A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | |
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1 | Teacher 1: ______ | Teacher 2: ______ | Teacher 3: ______ | |||||||||||||||||||||||||||

2 | Your Standard | Your Standard | Your Standard | |||||||||||||||||||||||||||

3 | Week 1: Unpack and Design | Week 1: Unpack and Design | Week 1: Unpack and Design | |||||||||||||||||||||||||||

4 | In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard. | In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard. | In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard. | |||||||||||||||||||||||||||

5 | Prior Grade Standard(s) | Prior Grade Standard(s) | Prior Grade Standard(s) | |||||||||||||||||||||||||||

6 | Next Year Standard(s) | Next Year Standard(s) | Next Year Standard(s) | |||||||||||||||||||||||||||

7 | 6 Week Target (Written as CLO) | 6 Week Target (Written as CLO) | 6 Week Target (Written as CLO) | |||||||||||||||||||||||||||

8 | Cycle Start Date | Cycle End Date: | Cycle Start Date | Cycle End Date: | Cycle Start Date | Cycle End Date: | ||||||||||||||||||||||||

9 | Common Exemplar | Each teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create. | Common Exemplar | Each teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create. | Common Exemplar | Each teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create. | ||||||||||||||||||||||||

10 | Steps To Achieve Advanced Work | An exemplary response includes the following steps, | Steps To Achieve Advanced Work | An exemplary response includes the following steps, | Steps To Achieve Advanced Work | An exemplary response includes the following steps, | ||||||||||||||||||||||||

11 | Corresponding Point(s) of Focus | Looking at the steps to make advanced work, I want to explicity teach students to | Corresponding Point(s) of Focus | Looking at the steps to make advanced work, I want to explicity teach students to | Corresponding Point(s) of Focus | Looking at the steps to make advanced work, I want to explicity teach students to | ||||||||||||||||||||||||

12 | Initial Assessment (what will you analyze in next week's meeting?) | Initial Assessment (what will you analyze in next week's meeting?) | Initial Assessment (what will you analyze in next week's meeting?) | |||||||||||||||||||||||||||

13 | Next Week's Homework | Please come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells. | Next Week's Homework | Please come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells. | Next Week's Homework | Please come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells. | ||||||||||||||||||||||||

14 | Week 2 - Analyze and Respond to the Initial Assessment | Week 2 - Analyze and Respond to the Initial Assessment | Week 2 - Analyze and Respond to the Initial Assessment | |||||||||||||||||||||||||||

15 | In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis. | In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis. | In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis. | |||||||||||||||||||||||||||

16 | What Student Work Did You Bring? | What Student Work Did You Bring? | What Student Work Did You Bring? | |||||||||||||||||||||||||||

17 | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | |||||||||||||||||||||||||||

18 | Initial Proficiency Levels | Unsatisfactory | Partially Proficient | Proficient | Advanced | Initial Proficiency Levels | Unsatisfactory | Partially Proficient | Proficient | Advanced | Initial Proficiency Levels | Unsatisfactory | Partially Proficient | Proficient | Advanced | |||||||||||||||

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33 | Whole Class Trends Strengths, Missteps, Why did it happen? | What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)? What are the gaps between the student work and the teacher exemplar? Why do you think these gaps exist? | Whole Class Trends Strengths, Missteps, Why did it happen? | What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)? What are the gaps between the student work and the teacher exemplar? Why do you think these gaps exist? | Whole Class Trends Strengths, Missteps, Why did it happen? | What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)? What are the gaps between the student work and the teacher exemplar? Why do you think these gaps exist? | ||||||||||||||||||||||||

34 | Time To Pause | This is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row. | Time To Pause | This is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row. | Time To Pause | This is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row. | ||||||||||||||||||||||||

35 | Whole Class Instructional Moves | Whole Class Instructional Moves | Whole Class Instructional Moves | |||||||||||||||||||||||||||

36 | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | ||||||||||||||||||||||||

37 | Next Week's Homework | Please come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work. | Next Week's Homework | Please come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work. | Next Week's Homework | Please come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work. | ||||||||||||||||||||||||

38 | Week 3 - Identify Instructional Groups and Next Steps | Week 3 - Identify Instructional Groups and Next Steps | Week 3 - Identify Instructional Groups and Next Steps | |||||||||||||||||||||||||||

39 | As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc. | As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc. | As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc. | |||||||||||||||||||||||||||

40 | What Student Work Did You Bring? | What Student Work Did You Bring? | What Student Work Did You Bring? | |||||||||||||||||||||||||||

41 | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | |||||||||||||||||||||||||||

42 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | |||||||||||||||||||||

43 | Students | Students | Students | |||||||||||||||||||||||||||

44 | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | ||||||||||||||||||||||||

45 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | |||||||||||||||||||||

46 | Students | Students | Students | |||||||||||||||||||||||||||

47 | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | ||||||||||||||||||||||||

48 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | |||||||||||||||||||||

49 | Students | Students | Students | |||||||||||||||||||||||||||

50 | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | ||||||||||||||||||||||||

51 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | |||||||||||||||||||||

52 | Students | Students | Students | |||||||||||||||||||||||||||

53 | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | Instructional Next Step for Following Week: What will happen? When will it happen? | What: When: | ||||||||||||||||||||||||

54 | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | ||||||||||||||||||||||||

55 | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting. | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting. | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting. | ||||||||||||||||||||||||

56 | Week 4 - Examine Progress with Moves for Each Grouping | Week 4 - Examine Progress with Moves for Each Grouping | Week 4 - Examine Progress with Moves for Each Grouping | |||||||||||||||||||||||||||

57 | In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students. | In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students. | In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students. | |||||||||||||||||||||||||||

58 | What Student Work Did You Bring? | What Student Work Did You Bring? | What Student Work Did You Bring? | |||||||||||||||||||||||||||

59 | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | |||||||||||||||||||||||||||

60 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | |||||||||||||||||||||

61 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

62 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

63 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

64 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? | |||||||||||||||||||||||||||

65 | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | ||||||||||||||||||||||||

66 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | |||||||||||||||||||||

67 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

68 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

69 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

70 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? | |||||||||||||||||||||||||||

71 | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | ||||||||||||||||||||||||

72 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | Instructional Grouping # 3 | Common Characteristic of Group 3 | When compared to the teacher exemplar, group 3 | |||||||||||||||||||||

73 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

74 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

75 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

76 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? | |||||||||||||||||||||||||||

77 | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | ||||||||||||||||||||||||

78 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | Instructional Grouping # 4 | Common Characteristic of Group 4 | When compared to the teacher exemplar, group 4 | |||||||||||||||||||||

79 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

80 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

81 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

82 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? | |||||||||||||||||||||||||||

83 | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | ||||||||||||||||||||||||

84 | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | Next Meeting Date | Student Work For Next Meeting | ||||||||||||||||||||||||

85 | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting. | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting. | Next Week's Homework | The challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting. | ||||||||||||||||||||||||

86 | Week 5 - Monitor Instructional Groupings | Week 5 - Monitor Instructional Groupings | Week 5 - Monitor Instructional Groupings | |||||||||||||||||||||||||||

87 | In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students. | In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students. | In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students. | |||||||||||||||||||||||||||

88 | What Student Work Did You Bring? | What Student Work Did You Bring? | What Student Work Did You Bring? | |||||||||||||||||||||||||||

89 | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | Data Team Members, How Does This Work Allign With The Standard? | |||||||||||||||||||||||||||

90 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | Instructional Grouping # 1 | Common Characteristic of Group 1 | When compared to the teacher exemplar, group 1 | |||||||||||||||||||||

91 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

92 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

93 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

94 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? | |||||||||||||||||||||||||||

95 | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | Upcoming Instructional Next Step | What: When: | ||||||||||||||||||||||||

96 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | Instructional Grouping # 2 | Common Characteristic of Group 2 | When compared to the teacher exemplar, group 2 | |||||||||||||||||||||

97 | Prior Instructional Next Step | Prior Instructional Next Step | Prior Instructional Next Step | |||||||||||||||||||||||||||

98 | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | Students (could be the same students or an updated version) | |||||||||||||||||||||||||||

99 | How Did Students Progress? | How Did Students Progress? | How Did Students Progress? | |||||||||||||||||||||||||||

100 | What Challenges Remain? | What Challenges Remain? | What Challenges Remain? |

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