College and Career Ready Standards Implementation – Progress and Capacity Rubric Category Questions to Consider Weak (1) Strong (4) Evidence to look for Systems alignment and system change Aspiration Has the district clearly articulated a vision for CCRS implementation, including expected results for students? Do key stakeholders in the district understand and agree with this vision? Do stakeholders know why the state and the district are implementing the CCRS and what the expected change is? Is it to those in the field how the district’s various initiatives including CCRS fit together and support a common vision? Have leaders considered how this vision relates to statewide goals and district and school level accountability, and particularly how those might be affected by coming assessment transitions? The district has not established a vision for CCRS Major disagreement exists among key stakeholders over the potential benefit of this change Key stakeholders, including teachers and the general public, do not understand the vision or the changes expected as a result of CCRS The CCRS and other initiatives feel disconnected; it is unclear to those in the field what the priorities are and in what direction the district is moving Little or no thought has been given to the implications of assessment transitions for the vision and goals A vision for CCRS implementation has been established and articulated Teachers, principals, and the general public know why the state is implementing the CCRS and understand its potential impact on the district and its schools There is widespread agreement among key stakeholders that the CCRS will benefit students Educators understand how various initiatives, including the CCRS, fit together and add up to a greater district wide vision for student success Leaders have a plan for ensuring that the vision, goals, and accountability systems remain ambitious and meaningful through the assessment transition Existence of documents (e.g., on a website) that outline a consistent vision for the CCRS Feedback from teachers, principals, and the general public about their understanding of the purpose behind CCRS and their support of the new standards Inclusion of provisions for assessment transition in vision documents, ESEA flexibility plans, and/or other descriptions of accountability system
Instructional Materials Do educators have access to CCRS-aligned instructional materials? Are they using those materials to align their instructional and assessment practices with CCRS? District and school leaders are of some instructional materials, but cannot say with much certainty that the right set of resources exists Some educators may be intentionally using instructional materials, but it is a small number or leaders do not know who they are Educators who desire CCRS-aligned materials are not able to access them Leaders are comfortable that educators have access to a comprehensive range of CCRS-aligned materials, including curricular modules, guidance on developing lesson plans, and guidance on aligning assessment to CCRS The vast majority of educators are aware of these materials, have access to them, and are using them in their classrooms Nearly all educators in the most affected grades (according to the district’s timeline) have sufficient resources to successfully teach the CCRS and are using them in their classrooms Existence of the materials, as validated by a trusted source (e.g., districts or schools that are leaders in this field, state “seal of approval,” state-developed or provided, third party with expertise) Existence of a rigorous process to continuously evaluate the alignment of new materials Range of the right materials: curricular modules, guidance on developing and/or aligning curricular modules with CCRS Educator access to materials posted online Educator practice that makes use of these materials, as self-reported or observed in classrooms Professional Learning for Teachers Are educators engaged in professional development that is designed to rapidly and significantly improve their ability to teach the CCRS? Is this professional learning designed to incorporate the use of high-quality instructional materials as defined above? Is this professional learning changing classroom practices? Leaders are aware of some CCRS-aligned PD offerings and may have some evidence that educators are benefiting from these offerings, but have little idea of how widespread these offerings are While there may be some bright spots, the average educator experiences aligned Leaders can identify a range of CCRS-aligned PD programs that cover every grade band and relevant subject (including literacy and numeracy in non-ELA and math disciplines) comprehensively and coherently Programs are well integrated with CCRS-aligned Existence of the professional learning programs, as validated by a trusted source (e.g., districts or schools that are leaders in this field, state “seal of approval,” state-developed or provided, professional learning communities of practitioners, third party with expertise) aligned