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To ensure that teachers truly know what they are teaching and how they teach in order to anticipate challenges that may arise and differentiate to meet student needs.

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Continuing to plan by the same processes will elicit the same results.

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Coming in prepared and planned to teach will make all of the instruction better for all students. Knowing what you need to teach will make you more effective in front of a classroom of students.

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The use of evidence based practices and data driven instruction to make rigorous learning accessible to all students. This is how we will address equity in learning and hopefully close the achievement gap.

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Planning for powerful instruction gives everyone a laser-like focused on the essential knowledge and skills students need to master and transfer to external measures. It allows for common language and understanding differentiation of instruction to support the academic needs of ALL students in our classroom.

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To ensure that we are able to hold ourselves accountable to ensure our students are learning.

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By utilizing PFPI, we not only increase the likelihood that EFFECTIVE effort will lead to achievement for teachers, but success is reproducible and scalable. Documenting our planning and instruction using PFPI also makes it possible for multiple stakeholders to collaborate and support systematic improvement within a course.

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to ensure that all students are learning and we are meeting the needs of ALL student

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Effective use of these tools allows teachers to differentiate instruction to meet the diverse needs of our students.

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Planning provides us with the tools we need to guide students  to learn new information. Without planning, whether its the PFPI or another planning tool, there is a lot of confusion.

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Planning is the cornerstone of effective instruction. By guiding teachers through a planning process, we are working to ensure that all of our students will be able to access the curriculum and meet mastery objectives.

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Research on Collaborative planning (when used with formative assessment) demonstrates a greater positive impact on student achievement than reduction in class sizes.

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So that all students are learning

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Our goal is to ensure that students are learning. We have methods of measuring whether this is happening or not (overall, it's not). So what are we going to do about it? Revisit how we plan and deliver powerful instruction that is intentional and constantly driven by student data.

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to ensure that we are planning mastery lessons that meets the needs of our students, but also grows their capacity as learners. to create a high level of collaboration within cohorts to support each other in planning, so that our students are growing and learning. To be reflective and culturally response teacherss and keep data at the forefront of our planning.