Prioritized Lever 5:

Effective Instruction

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All students have rigorous learning experiences because the school ensures objective-driven daily lessons, classroom routines, and formative assessments that yield the data necessary for teachers to reflect, adjust, and deliver instruction that meets the needs of each student.

FOUNDATIONAL ESSENTIAL ACTIONS FOR BUILDING LEADERS:

Foundational Essential Actions describe what the most effective schools do first to support powerful teaching and learning.

Objective-driven daily lesson plans with formative assessments

  • All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students with disabilities and English learners among other student groups, and daily formative assessments along with exemplar responses.

  • Campus instructional leaders review lesson plans frequently for alignment to the standards, the scope and sequence, and the expected level of rigor, and provide teachers with feedback and lesson planning support.

        View Professional Development Opportunities Aligned to Lever 5

 

Data-driven instruction

  • Campus instructional leaders review disaggregated data to track and monitor the progress of all students and provide evidence-based feedback to teachers.

  • Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach.

  • Teacher teams have protected time built into the master schedule to meet frequently and regularly for in-depth conversations about formative and interim student data, effective instructional strategies, and possible adjustments to instructional delivery.

  • Student progress toward measurable goals (e.g., % of class and individual student mastering of objectives, 7 Effective Schools Framework Draft 8/1/2018 individual student fluency progress, etc.) is visible in each and every classroom and throughout the school to foster student ownership and goal setting. 4. RTI for students with learning gaps

  • All staff are engaged in coordinated and proactive planning to identify students who have significant learning gaps or who lack key foundational skills and provide them with timely interventions throughout the year.

  • All teachers use a student tracking system that includes assessment information, course grades, teacher referrals, and attendance to monitor individual student progress and the intensity and schedule of interventions.

  • Teachers or other school staff keep families informed and involved in the process of providing interventions for struggling learners.

        View Professional Development Opportunities Aligned to Lever 5

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Region One ESC

1900 W. Schunior, Edinburg, TX 78541

 

Ph: (956) 984-6000

Fax: (956) 984-7655

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1701 N. Congress Avenue

Austin, Texas, 78701

Phone

(512) 463-9734

© 2020, Region One Education Service Center