Dr. Devon Q. Horton, Superintendent
Champion
Michelle Dillard, Chief of Schools and Leadership
Dr. Candace Alexander, Executive Director, Department of Professional Learning
Dr. Leigh W. Turner, Coordinator II, Department of Professional Learning
“Unlocking Potential, Igniting Excellence!”
Step 1: Click the Infinite Campus icon on your desktop.
Step 2: Click on Student and Single Staff Sign-on (SSO). First time users may need to enter the username (enumber) and password (the password used for your desktop computer) before clicking the single sign-on.
Step 3: Click on SLDS in the far left column.
Step 4: Click TKES/LKES at the top of the screen on the blue bar or you can select the TKES/LKES Tab
Step 5: Click My TKES/LKES Plan
Step 6: Click the Orientation tab (please make sure that your administrative team has reviewed the Orientation video or PowerPoint with you prior to signing off).
Step 7: Click Submit
Step 8: Complete the questionnaire
Step 9: Click submit **You are now ready to move to the Self- Assessment container
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ self -assessment, reflection and attainment of curricular learning targets/goals.
Attribute #1: Clarify Intended Learning
Formative assessment is a practice implemented by teachers in collaboration with their students. The purpose of clarifying intended learning is to help students and teachers understand the expectations and goals for their work together. Learning targets must focus on what students will learn, not on what they willdo.
Communicatinglearningtargetsinstudent-friendlylanguagehelpsengagestudentsintheirownlearningfromthe beginning.
Whendevelopinglearningtargets,grade-levelexpectations, standardprogressions,andinstructionalshiftswithinthe standardsmay beconsidered.
Extendingfromlearningtargetsaresuccesscriteria.The successcriteria aretheobservableandmeasurablebehaviorsthat let both the teacher and student know whether a learning target has been reached. Sharing success criteria may include discussing rubrics and modeling what an exemplar might looklike.
Attribute #2: Elicit Evidence
There is no single way to elicit evidence. Evidence of learning can be elicited in a variety of ways: interactions with students, using appropriate questioning strategies, focused observations of students, and by looking at student work and analyzing it.
Eliciting evidence can be planned for —for example, when a teacher plans for questions that will be asked and usedto gather evidence. Evidence can also be gathered spontaneously, “on the fly,” when circulating around the room and listening to and observing students engaged in tasks.
Informal assessment activities can be conducted by the teacher, by peers,or may involve self-reflection by the student themselves. All of these ways to gather evidence can provide insight into student learning and help move each student’s learningforward.
Attribute #3: Interpret Evidence
Once evidence is elicited, it must be interpreted to determine where students are in relation to the learning target and success criteria.
As evidence of student learning is gathered by looking at student work or observing and talking with students, a gapor misunderstanding in the student’sprior knowledge may be discovered. The evidence may point to a procedural error, such as how to read a graph or use a protractor correctly. The evidence may show that instructional plans need to be adjusted at the moment or for the next day’s lesson.
• Interpreting evidence is not just the job of the teacher. Students can engage in their own learning by having opportunities for them to interpret their own evidence. Peers can also work together to interpret evidence.
Attribute #4: Act on Evidence
Based on the interpretation of the evidence, feedback should be provided to students or adjustments to instruction can be made to keep learning on track. Adjustments to instruction may include providing mini-tutorials for some students, planning flexible st udent group work, or other instructional modifications based on evidence.
Teachers need to give students active steps to take that will help move learningforward. Thebestfeedbackhelpsstudentsseewheretheyareinrelationtothelearningtarget,andthenprovideshintsor suggestions to acton.
Knowing the difference between what the student can do without help, and what he or she can do with help, will allow the teachertoguidethatstudentappropriately.Effectivefeedbackmustbeprovidedinthiszone,whichcanbereferredtoas the student’s Zone of Proximal Development. Each student is different and will need feedback specific to their learning. Studentscanmakeconstant modificationstotheirownapproachestolearning.Onegoaloffeedbackistohelpstudents become aware of strategies they can use to move their learning forward. This might include drawing a picture, working backward, or re-reading a text to clarifyunderstanding.
Pleasenotethatstudentscanalsoself-assesstheirwork,andfellow studentscanprovidefeedbackthroughpeerassessment.
The cycle continues when feedback to students is timely, descriptive, andactionable.
PERVASIVE LESSON PRACTICES
Teacher will embed pervasive practices throughout lesson based on instructional focus
Literacy Across the Content:
Close reading Research
Reading to learn
Content writing
Writing process
Writing for varied audiences and purposes
Collaborative conversations
Oral and visual presentations
Digital media literacy
Tier IIand Tier III vocabulary
Formative Assessment:
Formal assessments
Informal assessments
Standards-based feedback
Classroom Culture:
Models practices and procedures
Encourages risk-taking and collaboration
Demonstrates high expectations in classroom discourse
Present diverse texts
Engages in classroom
talk reflective of discipline-specific habits of thinking
Teacher Actions
Provides guided student practice
Engages students in discussion
Introduces organizing tools
Teacher Actions
Student Actions
Engages in guided practice
Participates in discussion
Prepares organizing tools
Asks clarifying questions
OPENING
Introduces standard(s), learning target(s)and success criteria
Engages students/accesses prior knowledge and makes connections
Provides explicit instruction aligned to standard(s), including skill development and conceptual understanding
Models problem-solving, comprehension, and writing strategies
Asks challenging questions
Teacher Actions
Student Actions
Accesses and makes connection with prior knowledge
Engages in note-taking strategies
Participates in classroom discussions; investigates and analyzes thinking
Asks thought-provoking and clarifying questions using academic vocabulary and the language of the standards
Facilitates independent and small group work; scaffolds learning task
Purposefully assigns collaborative groups and differentiates tasks
Monitors and assesses student progress and provides ongoing, standards-based feedback
Facilitates small group instruction (skills, strategies, content)
Allows students to engage in productive struggle, make mistakes, and engage in error analysis
Conferences formally and informally with students
Maintains classroom environment conducive to productivity and engagement
Teacher Actions
Formally or informally assesses student understanding
Provides data-driven, standards-based targeted feedback to students
Explicitly clarifies misconceptions in student understanding
Summarizes and celebrates progress toward learning target and mastery of standard(s)
Identifies next steps for instruction based on data analysis
Student Actions
Engages in independent or collaborative learning
Demonstrates proficiency on skills and concepts related to content standards
Completes conceptually rich performance tasks, research, and guided practice
Confers with teacher and receives standards-based feedback
Engages in goal setting, problem solving, andself-assessment (rubrics, checklists, etc.) of progress toward goals
Student Actions
Shares, assesses, and justifies work using language of the standards
Provides peer feedback and asks clarifying questions using language of the standards
Reflects and summarizes progress toward mastery of learning target/standard based on success criteria
PERVASIVE LESSON PRACTICES
Classroom Culture
Mathematical Practices
These mathematical practices describe how students should engage with the mathematics content for their grade level. Developing these habits of mind builds students’ capacity to become mathematical thinkers. These practices can be applied individually or together in mathematics lessons, and no order is required. In well-designed lessons, there are often two or more Mathematical Practices present.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning
Literacy Across the Content:
3 Read Protocol
Collaborative conversations
Visual Literacy
Tiered Vocabulary
Formative Assessment:
Formal assessments
Informal assessments
Standards-based feedback
OVERARCHING PRACTICES FOR MATHEMATICS TEACHING & LEARNING For Teaching and Learning For Teachers For Students
Mathematical Modeling Framework
Statistical Reasoning Framework
Formative Assessment Process
Engage –Explore –Apply –Reflect
Establish mathematics goals to focus learning
Implement tasks that promote reasoning and problem solving
Facilitate meaningful mathematical discourse.
Elicit and use evidence of student thinking
Teacher Actions
Introducescontent which addresses prerequisites for the lesson
Provides fluency routine activity (Subitizing, Number Talk/Math Talk, Error Analysis)
Engagesstudents in mathematical reasoning activity (Image Talk/Visual Literacy, Which One Doesn’t Belong, Math Daily Dose)
Teacher Actions
Mathematical Practices (Students Habits of Mind) DAILY
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Attend to precision
Student Actions
Asksclarifying questions
Participatesin fluency routine
Engagesin mathematical reasoning activity
Establishesmathematics learning targets and success criteria to focus learning
Presentslesson and makesconnections to engage students in the learning
Share san image, video, or situation and discuss what they notice and wonder
Models appropriate instructional strategies
Promotesmathematical discourse through questioning
Teacher Actions
Student Actions
Communicatesthe learning intentions and how they connect to the real-world/career
Summarizesand takesnotes
Collaborateswith peers and asksclarifying, probing, and guiding questions
Usesappropriate instructional strategies
Elicits,Interprets, and Actson Evidence from student work
Facilitatesdiscussion of students connecting work to learning target and success criteria
Supportsstudents through interdisciplinary challenges
UsesNewman’s Prompts to address misconceptions and misunderstandings
Teacher Actions
Facilitatesreview of student solutions
Addressesmisconceptions
Encouragesstudents to reflect on their learning
Makesconnections between student work, learning targets and success criteria
Student Actions
UsesPolya’s Problem Solving Process
Asksprobingand guiding questions to make sense of ideas
Collaborates and sharesstrategies and solutions with partner/group
Selectsand usesinstructional strategies that work best for them
Student Actions
Discusses assumptions, comparesand justifies solutions
Sharesstrategies and solution paths
Asksquestions to clarify confusion or misunderstanding
Reflects on the learning
Teacher will embed pervasive practices throughout lesson based on instructional focus
Literacy Across the Content:
Disciplinary writing
Close reading
Non-fiction text
Disciplinary research
Disciplinary vocabulary
Map and globe skills
Engages in classroom talk reflective of discipline specific habits of thinking
“Think like a social scientist”
Formative Assessment:
Formal assessments
Informal assessments
Standards-based feedback
Classroom Culture
Develops informed citizensand fosters
citizenship
Models concepts, skills, strategies,practices and procedures
Encourages risk-taking and collaboration
Demonstrates high expectations in classroom discourse
Teacher Actions
Engagesstudents in visual literacy to engage prior knowledge
Introducestier 2 and 3 vocabularyterms
Providesstem questions to develop prediction
Teacher Actions
Asksmeaningful, compelling questions
Hooksstudents by piquing interest in new concepts and/or skills
Makesconnections to prior knowledge
Plansand/or developsinquiries
Modelsevidence-based strategies
Introduceskey vocabulary
Teacher Actions
Asksguiding and probing questions to promote higher order thinking
Student Actions
Engagesin visual interpretation of primary and secondary resources
Analyzesvocabulary connection to previous lessons
Journalsideas and understanding of the previous lesson
OPENING
Student Actions
Engagesin evidence-based strategies that promote making predictions, planning inquiries, and more
Analyzesand evaluatesthe compelling question
Makesconnections to prior knowledge
Assistsin the modeling of evidence-based strategies
Student Actions
Investigatescompelling and supporting questions
Guidesinstruction using a variety of evidencebased strategies
Leadsclose analysis and evaluation of primary and/or secondary sources
Usesa variety of flexible grouping strategies
Determinesopportunities for enrichment and/or remediation
Presentscontent from multiple perspectives written and verbal
Monitorsprogress through formative assessments while checking for understanding, making observations, and providing timely feedback
Teacher Actions
Engagesin activities that promote 21st century learning skills, such as collaboration with peers, oral and written communication, critical thinking, and creativity
Gathersevidence through close analysis of primary secondary sources
Appliesevidence-based strategies that promote disciplinary literacy
AppliesMap and Globe Skills and Information Processing Skills
Engagesin the completion of formative assessments that are rigorous, relevant, and authentic
Connectslearning to the compelling question and supporting questions
Clarifiesmisconceptions
Monitorsprogress through formative assessments while checking for understanding, making observations, and providing timely feedback
Summarizeslearning
Student Actions
Producesevidence of learning
Connectsproduced evidence of learning to compelling question and supporting questions
Receivesand reflectson feedback provided
Summarizeslearning
Teacher will embed pervasive practices throughout lesson based on instructional focus.
Three-Dimensional Instructional:
Science & Engineering Practices (SEP)
Crosscutting Concepts (CCC)
Disciplinary Core Ideas (DCI)
Formative Assessment:
Formal& informal assessments
Standards-based feedback
Disciplinary Literacy:
Obtaining Information
Evaluating information
Communicating Information
Classroom Culture:
Incorporates inquiry and sensemaking
Encourages risk-taking and collaboration
Promotesclassroom discoursebetween students
Emphasizes safety practices
Teacher Actions
Introducesor reviewsscience and engineering practicesthatstudents will encounter during instruction
Usesvisual aids to demonstrate, model,andprovide reinforcement on how to applythe practice
Teacher Actions
Invitesstudents to observe a phenomenon and then allow students an opportunity to communicate what they see, think, and wonder about the phenomena
Asksquestions that uncover students’ current knowledge
Teacher Actions (Explore)
Provides hands on experiences in which students behave like scientists and engineers by collaboratively gathering data to help make sense of the phenomena
Provides graphic organizers, note taking guides, and data collection sheets, so students can recordthe results of their investigations
Asks probing questions to help students make sense of their learning experiences and redirect them when necessary (Explain) - Facilitated by the Teacher
Helpsstudents compare, clarify, and use evidence to justify their responsestoguide students to key ideas
Introducesvocabulary, explanations, and information throughdiscussion, text, internet, or other resources
Encouragesstudents to communicate their understanding (Elaborate)
Asksquestions to help students drawconclusions. Encourages students to apply concepts and skills in new situations to gather additional evidence, explanations, or reasoning
Reinforcesuse of vocabulary
Asks questions that help students draw conclusions from evidence, data, and prior experiences
Teacher Actions
Asks open-ended questions such as, “Why do you think…?”,“What evidence do you have?”
Observes and records notes as students demonstrate individual understanding of concepts learned and performance of skills
Providesstudents with opportunities to assess and monitor their progress through rubrics, scoring guides, teacher feedback, etc.
Student Actions
Asksquestions
Usesgraphic organizer to take notes and/or practice using the skill
Student Actions
Demonstrates engagement byasking questions,expressing ideas, sharing observations, creating initial models, and expressing current understandings of a concept or idea
Student Actions (Explore)
Createsinitial claims
Plans and carries-out investigations in which they observe, describe, record data, and share with others
Developsand usesmodels to support their explanations (Explain)
Usesnote taking guides, graphic organizers, and data collection tools to refine their explanations and models
Presents and refines ideas, models, and explanations as new evidence or reasoning presented bytheir peers
Usesevidence to justify their explanations and solutions (Elaborate)
Critiques the models, explanations, or arguments made by others using scientific reasoning
Extends understanding by applying concepts to new, but similar situations proposing solutions, designing experiments, or completing a challenge
Student Actions
Evaluatesand assessestheir progressby comparing current understanding with prior knowledge or checking work with arubric
Givespeer feedback.
Teacher will embed pervasive practices throughout lesson based on instructional focus.
Formative Assessment:
• Formal & informal assessments
• Standards-based feedback
Disciplinary Literacy:
• Writing Literacy
• Visual Literacy (images, graphs, charts, tables, etc.)
Reading Literacy
Classroom Culture:
Encourages risk-taking and collaboration
• Promotes classroom discourse between students
• Emphasizes safety practices
Increasesopportunities for self-directed learning
Uses a variety of direct and indirect teaching styles to provide for student success depending on lesson objectives and content and students’ varied learning styles.
Teacher Actions
Createsa supportive, safe environment and organizesclasses to maximize opportunities for students to learn and be physically active.
Selectsactivities that are selected carefully to ensure that they match students’ ability levels and are safe for all students, regardless of ability level
Establishes activities that promote success
Teacher Actions
ClarifiesIntended Learning
Connectsto students’ prior knowledge to make meaningful connections
Introduceskey terminology
Modelsthe product or process
Teacher Actions
Student Actions
Beginswith aphysical warm-up(stretches, dynamics, fitnesswalk)
MakesConnections to prior knowledge
Analyzesvocabulary connection to previous lessons
Student Actions
Asksclarifying questions
Makesconnections to prior knowledge
Engages and actively participates in the learning process
Engagesin the completion of fitness and skill assessments
Facilitates practice/ participation in activity skills.
Monitors and documents student progress Conferenceswith students (informal, formal or small group instruction/strategy groups)
Plans for skill and concept instruction and provides adequate time for practice, skill development and feedback based on appropriate skill analysis
Providesa positivelearning environment that allows students to feel safe (physically and emotionally)
Maximizesopportunities for all students to learn and be physically active
Teacher Actions
Models providing feedback using language of the standards
Informally assesses student understanding
Identifies revisions for future instruction
Explicitly clarifies misconceptions Restates standard
Student Actions
Engagesin skill development
Engagesin peer response groups
Independently workson areas of weakness
Conferenceswith the teacher or peers
Engages in fitness goal settings
Workscollaboratively together in developing social skills(cooperative and competitive) and learning responsible behavior
Practicesskills at high rates of success, adjusted for individual skill levels within a “Try again; mistakes are okay” learning environment
Student Actions
Providesexamples of strategy implementation
Demonstratesskills
Celebratesprogress towards meeting standards
PERVASIVE LESSON PRACTICES
Teacher will embed pervasive practices throughout lesson based on instructional focus.
Classroom Culture
-Culture of collaborationthat encourages risk taking and provide many music making opportunities.
-Students should beplaying or performing music majority of the time.
-Vary the experiencesof the student musician based on experience and playing ability.
-Different entry pointsin music should not limit a student’s ability to make or perform music on their level.
Music Literacy
-Decode and make meaning from live and recorded music, music notation systems and graphic representations of music
-Use the subject specific language of music to express ideas, analyze music practices, respond to and interpret music
-Decode and make meaning from texts about musical ideas, practices, histories, cultures,and artists
-Create and produce both musical texts and texts in English that demonstrate understanding of the music discipline
-Interpret, analyze,and communicate their ideas about their own compositions and those of others.
Music Literature
Music literature taught should be equitable in approach and diversify composers, genres and cultures and time periods.
Performance Practices
Foundationalprinciples of musicianshipand technique should be a focusto build upon.
Teacher Actions
Provides guided student practice. Introducescontent and vocabulary related to the lesson.
Engages students in discussion
Teacher Actions
Student Actions
Preparesfor learning by gatheringnecessary supplies for class (instrument, music, pencil, etc.).
Instrumental Warm up -playslong times, lip slurs, tunesinstrument,and performs individual breathing exercises.
Vocal Warm up-lip trills, individual breathing exercises, vocalizes.
Complete bell ringer music theory activity.
Connectsto prior knowledge to make meaningful connections.
Communicateslearning intentions with Learning Targets and Success Criteria (FAP –Clarify)
Modelsbasic tonal and technical concepts. Providesfrequent opportunities for student choice.
Reviewsprocedures, expectations, and provides directions for activity completion related to learning target and the success criteria.
Communicatesthe learning target and the success criteria.
Teacher Actions
Student Actions
Assessesown knowledge and goals relating to the learning intentions.
Makesconnections using background knowledge and musical vocabulary. Demonstrates concept, skill and/or techniques and uses academic vocabulary.
Asksclarifying questions.
Participatesin full ensemble warm up exercises that incorporate focusing on producing a characteristic tone.
Incorporatescollaborative learning and problem-based learning strategies (small ensembles, solos, honor ensembles) (FAP –Elicit)
Asksprobing questions to justify and explain their reasoning verbally and musically (FAP –Elicit)
Integratescross-curricular activities (math, science, history, English, etc.)
Integrates21st Century literacy skills (technology, multiple modes, media, etc.).
Allowsstudents opportunities to demonstrate mastery (improvisation, composition, musical arrangements, etc.) (FAP –Interpret)
Usesresources and instructional strategies that meet the needs of each learner (history, technology, clinicians, and workshops). (FAP –Act, Interpret)
Teacher Actions
Student Actions
CREATE:Students will notate rhythmic and melodicmusic examples by applying symbols of musical expression and using standard notation. Students will compose original compositions and arrangements.
PERFORM:Students will sing or play an instrument alone or in an ensemble using correct technique, rhythm,pitch,and dynamics in a variety of musical forms.
RESPOND:Students will develop and use criteria for evaluating the quality of effectiveness of music performances. Students will analyze and compare music using music vocabulary.
CONNECT:Students will describe the correlation between music and other academic disciplines. Students will compare characteristics of art disciplines within world cultures, historical periods, or styles.
CLOSING(Act on Evidence)
Encouragesstudents to embrace their personal expression and musical voices.
Reviewslearning intentions with Learning Targets, Success Criteria and Proficiency Targets (FAP –Clarify) Showcasesstudent learning through a performance task
Student Actions
Reviewsassigned literature
Reviewsmusic performances
Reviewsmusic terminology
Completes constructed response items
Teacher will embed the four artistic processes throughout thelesson based on instructional focus.
The Artistic Processes are thecognitive and physical actions by which arts learning and making are realized.
Creating: Conceiving and developing new artistic ideas and work.
Performing / Presenting:
Performing (dance and theatre): Realizing artistic ideasand work through interpretation and presentation.
Presenting (visual arts): Interpreting andsharing artistic work.
Responding: Understanding and evaluating how the arts convey meaning.
Connecting: Relating artistic ideas and work with personal meaning and external context.
Classroom Culture:
Create a cultureof high expectations and collaborationthat encourages openness to risk taking, creativity, and feedback.
PRE-INSTRUCTIONAL ACTIVITY
Teacher Actions
Provides guided student practice
Introduces content and vocabulary related to the lesson
Engagesstudents in discussion
Teacher Actions
Communicatesthelearning targets and success criteria
Asks probing/challenging questions
Facilitates studentsmakingmeaningful connections
Reviewsprocedures, expectations/and provide specific directionsfor activity completion
Providesa student exemplaror artists’ examples
Student Actions
Engages in guided practice
Dance: Warm Up
Theatre: Warm Up/Theatre Game
Visual Art: Sketchbook entry
Dance and Theatre: Completesjournal entries related to the content or vocabulary
Dance and Theatre: Demonstrates vocabulary
Visual Art: Creates Visual Verbal Journal entry and/or sketchbook entryrelated to the content or vocabulary
Dance, Theatre, & Visual Art: Engages in discussion
OPENING
Student Actions
Makesconnections using background knowledge, experiences, and/orvocabulary
Demonstrates/practicesconcepts, skillsand/or techniques,and academic vocabulary
Asksclarifying questions
Takesnotes
Demonstratesof concept, skill, and/or technique
Teacher Actions
Facilitates independent and small group work
Engagesin an interactive activity (game, discussions, journal/sketchbook entry, demonstration, etc.)
WORK PERIOD
Student Actions
Differentiatestasksandfeedback for standards mastery/meeting the success criteria
Models as needed for students
Asksclarifying questions
Monitors progress through formative assessments while checking for understanding, making observations, and providing timely feedback
Maintains classroom environment conducive to productivity, engagement, and student/teacher feedback
Teacher Actions
Facilitates discussion forstudents to connect theirwork to learning target and success criteria
Showcasesstudent learningand provide feedbackbased upon the success criteria
Formallyorinformallyassessesstudentlearning
Dance: Explores, creates, practices, and demonstrates dance concepts, skills, techniques, and choreography
Visual Art: Creates, revises,and communicatesa visual idea or message using a variety of artistic tools and elements/principals of art
Theatre: (script reading, writing, and analyzing)
Actsby communicating and sustaining roles in formal and informal environments (individually or as an ensemble)
Usesvocal elements and physical choices to communicate a character’s thoughts and emotions
All Students Respond:
Perceivesand analyzesartistic work. Interprets intent and meaning in artistic work
Appliescriteria to evaluate artistic work
All StudentsConnect:
Integratesknowledge and personal experiences while responding to, creating, and presenting artistic work
Relatesartistic ideas and works with societal, cultural and historical context to deepen understanding
Student Actions
Demonstratesskills/techniques
Reflectsand provides peer feedback through artist statementsandcritique activities
Completes formativeassessment
Teachers will embed pervasive practices throughout lesson based on instructional focus.
Guiding Principles for Language Learning (ACTFL):
Facilitate target language usefor at least 90% of the instructional time using strategies that support comprehensible input and comprehensible output.
Design communicative tasksfor students to exchange information and ideas and express and support opinions.
Teach grammar as a concept in meaningful communicative contexts.
Develop literacy (reading and writing) and oracy (speaking and listening)
Use authentic textsfor interactive reading and listening comprehension tasks.
Plan with backwards design
Provide effective feedback that facilitates language acquisition in formative, summative, and reflective tasks.
Teacher Actions
Provides an activity as students enter the classroom, focusing on previewing the lesson, reviewing the previous one, or building background knowledge in a contextually meaningful way
Establishes a language-rich environment through comprehensible input and building of a discourse community by greeting and interacting with students in the target language
Teacher Actions
Communicates learning intentions with Learning Targets, Success Criteria, and Proficiency Targets established through Backwards Design
Buildscommitment and engagement through connections to student interest
Student Actions
Discussesnew vocabulary terms, language forms, and model pronunciation
Teacher Actions
Createsopportunities for student language use (reading, writing, speaking, listening, viewing) through communicative tasks based on targeted proficiency
Negotiatesmeaning with students and encouragesnegotiation among students
Providescorrective feedback to improve learner performance
Conductscomprehension checks, using IRF to encourage further language use
Teacher Actions
Enters the classroom and begins working on the pre-instructional activity.
Usestarget language with support to communicate with the teacher and other students.
Utilizes the learning environment tools (anchor charts, conversational gambits, etc.) to ask for assistance and guide work.
Student Actions
Assessesown knowledge and goals relating to the learning intentions
Makesconnections using background knowledge, while respecting cultural differences, perspectives, and practices
Makesconnections between new vocabulary terms and visual aids
Student Actions
Negotiatesmeaning with others in the target language
Interpretsmeaning of authentic technical, literacy, and informational texts
Investigates, explains, and reflectson relationship between products, practices, and perspectives of the culture(s) studied
Comparesown language and culture to the language and culture(s)studied
Usesthe target language to discuss relevant topics at the aligned proficiency level
Reviewslearning intentions with Learning Targets Success Criteria, and Proficiency Targets
Showcasesstudents’ learning through a performance task
Extendsstudent learning through real-world application
Student Actions
Assessesown knowledge and goals relating to the learning intentions
Demonstratesthe ability to converse in the target language using newly acquired vocabulary, language functions and forms, and cultural information
FORMATIVE ASSESSMENT PROCESS
Opportunities for Growth and Development
IB Professional Learning https://www.ibo.org/professional-development/ DCSD IB SharePoint Sites:
o PYP: https://dcsd.sharepoint.com/sites/DCSDIBPYP
o MYP: https://dcsd.sharepoint.com/sites/DCSDMYP
o DP/CP: https://dcsd.sharepoint.com/sites/DCSDCPDP
o AP: https://dcsd.sharepoint.com/sites/dcsdapteachers
College Board AP Resources: https://apcentral.collegeboard.org/professionallearning/ap-community
“Go To” Resources to support Plan-Do-Check-Act Principle
Curriculum/ Instruction/ Assessment
The sites listed below function as portals for planning, teaching, and assessing IB programs and AP classes. Teachers willteachinstructional standards and practices for IB or AP to the state of Georgia’s standards for the appropriate course(s). Teachers will follow the appropriate methodology for teaching/learning as the program describes (ex. IB programs follow an inquiry model).
MyIB - https://internationalbaccalaureate.force.com/ibportal/IBPortalLanding AP Classroom- https://myap.collegeboard.org/login Georgia Department of Education – www.georgiastandards.org IMPLEMENT AND ADDRESS
Teachers plan collaboratively in IB programs and in AP where possible, along with participating in professional communities to enhance practice and address practitioner problems. Teachers analyze formative and summative assessments and consider interventions as needed.
Teachers tailor instructional strategies for individual students or groups of students. It is expected that modifications are made to instruction to ensure access and equity to the greatest degree possible and according to law and policy. This may include but is not limited to instructional support, language support, reteaching, special education interventions, etc.
Teacher will embed pervasive practices throughout lesson based on instructional focus
Literacy Across the Content:
Close reading
Disciplinary research/ reading to learn
Writing Across the Content:
Content writing
Writing to learn
Vocabulary Development:
Academic vocabulary
Content vocabulary
Engages in classroom talk reflective of discipline specific habits of thinking
Formative Assessment:
Formal assessments
Informal assessments
Standards-based feedback
Classroom Culture:
Models practices and procedures
Encourages risk-taking and collaboration
Demonstrates high expectations in classroom discourse
Teacher Actions
Developsan understanding of students’ personal strengths, talents, and interests
Createson-going opportunities for students to use literacy, math, and science skills in authentic situations found in the workplace
Teacher Actions
Introduces standard(s), learning target(s)and success criteria
Engages students/accesses prior knowledge and makes connections
Provides explicit instruction aligned to standard(s), including skill development and conceptual understanding
Models problem-solving and comprehension strategies
Teacher Actions
Student Actions
Completescareer interest inventories
(i.e. YouScience, Naviance, etc.) to develop an understanding of personal strengths, talents and interests
Appliesappropriate literacy skills, including reading, writing, speaking and listening skills related to the career field
Describesconnections between academic, CTAE and co-curricular learning opportunities
Student Actions
Accesses prior knowledge
Engages in note-taking strategies
Participates in classroom discussions; investigates and analyzes thinking that requires the use of the technical language of the field
Asks thought-provoking and clarifying questions using language of the standards
Facilitates independent and small group work; scaffolds learning task
Purposefully assigns collaborative groups and differentiates tasks using industry recognized problem-solving process that emphasizes continuous improvement
Monitors, assesses and documents student progress and provides standards-based feedback
Allows students to engage in productive struggle, make mistakes, and engage in error analysis
Conferences formally and informally with students
Student Actions
Engages in independent or collaborative learning
Demonstrates proficiency on skills and concepts related to content standards
Usesrelevant technology and equipment and demonstrate effective, industrystandard workplace practices
Conductsresearch, developsa product, createsa solution or prove a theory using an industry recognized problem-solving process
Conferences with teacher and receives standards-based feedback
Teacher Actions
Formally or informally assesses student understanding
Explicitly clarifies misconceptions in student understanding
Summarizes and celebrates progress toward learning target and mastery of standard(s)
Identifies next steps for instruction based on data analysis
Student Actions
Shares, assesses, and justifies work using language of the standards
Reflects and summarizes progress toward mastery of technical, academic, and workforce standards in completed project or assessments.
Ensuring that all children are entering kindergarten with the foundational academic skills they need to succeed is a major priority for researchers, policymakers, and practitioners alike. Early childhood education programs show promise toward this goal. Research suggests that participation in a high quality early childhood education program can enhance children's development, reduce achievement gaps at kindergarten entry, and even have long-term benefits for children's school trajectories.
(National Institute for Early Education Research, 2016)
A mind when stretched by a new idea never regains its original dimensions. (Anonymous) KNOW Instructional
• Georgia Early Learning and Developmental Standards(GELDS)
• Performance Domains
• NAEYC's Developmentally Appropriate Practices (DAP)
• Frog Street Curriculum and Conscious Discipline
• Differentiation Strategies
• Gradual Release of Responsibility
• Vocabulary Development
• I do, We do, You do
• Spatial Awareness
• Fine Motor Development
• Gross Motor Development
• Exploration & Self-Discovery Methods
• Social and Emotional Development
• MTSS/RTI Process (Tier II and Tier Ill)
• Foundational Steps with Writing
• Early Literacy Strategies
• Early Numeracy Strategies
BFTS Compliance
• Bright from the Start Operating Guidelines
• Work Sampling Assessment System Online {WSO)
• Instructional Quality Guides
- Assessment - Lesson Planning
- Environment
- Daily Schedule
• Lesson Plan Format
• Daily Schedule
• Semester Conferencing
• Pre-K Lottery Registration Process
• GaPDS yearly training requirements
RESOURCES
Teacher Actions
• Create a supportive, safe environment where students can successfully build on current foundational skills
• Model use of Developmentally Appropriate Practices (DAP)
• Use manipulatives, resources, and instructional strategies that meet the needs of each learner
• Ask probing questions that encourage students to justify and explain their reasoning
• Connect to student's prior knowledge to make meaningful connections
• Integrate 21st Century technology into the learning environment
• Assess students through questioning, conferencing, observations, and progress monitoring with performance tasks and/or artifacts
• Show compassion and affection while building healthy working relationships with students
• Allow students opportunities to reflect and self-correct to demonstrate mastery
• Incorporate parents in their child's growth and development
Student Actions
• Demonstrate self-awareness, self-expression, and self-control
• Develop relationships with peers and adults
• Practice healthy and safe habits while demonstrating fine and gross motor skills
• Follow multistepdirections to completea task
• Listen to and explore text of various genres and complexity levels for various purposes
• Develop early phonologicalawareness, knowledge of letters, and concepts of print
• Develop an understanding of quantity and numbers
• Explore patterns, shapes, and spatial recognition
• Explore, inquire, and draw conclusions based on evidence
• Make connections with real life experiences and to one's own community
Georgia Early Learning and Development Standards - www.decal.ga.gov/Prek/GELDS.aspx
Georgia Early Learning and Development Standards Reverse Correlationshttp://decal.ga.gov/documents/attachments/ReverseWSSCorrelation pdf
GA Pre-K Provider's Operating Guidelines - www.decal.ga.gov/Prek/GuidelinesandAppendix.aspx
GA Pre-K Work Sampling System Assessment Program - www.decal.ga.gov/Prek/PreKChildAssessmentProgram.aspx
National Association for the Education of Young Children (NAEYC) https:ljwww.naeyc.org/resources/topics/child-development
National Center for Pyramid Model Innovations (NCPMI) and Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) http:ljchallengingbehavior.cbcs.usf.edu/index.html
Date: ________________ Teacher: ____________________________________________
6.5 hours written daily schedule is posted inside the classroom.
Teachers are implementing the posted daily schedule
Large group opening activity is included
Rest time does not exceed 60 minutes.
The schedule reflects 60 minutes of uninterrupted play in learning areas.
Clean-up time after centers is included on the schedule
Music with movement opportunities is included.
Large group literacy time is included
Two story times are included
Time is designated for Phonological Awareness activities.
Small group and large group times are included.
Closing activity is included
Schedule for children includes pictures and is posted at children’s eye level.
Activities
Teachers are implementing the posted daily schedule.
Schedule posted for children is manipulated by children
Quiet activities are provided for children who are non-sleepers.
Children are allowed to freely select learning areas.
Children are not timed and rotated between centers
All centers are accessible to children
Smooth and orderly transitions are planned and implemented.
Wait time between activities is kept to a minimum.
Plans, routines, and schedules allow for flexibility based on the needs and interests of the children
Comments and feedback to teacher:
Reviewer/Observer Signature: _____________________
Date met with teacher:
