Phase 1: Direct/Focused Instruction - Purpose and Modeling (I do it) Quality Indicator | Proficient | seinen Approaching No content orlanguaze | Only one purpose is purpose is stated oF Js explicitly presented nt language, al purposes, which ff purpose is not ‘plied. There Some type of or language demands of the task. assessment has been used co design Comments: \ (5-4 Ly“Varun Su > : “WG fused pow Seaviny (ote War Pot pened So prhvens Lou — Bertin Sv Fr AG uirr Sead Cue vm! TOaUAn @ airing * laSit- Shade tnd (tomen) Shug Sree (rain by 7 ly gue Gras p divided (orlihy ar X lobesr Ll Phase 1: Direct/Focused Instruction - Purpose and Modeling (I do it) [ cuatiy indicator Skillful Approaching Beginning Comments: | re based on content demands of the task as well as students assessed need asposes are stated and address well connected to cont or language demands of the task. te Only one purpose is sated (Le, content, language, or social purpose is missing) or purpose is nor relevant for students. Some type of assessment has been used to design instruction. No content or language purpose is stated or implied. There is no ‘evidence of formative assessment 10 plan instruction. Seucents can explain purposes daar they Comments: how the stared purposes selate to theis own lessning, Students can accurately restate the ‘purposes of the lesson bu lack a clear understanding of why they ate being taughe che content = Students can restate portions of the purposes of the lesson bue lack aa. understanding of taught the content, Seudents aze unable t© corectly sete the purpose of the lesson. ‘Teaches provides an avehentic 1 demonstration while noticing student sesponses. Comments: Modeling includes naming task or strategy, explaining The teacher notices how students respond and adécesses student responses. ae Modeling contains all the indicators (oaming, explaining, analogies, ‘The teacher notices how students respond but docs not address stadent her does not not students respond. Modeling contains fewCina bak; Pupin OF ath VO ull | cons dy Ye (ueoue 10 © euch cucu tin «Jari, Waa is Wu thavaote. ud nt?Skillfat “Approaching ] Beginning language, and so Prposes are stated and address smudents’ needs identified via| Formative assessments but ate 90t ‘well connected to content standards ask. of language demands Only one purpose is sated (Le. wgonge, or socal purpose ‘or purpose is not students, Some type of has been used to design No content of language osed, using analogies ink t9 new learning responses, Comments: respond but does sespons directs students through the use of sou" statements and docs aot use students respond Modeling contains few indicators. Teacher usessynth UCU ent rida Lose Ts Shedd t HMA bang «quar yocitse Hada worn cngllndle— lio sense tte mutta Feary bo ls Ue UW “NU cly> Vey cides Sem | di ae ute 06 1S bD Masui § : OSE 1S by Mi Gurt Stucky Unbesilt— y utilesPhase 1: Direct/Focused Instruction - Purpose and Modeling (I do it) Quality Indicator Proficient ‘Skillful Approaching Beginning Comments mands of the tsk as well sessed needs. ‘or language demands of the task. Only one purpose is stated ( ‘content, language, or social purpose surpose is not Some ype of assessment has been used to design Noe sagage purpose is stated of implied. There is no. evidence of formative sment to plan Comments Randomly selected students can explain or demonstrate wr the stated purposes to their own learning. Srodents can sec purposes of the lesson but lack clear understanding of why they are Students ean restate portions of the purposes of the lesson but lack an Stidents axe unable to ‘conrectly sate the paspose of he lesson. Comments Modeling includes naming to link to new learning. “The teacher notices how students respond and addresses student responses. ‘Modeling contains all the indicators (aaming, explaining, analogies, demonsteation, exors to avoid, and the teacher only uses ‘The teacher notices how students respond but does not address student responses, metacognitive statemer student understanding, ‘The teacher does not notice how students respond. Modeling contains fewPhase 2: Guided Instruction (We do it) Quality Indicator Skillful Approaching Beginning ‘Teacher scaffolds support for stodents using questions, prompts, and cues Comments Teacher pose for clarification; ‘Teacher poses question, asks previous learning via prompt, explanation when response is ‘Teacher poses question, and ‘or moves on to next student ‘Teacher cifferensiates instruction end practice based Comment: teacher support Group formation is based on recent formative assessments but is xed. Tasks presented in lesson. lar wo those Group formation is statie and based on outdated information,Phase 3: Collaborative Learning (You do it together) Quality Indicator | Proficient Approaching Beginning Tenses nel Comments “Task reflects purposes (3) and alow udeats an opportuni t variety of resources to creatively apply and extend theis knowledge, Students have an opportunity to ‘experiment with concepts. The account hes the task wpe although the outcome is somewhat ‘The accountability matches the as ‘ype ‘The tas is somewhat | reflective of the purpose of the lesson, but there is tle ‘opportunity for student ‘experimentation of ‘The accountability matches the task ype. “Task is an exact replication of swhat was modeled with 90 opportunity for student experimentation with concepts Accountability is nonexistent or inappropriate for the tsk, tall provide evidence, asl another and ng isagree without isagreeable. Comments: Saudents reach « better vunderstanding of consensus based ‘on evidence and opinions provided by others. Stidents hold each member of the Students ask for and offer evidence to support claims However, members eontinae to maintain intial beliefs oF positions about a topic without considering the arguments of others “The conversation is generally respectful but some members ray not participate “There is a process in place for accountable talk However, stadent dialogue is limited and there are minimal efforts co support r opinions, or el ‘The conversation is ‘generally espectfl, but is ‘often dominated by one member of the group, [No clear process isin place to facilrate accountable eal. Lack of seruetae is evidenced by students who are off task, inPhase 4: Independent Practice/Leaning (You do it independently) Quality Indicator Proficient Skillful Approaching Beginning Comments Learning tasks provi opportunities 9 in unique or diffe Learning tasks provide students with opporeani : what chey have ‘opportunity to apply what has been learned, Learning tasks are ‘Teacher provides explicit eedback in order to deepen or sticente understanding. Seudents are able to use Feedbacks tim understandable, and specifi "The feedback is careflly Feedback is timely and ‘understandable, but moze general. “The feedback is primarily focused on Feedback is focused ‘exclusively on correction, Ie may be delayed, misunderstood, and/or feedback to improve and refine | crafted to focus on the process | the task, rather than processes, vague. their learning, used and to develop self-regulation, and metacognition. rsegulation and Feedback occurs too late acognition. Feedback occuss at the end of to be useful in promoting independent lescning and cannot be | snadent learning Feedback oct used t0 improve and refine learning independent learning snot be sued to improve and ine earning, Comments Sodents selfevaluate thelr | Seadents rou Smadents diseuss chet learning with | Teacher provides Tearning and develop next to increase thelr understanding ofthe content learning as a reflective process rather than a proactive ‘peers or teacher but do not routinely selE-evaluate feedback, but seadents do not have time to evaluate their leering,Focus Areas (Not All Inclusive) 3.1 Engages and maintains students In active leaming (eg., student collaboration, small group instruction, real-world applications, project-based learning). 3.3 Uses a variety of effective instructional strategies 35 Diferentiates and paces instruction to meet students’ needs 3.7 Communicates clearly and checks for understanding (@.g., multiple levels of questioning) 55 Creales an environment that is academically appropriate, stimulating, and challenging 58 Encourages student participation, inquiry, and intellectual risk-taking Expected Walk-Through Timelin ‘September-October - Phase 1 - Direct/Focused Instruction with Feedback to Staff and Board November - Phase 2 - Guided Instruction with Feedback to Staff and Board December - Phase 3 - Collaborative Learning with Feedback to Staff and Board January - Phase 4 - Independent Practice/Learning with Feedback to Staff and Board February - Phases 1 and 2 with Feedback to Staff and Board March - Phases 3 and 4 with Feedback to Staff and Board April/May - Phases 1-4 (Culminating) with Feedback to Staff and Board June - Planning for 17-18 School Year Professional Learning Ac40} Apes pue posedeid 69 pinous s| s@p0o uiyiNM Jedoid Bulpnioul syewnse yeBpng @ ‘uoReoNpS Jo pleog sNoK 0} uoHe}Uasedd 1054 ‘7 9pe16 40) sjeueyew Jeinoyino Bujujewes Jo snidins e si e164, ‘peseyoind eq 0} pesu jw sjeueyew 164O!eR} pue 19S woorsselo 2 - UREN) epeIB UI 10) OMEWEY, WEIN AEPALeRg SUR 0} SOqUOSGNS JOUISIP INOA :s|eUBIEW\ WnnoWND jeUORIPPY “E QE 'S5 = C00’ 007'7),_ aunty ‘sees jos 0 setenbo eBexoed syoueg “rer0P OF O00'H¥S 81 mRIp nok Aupjes Teyoesr MeN ‘siyeusg pue Arwles °Z 3} “fuasseoau pauloap se axnyusny Areyxne Aue pue (919e} Aeupy) eget uoness Bulped. ‘suey wap “gojqer juepnis Gulpniou! ‘suepmis o¢ erey03} 0} Woosssepo @ yslunyydinbe o1 p=eU IM MOA ‘Swen! 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