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FTIM Overview

FCV 2021/2022

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FTIM Map

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FTIM Vocabulary

Domain

Element

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FTIM Vocabulary

Protocol

Each Element broken down into the purpose, effect, and evidence for the purpose of observations.

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Focus Statement: An observable description of the Element

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Desired Effect: Observable outcome of the Element.

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Evidence: Possible “look fors” when observing the Element

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August 10 - August 27

FTIM ELEMENT- Identifying Critical Content

Element Overview

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August 10-12th

PLC Focus-Use ICC protocol to plan lessons

D3 Focus- Co-plan/teach, monitor and provide feedback

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August 13, 16, 17th

PLC Focus-Use ICC protocol to plan lessons, share best practices

D3 Coaches- Observations/walkthroughs, providing feedback, using ICC protocol

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August 24-26th

PLC Focus-Use ICC protocol to plan lessons, reflect on previous lessons/best practices

D3 Coaches- Co-plan/teach, observe, monitor and provide feedback using ICC protocol

ALL TEACHERS- Complete at least one observation of a peer using the ICC protocol to monitor and provide feedback

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Identifying Critical Content

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Focus Statement- Teacher uses standards-based learning targets to identify accurate critical content during a lesson or part of a lesson.

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Rigor Walk Rubric

<Standard-Based Student Evidence>

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Marzano-Taxonomy_Questions-Stems-Phrases-

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Identifying Critical Content

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Example Teacher Instructional Techniques:

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  • Identify a learning target aligned to the grade level standards
  • Begin and end the lesson with focus on the learning target to indicate the critical content of the lesson
  • Identify differences between the critical content from the standard(s) and non-critical content
  • Identify and accurately teach critical content
  • Use a scaffolding process to identify critical content for each “chunk” of learning
  • Use verbal/visual cueing
  • Use storytelling and/or dramatic instruction
  • Use cultural examples to connect learning activities to the learning target/critical content

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Identifying Critical Content

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Example Teacher Techniques for Monitoring for Learning:

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  • Use a Group Activity to monitoring that students know what content is important
  • Use Student Work (Recording and Representing) to monitor that students know what content is important
  • Use Response Methods to monitor that students know what content is important
  • Use Questioning Sequences to monitor that students know what content is important

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Identifying Critical Content

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Example Student Evidence of Desired Effect:

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  • Student conversation in groups focus on critical content
  • Generate short written responses (i.e. summary, entrance/exit ticket)
  • Create nonlinguistic representations (i.e. diagram, model, scale)
  • Student-generated notes focus on critical content
  • Responses to questions focus on critical content
  • Explain purpose and unique characteristics of key concepts/critical content
  • Explain applicable mathematical practices in critical content
  • Student responses, when applicable, involve explanatory content specific to their culture

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Identifying Critical Content

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Example Adaptations:

a teacher can make after monitoring student evidence and determining how many students demonstrated the desired learning

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  • Reteach or use a new teacher technique
  • Reorganize groups
  • Utilize peer resources
  • Modify the task
  • Provide additional resources

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