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It describes a classroom tutoring-and-small-group pathway through vocabulary scaffolding and word-decoding practices, culminating in an “instructional coherence” experience for an emerging reader. The publication outlines statewide leadership and actions, including creating conditions, driving demand and use of coherent materials and assessments, and presenting state spotlights.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-sense-of-instructional-coherence-at-the-state-level-introduction/584353/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-sense-of-instructional-coherence-at-the-state-level-introduction/584353.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"什么是“instructional coherence（教学连贯/一致）”？","Question",{"text":112,"@type":113},"文档将其定义为：学生在不同成人与不同情境中学习时，能够获得无缝衔接的学习体验，各项活动彼此衔接并逐步提升理解与参与。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"文中如何以“Ana”的案例说明教学连贯的形成？",{"text":117,"@type":113},"通过课堂词汇支架、课前辅导中更易文本的内容积累、小组中对以“circ”开头词根的练习等环节协同推进，使学生能够进入循环系统单元并更自信地完成年级要求的阅读。",{"name":119,"@type":110,"acceptedAnswer":120},"“state actions（州级行动）”主要包含哪些方面？",{"text":121,"@type":113},"主要包括为教学连贯创造条件，以及推动并促进教具与评估在教学连贯方面的需求与使用。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584353,1792230953,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MAKINGInstrSEuNSE OFctional Coherence  \nAT THE STATE LEVEL  \nTHE COUNCIL OF CHIEF STATE SCHOOL OFFICERS  \nThe Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, Bureau of Indian Education, and five U. S. extra-state jurisdictions. CCSSO provides leadership, advocacy and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress and the public.  \nCOUNCIL OF CHIEF STATE SCHOOL OFFICERS  \nChris Reykdal (Washington), President  \nCarissa Moffat Miller, Chief Executive Officer  \nAUTHOR Liz McCrocklin PHOTOS Adelicia Co.  \nACKNOWLEDGEMENTS  \nCCSSO extends our sincere thanks to IMPD Network leaders Leslie Hesketh and Joanne Weiss, coaches and experts for their review and expertise, which greatly shaped and strengthened this publication. We are also grateful to Micah Westerman at Center City Public Charter Schools’Brightwood campus and Ashley Booher at Cedar Bluff Elementary for welcoming us into their schools and allowing us to learn from their work; special thanks to Erin Phillips at Knox County Schools for coordinating our visit with Cedar Bluff Elementary.  \nCCSSO also expresses our appreciation to the following for their contributions to this report: Fulfill Education Co-founders Karen Lawrence and Molly Gauthier; University of Connecticut Research Specialist Steve Goodman; Instruction Partners CEO and Co-founder Emily Freitag, Senior Director of State Consulting Services Jess Box and Executive Director of State Partnerships Alison Procopio; SchoolKit Founder and President Ethan Mitnick; Watershed Advisors CEO Kunjan Narechania; Leading Educators CEO Chong-Hao Fu; Jamila Newman, Founder of Jamila Newman Consulting Group-Kaliedo Strategies; TNTP Vice President of National Consulting Devon Gadow; Center for Education Market Dynamics Executive Director Lora Kaiser; Charles and Lynn Schusterman Family Philanthropies Director of Education Grantmaking Regan Kelly; English Learners Success Forum Executive Director Crystal Gonzales, Director of State and District Engagements Nithya Vasudevan, Senior Advisor for Content Renae Skarin and Director of Texas Initiatives Altagracia Delgado; independent consultant Bailey Cato Czupryk; and Education First Founding Partner Jennifer Vranek and Senior Consultant Sarah Begeman.  \nMAKINGInstrSEuNSE OFction~~a~~l Coherence   \nSTATE LEVEL  \nAT THE  \ntable of contents  \nIntroduction .................................................................................................................................. 2  \nThe Opportunity ........................................................................................................................ 4  \nIntructional Coherence in Action .................................................................................... 5  \nState Actions:  \nCreating the Conditions for Instructional Coherence ...................................... 14  \nDriving Demand for and Use of Instructionally Coherent Materials and Assessments ..................................... 19  \nState Spotlights .......................................................................................................................... 21  \nReferences ..................................................................................................................................... 25  \n©  2026 CCSSO. Making Sense of Instructional Coherence at the State Level is published under a Creative Commons 1  \nAttribution-Noncommercial 4.0 license: [https://creativecommons.org/licenses/by-nc/4.0/?ref=chooser-v1](https://creativecommons.org/licenses/by-nc/4.0/?ref=chooser-v1)  \nPicture a fourth grade English language arts class that is doing a unit on","cbCaiq5q7BA2gv9q","https://ap.wps.com/l/cbCaiq5q7BA2gv9q","pdf",18231127,"English","# Introduction\n## The Opportunity\n## Instructional Coherence in Action\n## State Actions: Creating the Conditions for Instructional Coherence\n## State Actions: Driving Demand for and Use of Instructionally Coherent Materials and Assessments\n## State Spotlights\n## References","[{\"question\":\"什么是“instructional coherence（教学连贯/一致）”？\",\"answer\":\"文档将其定义为：学生在不同成人与不同情境中学习时，能够获得无缝衔接的学习体验，各项活动彼此衔接并逐步提升理解与参与。\"},{\"question\":\"文中如何以“Ana”的案例说明教学连贯的形成？\",\"answer\":\"通过课堂词汇支架、课前辅导中更易文本的内容积累、小组中对以“circ”开头词根的练习等环节协同推进，使学生能够进入循环系统单元并更自信地完成年级要求的阅读。\"},{\"question\":\"“state actions（州级行动）”主要包含哪些方面？\",\"answer\":\"主要包括为教学连贯创造条件，以及推动并促进教具与评估在教学连贯方面的需求与使用。\"}]","MAKING SENSE OF INSTRUCTIONAL COHERENCE AT THE STATE LEVEL - Introduction | PDF",1792050759,76]