria checked but could use minor improvements 0
R: Some criteria checked 0
N: Task not recommended for instruction 0
110
HEALTH & PE
The following tables name artifacts rated on the EQuIP Task Review Rubrics that Insight adapted to
assess the Health/PE artifacts. One artifact was submitted via virtual observation. This rubric assesses
standard alignment, attention to teaching strategies and literacy strategies, and implementation support.
Insight rated these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
2nd Grade
PE
Dance
(Locomotor /
Non
Locomotor
Movements)
Rating E
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HEALTH & PE
The following short descriptions provide additional information on the artifacts ratings.
2nd Grade Submitted artifact lesson plan (from walkthrough) shows an alignment to the standards PE1.1f - TRANSFERS weight
PE Dance from one body part to another maintaining personal space, PE1.2a - RESPONDS to different beats/rhythms in
(Locomotor / personal and general space, PE4.1b - Creates a repeatable dance, gymnastics, or exercise routine when combining
Non locomotor movement patterns, and PE4.1d -Transfer weight in gymnastics and/or dance environments. Lesson Plan
Locomotor indicates frequent assessment and practice of dance routines while asking students “what is the difference between
Movements) locomotor and non-locomotor movements?” LP includes strategies included for implementation to include all
students, including those with exceptional needs and whose first language is not English.
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HEALTH & PE
RECOMMENDATIONS:
1. Provide more opportunities for PE and health teachers to collaborate across elementary, middle, and high
school levels. Interviews and survey data highlight the desire for more collaboration and peer learning.
These opportunities may include, but are not limited to:
● First, following up the 2025 DCSD Curriculum Audit survey and further surveying PE/Health teachers
to better understand teachers' specific professional development needs and design PD around those
specific requests.
● Creating quarterly (perhaps within DCSD Areas) cluster meetings that bring together elementary,
middle, and high school teachers to discuss curriculum alignment and skill progression.
● Implementing model teacher classrooms where teachers can observe colleagues from different
school levels to learn classroom management and instructional strategies.
● Establishing dedicated time during district-wide professional development days for cross-level
discussions about curriculum, skill development, and teaching approaches.
● Creating digital platforms or regular virtual meetings that allow teachers from different levels to
connect and share experiences.
2. Continue advocating for more technology and equipment, and continuously ensure this access is equitable
across all schools.
Schools and school districts could always use more funding; this recommendation is easier said than done. It
is in response to interviews and survey data that speak to the desire for more functional equipment, more
access to spaces that allow students to play, move, and learn productively, safely, and joyfully. Though
budget constraints exist, finding innovative ways to provide resources is crucial for maintaining curriculum
quality across all schools. These ways may include, but are not limited to:
● First, following up on the 2025 DCSD Curriculum Audit survey by conducting a comprehensive
inventory of current technology and equipment across all schools to identify specific gaps.
● Seeking grants and alternative funding sources to purchase equipment for schools with limited
resources
● Continuing to organize professional development sessions where teachers receive free equipment
● Prioritizing technology investments, such as:
○ Adding ViewSonic boards in gyms
○ Ensuring reliable internet connectivity across PE/Health spaces
○ Providing mobile technology solutions for schools with limited resources
● Developing creative solutions for schools with limited equipment:
○ Create lesson plans that can be adapted to minimal equipment
○ PE/Health Coordinator should continue sharing resources on how to conduct activities with
limited resources
○ Develop a district-wide equipment sharing or rotation system
113
WORLD LANGUAGES
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Spanish 1 The scope and sequence offers a well-structured framework for Spanish I instruction, emphasizing
comprehensive language acquisition. It aligns with state standards by outlining clear learning objectives,
and its focus on communicative proficiency is evident throughout. The curriculum thoughtfully integrates
cultural learning, providing opportunities for students to explore Spanish-speaking cultures. Varied
activities are suggested to engage diverse learners, and the inclusion of differentiation strategies, such as
tiered performance tasks, supports varied learning needs. The framework also highlights ongoing
assessment, featuring common formative assessments with diverse question types to monitor student
progress
While the scope and sequence provides a strong foundation, specific areas could benefit from further
development to enhance its effectiveness. Clarifying how learning outcomes are measured and ensuring
the explicit connection between depth of knowledge questions and specific learning activities would
strengthen instructional coherence. Additionally, making performance task descriptions more concise
would improve clarity for both teachers and students. Overall, this resource serves as an excellent starting
point for Spanish I, with potential for refinement to maximize its impact
114
WORLD LANGUAGES
For all World Languages artifacts, Insight adapted the EQuIP Task Review Rubric. It assesses standard
alignment, attention to reading and writing, and attention to speaking and listening. Insight rated these
artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
Number of
Descriptor
Artifacts
E: Most criteria checked 25
E/I: Many criteria checked but could use minor improvements 3
R: Some criteria checked 0
N: Task not recommended for instruction 0
115
WORLD LANGUAGES
For all World Languages artifacts, Insight adapted the EQuIP Task Review Rubric. It assesses standard
alignment, attention to reading and writing, and attention to speaking and listening. Insight rated these
artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
The following tables show artifacts coded alphanumerically (based on the spreadsheet into which they
were submitted) and their E-N ratings on the adapted EQuIP task rubric.
Spanish 1
Formative Formative End of Unit Family Family Ser y Subj. Unit 1 Test
Assessment Assessment Test Project Listening Pronouns
(Unit 3 (Unit 2 Exam Quiz
Lesson A) Lesson A)
Rating E E E E E E E
Spanish 1
Unit 2 Unit 5 Unit 5 Unit 5 Unit 7 Unit 7 Unit 2 Oral
Mini-Proj. Interpersonal Reading Reading Reading Grammar Exam
(Adopt a Assessment Exam Selections Exam Quiz
Pet) Test
Rating E E E E E E E
116
Spanish 1
Unit 2 Unit 5 Unit 5 Unit 5 Unit 7 Unit 7 Unit 2 Oral
Mini-Proj. Interpersonal Reading Reading Reading Grammar Exam
(Adopt a Assessment Exam Selections Exam Quiz
Pet) Test
Rating E E E E E E E
Spanish 1
Unit 3 Unit 8 Unit 8 Semana 2 Unit 6 Unit 6 Lesson Unit 5
Vocab Quiz Vocabulary Grammar Lesson Plan Plan Oral
Quiz Quiz Worksheet Perform
ance
Task
Rating E E E E/I E/I E/I E
117
WORLD LANGUAGES
The following short descriptions, by grade level, provide additional information on the artifacts above.
Spanish 1 The provided Spanish 1 materials consistently demonstrate a high level of quality in targeting foundational
language skills across various modalities, which is crucial for novice learners. Assessments effectively cover
listening, reading, writing, and basic oral communication. The curriculum's strength lies in its diverse activities,
ranging from specific grammar exercises like verb conjugations and pronoun usage to contextual vocabulary
application through multiple-choice questions, picture labeling, and personal responses.
A notable highlight is the emphasis on communicative competence and real-world application. Students engage
in practical tasks such as creating blog entries to describe their lives or travels, "adopting" a pet from a Spanish
website and creating an adoption advertisement, and participating in structured interpersonal role-plays for
making and declining invitations. These activities not only assess language acquisition but also build fluency and
confidence by requiring students to produce language spontaneously and react in conversational settings. The
inclusion of detailed rubrics for oral exams and projects further ensures comprehensive evaluation of
pronunciation, fluency, and overall communicative effectiveness, preparing students for authentic language use.
The powerpoint is interactive and engaging proving multiple opportunities for students to practice the language
while acquiring new knowledge.
118
WORLD LANGUAGES
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Strengthen Curriculum Articulation and Differentiated Instruction for Varied Proficiency Levels
Address challenges of diverse student proficiency by ensuring curriculum materials are well-articulated
across courses and provide clear guidance for differentiated instruction. Implement pre-assessment and
support for students not on grade level, ensuring smoother language progression.
Quotes supporting this recommendation from secondary world language teachers:
"Yes, the county has provided some resources but they are not related to the articulation of our students
and the county does not provide a plan for students who are not on level."
"The student level is not aligned with the textbook…”
"Students need to be assessed before they continue to the next course…”
2. Enhance Access to Diverse and Modern Curricular Resources for Authentic Language
Supplement existing digital resources with essential physical materials like student workbooks, dictionaries,
and visual aids. Invest in and fund access to current, high-quality digital platforms for comprehensive
language skill development, especially for advanced and International Baccalaureate (IB) courses.
Quotes supporting this recommendation from secondary world language teachers:
"Students need workbooks. We need manipulative and posters and visuals for wordwalls. We also need
dictionaries."
"Students workbooks would be great, as well as manipulatives."
119
WORLD LANGUAGES
RECOMMENDATIONS:
3. Optimize Professional Development and Operational Support for World Language Educators
Provide ongoing, targeted professional development on effective pedagogical practices, communicative
proficiency, adapting to varied student levels, and utilizing digital tools. Concurrently, address operational
concerns like oversized class sizes to foster optimal learning environments and demonstrate administrative
support for World Language programs.
Quotes supporting this recommendation from secondary world language teachers:
"More training on Canvas."
"World language classes are oversized. I have 37 students in my level 3 courses... In my particular school,
World Language is not valued and this is evident in the number of teachers the school schedules for a large
number of students. Also, there is a generally lack of support in the administration which in turn, is seen as a
lack of support by the community."
120
VISUAL PERFORMING ARTS and MUSIC
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Visual Lessons align with GSE standards.
Performing
Arts 5 Includes targets related to reading music notation and expressing musical
preferences with vocabulary.
Differentiated approaches (composition, improvisation, analysis of jingles)
connect to performance and personal expression standards.
Level 1 Visual The unit aligns with the Georgia Standards of Excellence for General Music
Arts
Learning targets and success criteria are clearly stated and standards-based (ex.
distinguishing dynamic levels, performing rhythmic patterns).
Activities connect directly to the standards using age-appropriate strategies and
music vocabulary.
121
VISUAL PERFORMING ARTS and MUSIC
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Visual Some indirect writing through drawing, evaluating jingles, and reflection on
Performing musical preferences.
Arts 5
Students participate in discussions (ex. “What makes music catchy?”), form
opinions about music, and share ideas.
Listening tasks are embedded across all lessons.
Level 1 Visual Limited direct evidence of reading or writing activities beyond verbal and
Arts kinesthetic engagement.
While appropriate for developmental levels, additional integration of early
literacy elements (such as drawing to represent sound or labeling parts of music)
could strengthen writing evidence.
122
VISUAL PERFORMING ARTS and MUSIC
For all Fine Arts artifacts, Insight adapted the EQuIP Task Review Rubric. It assesses standard alignment,
attention to reading and writing, and attention to speaking and listening. Insight rated these artifacts
with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
Number of
Descriptor
Artifacts
E: Most criteria checked 2
E/I: Many criteria checked but could use minor improvements 4
R: Some criteria checked 0
N: Task not recommended for instruction 0
123
VISUAL PERFORMING ARTS and MUSIC
VISUAL PERFORMING ARTS and MUSIC
Visual and Performing Arts Lessons
Criterion Oil painting 4-stage Perform Ballet barre Individual perform using
Studio metamorph Exercise 39 exercises performed contrasting
Project osis piece dynamics and
drawing articulations
A E/I E/I E/I E/I E E
B
C
D
E
124
VISUAL PERFORMING ARTS
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Increase Curriculum Flexibility for Visual Arts
Teachers appreciate having access to district-provided curriculum materials and understand the
intent to maintain instructional consistency and alignment to standards. Empower visual arts
educators by offering a flexible curriculum framework or map rather than a rigid sequence. This
framework should:
● Include suggested themes, skills, and standards, but allow teachers to adapt based on
student interests, available materials, and teaching styles.
● Invite visual arts educators to co-design the curriculum map, ensuring it reflects the diversity
of artistic practices and instructional realities across the district.
2. Address Resource Inequities Through Centralized Support and Strategic Funding
There is recognition that some schools have successfully acquired equipment like kilns and robust
art supplies, showing that investment in the arts is possible and impactful. Establish a district-wide
audit and inventory of art resources to identify disparities across schools. Use this data to:
● Create an equity-based funding model for art materials, ensuring every school has access to
baseline resources.
● Provide a centralized materials budget or ordering system to streamline procurement and
reduce out-of-pocket spending by teachers.
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VISUAL PERFORMING ARTS
RECOMMENDATIONS, cont.:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
3. Establish Structured and Cross-Disciplinary Collaboration Opportunities for Visual Arts Teachers
Visual arts educators value collaboration and have expressed a strong desire for structured
opportunities similar to those enjoyed by core content areas. They also recognize the potential for
art to enrich interdisciplinary learning when aligned with subjects like ELA, social studies, and
science. Develop a two-tiered collaboration model that includes both discipline-specific and
cross-curricular opportunities; discipline-specific PLCs and cross-curricular collaboration.
● Create formalized Visual Arts PLCs to allow art teachers across the district to share best
practices, co-develop curriculum, align around instructional strategies and assessment
practices
● Facilitate structured interdisciplinary planning sessions where visual arts educators
collaborate with teachers from ELA, social studies, science, and math to identify thematic
connections across content areas, develop integrated units or projects that enhance student
engagement and reinforce core concepts through artistic expression, promote deeper
learning and authentic application of knowledge.
126
MUSIC
RECOMMENDATIONS:
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Expand access to quality music resources to support full curriculum implementation
The department’s alignment of the curriculum with state standards ensures that students engage in a
well-rounded musical education that includes performance, creation, listening, and response. To support
the full delivery of the curriculum, particularly the “creating” standard, the district might:
● Develop a resource equity plan to ensure every program has access to basic instruments,
composition tools, and digital platforms; such as Music First.
● Consider district-level procurement and rotation systems for high-cost equipment (e.g., percussion
kits, MIDI controllers) to reduce access disparities.
2. Improve Scheduling Structures to Support Program Growth and Student Differentiation
The department’s commitment to year-round, standards-aligned music instruction is evident and
appreciated by educators. Address barriers created by current scheduling structures by:
● Providing guidance templates or scheduling exemplars for principals to model effective music
programming.
● Encouraging year-long enrollment in performance-based electives, particularly in secondary
schools, to support consistent skill development and performance readiness.
3. Establish a Peer Coaching Model and Integrate Music into Cross-Disciplinary Collaboration
The vision of leveraging the experience of retired music educators and seasoned lead teachers shows
foresight and honors the expertise within the district. To deepen teacher development and raise the profile
of music education:
● Launch a "Music Coach Cadre" by recruiting retired or part-time lead music teachers to provide
side-by-side coaching, particularly for new or isolated educators.
● Embed music teachers into interdisciplinary PLCs or cross-subject collaboration teams, with an
emphasis on integrating music with ELA, social studies, and science (e.g., musical storytelling,
historical/cultural analysis, sound science).
127
CAREER TECHNICAL AND AGRICULTURAL EDUCATION
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
Career The middle grades engineering and technology curriculum maps provide a
Technical and clear, vertically aligned progression for grades 6–8. Sixth grade builds
Agricultural foundational skills in engineering design and problem-solving; seventh grade
Education- emphasizes invention and innovation through 3D modeling and CAD tools; and
Middle School eighth grade explores complex systems using the Universal Systems Model.
Integrated throughout are literacy, digital skills, and career readiness,
supporting both conceptual understanding and technical skill development
within a standards-based framework.
Foundations of The Foundations of Engineering and Technology curriculum, delivered through
Engineering Engineering by Design, offers a hands-on, standards-aligned sequence focused
and on real-world applications. It blends online content and assessments with skills
Technology like spatial reasoning, coding, and technical drawing using tools like Spheros
and Micro Bits. Through projects and performance tasks—such as robotics
challenges and EV debates—students build problem-solving, collaboration, and
digital literacy skills in an inquiry-driven learning environment.
Introduction to The Introduction to Business and Technology curriculum equips students with
Business real-world business skills through a structured, standards-based sequence.
Covering areas like digital communication, financial literacy, and marketing, it
integrates employability and entrepreneurial skills with hands-on projects and
tools like Knowledge Matters simulations. Students build leadership, critical
thinking, and decision-making abilities while engaging with technology and
exploring career pathways through CTSOs.
Introduction to This lesson plan introduces key concepts in Introduction to LPSCS and includes
LPSCS -911 a variety of instructional strategies such as [e.g., group work, hands-on activities,
or assessments, if applicable], aimed at supporting student engagement and
understanding. However, no scope and sequence or curriculum map was
provided to indicate how this lesson fits within a broader instructional framework
or progression of learning objectives. As a result, alignment to grade-level
standards and long-term planning is unclear.
128
CAREER TECHNICAL AND AGRICULTURAL EDUCATION
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Career The 6th–8th grade Engineering and Technology units align closely with Georgia
Technical and Standards of Learning, featuring clear outcomes and a progressive build of core
Agricultural concepts. Each unit includes hands-on, inquiry-based activities that develop
Education- skills in 3D modeling, drafting, coding, and robotics, while emphasizing the
Middle School engineering design process and systems thinking. With a strong balance of
conceptual understanding, procedural fluency, and real-world application, the
curriculum fosters technical proficiency and critical thinking, preparing students
for future STEM pathways.
Foundations of The Foundations of Engineering and Technology course from CTAEIR.org aligns
Engineering with Georgia Standards of Learning through ten structured standards
and (STEM-FET-1 to STEM-FET-10). It emphasizes technical skills like sketching, CAD,
Technology and prototyping, reinforced through real-world applications. Balancing
procedural fluency with conceptual understanding, the course highlights the
importance of safety and the engineering design process, offering a rigorous,
hands-on foundation for advanced STEM pathways.
Introduction to The Intro to Business and Technology course aligns with grade-level standards
Business through twelve detailed content areas (BMA-IBT-1 to BMA-IBT-12), covering key
topics like employability, digital communication, marketing, entrepreneurship,
and financial literacy. Students develop technical and soft skills through
hands-on, real-world tasks such as creating professional documents and
applying accounting principles. The curriculum balances conceptual
understanding with procedural practice, preparing students for success in
business-related fields.
Introduction to This lesson plan demonstrates strong alignment to Georgia Standards, with
LPSCS -911 clearly stated learning targets, success criteria, and language objectives. It
follows a structured instructional framework and incorporates interactive tools
like Kahoot to support engagement and formative assessment. However, it lacks
documentation of key instructional strategies such as differentiation and
research-based practices, and the instructional materials are minimally
described. Additionally, while interventions for struggling students are
mentioned, they lack detail, and no scope and sequence or curriculum map is
provided to show broader instructional alignment.
129
CAREER TECHNICAL AND AGRICULTURAL EDUCATION
For all Career Technical and Agricultural Education artifacts, Insight adapted the EQuIP Task Review
Rubric. It assesses standard alignment, attention to reading and writing, and attention to speaking and
listening. Insight rated these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
Number of
Descriptor
Artifacts
E: Most criteria checked 3
E/I: Many criteria checked but could use minor improvements 5
R: Some criteria checked 2
N: Task not recommended for instruction 0
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CAREER TECHNICAL AND AGRICULTURAL EDUCATION
The following tables show artifacts coded alphanumerically (based on the spreadsheet into which they
were submitted). Insight adapted the EQuIP Task Review Rubrics to assess the Career Technical and
Agricultural Education artifacts. This rubric assesses standard alignment, attention to teaching strategies
and literacy strategies, and implementation support. Insight rated these artifacts with the following
descriptors:
Criterion Career Technical and Agricultural Education- Middle School
1.7th Pre- CorelDraw Test What is
Assessment Technology?
Rating E/1 E/1 R
Criterion Foundations of Engineering and Technology
Spatial Reasoning FE&T Debate on Technology:
Rotations Post-Assess. Electric Vehicles
Rating R E E
Criterion Introduction to Business
Intro to Business Fall Semester Exam Study.com
Rating E/1 E/1
Criterion Introduction to LPSCS -911
Search & Rescue & Disaster Emotional Search Techniques Overview
Response WKST Presentation
Rating E E/1
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CAREER TECHNICAL AND AGRICULTURAL EDUCATION
VISUAL PERFORMING ARTS
The following short descriptions provide additional information on the artifacts ratings.
Career Technical and The 7th Grade Pre-Assessment on 3D Design and Engineering Concepts and the CorelDRAW
Agricultural Formative Assessment are both rated E/I—many criteria met but with room for improvement.
Each aligns with relevant standards and includes visual components that support foundational
Education- Middle technical skills, such as CAD vocabulary, SketchUp use, and CorelDRAW tool identification.
School However, both assessments rely heavily on multiple-choice formats, limiting opportunities for
deeper reasoning. Incorporating constructed-response or application-based tasks would enhance
rigor and conceptual understanding. In contrast, the "What is Technology?" Formative
Assessment is rated R, as it meets only some criteria. While suitable for early learners, it lacks
standards alignment, real-world application, and depth, relying solely on recall-based questions
with limited instructional value.
Foundations of A.The "Spatial Reasoning Rotations – Warm-Up" activity is rated E – Most criteria checked. It
Engineering and aligns with engineering standards on spatial reasoning, supports middle-grade learners in
identifying rotated shapes, and reinforces 2D visualization skills essential for CAD. Though brief, it
Technology effectively balances conceptual and procedural thinking as a scaffold for deeper design learning.
B.The Foundations of Engineering and Technology Post-Assessment earns an E – Most criteria
checked rating. It aligns with Georgia CTAE standards and assesses key skills like design, CADD,
coding, and systems thinking. With accessible visuals and a strong balance of procedural,
conceptual, and applied tasks, it effectively measures student mastery and supports instructional
goals.
C.The "Debate on Technology: Electric Vehicles" assignment is rated E – Most criteria checked. It
aligns well with CTAE and literacy standards, promoting critical thinking, digital communication,
and real-world application. Through research, argumentative writing, and peer interaction,
students build analytical and communication skills in a structured, accessible format. The task
balances rigor and relevance, making it a strong example of integrated CTAE instruction.
Introduction to A.The Intro to Business Fall Semester Exam 2024 is rated E/I – Many criteria checked but could
Business use minor improvements. It aligns well with course standards and includes appropriate content for
high school learners, covering key business topics through multiple-choice and some short-answer
items. While it promotes some critical thinking, the exam relies heavily on recall, and would
benefit from more scenario-based or application-driven questions to enhance rigor and real-world
relevance.
B.The “Sole Proprietorship” class material is rated E/I – Many criteria checked but could use minor
improvements. It aligns with business standards and presents content clearly and appropriately for
students, but lacks interactive elements and application-based tasks. Adding activities or
assessments would improve engagement and instructional depth.
Introduction to A.This is a strong, well-structured instructional resource that aligns tightly to the standards and
LPSCS -911 supports meaningful content review. It earns a rating of E (Most criteria checked) and would
benefit from minor enhancements to support diverse learners and promote deeper engagement.
B. This presentation is a strong foundational teaching tool with clear, aligned content and strong
visuals. However, it would benefit from minor enhancements that promote student interaction,
differentiation, and assessment integration. As such, it earns a rating of E/I — many criteria
checked with room for modest instructional improvement.
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CAREER TECHNICAL AND AGRICULTURAL EDUCATION
RECOMMENDATION:
1. CTAE teachers receive ongoing coaching and collaborative planning support.
“We are building based for the coaching cycle and who gets tiered.. is going to be different, what that looks like at
every single school, part of administration, staff at that school, ultimately, the goal is, or they will tell you that every
teacher at your school should be tiered, right? But then that's complex, because not every content area has a coach
to give that feedback and that coaching?” -CTAE teacher
Including CTAE teachers in the coaching and feedback cycle is essential to ensuring instructional excellence across
all content areas. Just as core academic teachers benefit from targeted support, CTAE educators thrive when
provided with ongoing coaching that enhances lesson design, student engagement, and industry-relevant skill
development. Leveraging exemplar teachers within specific CTAE pathways to mentor less tenured or developing
educators fosters a collaborative, growth-oriented culture. This peer-to-peer support not only builds instructional
capacity but also promotes consistency in content delivery, ultimately elevating student learning and preparing
learners for postsecondary and workforce success.
133
EARLY INTERVENTION PROGRAM - ENGLISH
The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
First Grade Based on the 1st grade artifacts provided,1st EIP Reading, while a formal scope and
English sequence is not used, instruction is closely aligned to the grade-level sequence and
tailored using data from running records that assess fluency, accuracy, and
comprehension. Instruction incorporates district-approved resources like LLI (Leveled
Literacy Intervention) and Savvas MyView, along with structured literacy practices
grounded in the science of reading, including phonemic awareness, phonics,
vocabulary, and comprehension strategies.
Third Grade The 3rd Grade EIP Scope and Sequence uses a targeted, data-driven approach focused
English on foundational literacy aligned with the Georgia Standards of Excellence. While not
organized into formal units, instruction is guided by assessments and delivered using
approved resources like MyView Literacy, UFLI, and FCRR. Emphasizing the Science of
Reading, it supports phonics, vocabulary, fluency, and comprehension. Students are
identified by MAP scores and monitored through running records at key points in the
year, ensuring instruction is personalized and responsive to their needs.
5th Grade The 5th Grade ELA Scope and Sequence includes five six-week thematic units aligned
English to Georgia Standards of Excellence, integrating reading, writing, and research across
various genres with clear focus standards and assessments via Savvas Realize. EIP
Reading provides daily Tier 2 intervention using UFLI or FCRR, targeting foundational
literacy skills. Eligibility is based on MAP and GMAS data, with progress monitored
through running records and comprehension assessments three times a year.
134
EARLY INTERVENTION PROGRAM - ENGLISH
Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Rubric for Lessons & Units: EIP (from EQuIP Rubric)
I: Alignment to the Depth of the SoLs. Does the unit target a II: Key Shifts in English Language Arts: Does the unit
set of grade-level Georgia Standards of Excellence Does it feature close reading, a focus on text-based evidence,
include a clear and explicit purpose for instruction, and writing from sources, and academic vocabulary? Do the
feature texts that measure within the grade-level text unit's texts build disciplinary knowledge, increase in
complexity band and are of sufficient quality for the stated complexity, and represent a balance of literary and
purpose? informational? Is there a balance of on-demand and
process writing? Is there evidence of short, focused
research project(s)?
First Yes, the lesson meets the criteria. It aligns with Yes, the lesson supports close reading,
Grade first-grade Georgia Standards (ELAGSE1W2, evidence-based writing, and academic
English ELAGSE1W5), focuses on informational writing, vocabulary through the mentor text All About
and includes engaging, well-structured tasks. Eagles. It builds informational writing skills with
High-quality mentor texts like All About Eagles process-based instruction but lacks balance with
support content understanding, and scaffolds and on-demand writing, formal research, or literary
extensions ensure accessibility for diverse learners. text integration.
Third Yes, the unit targets grade-level GSE (ELAGSE3W1) The unit incorporates close reading and
Grade with a clear instructional purpose of teaching text-based opinion writing, especially in Lessons
English opinion writing. It uses age-appropriate, 5 and 6 with the passage “Are Video Games
high-quality texts and structured activities to guide Good or Bad?” It supports academic vocabulary
students in organizing and supporting their and revision using A.R.M.S. and C.U.P.S. charts.
opinions, effectively aligning with third-grade While it includes opinion and narrative texts like
standards and text complexity expectations. Be Kind, it leans more heavily on informational
texts. The focus is on process writing with drafts
and peer feedback, but lacks emphasis on
on-demand writing and short research projects.
5th Grade Yes, this unit targets fifth-grade Georgia Standards Yes, the unit features close reading, text-based
English of Excellence (ELAGSE5W1, W5, W6, W7, W8) with evidence, and writing from sources, especially
a clear focus on developing opinion writing. It through the article “Should Governments
includes structured lessons, formative assessments,
Regulate Screen Time?” It introduces academic
and a culminating task, using high-quality,
age-appropriate texts like “Should Governments vocabulary and builds disciplinary knowledge
Regulate Screen Time?” to build critical thinking through informational texts. The focus is on
and support well-organized, text-based writing. process writing with limited on-demand tasks,
and it includes short, focused research aligned
to ELAGSE5W7.
135
Rubric for Lessons & Units: EIP (from EQuIP Rubric)
III: Instructional Supports: Is the unit plan easy to understand IV: Assessment: Does the unit regularly assess whether
and use? Does the unit cultivate student interest in reading, students are mastering standards-based content and
writing, and speaking about the texts? Does it provide all skills? Do the assessments elicit direct, observable
students (with scaffolding if necessary) with multiple evidence of the degree to which students can
opportunities to engage with text of appropriate complexity for independently demonstrate the major targeted
the grade level? Does it integrate appropriate supports for grade-level standards with appropriately complex
students who are EL, have disabilities, or read well below grade text?
level?
First Grade Yes, the unit is clear and well-structured, offering Yes, the unit effectively assesses progress
English flexible formats (synchronous, asynchronous, toward ELAGSE1W3 through embedded
unplugged) and engaging students through formative assessments like conferences, peer
personal narrative writing shared with authentic sharing, and targeted tasks (e.g., adding
audiences. It uses complex mentor texts and dialogue). These tasks elicit observable
step-by-step skill-building, while providing strong evidence of learning and align with
supports for English learners and students with first-grade expectations. Authentic writing
disabilities. Evidence-based strategies and tasks, student reflection, and teacher
differentiation ensure meaningful participation for all feedback support independent application
learners. of grade-level writing skills.
Third Grade The unit is well-structured and aligned to The unit is clear and easy to use,
English ELAGSE3W1, effectively supporting opinion writing emphasizing close reading and text-based
through age-appropriate texts and engaging opinion writing, especially in Lessons 5 and 6
activities. It fosters student interest and includes with “Are Video Games Good or Bad?” It
scaffolds for diverse learners, making it accessible, engages students through structured writing,
comprehensive, and easy to use. drafting, peer feedback, and supports
vocabulary and revision with A.R.M.S. and
C.U.P.S. charts. While it includes some
narrative texts like Be Kind, it leans on
informational texts with appropriate
complexity. Though it lacks emphasis on
on-demand writing and short research, it
effectively supports diverse learners with
scaffolded, standards-aligned activities.
5th Grade The unit is easy to use and supports student The unit supports close reading, text-based
English engagement through close reading, opinion writing, evidence, and writing from sources,
and structured revision strategies like A.R.M.S. and especially through the article “Should
C.U.P.S. Lessons and texts such as “Are Video Governments Regulate Screen Time?” It
Games Good or Bad?” and Be Kind foster interest introduces academic vocabulary and builds
and discussion, while scaffolded activities ensure disciplinary knowledge through informational
access to appropriately complex material for all texts, aligning with ELAGSE5W7. With a
learners, including ELs and those with disabilities. focus on process writing and some short,
However, it offers limited focus on on-demand focused research tasks, it promotes skill
writing and short research. development, though on-demand writing is
limited.
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EARLY INTERVENTION PROGRAM - ENGLISH
Some EIP artifacts were rated on the five EIP Assessment Criteria:
Average score
Criteria
(between 1-3)
A. Texts are worth reading. Should include high quality texts
3
at appropriate lexile and qualitative complexity.
B. Balance of genres when appropriate; reflect demands of
shifts (citing evidence, building knowledge, text complexity) 3
and standards.
C. Assessments and tasks should include purposefully linked
passages or questions that allude to other accessible texts or 3
passages according to RI/RL.9.
D. Variety of item types to accurately assess a standard.
Students should have the opportunity to write in response to 3
high-quality texts.
E. Items should be designed to elicit direct, observable
evidence of the degree to which a student can independently
3
demonstrate the key understandings of the text relative to
the demands of the standard.
Shorter artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 1
E/I: Many criteria checked but could use minor improvements 1
R: Some criteria checked 0
N: Task not recommended for instruction 0
137
EARLY INTERVENTION PROGRAM - ENGLISH
Insight used criteria derived from leading assessment evaluation tools and appropriate for the purposes
of this Audit, to assess English assessments on a 3-point scale. Evaluation tools of origin are linked.
Five English Assessment Criteria and 3-point scale
A. Texts are worth reading. Should include high quality texts at appropriate lexile and qualitative
complexity (from Criteria for Procuring and Evaluating High Quality Assessments, CCSSO)
B. Balance of genres when appropriate; reflect demands of shifts (citing evidence, building knowledge,
text complexity) and standards (from Criteria for Procuring and Evaluating High-Quality Assessments,
CCSSO)
C. Assessments and tasks should include purposefully linked passages or questions that allude to other
accessible texts or passages according to RI/RL.3, Integration of Concepts (from Assessment Evaluation
Tool, achievethecore.org)
D. Variety of item types to accurately assess a standard. Students should have the opportunity to write in
response to high-quality texts (from Criteria for Procuring and Evaluating High-Quality Assessments,
CCSSO)
E. Items should be designed to elicit direct, observable evidence of the degree to which a student can
independently demonstrate the key understandings of the text relative to the demands of the standard
(from EQuIP rubric, achieve.org)
3 a significant majority or all aspects of the criterion
2 some aspects of the criterion
1 none or nearly none of the aspects of the criterion
For shorter artifacts, Insight used the EQuIP Task Review Rubric for ELA. It assesses standard alignment,
attention to text complexity and the shifts in the standards, and implementation support. Insight rated
these artifacts with the following descriptors:
E Most criteria checked
E/I Many criteria checked but could use minor improvements
R Some criteria checked
N Task not recommended for instruction
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EARLY INTERVENTION PROGRAM - ENGLISH
The following tables show artifacts coded alphanumerically (based on the spreadsheet into which they
were submitted) and their 1-3 ratings on Criteria A-F on the English assessment criteria, or E-N ratings
on the adapted EQuIP task rubric.
First Grade English Third Grade English
Criterion 1st Grade 1st Grade 1st Grade Reading Read/Write HMH
Unit 1 Unit 2 Unit 3 Wonders Think: Exit Writeable
Reading Test Reading Test Reading Test Workbook
Slip
A 3 3 3 3 E E/I
B 3 3 3 3
C 3 3 3 3
D 3 3 3 3
E 3 3 3 3
Third Grade English Fifth Grade English
Criterion End of Unit - Writing myView Literacy Interactive SAAVAS myView Unit 3
Conventions (DCSD) Notebook Assessment
A 3 3 3
B 3 3 3
C 3 3 3
D 3 3 3
E 3 3 3
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The following short descriptions provide additional information on the artifacts ratings.
First A. The 1st Grade Unit 1 Reading Test effectively assesses key early literacy standards
Grade through structured, text-based questions. While it aligns well with grade-level
English expectations, it relies heavily on multiple-choice items and lacks opportunities for
deeper reasoning or varied response types.
B. The 1st Grade Unit 2 Reading Test aligns well with literacy standards and uses clear,
grade-appropriate questions to assess comprehension. However, its reliance on
multiple-choice items limits rigor. Adding open-ended tasks and deeper text analysis
would enhance its instructional value.
C. The 1st Grade Unit 3 Reading Test aligns well with literacy standards and uses clear,
grade-level questions. However, it relies solely on multiple-choice items, limiting rigor
and depth. Including constructed responses would strengthen its ability to assess
deeper comprehension.
D. The Wonders Workbook supports 1st grade literacy with high-quality texts and varied
tasks in reading, vocabulary, grammar, and writing. It aligns with standards and
instructional shifts, offering strong assessments and genre balance. It could improve by
adding more linked texts to deepen conceptual connections.
Third A. The task demonstrates strong alignment to standards, supports shifts in the ELA
Grade standards such as writing with evidence and reflection, and is appropriate for a range of
English text complexities. It offers clear implementation support, is easy to use, and functions
effectively as a formative assessment tool. Most criteria were fully met.
B. HMH Writable earned an E/I because it aligns well with standards and writing shifts and
includes valuable tools, but would benefit from more consistent attention to text
complexity, task variety, or instructional guidance.
C. The End-of-Unit Writing Conventions section in DCSD’s Grade 3rd ELA received a 3
because it aligns with standards, embeds conventions throughout writing tasks, and
includes formative checkpoints. However, it lacks explicit instruction, detailed rubrics,
and differentiation supports.
Fifth A. The myView Literacy Interactive Notebook meets nearly all expectations across the five
Grade criteria, justifying its score of 3 for high alignment, balanced content, and strong
English assessment design.
B. The SAAVAS myView Unit 3 Assessment earned a 3 because it meets the expectations
for high-quality ELA assessments: strong texts, alignment to standards, integration
across content, task variety, and the ability to observe student mastery.
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The following are notes regarding Scopes and Sequences, and/or Curriculum Maps, for the analyzed
courses.
First Grade The Georgia Inspire platform offers a standards-aligned ELA curriculum framework
Math through customizable lesson collections organized into a coherent scope and sequence.
It enables district and teacher-level planning with clear progression of content, pacing,
and objectives tied directly to the Georgia Standards of Excellence. The tool supports
vertically aligned instructional sequencing across grade levels and provides integrated
access to lesson plans, resources, and standards connections. Additionally, its
integration with SuitCASE allows for seamless linkage between curricular units and
assessment tools, ensuring both horizontal coherence within grades and vertical
articulation across grades
Fifth Grade The Grade 5 Unit 3 Math Curriculum Map, titled "Exploring Multiplication and Division
Math of Whole Numbers," is a four-week unit that builds students’ fluency in multi-digit
multiplication and division, while integrating numerical expressions and real-world
problem solving. Aligned to Georgia Standards of Excellence, it emphasizes reasoning,
place value, and application through three engaging performance tasks centered
around planning a holiday party. Students interpret data, calculate costs, and create
invoices using multiplication and division strategies. The unit supports differentiation,
integrates technology and 21st-century skills, and includes strong scaffolds for diverse
learners, with clear learning targets, formative assessments, and cross-curricular
connections.
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Sample unit plans, when available, were analyzed according to criteria derived from the analysis tools
noted.
Rubric for Lessons & Units: Math (from EQuIP Rubric)
I: Alignment to the Depth of the SoLs. Does the unit target a II: Key Math Shifts: Is the unit focused on the parts of it
set of grade-level Georgia math Standards of Learning? Are that constitute major work of the grade standards? Does
the math practice skills central to the lessons identified, content build on previous understandings, and are there
handled in a grade-level appropriate away, and connected to opportunities for students to connect knowledge and
the content being addressed? Is there a balance of rigor skills vertically and horizontally? Is there opportunity for
(procedures and conceptual understanding) appropriate for the appropriate balance of application, conceptual
the standards being taught? understanding, and procedural skill and fluency relative
to the standards being taught?
First The Early Intervention Program (EIP) for Math does The instructional approach targets major
Grade not follow a formal curriculum or scope and grade-level math work through GloSS and IKAN
Math sequence. Instead, student instruction is guided by assessments, which guide skill-based,
assessment data from the GloSS and IKAN tools, developmentally appropriate instruction. While
which determine each student’s numeracy stage there is no formal unit structure, learning builds
and number knowledge. These insights inform the vertically on students’ prior knowledge.
selection of intervention activities from the Georgia Intervention activities support conceptual
Numeracy Project, the primary resource used. understanding, fluency, and application, though
There are no structured units or end-of-unit the absence of a structured curriculum may limit
assessments; evaluation occurs through Beginning, consistent horizontal alignment and balance
Middle, and End-of-Year GloSS and IKAN across math shifts.
assessments. Instruction is individualized and
hands-on, with formative assessments such as
flashcards and number writing tasks used to
monitor progress.
5th Grade The Weekly Numeracy Project Activity Log aligns The Weekly Numeracy Project Activity Log
Math with 5th-grade Georgia Standards by targeting supports key math shifts by targeting
foundational skills like rounding, fractions, and foundational skills essential to 5th-grade major
decimals in a developmentally appropriate way. work, such as number sense, place value, and
While standards aren't explicitly listed, tasks decimals. It builds on prior knowledge,
support both conceptual understanding and encourages connections across concepts, and
procedural fluency. Math practices are embedded balances conceptual understanding, fluency,
through structured group work and hands-on tools, and application through scaffolded, hands-on
demonstrating a balanced approach to rigor and instruction.
relevance.
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Rubric for Lessons & Units: Math (from EQuIP Rubric)
III: Instructional Supports: Is the unit plan easy to understand IV: Assessment: Does the unit regularly assess whether
and use? Does the unit use and encourage precise use of students are mastering standards-based content and
mathematics, terminology, and academic language? Does it skills using varied modes of curriculum-embedded
provide all students (with scaffolding if necessary) with multiple pre-, formative, summative, and self-assessments? Do
opportunities to engage with problems and tasks that stimulate the assessments elicit direct, observable evidence of
mathematical thinking? Does it integrate appropriate supports the degree to which students can independently
for students who are EL, have disabilities, or operate well demonstrate the major targeted grade-level
below grade level? standards?
First Grade The instructional approach described is flexible and The instructional approach uses regular
English accessible but lacks a traditional unit plan format, assessments to monitor student progress,
making it less structured for external users. It relies though not in a traditional unit format. GloSS
on formative and diagnostic assessments to tailor and IKAN assessments serve as
support to individual student needs, which promotes curriculum-embedded diagnostic tools
mathematical thinking through hands-on, skill-based administered at the beginning, middle, and
tasks. While terminology and academic language are end of the year, providing data on students’
not explicitly emphasized, the use of tools like GloSS numeracy development. Formative
and IKAN suggests some level of precision. The assessments, such as flashcards and number
intervention activities from the Georgia Numeracy recognition tasks, offer ongoing checks for
Project provide scaffolded, developmentally understanding through varied, hands-on
appropriate support, particularly for students below methods. These assessments elicit direct,
grade level, though specific strategies for English observable evidence of students’ abilities but
Learners or students with disabilities are not focus more on developmental stages than
detailed. direct alignment with specific grade-level
standards, which may limit clarity on
independent mastery of all targeted
standards.
5th Grade The Weekly Numeracy Project Activity Log is clear The Weekly Numeracy Project Activity Log
English and easy to follow, with structured daily rotations includes consistent formative assessment
and targeted small-group instruction tailored to through daily small-group instruction, where
student needs. It promotes mathematical thinking student understanding is monitored in
through repeated, hands-on tasks using tools like real-time as they engage with targeted tasks.
arrow cards and number lines, encouraging accurate While formal pre- or summative assessments
use of math concepts and vocabulary. While are not documented, the structure allows for
academic language is not deeply emphasized in the ongoing observation of skill development,
documentation, the scaffolded activities are particularly in foundational numeracy. The
well-suited for students operating below grade level. hands-on activities provide observable
The design reflects thoughtful support for learners evidence of student progress, especially in
with disabilities or foundational gaps, though more demonstrating concepts like ordering,
explicit strategies for English learners could rounding, and representing numbers.
strengthen the plan further. However, the artifact would be strengthened
by explicitly including assessment tools or
student self-assessment opportunities tied
directly to grade-level standards.
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Most math artifacts were rated on the five Math Assessment Criteria:
Average score
Criteria
(between 1-3)
A. The set of items is clearly consistent with the most
important content of the identified standard, and items
should be designed to elicit direct, observable evidence of a
3
student’s ability to independently demonstrate competency.
B. Item set is consistent with the standards’ primary aspect of
rigor (conceptual, procedural, and/or application).
3
C. Assessments should contain a variety of item types. 3
D.Assessment should demonstrate authentic connections
between the content standards and the eight Standards for 3
Mathematical Practices.
E. Majority of items on the assessment come from major work
of the grade (priority standards).
3
Shorter artifacts were rated on the EQuIP Task Review Rubric:
Number of
Descriptor
Artifacts
E: Most criteria checked 0
E/I: Many criteria checked but could use minor improvements 0
R: Some criteria checked 0
N: Task not recommended for instruction 0
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The following tables name artifacts and their 1-3 ratings on Criteria A-F on the math assessment criteria,
or E-N ratings on the adapted EQuIP task rubric.
First Grade Math Fifth Grade Math
Criterion Multiplication Flash Counting by Tens Creating Numeracy Project
Cards (Bead Strings) Numbers Activity
A 3 3 3 3
B 3 3 2 3
C 3 3 2 2
D 3 3 2 2
E 3 3 3 3
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The following short descriptions provide additional information on each artifact rated.
First A.The "Multiplication Cards – Stage 6" task earns a Level 3 rating because it is fully aligned
Grade with a priority Grade 3 standard (3.PAR.3) and provides clear, observable evidence of student
Math mastery through repeated opportunities to solve and explain multiplication and division fact
families. The activity strongly supports both conceptual understanding and procedural fluency,
encouraging mental strategies and flexible thinking. Although it uses a single flashcard format,
it generates a variety of problem types and demands multiple representations of mathematical
relationships. Additionally, it authentically integrates several Standards for Mathematical
Practice, including reasoning abstractly, using structure, and repeated reasoning. Overall, the
task is rigorous, standards-based, and thoughtfully designed to promote deep and
independent mathematical thinking.
B.The Bead Strings – Stage 3 activity receives a Level 3 rating for its strong alignment to Grade
1 standards and its support for conceptual development in early numeracy. By engaging
students in visual and tactile grouping with clear benchmarks (multiples of 10), the task
effectively elicits evidence of understanding through structured, scaffolded actions. It reinforces
key math practices like using tools strategically and recognizing numerical structure while
maintaining focus on major grade-level work. Despite its single-format design, the activity's
multiple layers of engagement promote deep, standards-based learning.
C.The Creating Numbers – Stage 3 activity earns an average score of 2.4, reflecting strong
alignment to foundational standards in numeral recognition and early place value
understanding. The activity effectively engages students using tactile materials, supporting
sensory and motor learning. While it reinforces important procedural skills and offers
opportunities for engagement, it could be strengthened by incorporating varied task types and
more explicit connections to mathematical practices and conceptual understanding. As
designed, the task meets key instructional goals but falls slightly short of fully addressing the
depth and variety expected in a Level 3 assessment.
Fifth A.This activity is strong in content alignment and instructional intent but could be improved by
Grade including more explicit, documented assessment types and stronger, intentional integration of
Math all Mathematical Practices.
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RECOMMENDATIONS:
Based on the requirements, description, standard; the Body Biography project is not grade level
appropriate.
1. Continue to provide training and support for EIP teachers on effectively utilizing the Numeracy
Project curriculum and understanding the underlying numeracy development strategies.
“...when they can understand the why, then I think they can also be more intentional about, even
within the EIP classroom, which is already smaller, how they pull small groups, how they group
students together….if they're really using the diagnostic..”
Providing ongoing training and support for EIP teachers on the Numeracy Project curriculum is
essential to ensuring high-quality, targeted instruction for students performing below grade level.
The Numeracy Project is grounded in developmental progressions of mathematical thinking, and a
deep understanding of these strategies empowers teachers to diagnose student needs accurately
and deliver instruction that builds foundational skills. Strengthening teacher capacity in this area
promotes consistency across classrooms, enhances instructional effectiveness, and ultimately leads
to improved student outcomes in early mathematics—making it a critical action item for the
success of DCSD’s EIP program.
2. Provide professional development for EIP teachers to build their knowledge of reading
foundational skills and strategies for diagnosing and addressing specific student needs.
“I'd love to see us make the decision to provide the services, and not only provide the services, but
to provide those services with intentionality and with fidelity.”
Providing professional development on foundational reading skills equips DCSD’s EIP teachers to
better identify and address specific student needs. With stronger knowledge of literacy
development and diagnostic strategies, teachers can deliver targeted, effective interventions that
support early reading success and help close achievement gaps.
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3. Explore and identify a clear Tier 2 ELA resource that is aligned to the new state standards and can
be used consistently across the district.
“ …they can not necessarily meet grade level expectations because they're one to two years or
more behind, but that they can show and demonstrate progress on some skill. So we're not driven
by the standards the state standards. We're driven by what skills a student does not understand.”
DCSD should explore and identify a clear Tier 2 ELA resource aligned to the new state standards to
ensure consistent, high-quality support for students needing targeted interventions. A unified
resource promotes instructional coherence across schools, allows for more effective teacher
training and collaboration, and ensures alignment with the rigor and expectations of the updated
standards. By using a common tool districtwide, DCSD can more accurately monitor student
progress, close learning gaps, and provide equitable literacy support to all students performing
below grade level.
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SPECIALIZED CONTENT: ESOL
RECOMMENDATIONS
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Recommendations for Elementary & Secondary English
Establish role-specific, tiered professional development frameworks by cultivating a learning-centered
culture by honoring the diverse professional learning needs across instructional roles.
● Develop and implement a tiered PD model that differentiates training for new and veteran teachers,
special education and ESOL instructors, and literacy coaches. Each tier should align with the GSE
and be rooted in real-time instructional needs. Offer PD in various formats (face-to-face, virtual,
on-demand) to ensure accessibility and relevance.
2. Integrate inclusive co-teaching and planning structures by building systems of collaboration that elevate
every learner and educator.
Formalize common planning times and co-teaching models that foster collaboration between general
education, ESOL, and special education teachers. Embed strategies for differentiated instruction and
language support into ELA core instruction. Align Curriculum Implementation with Collaborative
Instructional Planning Establish protected planning structures where general education, ESOL, SPED, and
gifted teachers co-design and adapt curriculum materials to meet diverse needs. Embed assessment
analysis and instructional planning routines within weekly PLCs.
Recognizing the integral role of ESOL in enriching core instruction, especially within core subject areas such
as ELA, this approach emphasizes inclusive planning structures, tiered professional development, and
collaborative practices that support diverse educators and learners across instructional contexts.
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SPECIALIZED CONTENT: EXCEPTIONAL EDUCATION
RECOMMENDATIONS
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following program-specific steps:
Curriculum Access, Alignment, and Collaboration
1. Calibrate and Build Capacity Around Use of the Centralized Curriculum Platform
While the district has established centralized, user-friendly digital platforms (Canvas and SharePoint) to
house standards-aligned curriculum materials, instructional tools, accommodations guidance, and testing
supports, there remains a critical need for consistent training and calibration across user roles. Special
education and general education teachers must receive targeted professional development on how to
effectively navigate, adapt, and apply these resources; particularly in support of IEPs and differentiated
instruction. This recommendation strengthens equitable access by ensuring all teachers can meaningfully
use centralized platforms. Reduces instructional fragmentation and enhances instructional coherence across
buildings and departments.
2. Formalize Collaborative Instructional Planning Across Roles
Create protected planning time and structured co-planning protocols where special education, general
education, and support staff jointly align instruction and accommodations to foster true collaboration,
reduce duplication, and model inclusive instructional leadership. Promote team teaching and common
planning calendars to bridge professional silos and improve shared ownership of student outcomes.
Professional Development and Support Structures
1. Implement Cross-Role, Differentiated PD on Content and SPED Pedagogy
Redesign professional development to include both general and special education teachers, focused on
inclusive instruction, co-teaching models, IEP-aligned differentiation, and content-area pedagogy. Provide
tiered PD pathways that are relevant to role and experience level to promote shared language, mutual
respect, and aligned expertise across educator roles.
2. Balance Workload Through Distributed Leadership and PD Flexibility
Adjust PD expectations and delivery to respect the high administrative and instructional loads on special
education teachers. Offer flexible formats; such as, asynchronous modules, job-embedded coaching, and
recognize time constraints in evaluation and scheduling practices. This recommendation should reduce
burnout, affirm professional value, and support retention of highly skilled educators.
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SPECIALIZED CONTENT: EXCEPTIONAL EDUCATION
Usability of Resources and Technology Integration
1. Streamline Curriculum Navigation and Provide Targeted Training
Enhance confidence and effectiveness in implementing curriculum consistently across settings by
developing onboarding modules and quick-start guides for navigating complex curriculum tools, particularly
for new or itinerant special education teachers. Integrate walkthroughs, exemplars, and recorded demos
into the resource hub.
2. Expand Access to Adaptive Technologies and Assessment Tools
Ensure all exceptional educators have access to the full range of digital learning platforms, assistive
technologies, and online assessments. Prioritize inclusive access in technology rollouts and offer real-time
troubleshooting and instructional support to close digital equity gaps and improve student access to
grade-level content through technology.
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SPECIALIZED CONTENT: GIFTED
RECOMMENDATIONS
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Ensure that all teachers, not just those with gifted certification, are aware of and have access to the
resources and professional learning opportunities available for supporting gifted students. The goal is to
make resources accessible, demonstrate their value, and create a supportive environment for all teachers to
support gifted students.
To accomplish this goal, Insight recommends the following key strategies:
● Comprehensive Professional Development Sessions
○ Invite all teachers to professional learning sessions, not just gifted-certified teachers. At these
sessions, not only demonstrate how to use resources like Newsela and Critical Thinking
Company materials, but show them how to integrate these resources into upcoming unit and
lesson plans during the session. The session should include time for teachers to include these
resources in upcoming plans, with the option to submit model lesson or unit plans (containing
these gifted resources) as exemplars.
○ Develop assignments that require teachers to access and reflect on these materials, and
include them in unit plans across content areas.
● Tracking and Follow-up
○ Monitor resource usage. As of March of 2025, only 433 out of 1600 DCSD teachers with
access to Newsela had used it. This indicates that teachers may need ongoing support and
training. Such follow-up would come after the comprehensive professional development
sessions mentioned in #1.
● Demonstrate impact of gifted resources not only on gifted students, but all students.
○ Show how these resources can increase student engagement. By tracking the usage of
resources like Newsela, the Gifted program staff at Curriculum and Instruction can highlight
data (both quantitative and anecdotal) on student performance improvements of those
teachers who are frequent users.
○ Make the benefits of using these resources clear and tangible by sharing success stories and
samples of student achievement improvement data (that model teachers and C&I staff can
connect to the use of gifted resources) from frequent users.
○ Audit walkthroughs (virtual and live) included four teachers across four different middle and
high schools who were identified or self-identified as teaching Gifted sections. One
walkthrough showed evidence of the teacher “develop[ing] higher-order thinking through
questioning and problem-solving activities, (DCSD Walkthrough Tool)” but the others showed
instruction containing mostly recall questions, or the walkthrough occurred during a time of
independent student practice.
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SPECIALIZED CONTENT: GIFTED
Though this is a small sample size, it may indicate a need for more observation and feedback of Gifted-identified
courses or sections to support more instruction that encourages higher-order critical thinking, writing, and speaking.
2. Insight recommends that the Gifted department closely analyze the anecdotal data from the 2025 DCSD
Curriculum Audit survey, which included dozens of responses from teachers of gifted-designated courses or
sections, or who otherwise teach gifted students. A sample of responses is below:
“My school has a high population of gifted and high achieving students. It would be nice to have resources
to enrich those students or guides on how to stretch the standards for deeper understanding.”
“Gifted students' classes frequently can not be taught during the gifted eligibility testing during the months
in the Fall and Spring. Gifted students lose on average two months while the gifted teacher is testing for
eligibility.”
“Fortunately, Gifted has provided us with additional resources this year. We were introduced to them during
our most recent professional development. I would love to have student workbooks containing creative
thinking activities, brain exercises, and critical thinking lessons/activities.”
“I enjoy creating my own material for the course. I think it provides a way for me to uniquely meet the needs
of all learners in the gifted program. However, funding for purchasing of manipulative/hands on
STEM-based resources would be great, as well as funding for experiential learning.”
“There are no gifted textbooks, aligned planners, or guidelines for this course provided by Dekalb. I
purchase all of the curriculum, resource, and supply needs as they arise. I often utilize Donors Choose and
Parent donations from an Amazon list. Also, there are no resources for twice exceptional students at all
despite the higher correlation of ADHD and autism with giftedness.”
Many of these respondents report that DCSD-provided materials are insufficient for developing their gifted
students. Some expressed needs included, but were not limited to, more challenging material to augment
DCSD-provided textbooks, manipulatives, time to understand the digital gifted resources provided, and
more time to teach their gifted students (instead of testing and other requirements).
Insight recommends that the Gifted department bucket then prioritize the expressed needs, then create
action plans to address these needs.
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SPECIALIZED CONTENT: IB AND AP
RECOMMENDATIONS
Based on focus group conversations, survey data, and curriculum materials submissions, Insight recommends the
following content-specific steps:
1. Continue strengthening the K-5 runway for IB programs.
IB curriculum promotes student-centered, thinking-oriented education, with a focus on interdisciplinary or
transdisciplinary learning.
To ensure the success of the IB program at the elementary level, continue identifying champions within
elementary schools who can help pilot and demonstrate the effectiveness of the IB framework. These
champions should ensure the IB curriculum is implemented as intended, with a focus on developing
students' critical thinking and communication skills. In schools with IB champions, this will not only promote
the presence and continued growth of the IB program, but highlight the importance of cultivating and
supporting K-5 conceptual learners who can take on complex academic challenges—regardless of
curriculum or program of study.
2. Interviews, walkthroughs, and survey data reveal the opportunity for more student-centered instructional
strategies--such as Socratic seminars, small group discussions, and inquiry-based activities--in AP classes.
These student-centered approaches prioritize complex questions and collaborative, vibrant student
discussion over lecture-based teaching from slides and textbooks and low-level repetition of simple
problems (which focus groups indicate is an issue needing attention).
In order to expand AP course offerings and improve student outcomes (i.e., a focus on earning scores of 3
or higher on AP exams), DCSD should continue offering professional development for AP teachers.
The district currently offers Title II-funded professional development every summer. The district also
currently offers office hours for AP teachers to share ideas and ask questions, but participation has been low.
Insight recommends providing compensated professional learning time after school for AP teachers to
collaborate and develop strategies.
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PART III
GAP ANALYSIS AND ACTION PLAN FOR PRIORITY
IMPROVEMENT INITIATIVES
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GAP ANALYSIS AND ACTION PLAN FOR PRIORITY
IMPROVEMENT INITIATIVES
The Gap Analysis phase aims to understand the barriers between the current conditions
and the ideal outcomes.
This phase consisted of over thirty-three hours of interviews with several different groups
of stakeholders. Insight analyzed the contributions of participants for common trends that
would yield priority actions the district should undertake to improve curriculum.
The data and evidence gathered from Curriculum Review and Gap Analysis were used to
generate the suggested next steps in this report.
We hope the findings and recommendations in this report can serve as a springboard to
the planning phase. We are so grateful for the opportunity to partner with you and look
forward to supporting you on this journey in service of students.
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RECOMMENDED NEXT STEPS
Overall district recommendations
1. Establish district-wide definition of instructional excellence by adopting a district-wide Instructional
Framework.
DCSD can complement the strength and, hopefully, growth of the Academic Coach program by ensuring
those coaches have a district-wide definition of instructional excellence via a nationally-normed and
reputable Instructional Framework.
Most focus groups expressed a desire for more consistency of definition of instructional excellence, to
complement the availability and growing use of district-provided high-quality instructional materials. Insight
recommends establishing a district Instructional Framework adoption steering committee that will determine
the schedule for vetting of Instructional Frameworks, iterating off of candidates to create one that is
DCSD-specific, and determining the quality and scope of professional development to help launch, guide
and successfully implement the new Instructional Framework.
There are many examples of Instructional Frameworks that large districts like DCSD use to define
instructional excellence, giving coaches, school leaders, district leaders, teachers, and families common
language to assess and improve instruction.
For example, the Danielson Group’s Framework for Teaching (FFT) outlines 22 components and 76 elements
organized into Four Domains of Teaching Responsibility. Over the last two and a half decades, the FFT has
been used by countless educators worldwide, and the Danielson Group has partnered with thousands of
organizations supporting educators in 49 states and U.S. territories and 15 other countries.
Additionally, The Marzano Framework is a comprehensive instructional framework designed to enhance
teaching effectiveness and improve student learning outcomes. Developed by Dr. Robert J. Marzano, this
framework offers a structured approach for educators to assess and refine their teaching practices. Like
Danielson’s FFT, it is used by many districts in the vast majority of US states to define instructional excellence.
157
2. Strengthen and expand school-based Academic Coaching program.
The curriculum survey, most content-area focus groups, Academic Coach and Coordinator focus groups, and
most district administrator and school leader groups, mentioned the necessity of school-based Academic
Coaches for student academic growth, academic achievement, and teacher capacity building. Given the
presence of a robust collection of instructional materials in all content areas in Canvas Curriculum
Community, the role of 1:1 and group coaching relative to these materials becomes all the more critical.
We know that there are large, positive effects of coaching on teachers’ instructional practice1. We also know
that frequent, high-quality observations and resulting meaningful feedback are among the most effective
ways to promote educator efficacy2. And yet more research suggests that coaching will not only increase the
likelihood that educators adopt new teaching practices, but they will do so with a higher degree of quality as
compared to their counterparts who do not receive coaching support following professional development.
“Thus, when school-based professional development is also supported by coaching, improved student
achievement is more likely”3.
The larger implication of this collection of research is that coaching support leads to lasting change in
buildings that supersedes program and practice initiatives. Research indicates that effective coaching
structures create a collaborative culture wherein the majority of staff takes ownership and responsibility for
leading and applying improvement efforts in teaching and learning.
To build this lasting change, and to create a district-wide culture in which everyone – not just those who
“need” it – gets a coach, it is recommended that the current Academic Coaching program be expanded
district-wide. Currently, not every school has access to a school-based Academic Coach.
These new Academic Coaches would build on the work of the current Academic Coaches. Their duties would
include supporting teachers by collaboratively planning through the district’s high-quality instructional
materials, coaching them towards goals defined by their school’s and district’s instructional priorities, leading
PD, and facilitating PLCs. Each teacher would, at least once a year (more if needed), engage in at least one
coaching cycle with a school-based Academic Coach. As any school-based Academic Coach or Coaches may
not be able to coach all staff at the school, members of the school’s Instructional Leadership Team (ILT) and
teacher leaders could share in coaching duties.
1
Kraft, M., Blazar, D., & Hogan, D. (2018, August). "The effect of teacher coaching on instruction and achievement: A
meta-analysis of the causal evidence."
2
Jacob, A., Vidyarthi, E., & Carroll, K. (2012). The irreplaceables: Understanding the real retention crisis in America’s urban
schools. TNTP. http://tntp.org/assets/documents/TNTP_irreplaceables_2012.pdf
3
Cornett, Jake & Knight, Jim. (2009). Research on Coaching. Coaching: Approaches and perspectives.
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3. Expand training opportunities for Academic Coaches relative to the curriculum materials in Canvas and
ensure clear understanding among all DCSD stakeholders of the role of the Academic Coach.
Survey data and focus groups reveal that teachers with access to a building-based academic coach generally
appreciate, learn from, and want more contact with their academic coach. Conversations with different DCSD
stakeholder groups also indicate that various duties and responsibilities sometimes prevent Academic
Coaches (dependent on school and Area) from concentrating purely on the business of coaching.
Additionally, occasional disconnects between the curriculum materials in Curriculum Community/Canvas and
what is being taught in classrooms (via walkthrough and artifact analysis data) may show the need for more
interventions and support from Academic Coaches to teachers in their buildings.
In order to continue developing Academic Coaches to be strong partners to teachers, and to protect their
time and space so they can be more teacher-facing, Insight recommends:
● Ensuring Academic Coaches get more time to dive into materials.
○ Provide dedicated professional development time during summer or before school starts
specifically for material review.
○ Create structured training sessions where Academic Coaches can deeply explore new
curriculum materials
○ Develop collaborative sessions where coaches can practice using materials together
○ Implement a phased rollout of new materials with built-in preparation time
● Clarifying the role of Academic Coaches to all stakeholders—school leaders, teachers, and district
personnel
○ Reduce coaches' administrative duties to free up time for curriculum study
○ Limit additional district and school-level demands on coaches' time
● Streamlining the coaching process and reducing redundancy by continuing to develop Academic
Coaches on coaching conversation templates and cycles that lead to teacher mastery and student
growth.
● Ensuring Academic Coaches are ready and willing to tackle the opportunities that lie with a growing
diverse population and the changes that come with it.
○ Academic Coaches should receive consistent training and have frequent mission-aligned
conversations about promoting the idea that “all means all:” diverse student populations,
especially in low-performing schools, can and will achieve.
○ Focus group conversations indicate the need for more support across all stakeholder groups
for multilingual students and special education subgroups. For Academic Coaches, training on
SIOP and Tier 2 and Tier 3 instructional strategies should be readily available and frequently
attended.
The goals of academic coaching program are student growth, achievement, and teacher capacity building.
Following these recommendations will continue to build lasting progress towards these goals.
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4. Continue promoting Canvas as an interactive, user-friendly learning platform that supports teachers and
students, vs. a static document storage system. A review of curriculum materials submitted by DCSD
teachers across several content areas, as well as virtual and live walkthrough data, reveal a disconnect
between what is being taught and what is available on Canvas.
Additionally, some teachers report that some DCSD-purchased curriculum materials are not available enough
in Canvas. This may indicate an actual lack of access or the need for training to reliably integrate Curriculum
Community materials with purchased materials.
Finally, survey questions and comments from teachers reveal a need for continuous, targeted training for
teachers to be made aware of, understand, effectively utilize, and critically consume the work many other
teachers, coaches, and leaders have put into Curriculum Community.
“The necessary materials needed for instruction are not easy to navigate. There is not a one stop
shop. I have not seen a teacher copy of book. I only have student books 6-8. I do not have a pacing
guide, very few lesson plan examples. For our subject, we should have access to a bank of lessons,
lesson plans, activities and games etc. There is very little information on GADOE, Inspire, Canvas etc.
Being newer to the district, I have never had such a non existent curriculum and help is scarce.”
“Can’t connect to Canvas. I still have a student who can’t get onto our book online. I have sent emails
and tried.”
“There is no online resources available for Chemistry. Chemistry online textbook if present is not
linked to Canvas, teachers can not assign and students can not use online textbook assignments, no
training provided if online resources exist.”
“The problem was HMH not synching with Canvas, and other teachers weren't actively using the
resources, so no one knew yet.”
“Being able to easily integrate resources that are given into Canvas would greatly improve their use.
We should be able to utilize our LMS as a one-stop shop for the materials provided. Proper training
on how to utilize what we are given needs to happen. We are given training when a new source is
rolled out, but beyond that, we are frequently on our own. What happens when a new teacher comes
in between adoptions?”
In order to make Canvas more engaging and accessible, Insight recommends:
● Addressing current limitations:
○ Identify by voluntary survey, then provide targeted support for, teachers who are less
comfortable with technology
○ Create opportunities for teachers to share best practices by enabling cross-school
collaboration within the Areas
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● Provide continuous, targeted training.
○ Continue ensuring opportunities within sessions for teachers to practice using LMS tools
○ Have instructional technology specialists visit schools to hold Canvas-specific training
refreshers and office hours
○ Work with principals to review LMS analytics
○ Offer hands-on district-wide training sessions for teachers by content area, at least once per
semester, delivered jointly by content-area departments from C&I and technology specialists
○ Create voluntary "content chat" opportunities virtually
● Continuously address any access gaps between district-purchased curriculum materials (e.g., HMH)
and Canvas
○ Publicize (through Area and school-specific messaging channels) opportunities for teachers to
pinpoint both technical (e.g., broken links) and adaptive (e.g., unclear integration of
district-purchased materials and Curriculum Community unit plans) challenge areas regarding
missing or unclear access.
○ Respond to these challenge areas immediately by confirming receipt of message and targeting
a date for resolution.
5. Improve communication about new curriculum materials, including timing of rollout and alignment to
existing resources.
Interviews with school leaders, corroborated by survey data from teachers, emphasized the need for
proactive, timely communication that helps them understand how new resources fit into their existing
curriculum and support their specific student populations.
To improve communication about new curriculum materials, Insight recommends that DCSD:
● Inform principals earlier about new materials, ideally during the CSIP (Comprehensive School
Improvement Plan) planning process
● Provide clear guidance on how new materials align with existing resources
● Explain the purpose and implementation strategy for new materials before they arrive
● Offer training before the school year starts to avoid overwhelming teachers
● Create on-demand training resources that teachers can access flexibly
● Ensure materials are shared with enough lead time for schools to integrate them into their planning
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6. Ensure all schools have and follow clear guidelines for at least two school-based structures:
curriculum-based coaching for school leaders, and curriculum-based teacher collaboration.
To better protect and support the time for school leaders to engage in curriculum-focused collaboration and
coaching with their teachers, Insight recommends that DCSD:
● Better define what constitutes an emergency that would pull leaders away from instructional coaching
and meetings. Focus group conversations with school leaders reveal a wish to be more involved in
instructional leadership and guidance, but being drawn away by the various emergencies that
demand time and space. DCSD has an opportunity to clarify that instruction is also an emergency,
and begin co-defining (with various stakeholders across the DCSD community) what constitutes an
emergency so that school leaders can dedicate more time to supporting teachers’ instructional
growth.
● Establish district-level protocols that prioritize leaders' time for in-building coaching and
collaboration. DCSD may consider setting guidelines or goals for leaders on how much time should
be spent directly supporting instruction (e.g., learning walks, walkthroughs, PLC participation, etc.). As
principals are instructional leaders, a majority of their time should be spent supporting these activities.
● Provide ongoing training for school leaders on protecting instructional leadership time and effectively
managing school-level priorities. This may include highlighting particular school leaders whose
systems and structures allow them to keep their school-level priorities and goals around curriculum
and instruction front and center.
Creating protective structures and protocols is crucial to ensuring leaders can focus on curriculum-focused
support for their teachers.
Data from surveys and focus groups suggest that while collaboration time is often provided, the effectiveness
varies by school. Some schools use PLC time well, while others, for various reasons, do not use these
opportunities as well.
To better create and protect (where necessary) dedicated, uninterrupted time for teachers to analyze data,
plan instruction, and share best practices, Insight recommends that DCSD:
● Create (or promote) clear, non-negotiable expectations for Professional Learning Communities (PLCs),
and develop systems to monitor and support schools to meet those expectations. These expectations
may include:
○ PLCs are a non-negotiable requirement
○ PLCs are structured intentionally
○ PLCs are consistently facilitated by trained leaders or Academic Coaches
● Provide leadership training on how to set up and manage effective PLCs according to DCSD’s
expectations. This may include scheduling double block specials to free up teacher collaboration
time, virtual collaboration time, and collaboration time across schools within Areas, especially for
teachers who do not have counterparts at their schools (i.e., “singletons”).
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PART IV
APPENDIX
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APPENDIX
I. EQuIP Rubric for Lessons and Units – ELA (achieve.org)
II. EQuIP Task Review Rubric – ELA (achieve.org)
III. Assessment Evaluation Tool – ELA (achievethecore.org)
*Non-negotiables 1 and 2 only. Remainder of tool can be found at
https://achievethecore.org/page/1825/assessment-evaluation-
tool
IV. EQuIP Rubric for Lessons and Units – Mathematics (achieve.org)
V. EQuIP Task Review Rubric – Mathematics (achieve.org)
VI. Assessment Evaluation Tool – Mathematics (achievethecore.org)
*Non-negotiables 1 to 3 only. Remainder of tool can be found at
https://achievethecore.org/page/1825/assessment-evaluation-tool
VII. EQuIP Rubric for Lessons and Units – Science (achieve.org)
*Category I: NGSS 3D Design only. Remainder of tool can be found at
https://www.nextgenscience.org/resources/equip-rubric-science
VIII. NGSS Science Task Prescreen (nextgenscience.org)
IX. Criteria for Procuring and Evaluating High-Quality and Aligned
Science Summative Assessments (nextgenscience.org)
*Overview of science alignment criteria only. Remainder of tool
can be found at https://www.nextgenscience.org/resources/criteria-procuring-
and-evaluating-high-quality-and-aligned-summative-science-
assessments
X. Washington Quality Review Rubric for Social Studies Lessons and Units (setda.org)
XI. Council of Chief State School Officers – Criteria for Procuring and Evaluating High-Quality
Assessments (ccsso.rg)
XII. Midwest Regional Educational Laboratory at American Institutes for Research -
Phonological Awareness and Phonics Instruction Rubric
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