Iroquois High School
2014-2015
A Common Instructional Process
At Iroquois, teachers are organized into collaborative teams, or PLCs, in order to plan and
implement instruction and study and act upon evidence of student learning.
PLCs use a process called the PDSA cycle (Plan, Do, Study, Act) to ensure student learning.
The following documents explain the actions, outcomes, and products, during each phase of the
PDSA cycle. Samples are also provided when appropriate.
**IMPORTANT: PLC products will be collected randomly and regularly for review by Iroquois’ ILT
(Instructional Leadership team)**
The instructional framework for Iroquois High School is taken from The Fundamental Five: The
Formula for Quality Instruction by Sean Cain, in which the author argues that implementing these
five instructional practices consistently will improve student learning:
 Framing the lesson: Teachers provide students with a daily lesson frame that explains what
they will need to know or do (learning target or objective) and how they will demonstrate
their learning at a higher level of rigor (closing task).
 Working in the power zone: Teachers maximize student learning when they are working
directly with and providing feedback to small groups of students.
 Critical Writing: Teachers should provide daily opportunity for students to write critically
about their learning, whether it be a few sentences, a paragraph, or an essay.
 Frequent, small-group, purposeful talk about the learning (FSGPT): Teachers should
provide multiple opportunities for students to talk about their learning with each other
using pre-planned, effective questioning techniques.
 Recognition and reinforcement: Teachers should recognize and/or reinforce gains made by
individual students in their academic, behavioral, and/or social growth.
A glossary of acronyms and key terms follows the documents.
Iroquois High School
2014-2015
The following are actions, outcomes, and products that PLCs in the PLAN phase of the PDSA cycle
should be completing:
1. The first five columns of the CIA map (curriculum, instruction, assessment).
 List the standard/Topic and/or learning objective: This refers to the standards outlined in
the appropriate curriculum guide: Common Core, Quality Core, Program of Studies, etc. Ask
your department chair if you are unsure of which guide to use. (*Note: some content areas
have elected to consolidate their standards and objectives, so there may only be four
columns on some PLC’s CIA maps for the PLAN phase.
 Identify pre-requisite skills, knowledge, or vocabulary. This refers to the knowledge or skill
that students must have prior to the standard/unit and should be assessed in a preassessment.
 Identify new concepts, knowledge, or vocabulary. This refers to the new information
students must learn during the standard/unit and should be assessed regularly using
formative assessment.
 Identify the essential skills to be learned. This refers to what the students will need to be
able to do by the end of the standard/unit.
2. A common assessment, rubric, and progress-monitoring tool.
 A quality, common assessment must be created based on the above information in order to
gather evidence of learning. An assessment rubric is provided.
 A common rubric that accompanies each assessment should also be created to ensure
calibrated scoring throughout the PLC.
 A progress monitoring tool that allows teachers and students to clearly determine whether
they have met the standard(s) and/or which parts of the standard(s) have not been
mastered must also be created.
PLC products from the PLAN phase of PDSA:
 First five columns of the CIA map
 Common assessment, rubric, progress-monitoring tool.
Resources provided for the PLAN phase:
 Blank CIA map
 Sample CIA map
 DOK (depth of knowledge) levels and sample verbs/activities
 Assessment Rubric
 Sample rubric
 Sample progress-monitoring tool
Iroquois High School
2014-2015
BLANK Curriculum, Instruction, Assessment (CIA) map
PLAN
Key Standard/Topic
Learning Objective
Pre-Requisite Skills
 Essential Prior
Knowledge
 Fundamental
Vocabulary

DO


New Key Concepts
New Vocabulary
Essential Skills to be
learned
Learning Target:
Student-Friendly “I
can” Statement
Engaging Strategies
and Learning
Activities
What will the
students do?
STUDY / ACT
Performance Task
Assessment:
How will the student
demonstrate mastery
of Learning Target at
a higher level of
RIGOR
Original CFA Data
 Date
 ACT-QC Objective
and/or Essential
Skill Assessed
 # NAPD
Have to be Attentive
to Formatting
RTI
 Date
 Type (Flex, ESS,
ESD, pullouts, etc)
 Strategy or
Activity employed
 Success Rate of
RTI
Reassessment
 Date
 Type
 #NAPD
Next Steps
1.
2.
3.
These will be addressed in
the Quarterly Report
Iroquois High School
2014-2015
Sample CIA map (Algebra 2)
PLAN
Key Standard/Topic
Learning Objective
Pre-Requisite Skills
 Essential Prior
Knowledge
 Fundamental
Vocabulary
Less than
We will
translate a
context into
constraints
and an
objective
function and
use those to
solve realworld
problems.
FT7
Greater than
2-variable
inequality
X-intercept
Y-intercept


New Key Concepts
New Vocabulary
Constraints
Objective
function
System of
equations
System of
inequalities
Feasible region
Corner points
Linear
programming
Maximum
Minimum
DO
Essential Skills to be learned
Learning Target:
Student-Friendly “I
can” Statement
Engaging Strategies and
Learning Activities
What will the student do?
STUDY / ACT
Performance Task
Assessment:
How will the student
demonstrate mastery
of Learning Target at a
higher level of RIGOR
Original CFA
Data
 Date
 ACT-QC
Objective
and/or
Essential
Skill
Assessed
 # NAPD
Have to be
Attentive to
Formatting
RTI
 Date
 Type
(Flex, ESS,
ESD,
pullouts,
etc)
 Strategy
or Activity
employed
 Success
Rate of
RTI
Reassessment
 Date
 Type
 #NAPD
Next Steps
Finding a solution set to a
system of inequalities
Finding corner points of a
feasible region
Determining the point that
is the optimal solution for
an objective function
These will be
addressed in the
Quarterly Report
Iroquois High School
2014-2015
Iroquois High School
2014-2015
Iroquois High School
2014-2015
GENERIC MATH RUBRIC
4
Demonstrates a
thorough
understanding of the
main concepts.
3
Demonstrates an
understanding of the
main concepts.
2
Demonstrates a
partial understanding
of the main
concepts.
1
Demonstrates little
understanding of the
main concepts.
Well organized with
correct answers.
Organized and most
answers are correct.
Mathematical terms
and symbols are
used appropriately
and are often
elaborated upon.
Mathematical terms
and symbols are
used appropriately.
Organization needs
to improve, some
correct answers.
Some mathematical
terms and symbols
are used correctly.
Thorough analysis of
the problem with
accurate solutions.
Analysis of the
problem is evident,
considerable
accuracy.
Analyzes the
problem with some
success, accuracy
needs to improve.
Very weak evidence
of organization, a
few correct answers
Mathematical terms
and symbol use are
weak, not enough
references to
mathematical terms
are used.
Very little evidence
of analysis. Some
educated guesses.
Accuracy is weak.
Iroquois High School
2014-2015
Sample Progress Monitoring Standards-Tracker (English 2)
Student Name
Plot
Conflict
Theme
Characterization
Motivation
(removed due to confidentiality)
Tone
Mood
Point of View
G
g
g
y
g
g
g
g
g
g
g
g
g
g
g
g
g
Y
Y
R
G
G
Y
Y
Y
g
g
y
y
g
g
y
g
g
g
y
g
y
g
y
g
y
y
r
r
r
g
g
y
g
g
y
y
y
g
g
y
g
g
g
g
g
g
g
g
G
G
Y
G
Y
Y
Y
G
g
g
g
g
g
g
g
g
g
g
g
y
y
g
y
g
r
y
r
r
y
r
r
r
g
g
g
g
y
g
y
g
Y
G
R
Y
Y
G
G
Y
Y
R
R
Y
Y
Y
Y
Y
Iroquois High School
2014-2015
The following are actions, outcomes, and products that PLCs in the
DO phase of the PDSA cycle should be completing:
1. The next three columns of the CIA map (curriculum, instruction, assessment).
 Write the daily learning objective or target into a student-friendly statement that starts with
“We will…”. This serves as the first key element in the daily lesson frame1. It should be
visible and prominent for the entire lesson.
 Create engaging learning strategies and/or activities that will address the learning
target/objective. Critical writing2 and FSGPT3 activities should be included multiple times
each lesson.
 Create a closing task that starts with “I will…” and is written at a higher level of rigor than
the learning target/objective. This task should be completed individually.
2. Pre-planned, effective questions for critical writing and FSGPT and informal formative
assessments.
 To accompany the critical writing and FSGPT strategy/activity, teachers must create preplanned questions at various levels of rigor and study/use effective questioning techniques
to ensure engagement and accountability.
 In addition to common assessments, teachers must create and implement several formative
checks for learning regularly.
** IMPORTANT: Iroquois ILT will conduct frequent and regular walkthroughs of classrooms to assess how
teachers are implementing the planned instruction, with special emphasis on the Fundamental Five
practices, using Power Walk. Coaching sessions will be facilitated by ILT members to discuss and reflect
upon Power Walk data with every teacher.**
PLC products from the DO phase of PDSA:
 The next three columns of CIA map
 Evidence of effective questioning and formative checks for learning.
Resources provided for the DO phase:
 Sample CIA map
 Effective questioning techniques/strategies
 Sample formative checks for learning
 Blank Power Walk tool
1-3
Refers to the Fundamental Five instructional practices for quality instruction
Iroquois High School
2014-2015
Sample CIA map (Algebra 2
PLAN
Essential
Skills to be
learned
Learning Target:
Student-Friendly “I
can” Statement
Engaging Strategies
and Learning
Activities
We will
translate a
context into
constraints
and an
objective
function and
use those to
solve realworld
problems.
What will the student do?
Performance Task
Assessment:
Less than
Greater than
2-variable
inequality
X-intercept
Y-intercept
DO
Essential Skills to be
learned
Constraints
Objective
function
System of
equations
System of
inequalities
Feasible
region
Corner points
Learning Target: StudentFriendly “I can” Statement
Engaging Strategies and
Learning Activities
Finding a
solution set to a
system of
inequalities
Finding corner
points of a
feasible region
Determining the
point that is the
optimal
solution for an
objective
function
What will the student
do?
Performance Task
Assessment:
We will solve
systems of
equations
using graphing
and
elimination
methods.
We will graph
systems of
inequalities.
Linear
programming
FT7
Maximum
Minimum
We will graph
constraints
and find the
corner points
of a feasible
region.
We will write
constraints for
a context.
Essential Skills to be learned
Day 1: (FCT 5 lesson 3)
Small groups with an I spy
for groups that get stuck or
need a check.
CW: Guided notes
STUDY / ACT
Learning Target: StudentFriendly “I can” Statement
Engaging Strategies and
Learning Activities
I can solve a
system of equations
using two methods.
Day 1.5: Elimination
Day 2: (FCT 4 lesson 8-This
lesson probably needs to be
fleshed out a little bit
more).
CW-Teams will make
posters of systems showing
graph and points of
intersection.
Day 3: Swapmeet: Students
will be given systems of
inequalities to graph and
find the corner points
without any context-with
emphasis on
vertical/horizontal lines.
CW: Describe the process
for finding the corner
points of a feasible region.
Day 4: (FCT 5 lesson 4-Need
to pare down to probably 2
problems –Tanks/Airplanes
& Lawyer office) CWAnnotating problems to
determine important parts.
I can graph a
system of
inequalities.
I can find the corner
points of a feasible
region.
I can determine
different parts of a
context and
organize in a chart
to write constraints.
What will the
student do?
Performance
Task
Assessment:
Essential
Skills to be
learned
Learning
Target:
StudentFriendly “I
can” Statement
Engaging
Strategies and
Learning
Activities
What will
the
student
do?
Performa
nce Task
Assessme
nt:
These will be
addressed in the
Quarterly Report
Iroquois High School
2014-2015
We will graph
the constraints
from a context
and find the
feasible region
and corner
points.
We will use
the corner
point of a
feasible region
in an objective
function to
find an
optimal
solution.
We will solve
linear
programming
problems.
We will solve
linear
programming
problems.
Day 5: (FCT 5 Lesson 5Need to take the two
problems from Lesson 4
where the constraints are
already written and find
feasible region and corner
points.) Pairs Check
CW: How do we define the
feasible region?
Day 6: In Tanks/Airplane
and Lawyer office
problems, write the
objective functions and find
optimal solution. Hot Potato
with additional practice
problems.
CW: How do we know if we
want the highest value or
the lowest value when we
input the corner points?
Day 7: (FCT 5 lesson 5
Bakery problem and new
problem with vertical/horiz
constraint.)
Thumbs Up/Thumbs Down
Pulse Check at each step of
the problem.
CW: Outline the steps for
solving a linear
programming problem.
Day 8: (FCT 5 Lesson 7 Vans
and Trucks problem and
new problem)
Live Score CR problem
Day 9: Unit Test
We will solve
linear
programming
problems.
I can graph a
system of
inequalities and
find the corner
points of the
feasible region.
I can use the corner
points of a feasible
region to find an
optimal solution.
I can write the
constraints of a
linear programming
problem from a
context.
I can determine the
optimal solution
from a feasible
region and an
objective function.
CW: Error Analysis
given someone
else’s graph and
constraints.
Iroquois High School
2014-2015
Bloom’s Taxonomy Question Stems
Knowledge










What happened after . . .?
How many . . .?
Who was it that . . .?
Can you name the . . .?
Described what happened at . . .?
Who spoke to . . .?
Can you tell why . . .?
Find the meaning of . . .?
What is . . .?
Which is true or false . . .?
Comprehension










Can you write in your own words . . .?
Can you write a brief outline . . .?
What do you think might happen next . . .?
Who do you think . . .?
What was the main idea . . .?
Who was the key character . . .?
Can you distinguish between . . .?
What differences exist between . . .?
Can you provide an example of what you mean . . .?
Can you provide a definition for . . .?
Application








Do you know another instance where . . .?
Could this have happened in . . .?
Can you group by characteristics such as . . .?
What factors would you change if . . .?
Can you apply the method used to some experience of your own . . .?
What questions would you ask of . . .?
From the information given, can you develop a set of instructions about . . .?
Would this information be useful if you had a . . .?
Analysis




Which events could have happened . . .?
If . . . happened, what might the ending have been?
How was this similar to . . .?
What was the underlying theme of . . .?
Iroquois High School
2014-2015










What do you see as other possible outcomes?
Why did . . . changes occur?
Can you compare your . . . with that presented in . . .?
Can you explain what must have happened when . . .?
How is . . . similar to . . .?
What are some of the problems of . . .?
Can you distinguish between . . .?
What were some of the motives behind . . .?
What was the turning point in the game . . .?
What was the problem with . . .?
Synthesis










Can you design a . . . to . . .?
Why not compose a song about . . .?
Can you see a possible solution to . . .?
If you had access to all resources how would you deal with . . .?
Why don’t you devise your own way to deal with . . .?
What would happen if . . .?
How many ways can you . . .?
Can you create new and unusual uses for . . .?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would . . .?
Evaluation










Is there a better solution to . . .?
Judge the value of . . .?
Can you defend your position about . . .?
Do you think . . . is a good or a bad thing?
How would you have handled . . .?
What changes to . . . would you recommend?
Are you a . . . person?
How would you feel if . . .?
How effective are . . .?
What do you think about . . .?
Iroquois High School
2014-2015
Tools for Formative Assessment Techniques to Check for Understanding
Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1)
Index Card
Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement.
Summaries/Questions (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement
or question.
Ask students to display a designated hand signal to indicate their understanding of a specific concept,
principal, or process: - I understand____________ and can explain it (e.g., thumbs up). - I do not yet
Hand Signals
understand ____________ (e.g., thumbs down). - I’m not completely sure about ____________ (e.g., wave
hand).
A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in
One Minute Essay
fact, be answered within a minute or two.
Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like
Analogy Prompt
_________________ because _________________________________________________.
Any of several forms of graphical organizers which allow learners to perceive relationships between concepts
Web or Concept Map through diagramming key words representing those concepts.
http://www.graphic.org/concept.html
Misconception Check
Student Conference
3-Minute Pause
Observation
Self-Assessment
Exit Card
Portfolio Check
Quiz
Journal Entry
Present students with common or predictable misconceptions about a designated concept, principle, or
process. Ask them whether they agree or disagree and explain why. The misconception check can also be
presented in the form of a multiple-choice or true-false quiz.
One on one conversation with students to check their level of understanding.
The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have
just been introduced, make connections to prior knowledge or experience, and seek clarification.
• I changed my attitude about...
• I became more aware of... • I was surprised about...
• I felt...
• I related to...
• I empathized with...
Walk around the classroom and observe students as they work to check for learning. Strategies include:
•Anecdotal Records
•Conferences
•Checklists
A process in which students collect information about their own learning, analyze what it reveals about their
progress toward the intended learning goals and plan the next steps in their learning.
Exit cards are written student responses to questions posed at the end of a class or learning activity or at the
end of a day.
Check the progress of a student’s portfolio. A portfolio is a purposeful collection of significant work, carefully
selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of
performance, such as reading, writing, math, etc. A portfolio usually includes personal reflections where the
student explains why each piece was chosen and what it shows about his/her growing skills and abilities.
Quizzes assess students for factual information, concepts and discrete skill. There is usually a single best
answer. Some quiz examples are:
• Multiple Choice • True/False
• Short Answer
• Paper and Pencil • Matching
• Extended Response
Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews
the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.
Iroquois High School
2014-2015
Choral Response
A-B-C Summaries
Debriefing
Idea Spinner
Inside-Outside Circle
Numbered Heads
Together
One Sentence
Summary
One Word Summary
Think-Pair- Share
Ticket to Leave
Turn to Your Partner
Oral Questioning
In response t o a cue, all students respond verbally at the same time. The response can be either to answer a
question or to repeat something the teacher has said.
Each student in the class is assigned a different letter of the alphabet and they must select a word starting
with that letter that is related to the topic being studied.
A form of reflection immediately following an activity.
The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.”
After new material is presented, the teacher spins the spinner and asks students to answer a question based
on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher
might say, “List the key concepts just presented.”
Inside and outside circles of students face each other. Within each pair of facing students, students quiz each
other with questions they have written. Outside circle moves to create new pairs. Repeat.
Each student is assigned a number. Members of a group work together to agree on an answer. The teacher
randomly selects one number. Student with that number answers for the group.
Students are asked to write a summary sentence that answers the “who, what where, when, why, how”
questions about the topic.
Select (or invent) one word which best summarizes a topic.
Students think individually, then pair (discuss with partner), then share with the class.
Closing activity where students respond in writing or verbally to short assignments.
Teacher gives direction to students. Students formulate individual response, and then turn to a partner to
share their answers. Teacher calls on several random pairs to share their answers with the class.
- How is __________ similar to/different from ________________?
- What are the characteristics/parts of _______________________?
- In what other ways might we show show/illustrate ___________?
- What is the big idea, key concept, moral in _________________?
- How does ________________ relate to ____________________?
- What ideas/details can you add to _________________________?
- Give an example of ____________________________________?
- What is wrong with ____________________________________?
- What might you infer from ______________________________?
- What conclusions might be drawn from ____________________?
- What question are we trying to answer? What problem are we trying to solve? - What are you assuming
about ____________________________?
- What might happen if __________________________________?
- What criteria would you use to judge/evaluate _______________?
- What evidence supports ________________________________?
- How might we prove/confirm ____________________________?
- How might this be viewed from the perspective of ___________?
- What alternatives should be considered ____________________?
- What approach/strategy could you use to ___________________?
Iroquois High School
2014-2015
Sample Fundamental Five walkthrough survey
Instructor Location
Instructor Work Area:
Lecture Position:
Power Zone:
Not In Room:
Yes
Lesson Framing
Concrete Learning Objective Posted:
Closing Question / Task Posted:
Class Activity Aligns With Lesson Frame:
Instructor Monitors Student Understanding:
Yes
Yes
Yes
High Yield Instructional Practices
Identifying Similarities & Differences (Written):
Summarization (Written):
Note Making:
Other Critical Writing Activity:
Nonlinguistic Representation:
Student to Student Purposeful Talk:
Student to Student Collaboration:
Providing Recognition:
Reinforcing Effort:
Practice:
Yes
Yes
Observer Notes and Comments (Optional)
Notes:
Iroquois High School
2014-2015
The following are actions, outcomes, and products that PLCs in the STUDY/ACT phase of the PDSA
cycle should be completing:
1. The remaining four columns of the CIA map (curriculum, instruction, assessment) get documented
and monitored through the Quarterly Report
 After giving students a common assessment, teachers will bring student data and work
samples to their PLC to compile and analyze for learning strengths and weaknesses. A data
analysis tool and student work analysis tool are included as a resource.
 Create a list of students who have met proficiency on each standard(s) and those who still
have gaps in their learning.
 After analyzing the student data and work, teachers will create multiple tiered-interventions
to address learning gaps. A sample RTI (response-to-intervention) plan is included as a
resource.
 After providing appropriate interventions, teachers should re-assess the same standard(s)
and compile and analyze the data to monitor student progress and gauge the effectiveness
of the intervention strategy/activity.
 If learning gaps still exist after RTI, teachers should plan next steps to address them prior to,
or in conjunction with, moving on to the next standard(s)/unit.
2. An updated progress-monitoring tool
 Teachers or students should update the progress-monitoring tool created in the PLAN phase
after each assessment and/or intervention.
 Students should also complete a self-reflection of their learning.
PLC products from the STUDY/ACT phase:
 Student data from a common assessment
 Student work samples from a common assessment
 Completed data analysis and student work analysis
 RTI plan
 Copy of the re-assessment
 RTI data
 Updated progress monitoring tool
 Sample of completed student self-reflection
Resources provided for the STUDY/ACT phase:
 Sample data analysis tool
 Sample student work analysis tool
 School-wide plan for RTI
 Sample student self-reflection
Iroquois High School
2014-2015
Data Analysis Protocol
Team:_____________________________________ Teacher:_______________________________________
Date: _________________
The following analysis is based on our team’s common assessment of the following essential learning:
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________
1. Which of our students need additional time and support to achieve at or above proficiency on an
essential learning?
How will we provide that time and support?
_____________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
2. What is our plan to enrich and extend the learning for students who are highly proficient?
__________________________________________________________________________________________
________________________________________________________________________________________
3. What is an area where my students struggled?
_____________________________________________________________________________________
What strategies were used by teammates whose students performed well?
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________
4. What is an area where our team’s students struggled?
______________________________________________________________________________
What do we believe is the cause?
What is our plan for improving the results?
___________________________________________________________________________________
_________________________________________________________________________________________
Iroquois High School
2014-2015
Formative Assessment: Analysis of Student Work Protocol
Sources: NCSM (mathedleadership.org)
Analysis of Student Work Protocol
Tools: Assessment/Equity
Teacher Name Subject _________________ Period Date _________________ Student work selected for Analysis
Content Standard
Step 1: Expectation for student work/performance (What is the criteria to assess this work?)
Step 2: Sort by Students’ names
Far below standard Approaching standard Meeting standard Exceeding standard
_____% of class
_____% of class
_____% of class
_____% of class
Leadership in Mathematics Education Posted 2013 www.mathedleadership.org
Step 3: Description of student performance/Identify the learning need
Focus on four areas
1. Demonstrates deep conceptual understanding
2. Shows procedural knowledge of mathematical content
3. Demonstrates skills and understanding in problem solving 4. Demonstrates effective communication
Far below standard Approaching standard Meeting standard Exceeding standard
Step 4: What instructional changes need to be made?
Patterns of Errors and/or Trends What needs to be re-taught? Resources
Iroquois High School
2014-2015
Pyramid of Academic Interventions
Tier Three
Interventions:
(one-on-one)
Admin At-risk list
ESP
Edgenuity
E-school
Pullouts
Tier Two Interventions:
(small group)
Thursday RTI period
ESS
Pullouts
Advisory
Stakeholder involvement (APs, Counselors,
YSC)
Trimester scheduling
Double-blocking Math & English
Transition Academy
CCR readiness courses (i.e., ACT prep)
Honors/Advanced courses
Tier One Interventions:
(large group)
Data-driven, differentiated instruction
Flex grouping
Teacher swapping
Co-teaching
Peer tutoring
Parent contact
Iroquois High School
2014-2015
Sample student-reflection tool
Name _______________________________
Please look at your test and mark whether each problem is correct or incorrect. Then look at the problems you got incorrect and decide if
you made a simple mistake. If you did, mark the “Mistake” box. For all remaining incorrect problems, mark the “Don’t Get” box. Then correct
or explain what the correct answer is in the “Correction” column.
Problem
1
2
3
4
5
My
Answer
Standard
I can determine that when two
ordered pairs differ only by signs,
the location of the points are
related by reflections across one
or both axes. (6.NS.6c)
I can apply order of operations
to multiply and divide
numbers. (7.NS.2a)
I can create a number pattern
that follows a given rule.
(4.OA.5)
I can describe pairs of integers
and other rational numbers on
a coordinate plane (6.NS.6).
I can solve equations with
rational number coefficients.
I can solve linear equations
Correct/
Reason
Incorrect
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Correction
Iroquois High School
2014-2015
whose solutions require
expanding expressions using
the distributive property.
(8.EE.7b)
Problem
6
7
8
My
Answer
Standard
I can solve equations with
rational number coefficients.
I can solve linear equations
whose solutions require
expanding expressions using
the distributive property.
(8.EE.7b)
I can apply properties of
operations to add and subtract
linear expressions with rational
coefficients (7.EE.1).
I can recognize and represent
proportional relationships
between quantities (7.RP.2).
Incorrect
Don’t Get
Correct/
Reason
Incorrect
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Incorrect
Don’t Get
Correct
Mistake
Incorrect
Don’t Get
Correction
Goal: What standard can I improve? ____________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
Steps: How do I plan to do this? _________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
Evidence: How will I know that I have achieved my goal? _______________________________________________________________________________
Iroquois High School
2014-2015
Glossary
 CIA map- a plan for deconstructed curriculum, instruction, and assessment for a given
standard/unit.
 Closing task- the second, key element of a framed lesson which requires students to individually
demonstrate their learning for the day at a higher level of rigor than the learning target/objective.
 Critical writing- one of the fundamental five instructional practices that requires students to write
regularly about their learning.
 Formative assessment- a tool designed by teachers/PLCs to monitor whether and what students
are learning in a given standard/unit. (i.e., quiz, essay, performance)
 Formative checks for learning- informal, in-class techniques created by teachers/PLCs to monitor
whether and what students are learning in a given lesson (i.e., thumbs up/thumbs down, exit slips,
etc).
 Frequent, small-group, purposeful talk (FSGPT)- one of the fundamental five instructional
practices that requires students to frequently discuss their learning with each other in a given
lesson.
 Framing the lesson- one of the fundamental five instructional practices that requires teachers to
provide, and prominently post, a daily learning target/objective and closing task.
 Instructional Leadership Team (ILT)- a team of administrators, resource teachers, and classroom
teachers that monitors and improves the common instructional framework.
 Learning target/objective: the first, key element of a framed lesson that requires teachers to
prominently post what students will learn/do in a given lesson.
 Plan, do, study, act (PDSA)- refers to the process PLCs implement to improve student learning.
 Professional Learning Communities (PLCs)- a collaborative team of educators who systematically
review and reflect on curriculum, instruction, and assessment, as well as evidence of student
learning.
 Power zone- one of the fundamental five instructional practices that requires teachers to be
interacting with and providing feedback to small groups of learners.
 Recognition & reinforcement- one of the fundamental five instructional practices that require
teachers to consciously recognize and reinforce the academic or behavioral gains of learners.
 Response to Intervention (RTI)- a multi-tiered approach to systematically addressing and
eliminating student learning gaps.
Iroquois High School
2014-2015
PLAN
•Curriculum Standards
•Pacing Guides
•Assessment Calendars
•CIA Maps
•Key standards
•Focus Topics
•Essential Skills to use/learn
•Key Vocabulary
•Learning Targets
•Creating Common Formative
Assessments
•Embedded Tier 1 Interventions
DO (Teaching)
•Fundamental Five
•Framing the Lesson
•Critical Writing
•FSGPT
•Power Zone
•Recognition & Reinforcement
•Using technology as an instructional
tool and learning asset
STUDY
ACT
•Interventions/Remediation
•Reassessments
•Parent Communications
•CIA Gap Analysis
•Ensuring what is planned is taught
•Ensuring what is taught is assessed
•Identifying the instructional gaps
between the curriculum and the
asessment to determine the validity
of the assessment data
•Analyzing Student Work and Trend
Data from Common Formative
Assessments
•Name & Claim
Iroquois High School
2014-2015