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OUTCOMES ASSESSMENTS ACTIVITIES UNIT OVERVIEW—“Backwards Design”—Planning with the End in View This format from Understanding by Design Guide to Creating High-Quality Units shows the “big picture” parts of the unit. Unit Topic: ___________________________ Grade: ____ Time Frame: ________________ Stage 1: Desired Results What will students understand and be able to do? Stage 2: Evidence Include both formative and summative—include performance assessments Stage 3: Learning Plan Major learning activities

The Universal Design for Learning Know what Know how Know why BIG IDEAS

1. Learners are diverse.

2. Learning is progressive.

3. Teachers assess to advance.

4. Teachers scaffold to progress.

The Assessment Question: In order to truly meet the standard, what should they be able to do independently (transfer)?

© 2012 Susan M. Brookhart – Common Core State Standards: Assessment Shifts – April 3, 2012. Page 2

#2 DESIGN YOUR CLASSROOM ASSESSMENT AS THE FOUNDATION OF A BALANCED ASSESSMENT SYSTEM

Derive your unit and lesson outcomes from a curriculum aligned to the Common Core.

Plan your student learning targets, instructional activities, and formative and summative classroom assessments to support and align with these outcomes.

Use formative assessments to help students ready themselves for summative assessments.

The result should be a balanced assessment system built on a classroom foundation that supports the new state assessment system (from either consortium) based on the Common Core. Like a triangle, it should be bottom-heavy, not top-heavy.

WRITING IS THINKING ON PAPER. Nonfiction READING AND WRITING CONNECTIONS Third Grade

Nonfiction Reading KEY IDEAS AND DETAILS

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Write Explanatory Texts: Explain what You Learn

TEXT TYPES AND PURPOSES Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

o Introduce a topic and group related information together; include illustrations when o useful to aiding comprehension. o Develop the topic with facts, definitions, and details. o Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas o within categories of information. o Provide a concluding statement or section.

Examples and adaption by the Center for Urban Education http://teacher.depaul.edu Based on RAFT

CRAFT, a way to challenge students to think through a topic they learn CRAFT is based on RAFT, a research-based writing strategy. For more about RAFT, go to the International Reading Association website, http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html CRAFT puts CONTENT first—what’s the content that students learn? List that then ask them to choose a role that is relevant to that content and figure out the audience they would write to and the format they’ll use. Then have them list the concept(s) and kinds of information they’ll include. The following chart includes examples from different subjects. Content Westward

Expansion Phases of the moon

Branches of government

How to write a poem

How to read history

The scientific method

How to read fiction

Proportion: Fractions

Role An oxen who just finished the trip west

The moon Ben Franklin A poem The textbook

Madame Curie

A character from a story

The denominator

Audience The wagon master

Earthlings George Washington

Reader A textbook reader

A lab assistant

A reader A decimal

Format List of complaints and recommendations

Booklet with diagrams

letter Directions Step-by-step guide

Report checklist letter

Tell What concepts and information will you include?

Concepts: determination challenge frontier pioneer Facts about the difficulties pioneers faced getting to their destination and how determined they were.

Concepts: change pattern Facts about phases: what causes them, how they affect Earth

Concept: balance How and why we should maintain checks and balances in government

Concept: theme technique How to read me— How to figure out my Message, how to admire my techniques

Concept: structure central ideas What features to look for; what kinds of ideas to read for; strategies to use to report what you learn

Concepts: Strategy Method How to make sure you research using standard scientific method; what I learned by using it.

Concepts: Elements of fiction What you need to pay attention to so you really understand me and my story. Motive, actions, traits, theme.

Concept: Proportion How we are connected—how the fraction and decimal are alike.

CRAFT is an opportunity to exercise the thinking that is required by Common Core Literacy Standards

More Resources: http://teacher.depaul.edu Polk Bros. Foundation Teacher Leadership NetworkDePaul Center for Urban Education ©2003

Question Builder/Thinking Expander

Content:

Write a challenging question for another student. After they answer, review theiranswer with your criteria.

Explain the following in your own words: __________________________________

__________________________________________________________________.

How is _____________________ different from __________________________?

Make a __graph ___outline __chart __diagram ___map __timeline to show

____________________________________. Explain what your organizer shows.

BIG question about a BIG idea: __________________________________________

____________________________________________________________________

CRITERIA: What a good answer should include.

The Activity Question: What should I be doing to make them more independent and able to transfer? Scaffold. Structure gradual release of responsibility.

Focus on the Core Engage, Guide, Challenge Learners Assess and Adjust Expand Thinking

Center for Urban Education http://teacher.depaul.edu © 2012

Read Thoughtfully Common Core Anchor Standards

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Questions for independent reading at school and at home.

CCSS 1

What happens? CCSS 1 Why? CCSS1 Where does it Who are the happen? people? What kind of place What are their traits? is it? CCSS 3 CCSS 1 How do the people How does it end? feel about each other? How do you think How do you know? people felt then? CCSS 1 What CCSS 3 problems or What choices do obstacles do people make? CCSS 3 the people How do they How does overcome? affect a person change How? others? in the story? Why? What lesson can people learn from this story? __________________________________________________________ Support your answers with evidence from the story.

Content Literacy Week Planning Frame Choose Core Content and Skills Model, then Guide Active Learning Assess Expand

DIFFERENTIATE TO MAKE THE DIFFERENCE http://teacher.depaul.edu © 2011

EACH DAY, MONDAY THROUGH WEDNESDAY, INCLUDES THE GRADUAL RELEASE OF RESPONSIBILITY. THE WEEK TAKES THE GRADUAL RELEASE FROM MONDAY THROUGH FRIDAY.

Topic: ____________________________ FOCUS QUESTION OF THE WEEK: ______________________________________________________________ (One of the essential/big questions of the unit.) KEY ACADEMIC VOCABULARY (CCRI4) _____________________________________________________________________________________________ This week’s READING: ________________________________________________________________ This week’s WRITING: ________________________________________________________________ Learning Habits Aligned with Common Core: Answer questions with EVIDENCE CCR1; Infer meanings of words from context CCR4 This week’s Common Core Standard Emphasized: ____________________________________________________________ This week’s learning skill/strategy emphasis: _________________________________________________________________ (aligned with Common Core Standard) M PREVIEW, Model, Interest T Model and Guide W Guide and Go Farther TH Assess, Clarify, Advance F Fix, Expand, Finish Well T: I DO T/S: WE DO S: YOU DO ADVANCED Check for Understanding:

T: I DO T/S: WE DO S: YOU DO ADVANCED Check for Understanding:

T: I DO T/S: WE DO S: YOU DO ADVANCED Check for Understanding:

FORMATIVE ASSESSMENT S: YOU DO independently T: I DO I’ll clarify based on how they

respond to the assessment. ADVANCED: End of class—check for shared understanding.

T: I DO Guide students needing support— S: ADVANCED Students who “meet” move to “exceed” CLASS SYNTHESIS—How we’ll complete the week with shared understanding

HOMEWORK HOMEWORK HOMEWORK HOMEWORK HOMEWORK

The next page is a content/literacy week planning frame with examples of kinds of activities.

Content Literacy Week Planning Frame Choose Core Content and Skills Model, then Guide Active Learning Assess Expand

DIFFERENTIATE TO MAKE THE DIFFERENCE http://teacher.depaul.edu © 2011

Topic: ____________________________ FOCUS QUESTION OF THE WEEK: ______________________________________________________________ (One of the essential/big questions of the unit.) KEY ACADEMIC VOCABULARY (CCRI4) _____________________________________________________________________________________________ This week’s READING: ________________________________________________________________ This week’s WRITING: ________________________________________________________________ Learning Habits Aligned with Common Core: Answer questions with EVIDENCE CCR1; Infer meanings of words from context CCR4 This week’s Common Core Standard Emphasized: ____________________________________________________________ This week’s learning skill/strategy emphasis: _________________________________________________________________(aligned with CC Standard) M PREVIEW, Model, Interest T Model and Guide W Guide and Go Farther TH Assess, Clarify, Advance F Fix, Expand, Finish Well T: I DO > Preview and INTRODUCE FOCUS/BIG QUESTION >Show how to use structure of the text to figure out topic and subtopics. > Model how to use skill/strategy to read to learn. WE DO: Start to find relevant information to answer the BIG question S: YOU DO Read to Learn __List or draw information. __start glossary of this week’s

words __start to collect information to

answer question ADVANCED __make up questions about

the topic __illustrate a page in the text Check for Understanding: __write learning summary __Pair/Compare notes about today’s learning __ _________________

T: I DO Re-model how to use this week’s skill/strategy to read to learn about the topic/answer the big question. WE DO: Use this week’s skill/strategy to read to find facts to answer the BIG question. S: YOU DO Read more to learn more __read independently or with

partner to locate information __use graphic organizer to collect

information __continue glossary of this

week’s words ADVANCED __make up challenging questions, exchange __make a map, chart, diagram

based on the passage Check for Understanding: __write learning summary __Pair/Compare notes about today’s learning __ _________________

T: I DO Use graphic organizer to show how to organize information. WE DO: Students provide examples for the graphic organizer S: YOU DO __complete graphic organizer __write based on graphic organizer __complete glossary of this week’s

words ADVANCED __Write constructed response __Use structure of the text to make

the outline that the author may have followed.

Check for Understanding: __learning summary __Pair/Compare __ _________________

FORMATIVE ASSESSMENT S: YOU DO independently __List information to include to

support answer to big question __summarize important learning __outline answer to the big question T: I DO I’ll clarify based on how they

respond to the assessment. __use graphic organizer to clarify the

topic __Involve students as demonstrators

of what was learned and how they answered the BIG question

__ _________________________ ADVANCED: __Outline a booklet about the topic—

write the booklet on Friday __Ask another BIG question about the

topic and look for information to use in an answer—then write that answer on Friday

End of class—check for shared understanding. __groups list important learning __students outline answer to big question in groups/class

T: I DO Guide students needing support— __make outline with students they

then follow to write about the topic

__use graphic organizer to collect facts and clarify the topic

S: ADVANCED Students who “meet” move to “exceed” __write booklet about topic __make up quiz about topic,

exchange questions—answer with evidence

__make display about the topic __use different graphic organizer to

explain more about the topic CLASS SYNTHESIS—How we’ll complete the week with shared understanding __create bulletin board __Pair/Compare __teams create a chapter

HOMEWORK __write sentences with today’s glossary words __ list five interesting ideas and facts about the topic

HOMEWORK __add to glossary with examples from your experience __ construct questions for another student

HOMEWORK __write letter from someone “who was there” __make diagram/timeline/chart based on topic

HOMEWORK __outline answer to the big question __write poem about the topic

HOMEWORK __write self-assessment—what I learned, how I helped other students learn more __write summary—what I learned and why it’s important

Center for Urban Education ©2012

Social Studies Learning Activities Week Plan Example Common Core Anchor Reading Standards: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 4. Interpret words and phrases as they are used in a text…. Topic: settlement CONTENT STANDARD: ILS 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. BIG QUESTION What did settlers need to survive in Illinois in 1840? This week’s reading: timeline of Chicago in the 1820-1840s; drawing of Chicago in 1831; settler diaries Reading Skills/Strategy Emphasized: inferring cause effect relations; summarize Vocabulary: settlement, challenge, collaboration, frontier, pioneer, economy, problem and solution, inference Writing Emphasis: constructed response—synthesis of learning in response to the BIG question with examples

Preview, Model, Interest Model and Guide Guide and Go Farther Assess, Clarify, Advance Fix, Expand, Finish Well T: I DO Preview and INTRODUCE THE BIG QUESTION Model how to infer what someone needs from timeline. WE DO: pair Find something that settlers thought was a problem. Infer a need. S: YOU DO Read to Learn Collect information to answer question—what did they need? ADVANCED illustrate a page in the text Check for Understanding: Pair/Compare

T: I DO Re-model how to infer needs from drawing of Chicago in 1831 and confirm with timeline. WE DO: group Infer a need based on the map. S: YOU DO glossary of this week’s words ADVANCED Make a Venn diagram, then write a comparison, contrast analysis— Settling then, moving to Illinois now. Check for Understanding Learning report.

T: I DO Show how to use fact-inference chart to list inference evidence and needs—what caused the item to be needed? WE DO: pair Students provide examples for the graphic organizer. S: YOU DO > write based on graphic

organizer > complete glossary ADVANCED Make up a quiz about the topic Check for Understanding: Summarize what you have learned; then Pair, Compare

How I’ll assess— S: Write constructed response--their answer to the big question— giving examples of needs they inferred. Explain in words with example how to make an inference with evidence. T: I DO I’ll clarify based on how they respond to the assessment. Work with class, individuals, small groups based on assessment. ADVANCED: Ask another BIG question about the topic; then exchange; look for information to use in an answer.

T: I DO Guide students needing support—use chart to clarify the topic and skill— chart: fact-based inferences Column 1 Fact Column 2: Inferred need Then write summary. ADVANCED pair Students who “meet” move to “exceed” --Students collaborate on writing evidence-based answers to big questions, using graphic organizers, drawings, as well as constructed responses. Synthesis: T: Explain how to create a synthesis of information to support an idea. S: create display about the concept of settlement.

Homework: make list of 3 things you think settlers needed to bring.

Homework: make glossary—bring in 5 words and pictures that show them.

Homework: write a letter—as if you were a settler.

Homework: make list of what someone needs to bring to move to Illinois today.

Homework: Share your week’s progress with your family.

Pack Your Wagon This activity was designed originally by the Chicago History Museum. You’re a person moving to Illinois from the East in 1831. You’re traveling by covered wagon. It’s not a big wagon. Choose just ten of these objects to take with you. You will need to choose things you may need during the trip and after you get to Illinois. When you arrive, you will have to build your own home and get your own food. pillow piano

mirror hunting knife

potatoes quilt

horseshoe candle

bucket canteen

bowl bread

butter churn violin

coffee beans flour

hammer first aid kit

frying pan lantern

honey pocket watch

table soap bar and scrub

anvil axe

banjo books

wheel barrow spinning wheel

shovel tea pot

rifle rocking chair Common Core Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Next, read about pioneer life. Then look at your list. Figure out if you should change your list based on what you read.


Center for Urban Education http://teacher.depaul.edu © 2012

Settlers’ Challenges Common Core Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Settlers came to this area to build farms. While they found the land difficult to plant in because of the thick root system, trees were not in the way—the area was mostly an open grassland. When settlers came, they traded goods with the Potawatomi to get food and animal skins. After a time, the Potawatomi were forced to move when homesteaders took over the land. The Potawatomi asked that they could stay “on the land given to us by the great spirit,” but they could not continue to live here. By 1831, they had to move. Here is what one woman wrote about her trip to live in Illinois. I have dragged one foot after the other so long and hope for the best. Friday Eve. We commence a fourteen mile prairie after we got to Paris, Illinois, hot though it was as the sun was setting it was very good some part of the way—Many bad slews. The Doctor got stuck, twice, the oxen drew him out. The prairies look fine. Many kinds of flowers grow on them—and prairie hens live on them, one of the company shot one. Eliza looks bad but says she feels like helping me get supper. Oh, dear, I think it’s hard time. Saturday 15th. Today have been traveling through prairie and timber, both, and got lost in the bargain—we took the wrong road and wallowed around the prairie grass, sometimes as high as the horses’ back. Night came we pitched our tent after mowing the grass down and made as comfortable as could be expected amongst the mosquitoes. Here is what one woman’s life was like after settling. The woman told me that they spun and wove all the cotton and woolen garments of the family, and knit all the stockings; her husband, though not a shoe-maker by trade, made all the shoes. She made all the soap and candles they used, and prepared her sugar from the sugar-trees on their farm. All she wanted with money, she said, was to buy coffee and tea, and she could “get enough any day by sending a batch of butter and chicken to market.” They used no wheat, nor sold any of their corn, which though it appeared a very large quantity, was not more than they required to make their bread and cakes of various kinds, and to feed all their live stock during the winter.” Here are the problems these settlers faced each season: Fall—the threat of fire—the prairie grass became very dry and a spark could start a fire that would burn the prairie and their cabin Winter—freezing cold, deep snow, people got lost in the drifts when the trails were covered Spring—the prairie became swampy when the snow melted Summer—some days were very hot and there was no shady forest to cool yourself; there were so many insects that sometimes horses died from being stung so much. READ CLOSELY What do you think the main idea is of this passage? Underline or list five facts that support it. THINK MORE Illustrate the passage. Draw pictures that show what each paragraph explains.


Differentiated Lesson and Assessment Planning Resource

Powerful Practices The following practices were identified as correlated with increased learning effective instructional programs on the What Works website of I.E.S. q Graphic

Organizers q Cooperative

Learning q Using short

segments of passages to teach vocabulary in context/writing

q Specific Informal Assessment

q Curriculum-Based “probes” to clarify thinking

q Peer Tutoring; Reciprocal Peer Tutoring

q Explicit Timing q Teacher Think-

Alouds q Using Response

Cards during Instruction

Source: Roberta C. Kaufman and Robert W. Wandberg, editors, Powerful Practices for High Performing Special Educators, Corwin Press, 2010.

Teaching Strategies Focus Clearly q survey students—pre-

assess for learning interests and challenges as well as knowledge, skills

q clear directions, posted and explained with examples

q set explicit objectives and criteria

Develop with Depth q ask challenging

questions with “think time” (not wait time)

q guide learning strategies—listening, collaboration, note-taking, time management

q model with “mentor” texts and graphic organizers

q incorporate games q gradual release of

responsibility q students demonstrate q student-constructed

HOT questions q students write to clarify

and apply what they learn

q emphasize transfer of knowledge and skills

Assess to Advance q use differentiated

assessments q students self-assess q check for

understanding daily q specific feedback—how

to improve or advance q weekly synthesis

Diverse Student Activities/Assessments verbal q write _letter _poem _article _story q dramatize a story or history q outline, write, illustrate a topic

booklet q add to a story, poem, song q make glossary q write weekly letter home about

learning progress and plans q make up a CRAFT writing plan—

Content/Concept, Role, Audience, Format, what you will Tell about the Topic.

auditory q draw/write about music q clap syllables q listening to learn games kinesthetic q pantomime to communicate q “fold-a-books” q create a collage q make/build a model visual q “read” paintings q illustrate a reading q create symbols to represent ideas constructive synthesis/ creative construction q invent a game q create museum-like displays q design graphic organizers q make portfolios q present topics q debate q present a lesson to students from

another grade q simulation Add your strategies.

Center for Urban Education © 2012 http://teacher.depaul.edu

Chunk It Pre-Assess Organize Active Learning Re-Assess Make Progress

Polk Bros. Foundation Teacher Leadership Network © 2008 http://teacher.depaul.edu

Organize COHERENT UNIT STRUCTURES to develop standards-based literacy development 1. Choose a theme for each quarter. 2. Set standards-based priorities. 3. Specify summative assessments (performance-based) 4. Identify KINDS OF texts 1st quarter THEME:

2nd quarter THEME: 3rd quarter THEME: 4th quarter THEME:

CSS Literacy Standards: CSS Literacy Standards:

CSS Literacy Standards:

CSS Literacy Standards:

Summative performance-based assessment:

Summative Performance-Based assessment:







Literature

Nonfiction

Literature

Nonfiction

Literature

Nonfiction

Literature

Nonfiction



Organize COHERENT UNIT STRUCTURES to develop standards-based literacy development example 1. Choose a theme for each quarter. 2. Set standards-based priorities. 3. Specify summative assessments (performance-based) 4. Identify KINDS OF texts Planning Blueprint with Examples This example uses a fiction then nonfiction approach, separating the genres into those two categories. 1st quarter THEME: Communication

2nd quarter THEME: Patterns 3rd quarter THEME: Choices 4th quarter THEME: Challenges

CSS Literacy Standards: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CSS Literacy Standards: 1 continues 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 5. Analyze the structure of texts..

CSS Literacy Standards: 1 and 2 continue 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 5. Analyze the structure of texts, 6. Assess how point of view or purpose shapes the content and style of a text. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take.

CSS Literacy Standards: 1, 2 and 5 continue 5. Analyze the structure of texts, 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8 NONFICTION Delineate and evaluate the argument and specific claims in a text…

Summative performance-based assessment: • Constructed

Response • Student-created

guides and texts

Summative Performance-Based assessment: • Report • Constructed

response • Student-written

nonfiction



guides and texts


response Student-written nonfiction



guides and texts





guides and texts



Literature Fiction Poetry

Nonfiction History Science

Literature Myths/legends Fiction

Nonfiction History Science Biography

Literature Historical fiction Realistic fiction

Nonfiction History Science Biography Speeches

Literature Novel Science Fiction

Nonfiction History Science

Summative Assessment Clarification: Report may include illustrations, graphic organizers, glossary. Constructed response may include taking a position (argumentative), explaining (expository), may be creative! Student-written guides emphasize meta-cognition. Student-written texts apply structures and strategies of mentor texts.



Four-Quarter Content Map Maker First Quarter Second Quarter Third Quarter Fourth Quarter Social Studies Science Social Studies Science Science Social Studies Science Social Studies K

1

2

3

4

5

6

7

8

Social Studies Core Concepts: Choice Challenge Diversity Values Cause-Effect Interdependence Cooperation Conflict Cross-Cutting Science Concepts: cause-effect adaptation interdependence patterns structure and function stability and change

Professional Development Calendar July August 1st quarter 2nd quarter 3rd quarter 4th quarter Know What Know How to

Know What Know How to





Resources

Resources

Resources

Resources

Resources

Resources

Processes

Processes

Processes

Processes

Processes

Processes

EXAMPLE--Professional Development Calendar July August 1st quarter 2nd quarter 3rd quarter 4th quarter Know What 3 principles of UDL Alignment of REACH/UDL and CCSS Know How to adapt CCSS model units integrate CCSS into content units

Know What Principles and practices of Formative Assessment and Feedback Guiding reading complex texts Performance Assessment Know How to differentiate instruction and assessment guide reading of complex texts

Know What Principles and practices of Formative Assessment and Feedback CCSS Reading and Writing within units Know How to guide reading of complex text develop writing based on reading

Know What CCSS Writing in relation to constructed response Know How to Improve student reading and writing with constructed response

Know What Project-Based Learning Comprehensive Assessment Know How to Create units that integrate project-based learning and CCSS Literacy

Know What Summative evaluation Know How to Guide students to synthesize learning Evaluate instructional plans and revise for the next school year

Resources CAST CPS Literacy Framework REACH Model Units Unit Planning Templates

Resources Tomlinson-McTighe Book—Differentiate/UbD CPS Literacy Framework

Resources CPS Literacy Framework Tomlinson-McTighe book

Resources Guides to writing CPS Literacy Framework

Resources Project-based learning and assessment guides

Resources Guides to evaluating instruction Models for summative evaluation of student learning

Processes School-based institutes Leadership team strategic planning

Processes School-based Institutes Modify lesson plan format to integrate differentiation

Processes PLC sessions Peer coaching Teacher Leader led workshops Formative observations

Processes PLC sessions Peer coaching Administrative observations Teacher Leader led workshops

Processes PLC sessions Peer coaching Teacher Leader led workshops Administrative observations

Processes PLC sessions Peer coaching Teacher Leader led workshops Administrative observations

outcomes assessments activities unit …teacher.depaul.edu/documents/guidetoorganizing... · the...

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