TCSD Core Instructional Practices

TCSD’s Core Instructional Practices are foundational practices we engage in to create the most effective educational system for our students. These practices are specifically aligned to the Curriculum, Instruction, and Assessment component of the strategic model. Each practice is directly aligned to one element underneath this component of the strategic model. Each also serves as an intentional focus area as a part of our theory of action to achieve the intentions or our strategic model.

Guaranteed and Viable Curriculum

As a key aspect of credible and consistently implemented curriculum, our district is committed to the continual process of guaranteed and viable curriculum (GVC) development and improvement which results in a GVC in each classroom. A GVC is an integral part of TCSD’s system for the delivery of quality curriculum to all students. As an integration of the information from state standards and TCSD curriculum guides, GVCs serve as the foundation to an intentionally designed and delivered scope and sequence of curriculum culminating in a progression of desired academic outcomes (DAO).

A guaranteed and viable curriculum is an intentionally developed scope and sequence map that ensures:

Every standard is accounted for and that every child will be taught every standard (guaranteed)
The curriculum can realistically be taught in the time available for the course (viable)

A thoughtful process is necessary to create an effective GVC product. In its simplest form, the product of the GVC process is a scope and sequence that is carefully and thoughtfully designed to ensure each student will have adequate time and access to learning each standard during the course. Both the product and the process are critical to this end. Each is described below. More information about Guaranteed and Viable Curriculum.

Instructional Framework

Common Formative Assessment Cycle

To realize the power of common formative assessment (CFA), in TCSD we believe in embedding CFAs in an instructional cycle. CFAs are an artifact (the actual assessment) embedded in a process (the instructional cycle).

Common Formative Assessments provide an opportunity for students to demonstrate their learning and for teachers to assess students’ learning progress. The CFA Cycle translates information into action. The CFA Cycle is the implementation of a CFA into an instructional sequence of instruction, formative assessment, results analysis, student feedback, and data-informed responses. The actions occurring after the administration of a CFA produce the powerful effects of formative assessment. Student feedback, prevention instruction, and enrichment opportunities are the culmination of the cycle. More information about CFAs and the CFA Cycle.

Unit Design Including Intervention and Enrichment

Unit plans operationalize a systematic approach to ensuring that fundamental practices are deeply embedded in every classroom in Tooele County School District. The previous core instructional practices provide the groundwork for a well-designed unit of instruction. The final piece is to support students at their current level of understanding. Interventions at the end of a unit aim to proactively address potential learning barriers before they become long-term and persistent issues by providing instruction on targeted content and skills. Many students simply need another exposure or learning opportunity to continue acquiring the content and skills of the grade level curriculum. Other students may need significantly more support. Interventions provide this additional layer of aid following unit assessments. More information about Unit Design with Interventions and Enrichments.