# data[].attributes.body
Collaborative planning with grade level team and academic coaches.

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Cross check curriculum and state standards. Possibly barriers, curriculum and state standards don’t match up. Team planning. Curriculum map.

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Time

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teachable moments

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IEP goals

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Standard - based lesson planning.

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Plan beginning with the end in mind to differentiate when necessary.

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Plan according to pacing guide and team collaboration.

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Time to plan

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We collaborate within our team.  We look at the curriculum and standards as well as student data. Time constraints.

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We collaborate within our team.  We look at the curriculum and standards as well as student data. Time constraints.

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Scaffolding

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Using IEP goals as well as unit assessments from the curriculum. Having time to do a one on one intervention with each student 

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Using IEP goals as well as unit assessments from the curriculum. Having time to do a one on one intervention with each student 

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Use the standards and lesson objectives to determine instruction and what adjustments may be needed.

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Utilize access points

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Process: follow HMH

Barriers:
Behavior, gaps in prior knowledge, poor attendance, “Covid Effect” due to time spent online learning, limited time for teacher planning and preparation, limited time to teach in day, meaningful resources with training on them

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Meet with grade level team to identify standards and expected outcomes. Consider class/individual needs. Plan with expected outcomes in mind.

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Barriers include resources avaialable

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Informal assessment
Teacher observation

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Use progress monitoring tools to determine what areas of focus are.

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STAR scores, weekly assessments, informal assessments,  exit tickets, observation

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STAR scores, weekly assessments, informal assessments,  exit tickets, observation

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End of module assessments

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Identify learning gaps and create intervention plans based on that data

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Identify learning gaps and create intervention plans based on that data

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Using formal and informal assessments to reteach problem areas in small groups

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End of module assessment
Checklist
Early STAR data
Curriculum
Years of experience

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Individual assessment results and areas of weakness to determine instructional need

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Individual assessment results and areas of weakness to determine instructional need

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look at formative data individually; summative data as a grade level to drive instruction

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Using a variety of assessments and team discussions.

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Needs of the classroom/student.

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Collaborative planning and sharing strategies that work, sharing data. Use different learning styles.

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Collaborative planning and sharing strategies that work, sharing data. Use different learning styles.

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Student needs, culture, background knowledge.

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Student needs, culture, background knowledge.

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team collaboration!!! & modeling
FCRR materials
Curriculum
Ortin Gillingham & Connect to Comprehension
centers
small groups

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Look at where the students are and what their interests are. How can I engage them?

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The process includes considering age appropriateness, student engagement, student led, peer collaboration and interaction.  Lessons to target including differentiation to reach all students.

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The process includes considering age appropriateness, student engagement, student led, peer collaboration and interaction.  Lessons to target including differentiation to reach all students.

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Visuals, organizers, real-life connection, cooperative learning, student engagement, student based, student inquiry.

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Use standards, IEP goals, assessment data, team collaboration and flexible instruction

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Use standards, IEP goals, assessment data, team collaboration and flexible instruction

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Determine engaging and inspiring activities to keep attention that align with goals and standards.

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Determine engaging and inspiring activities to keep attention that align with goals and standards.

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Review the lesson, hands on materials

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opportunities for new and veteran teachers to observe their peers

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Implementation of collaborative and cooperative learning to engage all students and reach them at their independent learning levels.

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Plan together to make sure standards are being addressed.

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Engage with student. Keep them interest.

# data[].attributes.body
The process used when lesson planning or unit planning is the use of multiple resources and devices that will be implemented throughout the lesson. In addition, it’s important to meet the needs of all students within your lesson as well. Barriers that could be possible could be individuals that do not want to collaboratively plan with others within their grade level, lack of resources, and/or student motivation wanes depending on the lesson/topic.

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1. Percentage of students who demonstrated mastery of a skill.
2. Teacher Observation/Formative Assessments

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Meeting the needs of students through the use of culturally responsive teaching, providing differentiation in the classroom, and identifying the individual needs and learning styles of students.

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Look at data from STAR and focus on skills students are lacking.

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Hands on

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Exit tickets, assessments, and observations

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Exit tickets, assessments, and observations

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Formative assessments used to adjust instruction.

# data[].attributes.headline
Curriculum, student needs, comprehension, learning styles, small group, and standards.

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Curriculum, student needs, comprehension, learning styles, small group, and standards.

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Student led discussions. Formative assessments.

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Research-based strategies