INSTRUCTIONAL ESSENTIALS

FOR STUDENT ACHIEVEMENT IN SAN BENITO CISD

Working collaboratively to be the gold standard in all areas of public education.

San Benito CISD Professional Development Department

2018 – 2019

San Benito Consolidated Independent School District The gold standard in all areas of public education.

The San Benito CISD instructional principles, planning, and classroom strategies have been complied by the SBCISD Professional Development Department to support the district goal

of high achievement for all students of San Benito CISD.

The goal is intended to provide information regarding district expectations for instructional practices.

THE INSTRUCTIONAL ESSENTIALS FOR STUDENT ACHIEVEMENT IN SAN BENITO CISD

TABLE OF CONTENTS

SBCISD CURRICULUM AND INSTRUCTIONAL PHILOSOPHY

District Vision ................................................................................................................................ 1 Standards-Based Instructional System .............................................................................................. 3 Principles of Teaching, Learning, and Curriculum ............................................................................ 5 Principles of Best Practices ............................................................................................................. 7 English Language Proficiency Standards (ELPS) .............................................................................. 9

SBCISD INSTRUCTIONAL PLANNING

Curriculum Implementation: TEKS Resource System ..................................................................... 11 Professional Learning Communities............................................................................................... 15 Bloom’s II: The Cognitive Process Dimension ............................................................................... 17 SMART Goals .............................................................................................................................. 19 Model for Success for ALL Students.............................................................................................. 20 The Daggett System of Effective Instruction................................................................................... 21 The Rigor Relevance Framework................................................................................................... 22 Rigor, Relevance, and Learner Engagement Rubrics ....................................................................... 24 Learning Criteria .......................................................................................................................... 27

SBCISD STRATEGIES AND INSTRUCTIONAL PROTOCOLS

Thinking Maps, Inc ....................................................................................................................... 29 Lead4ward Instructional Playlist .................................................................................................... 33 Content Literacy Strategies............................................................................................................ 36 Accountable Talk .......................................................................................................................... 39 Language Acquisition Strategies .................................................................................................... 42 Bibliography ................................................................................................................................ 44

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San Benito Consolidated Independent School District The gold standard in all areas of public education.

Mission Statement The vision of San Benito CISD is to be the gold standard in all areas of public education.

Vision Statement The vision of San Benito CISD is to be the gold standard in all areas of public education.

Value Statement Core Values San Benito CISD believes that:

•  All students can and will learn • All teachers can teach • High expectations for all encourage excellence • Resources to support students’ needs must be provided • Excellence in teaching and learning is vital • All students will be supported to pursue their passion upon graduation • Respect for all individuals is essential • A community

with shared ownership, purpose, and commitment will work well together

District Goals Goal 1: SBCISD will increase academic achievement for all students and thus close the gap between student populations in pursuit of advanced performance. Goal 2: SBICSD will recruit, develop, support, and retain effective teachers, principals, and other instructional staff. Goal 3: SBCISD will implement program initiatives and activities that reflect a commitment to preparing 100% of students for post-secondary educational or career paths. Goal 4: SBICSD will provide all students a safe, drug free learning environment that is conducive to learning. Goal 5: SBICSD will collaborate with parents and the community to ensure all students receive a gold standard education.

Supporting Objectives

•  We will promote continuous professional learning with the ultimate goal of improving student learning. •  We will develop our knowledge and skills about teaching and learning in a way that will result in building our

capacity to mentor/coach each other. •  We will learn together as professionals and continually reflect on what we are doing to adjust as necessary. •  We will focus on implementing research-based strategies, with the goal of enhancing our instruction, so that student

learning will continually improve.

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SBCISD

Curriculum and

Instructional

Philosophy

3  

Standards-Based Instructional System

Leadership

Safety Nets Clear, High Expectations

Formative/ Summative

Assessments Curriculum Framework

Instructional Materials

Aligned Instruction

Professional Development

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STANDARDS-BASED INSTRUCTIONAL SYSTEM

Clear, High Expectations 1.   Expectations should be set at high levels. 2.   Expectations should be rigorous and world-class. 3.   Expectations should be useful--developing what is needed for citizenship, employment, and lifelong learning. 4.   Expectations should be focused and sparse while including those elements that represent the most important

knowledge and skills within the discipline. 5.   Expectations should be adaptable, permitting flexibility in implementation needed for local control, state, and

regional variation, and differing individual interests and cultural traditions. 6.   Expectations should be clear and usable. 7.   Expectations should be reflective of broad consensus, resulting from an iterative process of comment,

feedback, and revision that included educators and the general public.

Curriculum Framework A curriculum framework specifies what topics are to be taught at which grade level for each subject in the curriculum.

Aligned Instruction Aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance.

Instructional Materials Selected instructional materials need to fit the curriculum framework and match the standards.

Formative and Summative Assessments Formative assessment is designed to provide feedback to both the teacher and the student about how the student is progressing. Formative assessment can consist of formal instruments or informal observations. Results should be used to shape teaching and learning, assist teachers in determining to either re-teach concepts or provide additional help to individual students. Formative assessments should be referenced to the standards and connected to daily instructional activities.

Summative assessment seeks to make an overall judgment of progress made at the end of a defined period of instruction. Summative assessments are designed to produce clear data on a student’s accomplishments. High stakes tests are considered summative assessments and are used in accountability systems.

Safety Nets

1.   Safety nets serve the purpose of closing the achievement gap as quickly as possible. 2.   The very first safety net is the system for ensuring that the students attend school and are ready to learn. 3.   Decisions regarding student entry to and exit from safety net programs should always be based on data. 4.   Early intervention is essential. 5.   The most qualified and most experienced teachers are required to implement safety net programs. 6.   The expectations in the safety net system are identical to those in the regular classroom. 7.   The most important safety nets are those built into the structure of the regular classroom. 8.   A comprehensive system of safety nets involves a graduated set of interventions.

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PRINCIPLES OF LEARNING, TEACHING, AND CURRICULUM

The Principles of Learning:

•   Effort produces achievement.

•   Learning is about making connections.

•   We learn with and through others.

•   Learning takes time.

•   Motivation matters.

The Principles of Teaching:

•   The teacher matters.

•   Focused teaching promotes accelerated

learning.

•   Clear expectations and continued feedback

activate learning.

•   Good teaching builds on student strengths

and respects individual differences.

•   Good teaching involves modeling what

students should learn.

The Principles of Curriculum:

•   The curriculum should focus on powerful

knowledge.

•   All students should experience a Thinking

Curriculum.

•   The best results come from having an

aligned instructional system.

Forms of Assistance Teachers Provide:

•   Modeling

•   Contingency management

•   Feedback

•   Questioning

•   Instruction

•   Cognitive structuring/scaffolding

Source: Pecos ISD, Farmers-Branch ISD

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PRINCIPLES OF TEACHING, LEARNING, AND CURRICULUM

Principles of Learning Effort produces achievement. •   What opportunities are provided for students to reflect and

self-assess regarding learning difficult concepts? Learning is about making connections.

•   How are the other students engaged in learning when the teacher is providing specific feedback to an individual or small group?

•   What are examples of the teacher extending the dialogue off of students’ responses?

Learning takes time.

•   Does the teacher give the student multiple opportunities to figure the answer(s) out themselves? Does the teacher refrain from giving students too much information?

•   Does the amount of wait time allow students to think before responding?

Motivation matters.

•   Is the classroom open and conducive to risk taking? •   Has the teacher modeled the importance of listening to

students’ responses? •   Has the teacher helped students turn mistakes and

struggles into valuable learning experiences? Principles of Teaching

The teacher matters

•   Does the teacher give the student multiple opportunities to figure the answer(s) out themselves? Does the teacher refrain from giving students too much information?

•   If guidance is used, is it given at an appropriate time in the learning?

•   Does the amount of wait time allow students to think before responding

Focused teaching promotes accelerated learning

•   How are the other students engaged in learning when the teacher is providing specific feedback to an individual or small group?

•   Do the student responses demonstrate deep understanding?

Clear expectations and continuous feedback activate learning.

•   Is the learning goal communicated clearly? •   How does the feedback move the student toward mastery of

the learning goal?

Good teaching builds on students’ strengths and respects differences

•   What opportunities are provided to reflect and self-assess regarding learning difficult concepts?

•   Does the teacher adjust questions to include prompts to get students to respond?

Good teaching involves modeling what students should learn.

•   If guidance is used, is it given at an appropriate time in the learning?

Principles of Curriculum

The curriculum should focus on powerful knowledge. All students should experience a “thinking curriculum”.

•   Do the student responses demonstrate deep understanding? •   Does the teacher provide feedback that promotes thinking

and learning? The best results come from having an aligned instructional system.

•   What levels of questioning were used during the lesson?

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PRINCIPLES OF BEST PRACTICE

Student Centered Takes into consideration students’ interests and allows opportunities for students to investigate their own questions

Components:

✓   Experiential: Hands-on, active, concrete experiences

✓   Holistic: Whole ideas taught in meaningful and purposeful contexts, not in isolation

✓   Authentic: Complex ideas, rich curriculum, real world learning instead of oversimplified curriculum

✓   Challenging: Genuine challenges, responsibility for one’s own learning, choices in learning

Cognitive Considers that the most powerful learning is achieved through higher-order thinking, inquiry, and metacognition

Components:

✓   Developmental: School activities targeting the developmental level of students

✓   Constructivist: Learning as an interactive process through which learners construct meaning for themselves

✓   Expressive: Communicate to construct meaning, engage in ideas, and remember information; Communicative media: speech, writing, drawing, poetry, dance, drama, music, movement, and visual arts

✓   Reflective: Opportunities to reflect, debrief, and respond to learning experiences

Social Acknowledges that learning is always socially constructed and often interactive; a need to design interactions to scaffold learning

Components:

✓   Collaborative: Cooperative learning rather than competitive or individualistic strategies

✓   Democratic: The classroom as a model of a democratic society

Zemelman, S., Daniels, H., & Hyde, A. (2005) Best practice: Today’s standards for teaching and Learning in America’s schools. Portsmouth, NH: Heinemann

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ENGLISH LANGUAGE PROFICIENCY STANDARDS (ELPS)

The English Language Proficiency Standards (ELPS) provide an opportunity through a common framework to improve instruction for English Language Learners and integrate what research shows is best practice for successful learning. One of the keys to success for ELL’s is a consistent focus on content area language acquisition. The ELPS emphasize the need to intentionally make content comprehensible while developing academic language skills for ELL’s. It also requires academic language instruction be integrated into every area of instruction.

Lessons and incorporated strategies should be appropriate to student’s proficiency level in speaking, listening, reading, and writing.

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SBCISD

Instructional

Planning

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CURRICULUM IMPLENTATION

OVERVIEW OF INSTUCTIONAL IMPLEMENTATION •   Clear, High Expectations •   Instructional Materials •   Curriculum Framework •   Aligned Instruction

•   Common Assessments •   Safety Nets

A GUARNTEED, VIABLE CURRICULUM - Texas Curriculum Management Program Cooperative – TEKS Resource System™

State Standards Curriculum Assessment Technology Texas Essential

Knowledge and Skills (TEKS)

Vertical Alignment Document (VAD) & TEKS Clarification Document (TCD)

Year at a Glance (YAG) & TEKS Verification

Document

Instructional Focus Document (IFD)

Performance Assessments & Sample Unit Assessment Items

TEKS Resource System Website

•   Approved and updated by the State Board of Education (SBOE)

•   Defines what students in Texas should know and be able to do for each grade level/course

•   Supported by Texas Education Agency (TEA)

Scope: •   Outlines what is

taught (TEKS) for each grade level/course

•   Defines the rigor and content of the TEKS

•   Includes the TEKS specificity (examples/details)

•   Highlights Readiness and Supporting Standards

•   Target expectations (TEKS) within and across grade level/courses

Sequence: •   Groups (bundles)

the TEKS into curricular units

•   Includes a suggested sequence and duration for each unit

•   Offers a sequence that ensures all TEKS are addressed within the year and STAAR-assessed standards (TEKS) are presented prior to the state assessment

•   Bridges curriculum assessment, and instruction

•   Explains the details of each curricular unit including: ➢  An overview ➢  Performance

Assessments ➢  Concepts,

understandings, and vocabulary

➢  Targeted specificity

Performance Assessments: •   Offers unit- specified

TEKS evidence of student progression toward and/or attainment of identified TEKS

Sample Unit Assessment Items

•   Provides a collection of selected and constructed- response items and assess

•   Provides online delivery and district management of VADs/TCDs, YAGs, TVDs, IFDs, and Sample Unit Assessment Items

•   Allows districts to efficiently access, customize, and/or create curriculum and assessment components

•   Provides a district- managed platform that includes: ➢  Bookmaking, quick

search, and calendar features

➢  Teacher Website Builder and Design Templates

➢  Assessment Builder

➢  Administrator Walkthrough Tool

➢  District-level communication and resource sharing

•   Teachers use the TEKS to: Provide instruction to students in accordance with Texas Administrative Code (19 Tex. Admin. Code § 74.1)

Teachers use the VADs and TCDs to: •   Clarify grade

level/course expectations

•   Understand the vertical depth and complexity of the TEKS within and across grade levels/courses

•   Assess potential gaps in students’ understanding and plan for appropriate intervention

Teachers use the YAGs & TVDs to: •   View the TEKS

taught within the year in a single snapshot

•   Organize and plan long-term high- quality instruction

•   Work with peers to share and allocate instructional resources

•   Pace instruction and customize sequencing, as appropriate

•   Align the suggested unit duration to the district calendar considering additional days for support/practice/ assessment

Teachers use the IFDs to: •   Determine what

content should be taught in each grading period

•   Organize and plan medium-to short-term high-quality instruction

•   Select instructional resources and materials that are aligned with the specified TEKS

•   Maintain focus on the TEKS while planning and implanting instruction

Teachers use the assessment components to: •   Determine student

progression toward and/or attainment of identified TEKS

•   Determine the ability of students to apply the learning in a new context

•   Determine which students need intervention and accelerated instruction

Teachers use the technology tools to: •   Access TEKS

Resource System and district-customized components

•   Create district/individual instructional calendars, teacher websites, and assessments

•   Provide and receive feedback regarding system components.

District Implementation Plan

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VERTICAL ALIGNMENT DOCUMENTS (NON-NEGOTIABLE)

Components Description District/System Leaders

Campus Leaders Teachers

Vertical

Alignment

Documents

Vertical Alignment Documents present aligned standards (including the TEKS knowledge and skill statement and student expectations) among grade levels. The TEKS Resource System ensures that each standard includes specificity for each student expectation so that instruction and standards are truly aligned between and among grade levels.

District leaders use the Vertical Alignment Documents to: •   Ensure instructional focus

is maintained on specified learning standards at each grade level

•   Evaluate instructional resources against specified grade level standards

•   Develop district benchmark exams and other assessment tools

Campus Leaders use the Vertical Alignment Document to: •   Ensure that teachers

develop a deeper understanding of what is to be taught at their grade levels as well as expectations from the previous grade level and for the next one

•   Lead conversations about how the curriculum standards are integrated and supported

•   Ensure that the level of rigor presented in the standard is being implemented

Teachers use the Vertical Alignment Document to: •   Gain clarity regarding their

accountability for student learning in the grade/course

•   Track vertically the depth and complexity of a standard through grade levels

•   Choose instructional resources and materials that are aligned with the specified standards

Comparing and Ordering Numbers

2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:

3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:

4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:

2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). Show Specificity and Notes

3.2D Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. Readiness Standard Show Specificity and Notes

4.2C Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =. Supporting Standard Show Specificity and Notes

4.2F Compare and order decimals using concrete and visual models to the hundredths. Supporting Standard Show Specificity and Notes

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YEAR AT A GLANCE (NON-NEGOTIABLE)

Components Description District/System Leaders

Campus Leaders Teachers

Year at a

Glance

The Year at a Glance is designed to present a quick snapshot of the entire year’s instructional plan.

District leaders use the Year at a Glance to: •   Outline the scope and

sequence of instruction for the entire year

•   Align district timelines to units of study to ensure congruence

Campus Leaders use the Year at a Glance to: •   Monitor instruction by

ensuring that the specified content is being taught at the correct time across grade levels and departments

•   Communicate with parents about the scope and sequence of the curriculum

•   Plan regularly with teachers to ensure proper pacing

•   Ensure availability of resources

Teachers use the Year at a Glance t to: •   Scope out the year in a

single snapshot •   Work with colleagues to

share and allocate instructional resources

•   Monitor the pacing

•   Grade level/subject area teams may alter the sequence of student expectations within a CFA time-frame. •   The sequence of student expectations may be altered across six weeks with approval from appropriate

academic services staff •   YAG Tool

First Semester Second Semester 1st Six Weeks 4th Six Weeks Unit 01: Foundations of Number (8 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.2A, 3.2B, 3.2D

Unit 09: Algebraic Reasoning – All Operations (13 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.4A, 3.4G, 3.4K, 3.5A, 3.5B, 3.5D, 3

.5E, 3.6D, 3.8A, 3.8B Unit 02: Addition and Subtraction (17 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.2C, 3.4A, 3.4B, 3.4C, 3.5A, 3.7B

Unit 10: Two- and Three-Dimensional Figures (10 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.6A, 3.6B, 3.6E

2nd Six Weeks 5th Six Weeks Unit 03: Building an Understanding of Multiplication (12 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.4D, 3.4E, 3.4F, 3.4K, 3.5B, 3.5C, 3. 6C

Unit 11: Fractions – Equivalency and Comparisons (12 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.3F, 3.3G, 3.3H

Unit 04: Data Analysis (6 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.8A

Unit 12: Measurement (12 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.6C, 3.6D, 3.7B, 3.7C, 3.7D, 3.7E

Unit 05: Relating Multiplication to Division (7 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.4F, 3.4G, 3.4H, 3.4I, 3.4J, 3.4K, 3.5 D

3rd Six Weeks 6th Six Weeks Unit 06: Representing Fractions (10 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.3A, 3.3B, 3.3C, 3.3D, 3.3E, 3.7A

Unit 13: Essential Operational Understandings (10 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.4A, 3.4K, 3.5A, 3.5B, 3.8B

Unit 07: Application of Multiplication and Division (10 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.4G, 3.4I, 3.4J, 3.4K, 3.5B, 3.6C

Unit 14: Essential Fractional Understandings (7 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.3B, 3.3E, 3.3F, 3.3G, 3.3H

Unit 08: Personal Financial Literacy (5 days for the entire unit) 3.1A, 3.1B, 3.1G, 3.9A, 3.9B, 3.9C, 3.9D, 3.9E, 3.9F

Unit 15: Measurable Attributes of Geometric Figures (5 days for the entire unit) 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.6C, 3.7B

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INSTRUCTIONAL FOCUS DOCUMENTS (NON-NEGOTIABLE COMPONENTS)

Components Description District/System Leaders

Campus Leaders Teachers

Instructional

Focus

Document

Instructional Focus Document logically groups the specified standards into coherent units of instruction. These documents include a rationale to explain why the standards are bundled together, misconceptions, performance indicators, academic vocabulary, concepts, and key understandings.

District leaders use the Instructional Focus Document to: •   Ensure adequacy of district

resources to implement the curriculum

•   Ensure that all tested standards are taught prior to the state assessment

Campus Leaders use the Instructional Focus Document to: •   Monitor for high quality

instruction taught at the appropriate level of rigor

•   Lead conversations about the standards taught in each instructional unit

•   Support teacher development in the integration of the standards into instruction

Teachers use the Instructional Focus Document t to: •   Determine exactly what is

to be taught in each unit with specificity and appropriate level of rigor

•   Maintain focus on standards, concepts, key understandings, and performance indicators BEFORE planning instruction

•   Make connections to state and district resources

Non-negotiable and Negotiable Components of the TEKS Resource System

Non-Negotiable Negotiable Unit Overview Suggested Duration

Unit Understandings Performance Assessment(s) Misconceptions / Underdeveloped Concepts System Resources

Unit Vocabulary Unit Assessment Items Student Expectation / TEKS / Unit Level Specificity

Planning Process Checklist using the IFD

Have I…

•   Read the Unit title to understand the conceptual lens/content connection for the unit?

•   Read the Unit Overview to understand how the standards are bundled in the unit?

•   Examined the Overarching Understanding(s) and Overarching Questions to understand the relevance of

the unit?

•   Examined the Unit Understandings and Unit Questions to identify learning outcomes?

•   Reviewed the Key Vocabulary and planned instruction activities for the vocabulary?

•   Reviewed the Misconceptions and Underdeveloped Content for possible instructional needs?

•   Studied the Specificity of each Student Expectation included in the unit?

•   Solved the Performance Assessment as my students would or previewed the Performance

Assessment and Released STAAR questions (if available) from a student perspective?

•   Utilized the Unit Understandings to create objective statements for my lesson plan?

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PROFESSIONAL LEARNING COMMUNITIES

A Professional Learning Community (PLC) is a powerful way of working together that profoundly affects the practices of schooling. It requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement. PLCs can easily be incorporated into the planning periods that are held in most schools in SBCISD and naturally fit within the instructional improvement process.

Shared Mission, Vision, Values, and Goals The fundamental purpose of school is learning, not teaching. This emphasis on learning leads those within the school to focus on the following four crucial questions:

✓   What do we want each student to learn? ✓   How will we know when each student has learned it? ✓   How will we respond when a student experiences difficulty in learning? ✓   How will we respond when a student already knows the content?

Collaborative Teams In a PLC, team members work interdependently to achieve common goals. Building a school’s capacity to learn is a collective task rather than an individual task. People who engage in collaborative team learning are able to learn from one another and thus create momentum to fuel continued improvement. It is difficult to overstate the importance of collaborative teams in the improvement process.

Collective Inquiry The teams of a PLC are organized to engage in collective inquiry into both best practice and the current reality regarding their students’ existing levels of achievement. The people in such a school are relentless in examining and questioning the status quo, seeking new methods, testing those methods, and then reflecting on the results.

Action Orientation and Experimentation PLCs are action oriented. Members of such organizations turn aspirations into action and visions into reality. Not only do they act, but they are unwilling to tolerate inaction. They recognize that learning always occurs in a context of taking action, and they value engagement and experiences as the most effective strategies for deep learning. The educators in a PLC recognize that until they “do differently,” there is little reason to expect improved results.

Continuous Improvement A persistent disquiet with the status quo and a constant search for a better way represents the heart of a PLC. Systematic processes engage each member of the organization in the consideration of several key questions:

1.  What is our fundamental purpose? 2.  What do we hope to become? 3.  What are our strategies for getting better? 4.  By what criteria will we assess our improvement efforts? The goal is not simply learning a new system, but creating conditions for perpetual learning.

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Results Orientation Professional learning communities judge their effectiveness based on results. Working together to improve student achievement becomes the routine work of everyone in the school. Every team of teachers participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. PLCs turn data into useful and relevant information for staff.

Guiding Principle The ultimate goal of a PLC is to stay true to the guiding principle of “Whatever It Takes!”

Source: DuFour, R., DuFour, R,, Eaker, R., & Karhanek, G. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Lelarn. Bloomington, Indiana: Solution T

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BLOOM’S II

5.1 THE COGNITIVE PROCESS DIMENSION

CATEGORIES & COGNITIVE PROCESSES ALTERNATIVE NAMES DEFINITIONS AND EXAMPLES

1. REMEMBER Retrieve relevant knowledge from long-term memory

1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in U.S. history)

1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in U.S. history)

2 UNDERSTAND Construct meaning from instructional messages, including oral, written, and graphic communication

2.1 INTERPRETING Clarifying Paraphrasing, Representing, translating

Changing form one form or representation (e.g. numerical) to another (e.g. verbal) (e.g., Paraphrase important speeches and documents)

2.2 EXEMPLIFYING Illustrating, instantiating

Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles)

2.3 CLASSIFYING Categorizing, subsuming

Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)

2.4 SUMMARIZING Abstracting, generalizing

Abstracting a general theme or major point(s) (e.g., Write a short summary of the events portrayed on a videotape)

2.5 INFERENCING Concluding, Extrapolating, Interpolating, predicting

Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)

2.6 COMPARING Contrasting, mapping, matching

Detecting correspondences between two ideas, objects, and the like (e.g., Compare historical events to contemporary situations

2.7 EXPLAINING Constructing models Constructing a cause-and-effect model of a system (e.g., Explain the causes of important 18th-century events in France)

3 APPLY Carry out or use a procedure in a given situation

3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g., Divide one whole number by another whole number, both with multiple digits)

3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g., Use Newton’s Second Law in situations in which it is appropriate)

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BLOOM’S II 5.1  THE COGNITIVE PROCESS DIMENSION

CATEGORIES & COGNITIVE PROCESSES

ALTERNATIVE NAMES DEFINITIONS AND EXAMPLES

4. ANALYZE Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

4.1 DIFFERENTIATING Discriminating, distinguishing, focusing, selecting

Distinguishing relevant from irrelevant parts or important from unimportant pars of presented material (e.g. Distinguish between relevant and irrelevant numbers in a mathematical work problem.

4.2 ORGANIZING Finding coherence, integrating, outlining, parsing, structuring

Determining how elements fit or function within a structure (e.g., Structure evidence in a historical description into evidence for and against a particular historical explanation)

4.3 ATTRIBUTING Deconstructing

Determine a point of view, bias, values, or intent underlying presented material (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective.)

5. EVALUATE Make your judgements based on criteria and standards

5.1 CHECKING Coordinating, detecting, monitoring, testing

Detecting inconsistencies or fallacies within a process or product, determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented (e.g., Determine if a scientist’s conclusions follow from observed data)

5.2 CRITIQUING Judging

Detecting inconsistencies between a product and external criteria, determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem (e.g., Judge which of two methods is the best way to solve a given problem.)

6. CREATE Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

6.1 GENERATING Hypothesizing Coming up with alternative hypotheses based on criteria (e.g., Generate hypotheses to account for an observed phenomenon)

6.2 PLANNING Designing Coming up with alternative hypotheses based on criteria (e.g., Generate hypotheses to account for an observed phenomenon)

6.3 PRODUCING Constructing Inventing a product (e.g., Build habitats for a specific purpose.

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Specific Measurable Attainable Results-based Time-bound

SMART GOALS

The SMART Goal describes what is desired in terms of performance after, or a result of, putting new processes in place or improving existing processes. To determine the SMART Goal, begin with the greatest area of need. This focus area should be based on critical analysis of relevant data-current data as well as data over time.

SMART goals are:

•   Strategic and specific – linked to the larger vision of success for the entire district, (strategic) and focused on the exact needs of the students for whom the goal is intended (specific);

o   What do I want to accomplish? o   Why is this goal important? o   Who is involved? o   Where is it located? o   Which resources or limits are involved

•   Measurable – capable of determining whether actions made the desired impact;

measurements can and should occur in numerous ways using a variety of tools; o   How can I quantify my results? o   How much? o   How will I know when it is accomplished?

•   Attainable results are within realm of influence or control and doable with current resources;

o   How will I accomplish this goal? o   Are there constraints that make this goal impossible? o   Beware of setting goals over which others have control!

•   Results-based – aimed at specific outcomes that can be measured or observed;

o   Why does this goal matter to you, your students and your campus? o   Is this the right time? o   Are you the right person to take this on?

•   Time-bound – time frames create a sense of urgency and make the goal a priority; they also encourage frequent

checkpoints to determine intermediate progress. o   When will I begin? o   What can I do in six months? o   What can I do in six weeks? o   What can I do now?

To the right of the SMART goal are the indicators. Indicators are standards, benchmarks, objectives, or skill sets that provide evidence of progress. These should come from a careful study of tests and other assessment data.

For each indicator, measures are identified to assess progress on that indicator. Measures are tools or assessments (tests, portfolios, performance assessments, surveys, observational tools) Measures should include summative and formative tools and focus only on the identified indicators.

Targets measure attainable progress within a given time frame, given resources, and knowledge. Targets are based on thorough review of existing data, both snapshot and over time. They are monitored throughout the year to evaluate progress and, consequently, are important to success and motivation toward the overall goal.

Source: Doran, George T, (1981) “There’s a S.M.A.R.T Way to Write Management’s Goals and Objectives” Management Review. AMA Forum 70 (11): 35-36

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The Daggett System for Effective Instruction (DSEI)

The Daggett System for Effective Instruction (DSEI) facilitates a coherent focus across the entire education organization—organizational leadership, instructional leadership, and teaching—on the development and support of instructional effectiveness to improve student achievement. The noted objectives support instructional effectiveness at each level:

Organizational Leadership •   Create a culture of high academic expectations, positive relationships •   Establish a shared vision and communicate to all constituent groups •   Align organizational structures and systems to the vision •   Build leadership capacity through an empowerment model •   Align teacher/administrator selection, support, and evaluation. •   Support decision making with relevant data systems

Instructional Leadership

•   Use research and establish the urgent need for change to promote higher academic expectations and positive relationships

•   Develop, implement, and monitor standards-aligned curriculum and assessments •   Integrate literacy and math across all disciplines •   Facilitate data-driven decision making to inform instruction •   Provide opportunities for professional learning, collaboration, and growth focused on high quality instruction and

increased student learning

Teaching •   Build effective instruction based on rigorous and relevant expectations •   Create and implement an effective learner environment that is engaging and aligned to learner needs •   Possess and continue to develop content area knowledge and make it relevant to the learner •   Plan and provide learning experiences using effective research-based strategies that are embedded with best

practices including the use of technology •   Use assessment and data to guide and differentiate instruction •   Further content and instructional knowledge through continuous professional learning that is both enriching and

collaborative

For more information about the Daggett System for Effective Instruction, please read our white paper The Daggett System for Effective Instruction:

Where Research and Best Practices Meet.

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The Rigor Relevance Framework®

The Rigor/Relevance Framework is a tool developed by the International Center to examine curriculum, instruction, and assessment along the two dimensions of higher standards and student achievement. It can be used in the development of both instruction and assessment. In addition, teachers can use it to monitor their own progress in adding rigor and relevance to their instruction, and to select appropriate instructional strategies for differentiating instruction and facilitating higher achievement goals.

The Knowledge Taxonomy (y-axis) is a continuum based on the six levels of Bloom's Taxonomy, which describes the increasingly complex ways in which we think. The low end involves acquiring knowledge and being able to recall or locate that knowledge. The high-end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.

The second continuum (x-axis)—created by Bill Daggett—is known as the Application Model. A continuum of action, its five levels describe putting knowledge to use. While the low end of the continuum is knowledge acquired for its own sake, the high end signifies action—use of that knowledge to solve complex, real-world problems and create projects, designs, and other works for use in real-world situations.

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The Rigor Relevance Framework®

C D Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Students have the competence to think in complex ways.

Ask questions to summarize, analyze, organize, or evaluate: � How are these similar/different? � How is the main idea supported by key details in the text? � What’s another way we could say/explain/express that? � What do you think are some of the reasons/causes that ? � Why did changes occur? � How can you distinguish between ? � What is a better solution to ? � How would you defend your position about ? � What changes to would you recommend? � What evidence from the resources support your thinking? � Where in the text is that explicit? � Which ones do you think belong together? � What things/events lead up to ? � What is the author’s purpose?

Ask questions to predict, design, or create: � How would you design a ______ to ? � How would you rewrite the ending to the story? � What would be different today if that event occurred as__? � Can you see a possible solution to ? � How could you teach that to the others? � If you had access to all the resources, how would you deal with… ? � How would you devise your own way to deal with ___? � What new and unusual uses would you create for…? � Can you develop a proposal that would ? � How would you have handled ? � How would you do it differently? � How does the text support your argument? � Can you describe your reasoning?

A B Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand the knowledge.

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable

Ask questions to recall facts, make observations, or demonstrate understanding:

� What is/are ? � How many ? � How do/does ? � What did you observe ? � What else can you tell me about ? � What does it mean to ? � What can you recall about ? � Where did you find that ? � Who is/was ? � In what ways ? � How would you define that in your own terms? � What do/did you notice about this ? � What do/did you feel/hear/see/smell ?

� What do/did you remember about ? � What did you find out about ?

Ask questions to apply or relate: � How would you do that? � Where will you use that knowledge? � How does that relate to your experience? � How can you demonstrate that? � What observations relate to ? � Where would you locate that information? � Can you calculate that for ? � How would you illustrate that? � How would you interpret that? � Who could you interview? � How would you collect that data? � How do you know it works? � Can you show me? � Can you apply what you know to this real-world problem? � How do you make sure it is done correctly?

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B C D A B

S.A.M.R. Model The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition.

Assimilation (Student Thinks) *Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Augmentation: Tech acts as a direct tool substitute, with functional improvement Verb List: Analyze, Categorize, Cite, Classify, Compare, Conclude, Contrast, Debate, Defend, Diagram, Differentiate, Discriminate, Evaluate, Examine, Explain, Express, Generate, Infer, Judge, Justify, Prove, Research, Study, Summarize Technology Use: Editing, Hyperlinking, Media Clipping/Cropping, Monitoring, Photos/Video, Programming, Reverse Engineering, Software Cracking, Testing, Validating Resources

Adaptation (Student Works & Thinks) *Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

Redefinition: Tech allows for creation of new tasks, previously inconceivable Verb List: Adapt, Argue, Compose, Conclude, Create, Develop, Discover, Explore, Formulate, Invent, Modify, Plan, Predict, Prioritize, Propose, Rate, Recommend, Revise, Teach Technology Use: Animating, Audio Casting, Blog Comments, Broadcasting, Collaborating, Composing, Digital Storytelling, Directing, Mashing-Mixing/Remixing, Networking, Photo/Video Blogging, Podcasting, Reviewing

Acquisition (Teacher Works) *Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

Substitution: Tech acts as a direct tool substitute, with no functional change Verb List: Calculate, Choose, Count, Define, Describe, Find, Identify, Label, List, Locate, Match, Memorize, Name, Point to, Recall, Recite, Record, Say, Select, Spell, View Technology Use: Bullets & Lists, Creating & Naming Folders, Editing, Highlight Selecting, Internet Searching, Loading, Typing, Using a Mouse, Word Doc

Application (Student Works) *Students use acquired knowledge to solve problems, design solutions and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

Modification: Tech allows for significant task redesign Verb List: Adjust, Apply, Build, Collect, Construct, Demonstrate, Display, Dramatize, Draw, Fix, Follow, Illustrate, Interpret, Interview, Look up, Maintain, Make, Measure, Model, Operate, Play, Practice, Produce, Relate, Role-Play, Sequence, Show, Solve Technology Use: Advanced Searching, Annotating, Blogs, Google Docs, Operating/Running a Program, Posting- Social Media, Replying-Commenting, Sharing, Social Bookmarking, Subscribing to RSS Feed, Tagging, Texting, Uploading, Web Authoring

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Rigor Rubric Support teachers building effective instruction based on rigorous expectations. The three indicators for rigor are: thoughtful work, high-level questioning, and academic discussion.

Thoughtful Work 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Students demonstrate their learning by completing recall and retell tasks. Most tasks draw on memorization and focus on answering recall- type questions.

•   Students demonstrate their learning by completing tasks that require comprehension.

•   There are opportunities for students to demonstrate mastery through learning tasks that require them to apply knowledge and comprehend content.

•   Students demonstrate their learning by completing tasks that validate their ability to analyze, synthesize, and/or evaluate new instructional content.

•   Tasks include the opportunity for students to respond to content through inquiry and interpretation

•   Students develop their own learning tasks that stretch their creativity, originality, design, or adaptation.

•   • Tasks include the opportunity for students to assess their own learning and move forward to adapt their knowledge to new activities.

Instructional Design

•   Learning tasks include one assigned way for students to demonstrate their thinking.

•   Students respond to questions that demonstrate a comprehension of content.

•   Students have opportunities to ask questions during the lesson and most questions focus on comparing and contrasting information.

•   Students fully explain and justify their thinking when responding to questions that demonstrate different levels of thinking, including questions that require analysis, synthesis, and evaluation of information.

•   During the lesson, students generate questions about content that demonstrate rigorous independent thinking.

•   Students actively engage in developing rigorous questions to challenge the thinking of their peers.

•   • Students are able to respond to rigorous questions generated by peers with little guidance from the teacher.

High-Level Questioning

1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Students respond to questions that mainly focus on basic recall and retell. • Few students ask questions, and most questions asked focus on basic recall or retelling of content.

•   Students respond to questions that demonstrate a comprehension of content.

•   Students have opportunities to ask questions during the lesson and most questions focus on comp

•   Students fully explain and justify their thinking when responding to questions that demonstrate different levels of thinking, including questions that require analysis, synthesis, and evaluation of information.

•   During the lesson, students generate questions about content that demonstrate rigorous independent thinking.

•   Students actively engage in developing rigorous questions to challenge the thinking of their peers.

•   Students are able to respond to rigorous questions generated by peers with little guidance from the teacher.

Instructional Design

•   Lesson mainly includes questions at the recall and retell level, and/or not all students are required to respond to each question.

•   Lesson includes questions at a range of levels, but not all students are required to respond to each question.

•   Lesson uses questioning to carefully support students in moving to higher levels of thinking, ensuring that all students have an opportunity to respond.

•   Lesson is designed to inspire all students to engage in high-level questioning around the learning task with their teachers and peers.

Academic Discussion 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Student discussion is driven by the teacher and mainly remains at the retell level, mostly using everyday language, with little to no evidence of academic or domain-specific vocabulary.

•   Student discussion focuses on a variety of topics with each student offering his/her own thinking without using ideas from peers.

•   Student discussion, structured by prompts from the teacher, includes a combination of retelling, analysis, and/ or stating a claim and defending it with evidence.

•   Students provide explanations or evidence of their thinking and respond to their peers’ comments.

•   Students engage with peers in teacher-guided academic discussions focused on analysis, synthesis, and evaluation of content-driven topics, using academic language to express their thinking regarding the major concepts studied.

•   Students support their ideas with concrete explanations and evidence, paraphrasing as appropriate, and build on or challenge the ideas of others.

•   Students primarily drive the discussion, consistently adding value to the dialogue with their peers and teachers, respecting the opinion and thoughts of both; the lesson shifts to conversation rather than a Q&A session regarding the major concepts studied.

•   Students are able to stay focused on the activities of inquiry and engage in dialogue, using content-rich vocabulary with their peers.

Instructional Design

•   Lesson mostly structures discussion as teacher-led, with the majority of interactions as teacher to student.

•   Lesson structures discussion as a mix of teacher-led and peer- to-peer with the teacher facilitating the majority of discussions.

•   Lesson mostly structures discussion as independent peer-to-peer. The teacher facilitates and redirects the discussion as needed, while evaluating the quality.

•   Lesson is designed to inspire students to independently engage in dialogue and add valuable academic content around the learning tasks.

Copyright © 2015 by International Center for Leadership in Education. All rights reserved.

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Relevance Rubric

Support teachers in building effective instruction based on relevance experiences to learners. The three indicators for relevance are: meaningful work, resources, and learning connections.

Meaningful Work 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Student work is procedural and structured, reflecting a basic understanding of information learned during the lesson/unit.

•   Student work focuses on class specific content, with an emphasis on building skills, developing comprehension, or other foundational skills.

•   Students think critically about content and apply information learned to address a specific task. Student work demonstrates originality.

•   Student work requires application of knowledge learned during the lesson/ unit.

•   Students think critically about content and apply information learned to address a range of cross-disciplinary tasks. Student work demonstrates creativity and originality.

•   Student work requires real- world predictable and/or unpredictable application that has a direct connection to a career in the related field of study.

•   Students think and act critically to curate content and apply information learned to address a range of cross-disciplinary tasks which are both creative and original.

•   Student work requires the ability to select, organize, and present content through relevant products with multiple solutions.

Instructional Design

•   Lesson provides students an opportunity to demonstrate foundational understanding of content.

•   Lesson provides students an opportunity to complete a specific task that requires application of knowledge.

•   Lesson provides students an opportunity to select from a range of real-world, relevant tasks, using critical thinking about new learning to complete the task.

•   Lesson inspires students with an opportunity to think critically about new learning to create their own real- world, relevant tasks.

Authentic Resources 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Students mainly engage with one source of information for the lesson and/or unit. • Students use one source to complete tasks focused on making simple connections to content.

•   Students engage with one primary source of information for the lesson and/or unit and use secondary resources to support it.

•   Students use one or more sources to complete real-world tasks focused on making simple connections to content.

•   Students engage with multiple sources of information, both primary and secondary, during a lesson/unit.

•   Students use multiple sources of information to complete real-world tasks involving comparisons, analysis, argument, and research.

•   Students engage with multiple sources of information, both primary and secondary, during a lesson/unit, including multi- format resources.

•   Students select and use a variety of resources to solve predictable or unpredictable real-world scenarios.

Instructional Design

•   Lesson relies on one source of information. The unit/lesson is organized around the structure of the content- specific text.

•   Lesson is structured around an essential understanding/ question, uses primary and secondary sources, and includes opportunities for students to connect content to a content-specific text and an additional resource.

•   Lesson is structured around an essential understanding/ question and relies on multiple authentic texts and resources to conduct comparisons, analysis, arguments, research, and other relevant, real-world tasks.

•   Lesson is structured around an essential understanding/ question and relies on students to select multiple authentic texts and resources to engage in real- world problem solving.

Learning Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Students  seldom  have  the  opportunity  to  engage  in  content  that  has  explicit  connection  to  real-­‐world  application.  

•   Some  students  may  attempt  to  make  connections  between  content  learned  and  real-­‐  world  application,  but  these  connections  are  volunteered  rather  than  included  as  part  of  the  lesson.  

•   Students  occasionally  engage  in  content  that  has  explicit  connection  to  real-­‐world  application.  

•   Some  students  begin  to  articulate  the  connections  between  content  learned  and  real-­‐world  application.  

•   Students  engage  in  content  that  has  explicit  connections  to  real-­‐world  applications.  

•   Students  clearly  articulate  the  connections  between  content  learned  and  real-­‐world  application.  

•   Students  discover  opportunities  to  apply  content  to  their  lives  as  well  as  real-­‐world  application.  

•   Students  independently  make  thoughtful  connections  between  content  learned  and  real-­‐world  unpredictable  situations.  

Instructional Design

•   Lesson provides appropriate content, but without explicit connections to real-world application.

•   Lesson provides some opportunities to connect content learned to real-world application.

•   Lesson provides multiple explicit opportunities for students to connect content learned to real- world applications.

•   Lesson inspires students to create their own opportunities to connect content learned to their lives, as well as real-world applications.

Copyright © 2015 by International Center for Leadership in Education. All rights reserved.

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Learner Engagement Rubric Support teachers in creating and implementing an effective learner environment that is engaging and aligned to learner needs. The three indicators for learner engagement are: active participation, learning environment, and formative processes and tools.

Active Participation 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Limited student engagement, with the exception of hand- raising. Some students are off- task or have is engaged from the lesson and not redirected.

•   Lesson is teacher led and students’ progress through new learning with some challenges with productivity.

•   Most students remain focused and on-task during the lesson. Students answer questions when asked, but not all students have the opportunity to actively respond.

•   Lesson is led by the teacher, and students productively progress through new learning.

•   All students remain on-task, responding to frequent opportunities for active engagement throughout the lesson.

•   Lesson is led by both teacher and students, and students productively progress through new learning.

•   All students remain on-task and proactively engaged throughout the lesson.

•   Students take ownership of learning new content, actively seeking ways to improve their own performance.

Instructional Design

•   Lesson relies mainly on direct instruction with few opportunities for student engagement through application.

•   Lesson relies on one or two strategies designed to engage students, with the lesson focused more on direct instruction than on student engagement through application.

•   Lesson provides multiple strategies designed to maximize student engagement, and contribution is monitored to ensure full participation.

•   Lesson achieves a focus on student-centered engagement where the students monitor and adjust their own participation.

Learning Environment 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Students rely on peers or teacher for answers to questions. There is a lack of evidence of students being required to persevere in responding to rigorous tasks or questions.

•   Students demonstrate a lack of respect for peers, teacher, and/or learning environment.

•   Students exhibit some evidence that they are beginning to take risks and persevere in learning rigorous content.

•   Students demonstrate respect for the learning environment, but challenges exist in demonstrating respect for peers.

•   Students are encouraged to take risks and persevere through productive struggle. Students are praised for demonstrating commitment to learning.

•   Students demonstrate respect for peers, teacher, and the learning environment.

•   Students are encouraged to take risks and persevere through productive struggle. Students are provided with effective feedback to guide them in their learning.

•   Students demonstrate respect for peers, teacher, and the learning environment.

Instructional Design

•   Classroom learning procedures and routines are inconsistently communicated and/or implemented.

•   Classroom learning procedures and routines are visible but are not consistently implemented.

•   Clear classroom learning procedures and routines are visible and are consistently implemented.

•   Classroom learning procedures and routines are clearly established but remain flexible and fluid to adapt to the learning task as needed.

Formative Processes and Tools 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Leaning

•   Lesson includes few instances of formative assessment to evaluate students’ mastery of content. Assessment results indicate that student growth is minimal.

•   Students are partnered or grouped, but all students receive the same lesson content, process, and product.

•   Students demonstrate mastery of content by engaging in formative assessments that allow for reciprocal feedback. Assessment results indicate that student growth is progressing.

•   Students are partnered or grouped and receive some opportunities for differentiated learning based on adjusting content, process, and/or product.

•   Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are meeting expectations.

•   Students are strategically partnered or grouped based on data. Lesson content, process, and/or product is clearly differentiated to support varying and specific student needs.

•   Students demonstrate mastery of content through opportunities to self-reflect, set learning goals, and share responsibility for their learning.

•   Assessment results indicate that students are exceeding expected outcomes.

Instructional Design

•   Results from formative processes and tools are used to monitor progress.

•   Results from formative processes and tools are used to plan and implement aspects of differentiated instruction and monitor progress.

•   Results from formative processes and tools are used to strategically adjust instructional pacing, plan differentiated instruction, and monitor progress.

•   Results from formative processes and tools, along with effective feedback, are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.

Copyright © 2015 by International Center for Leadership in Education. All rights reserved.

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Learning Criteria

The Learning Criteria is a tool for teachers, administrators, and parents to evaluate classroom experiences. Focusing on the four dimensions that follow, staff and leadership teams are able to craft high-engagement learning opportunities that prepare students to be well-rounded individuals ready to succeed in school and beyond.

1.  Foundation Learning

Foundation learning is the knowledge and skill level a school or district requires all students to achieve. Students are assessed against this level on standardized tests. Student performance against this skill level is expressed objectively and is often related to achieving Adequate Yearly Progress. Some schools may incorporate the core beliefs and values of a particular learning community, or the requirement of performing arts involvement or second language studies.

2.  Stretch Learning

Stretch learning is the extent to which students take opportunities for rigorous and relevant learning beyond the minimum requirements, as defined in foundation learning. When students are stretched, they are encouraged to participate in interdisciplinary activities and competitions, to enroll in honors courses, to pursue career majors, or to satisfy requirements for specialized certificates. Opportunities vary by school or district; an urban school may create business connections for internships, or a college town school might develop a blended curriculum.

3.  Personal Skill Development

Personal skill development encompasses skills such as goal setting and organization, and includes social skills such as empathy and emotion control. Also included are leadership skills, collaboration, and team building. Personal skill development is characterized by service learning and social and emotional growth. Through personal skill development, students are better prepared for lifelong success in business, at home, and in their communities.

4.  Learner Engagement

Learner engagement is the overarching dimension; it is both the prerequisite and the unifying theme for achieving success. When learners engage with their teachers, peers, and school community, they are intrinsically motivated and more readily participate in the learning process. They feel a sense of satisfaction, belonging, and accomplishment and, consequently, exhibit positive behaviors.

http://www.leadered.com/our-philosophy/learning-criteria.php

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SBCISD

Strategies and

Instructional Protocols

The Eight Types of Thinking Maps Thinking Maps are non-linguistic representations, and so are graphic organizers. However, Thinking Maps are different from graphic organizers in that they are visual representations of thinking. They help students see which thinking skills are used to solve problems. Graphic organizers do not promote strategic thinking; they promote activity. Without maps, students may come up with the right answer, but have no clear idea what thought process was used to find it. David Hyerle discovered that there are 400 graphic organizers in this world. Looking closely at them, he found that they represented just eight fundamental thinking processes. He developed “maps” to graphically illustrate each of these eight types of thinking. The Thinking Maps he developed are: circle, bubble, double bubble, tree, brace, flow, multi-flow, and bridge.

Circle Map The circle map is just two concentric circles. In the middle of the circle you put the key ideas and on the outside circle you put everything you know about those ideas. It is like a basket that collects words or ideas, and those words and ideas are not always connected.

Bubble Map A bubble map may look like a cluster or a web, but it’s not. A bubble map is only for describing things. It uses only one part of speech—the adjective. By itself, it is one of the least useful of the maps. But it can be used very effectively in combination with other maps.

 

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Double Bubble Map A double bubble map documents the thinking involved in comparing and contrasting, in showing similar and different qualities of things. Kids love the double bubble map because they can control it so easily.

Tree Map The underlying thinking process for a tree map is classification and organization. This is truly just an outline form. A tree map is literally the whole subject, main idea, main idea, details, details, details. It helps students look at text and understand text structures. They can take information from the book and organize it.

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Brace Map The brace map helps identify whole and part relationships. It is used for something concrete that can be broken into components or subparts. A brace map is different from a tree map because you physically break things apart with a brace map. A tree map shows the classification would understand that problem like this: You have the whole. Now you have one part. Then you have another part.

Flow Map If you want to work with a sequence of events, a flow map is helpful. First, you can use a circle map to list out things, e.g. what you have to do today. Then you can put them in sequence— what comes first, what comes second, etc. You prioritize and give them a sequence.

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Multi-flow Map Multi-flow maps are one of the most powerful maps. Multi-flow maps show cause and effect. The event is in the middle.

Bridge Map A bridge map is used to illustrate analogies and metaphors. It’s helpful for showing the relationship of the concrete to the abstract.

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Source: http://lead4ward.com/docs/instructional_strategies/playlist_2018_19.pdf

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Sample Page from Lead4ward Instructional Playlist

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CONTENT LITERACY STRATEGIES

Frayer Model: a word categorization activity. The underlying principle of the model is that learners develop their understanding of concepts by studying them in a relational manner. Students analyze a word’s essential and nonessential attributes and also refine their understanding by choosing examples and non-examples of the concept.

Concept Definition Mapping: a strategy for teaching students the meaning of key concepts. Concept Definition Maps are graphic organizers that help students understand the essential attributes, qualities, or characteristics of a word’s meaning. Students must describe what the concept is, what it is not, and cite examples.

Verbal Visual Word Association (VVWA): a strategy that puts together a vocabulary word, and its definition with both a visual of the term and a personal association or characteristic of the term. It helps students learn vocabulary on their own and helps them retain the new vocabulary through visual characteristic associations. This strategy has been shown to be especially effective for low- achieving students and for second language learners in content area classes.

Zoom In-Zoom Out: an instructional framework that helps students analyze a concept in two ways. First, it helps students examine a concept more closely by ranking important information about the concept and then listing what the concept would not be expected to do or tell us. Second, it introduces students to similar and related concepts and then provides a summary statement. It can be used both as a vocabulary and an instructional text strategy.

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CONTENT LITERACY STATEGIES

Group Summarizing: a summarization strategy that requires readers to distinguish between key concepts and subordinate ideas. This strategy requires students to survey the text passage to identify major topics on which to focus while reading. Students discuss the text and then identify categories; after the discussion, a class summary is written.

VOC: a vocabulary useful for helping students analyze word

meanings from context. The strategy allows students to make

meaningful sensory connections that relate to their particular

learning style. When students write their definitions for the

terms and then make a sensory connection with it, they are

engaged in a “whole” brain activity that increases retention.

is still uncertain.

3-2-1  : an instructional strategy that gives

students an opportunity to summarize key

ideas in order to focus on those that are

most intrigued, and then pose a question

that can reveal where their understanding

Combination Notes: a note-taking strategy that divides a student’s notes into

three sections. The left-hand side of the page is used for informal outlining.

The right-hand side is designed for notes using webbing or another graphic

organizer. The bottom is reserved for summary statements (similar to Cornell

Notes).

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CONTENT LITERACY STRATEGIES

Rules-Based Summarizing: a reading strategy where the student works closely

with the reading selection to arrive at a summary by following a set of rules.

•  Delete trivial material that is unnecessary to understanding.

•  Delete redundant material.

•  Substitute super ordinate terms or phrases for more specific terms (e.g., use fish

for rainbow trout, salmon, and halibut).

QAR (Question Answer Relationship): a questioning strategy “designated

to demystify the questioning process,” providing teacher and students with a

common vocabulary to discuss different types of questions and sources of

information for answering four levels of question. Two of the question are

text-based (Right There and Think and Search) and two require students to

use their prior knowledge (Author and Me and On My Own).

Sources:

Billmeyer R. & Barton M. (1998) Teaching Reading in the Content Areas: If not me, then who? Aurora CO: Mid-continent Research for Education and Learning.

Doty, J., Cameron G., Barton, M. (2003) Teaching Reading in Social Studies. Aurora, CO: Mid-Continent Research for Education and Learning

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WHAT IS ACCOUNTABLE TALK?

•   Talking with others about ideas and work is fundamental to learning.

•   Not all talk sustains learning.

•   For classroom talk to promote learning it must be accountable to the following:

✓   to the learning community

✓   to accurate and appropriate knowledge

✓   to rigorous standards of thinking and reasoning.

•   Instructional time involves students in talk related to the concepts delineated in the standards. Talk is

directly related to the content and procedures being studied.

•   People intentionally create the norms and skills of accountable talk by:

✓   Modeling different protocols for discussion and questioning

✓   Probing and facilitating conversations among students

✓   Setting an expectation that discussion is the responsibility of all the students and the teacher

•   Accountable talk demands higher order thinking skills by asking students to use and create knowledge.

•   Accountable talk responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue being discussed.

•   Accountable talk uses evidence appropriate to the discipline (e.g. proofs in math, data from investigations in science, details in literature, and documentary sources in history) and follows established norms of good reasoning.

•   Teachers and students press for clarification and explanations, require justifications, challenge proposals, recognize and challenge misconceptions, demand evidence for claims and arguments, and interpret and use each other’s statements.

ACCOUNTABLE TALK MOVES

RESTATE: To state or affirm again or in a new way, to rephrase; or to add specificity of language through academic terms.

Frames for Prompting Frames for Responding •   Can you say that in your own words?

•   What’s another way to say that?

•   What did (name) just say?

•   Can you summarize what (name) just said?

•   How would a (historian, poet, mathematician,

scientist, author) say that?

•   I heard (name) say…

•   (Name) said…

•   I think I heard…

•   In other words…

•   Let me see if I understand you.

AGREE / DISAGREE: To grant consent, to dissent from another’s opinion, or to have a view about an idea, fact, or opinion, etc.

Frames for Prompting Frames for Responding •   What do you think about what (name) said?

•   Do you agree? Why?

•   Do you think that’s true? Why or why not?

•   Do you think that is always, sometimes, or

never true? Why?

•   Which part do you agree/disagree with

•   What do you think about what (name) said?

•   I don’t understand. You said…

•   I think this works because…

•   I feel the same way…

•   That’s just like (idea).

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ACCOUNTABLE TALK MOVES

ELABORATE: To express at greater length or in greater detail, to add on in your own words to extend someone else’s thoughts, or to make clearer.

Frames for Prompting Frames for Responding •   Elaborate on…

•   Tell me more.

•   Be more specific.

•   How does that connect to…?

•   I’m a little confused about the part…

•   What details can you add?

•   What else would you add?

•   How did you figure that out?

•   How could we check that out?

•   I think it means that…

•   In other words...

•   I believe that…

•   It is important because…

•   It’s similar to…

JUSTIFY: To demonstrate or prove to be just, right, or valid; to cite evidence; to give examples or non-examples.

Frames for Prompting Frames for Responding •   What makes you think that?

•   What is a real-world example?

•   If this is an example, what’s a non-example?

•   How would you prove that?

•   What does it say in the text that makes you

think that?

•   What data support your conclusion?

•   How did you figure that out?

•   For example…

•   In the text is said that…

•   For instance…

•   At first, I thought (idea), now I’m thinking…

•   On one occasion…

•   I’ve read/heard, seen…

•   This (idea) is like…

41  

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LANGUAGE ACQUISITION STRATEGIES

LANGUAGE OBJECTIVES

The implementation of clearly-stated language objectives along with the content objectives are critical to the growth of English Language Learners in the classroom. Both content and language objectives should be explicitly stated, shared in writing, and presented orally to students. Research confirms that content and language objectives must guide the selection of appropriate and meaningful activities that provide English learners with varied opportunities to practice and apply content knowledge while also developing English proficiency. State specifically the learning behaviors you plan to elicit and include the specific content and language concepts you are teaching and reinforcing (e.g., explain, diagram, discuss, predict, summarize, etc...)

A content objective is a clear statement that explains what students will learn or be able to do by the end of each lesson; these are the basis for all teaching and learning in the classroom.

A language objective is a clear statement that explains what language skills or processes students will use during a lesson. Many teachers use language objectives as a way to focus on language development for their students. Language objectives communicate the specific ways students will listen, speak, read or write as part of the lesson.

Examples of content and language objectives:

Content objective: Students will agree or disagree with statements about the main character’s motives.

Language objective: Students will complete sentences agreeing or disagreeing about the main character’s motives by using one of the following sentence stems:

“I agree with this statement because...” “I disagree with this statement because...”

SHELTERED INSTRUCTION COMPONENTS

The implementation of these eight components of Sheltered Instruction are effective, research- based, and have been recommended to enhance instruction for students learning English. Integrating these throughout lessons will help students master content and language objectives and use a variety of instructional techniques in a purposeful, thoughtful and careful manner to maximize student achievement. A lesson might activate prior knowledge and build students’ backgrounds, but it can also make content comprehensible by teaching learning strategies, promoting interaction between partners, and providing for practice and application of the key content and language concepts.

1.   Preparation: Teachers plan lessons carefully paying particular attention to language and content

objectives, appropriate content concepts, the use of supplemental materials, adaptation of content, and meaningful activities.

2.   Building Background: Teachers make explicit links to their students’ background experiences and knowledge, and past learning, and teach and emphasize key vocabulary.

3.   Comprehensible Input: Teachers use a variety of techniques to make instruction understandable, including speech appropriate to students’ English proficiency, clear academic tasks, modeling, and the

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use of visuals, hands-on activities, demonstrations, gestures, and body language. 4.   Strategies: Teachers providestudentswithinstructioninandpracticewithavarietyoflearning strategies,

scaffolding their teaching with techniques such as think-alouds, and they promote higher-order thinking through a variety of question types and levels.

5.   Interaction: Teachers provide students with frequent opportunities for interaction and discussion, group students to support content and language objectives, provide sufficient wait-time for student responses, and appropriately clarify concepts in the student’s first language, if possible and necessary.

6.   Practice and Application: Teachers provide hands-on materials and/or manipulatives, and include activities for students to apply their content and language knowledge through all language skills (reading, writing, listening, and speaking).

7.   Lesson Delivery: Teachers implement lessons that clearly support content and language objectives with appropriate pacing, while students are engaged 90-100 percent of the instructional period.

8.   Review and Assessment: Teachers provide a comprehensive review of key vocabulary and concepts, regularly give specific, academic feedback to students, and conduct assessment of student comprehension and learning throughout the lesson.

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Leadership Aguilar, Elena, The Art of Coaching: Effective Strategies for School Transformation. San Francisco, CA: Jossey-Bass, 2013.

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