Common Core Planning – School Walkthrough Template – Summer & Fall 2013 - Literacy, Grades 3-12
What evidence of Common Core planning should you see in your school? What are the look-fors for each month?
Guidelines: A representative of the Asst Supt teams and a school leader should conduct a joint monthly walkthrough and note which of the
following elements are in place and which need more support.
Indicator
August
September – December
Key Logistics
Correct materials from selected programs are in each
classroom – Y/N
1e Coherent
Teachers have studied the units for any selected curricular
Lessons are focused on key standards. – 3 2 1 0
Planning
programs to be implemented in the fall and can articulate
Lesson plans are standardsStudents have regular opportunities to read, write, speak and listen in an
which standards are emphasized. – Y/N
based and reflect work
integrated way so that students apply and synthesize advancing literacy skills.
toward annual student
achievement goals.
–3 2 1 0
1f Progression of
Teachers have studied the scope and sequence documents Students are working towards a clear end performance. – 3 2 1 0
Instruction
for their areas and can articulate why any tasks or texts are
Lesson objectives fit into a
sequenced the way they are. – Y/N
Teachers can articulate the careful sequence of tasks & texts that allows
larger, coherent sequence
students to be successful on culminating task. – 3 2 1 0
that leads to student mastery
of the appropriate standards.
Teachers have studies the culminating tasks for each of the
units for the fall and can articulate what they ask of
Students are writing in response to sources (Students are asked to gather
students – Y/N
evidence, develop claims from evidence, & cite evidence). – 3 2 1 0
2f Depth of
Knowledge
Lesson objectives, tasks and
materials require students to
demonstrate the following
skills:
 Recall & Reproduction,
 Basic Application of
Concepts,
 Strategic Thinking,
 Extended Thinking.
3e High Expectations
The teacher fosters a
classroom culture that is
consistently one of high
expectations and hard work
and the teacher models
excellence.
Teachers have developed plans for small group instruction
to supplement students’ work with the core/Tier 1 program
– Y/N
Teachers can articulate how the units and tasks provide all
students with the opportunities to engage in the four levels
of Webb’s Depth of Knowledge, including opportunities for
authentic learning, application of skills, student-directed
inquiry, analysis, evaluation and/or reflection. – Y/N
Teachers have analyzed units, tasks, and selected texts and
can articulate how they promote high expectations for all
students. – Y/N
Inclusion of independent reading based on student choice and interest to
build stamina, confidence and motivation. – 3 2 1 0
Text selection is rich enough to provide opportunities for strategic &
extended thinking. – 3 2 1 0
Inclusion of a balance of on-demand and process writing (e.g., multiple drafts
and revisions over time) and short, focused research projects, incorporating
digital texts where appropriate. – 3 2 1 0
Opportunities for authentic learning, application of literacy skills, studentdirected inquiry, analysis, evaluation and/or reflection. – 3 2 1 0
Promotion of High Expectations for All. – 3 2 1 0
Cultivation of student interest and engagement in reading, writing and
speaking about texts. – 3 2 1 0
Teachers have analyzed units, tasks, and selected texts to
determine whether they need to supplement the curricular
resources to ensure that they will cultivate student interest
and engagement.
Key: 3 = Ample Evidence; 2 = Some Evidence; 1 = Minimal Evidence; 0 = No Evidence
4d Understanding of
Growth
Teacher can articulate
specifically (and with
evidence) whether or not
each student has internalized
grade-level standards and, if
not, what s/he still needs to
learn.
4e Using Data
Teacher tracks assessment
data to understand each
student’s progress toward
mastery and uses results to
guide planning and
instruction.
2b Questions &
Tasks
Questions and tasks ensure
student comprehension and
ask for application, analysis
and/or synthesis.
2d Precision &
Evidence
Teacher and students require
precision and evidence in
tasks and responses.
2a Tailored
Instruction
Teacher tailors instruction to
move all students toward
mastery.
Teachers have analyzed sample assessments and
assessment reports from their selected curricular resources
and the district’s formal interim assessment providers (e.g.,
DRA2, ANet, CRESST). – Y/N
Teaches are using multiple ways to measure growth including the unit
assessments and formal interim assessments. – 3 2 1 0
Data teams have been set-up for all those teaching literacy
and math in grades 3-8. – Y/N
Teacher teams are using data to inform instruction. – 3 2 1 0
Data teams know the schedule for each of the data cycles
over the course of the year. – Y/N
Teachers have analyzed the lessons they will teach in
I
September to ensure that they provide students with:
 Opportunities for Multiple Reads – Y/N
 Rich and rigorous evidence-based discussions and
writing about common texts through a sequence of
specific, thought-provoking, and text-dependent
questions – Y/N
 The expectation that students draw evidence from
texts to produce clear and coherent writing that
informs, explains, or makes an argument in various
written forms – Y/N
Teachers have analyzed the lessons they will teach in
September to ensure that they provide students with:
 Instructional Supports & Scaffolds – Y/N
 Scaffolds enable all students to experience rather than
avoid the complexity of the text – Y/N
 Appropriate supports in reading, writing, listening and
speaking for students who are ELL, have disabilities, or
read well below the grade level text band. – Y/N
 Extensions and/or more advanced text for students
who read well above the grade level text band. – Y/N
 Multiple Means of Representation (UDL) – Y/N
 Multiple Means of Engagement (UDL) – Y/N
 Multiple Means of Action & Expression (UDL) – Y/N
Teachers provide students with opportunities for multiple reads. – 3 2 1 0
There are rich and rigorous evidence-based discussions and writing about
common texts through a sequence of specific, thought-provoking, and textdependent questions. – 3 2 1 0
Students are asked to draw evidence from texts to produce clear and
coherent writing that informs, explains, or makes an argument in various
written forms. – 3 2 1 0
Teachers provide students with instructional supports & scaffolds – 3 2 1 0
Scaffolds enable all students to experience rather than avoid the complexity
of the text – 3 2 1 0
Teachers provide appropriate supports in reading, writing, listening and
speaking for students who are ELL, have disabilities, or read well below the
grade level text band. – 3 2 1 0
Teachers provide extensions and/or more advanced text for students who
read well above the grade level text band. – 3 2 1 0
Teachers provide multiple means of representation. – 3 2 1 0
Teachers provide multiple means of engagement. – 3 2 1 0
Teachers provide multiple means of action & expression. – 3 2 1 0
Key: 3 = Ample Evidence; 2 = Some Evidence; 1 = Minimal Evidence; 0 = No Evidence