"You don't change performance without changing the instructional
core. The relationship of the teacher and the student in the presence
of content must be at the center of efforts to improve performance."
-Dr. Richard Elmore Harvard Graduate School of Education
Ferndale School District Priority One:
A Focus on Core Instruction
Draft Teaching and Talking Points
In all classrooms across the Ferndale School District the “Instructional Core” is the explicit teaching
that every student receives daily to move them closer to the next benchmark. Core Instruction is
the intersection of content standards (CCSS) - best teaching practices (5D+) - and targeted
differentiated instruction in the general education setting. The only way to increase the amount of
learning that is happening in our classrooms is to attend carefully and relentlessly to the quality of
core instruction that all students receive.
A Focus on Core Instruction Means:
 Ensuring skills are properly sequenced and mastered at the appropriate time to ensure
further learning
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aligning curriculum across levels
establishing common benchmarks and regularly monitoring progress
carefully defining and attending to what is essential for all students to learn
 Ensuring that adequate time is provided to deliver a quality core instructional program
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establishing, monitoring, and adjusting classroom and building schedules so that core
instruction is our top priority
establishing and using pacing guides and common assessment calendars
scheduling remediation opportunities outside of core instructional times
 Ensuring teachers and staff are appropriately trained and supported
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teachers are not only taught how to navigate the core teaching teacher manuals and
student materials
teachers are taught how to use the instructional routines that support the teaching of
critical skills until they are fluent and comfortable
 Ensuring effective instructional strategies are being used explicitly and systematically across
all levels of learners
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creating feedback loops to teachers that provide information on effectiveness of
initial teaching and re-teaching needs
establishing and implementing an on-going process to ensure fidelity of
implementation
 Ensuring that all teachers know how to effectively manage and deliver differentiated
instruction in the general education setting
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continually building teacher knowledge and skill in using formative assessment to
adjust instruction and inform student learning
providing ongoing monitoring of differentiation practices and