Bank of Action Steps and Teacher Moves.xlsx

	A	B	C
1	Planning Action Steps and Teacher Moves
2	Gap in Performance	Action Step	Teacher Moves (Criteria for Success)
3	The lesson is not aligned to the performance standards.	Teacher will align lesson to performance standards by citing standards in lesson plan and aligning formative assessment to summative assessment question.	1. Reference unit plan for standard(s) 2. Read and highlight for key skills in the standard 3. Reference Unit Exam/Summative Assessment for aligned question 4. Include specific performance standard and aligned summative assessment question in lesson plan 5. Create formative assessment aligned to the summative assessment question
4	Accommodations are missing for special populations in the lesson plan.	Teacher will include accommodations in Lesson Plan for any students served by Special Education, the 504 program, or the LPAC.	1. Access accommodation plans for any students served by SpEd, 504, or LPAC 2. For each section of the lesson, identify places where accommodations can be implemented 3. Write in the lesson plan what the accommodations will be for each group of students and/or individual students 4. Implement accommodations when facilitating lesson
5	The teacher has not completed the student work ahead of time, resulting in inaccurate information being shared with students.	Prior to each lesson, the teacher will complete the student work at an exemplar level for all parts of the lesson.	1. Print all parts of the student work at least 24 hours before the lesson 2. Show all required work/physical evidence that students would show in their process 3. Create exemplar answers including full sentences, units, text evidence, etc.
6	There is insufficient student practice time built into the lesson.	When planning for the lesson, the teacher will include time stamps for each portion of the lesson, ensuring that there is sufficient amount of time built into the lesson for student practice.	1. Determine length of lesson, aligned standards, and student output for lesson 2. Create an aligned and sustained student practice opportunity that lasts at least 20% of the total lesson time 3. For all parts of the lesson, include how long each section will take and include in lesson plan 4. For additional reminders, include visual time reminders on the board
7	The teacher does not anticipate misunderstandings prior to lesson facilitation.	When completing the lesson plan or student work prior to delivering the lesson, explicity list out at least two skills or concepts that will be challenging for students.	1. Read the aligned standard and objective 2. List out the knowledge and skills necessary to master the objective 3. Within the list of the knowledge and skills, what are at least two things from the list that could be challenging for students? 4. Within the teacher model, script in how those misconceptions will be addressed prior to students practicing on their own
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