Unit Internalization
Unit Internalization and Planning is completed collaboratively by general education, special education teachers, bilingual teachers, and instructional coaches (Getting Started Guide)
- Required: Year 1 adopting teachers attend district-led Unit Internalizations (One Pager, Sched Registration, Pacing Calendar)
- Suggested: Year 2+ adopting teachers participate in Unit Internalization at the school, network, or district level
Backwards Planning from Assessments is embedded inside of school-level unit internalization and planning protocols
- Educators take the end-of-unit assessments as if they are students to internalize the unit’s learning goals and backwards plan learning activities that will prepare students for success on the assessment (Unit Internalization, Unit Assessment Study Agenda)
Lesson Preparation and Facilitation
Instructional Block Schedules are aligned to the instructional vision of the content
- Educators are implementing instruction aligned with the guidance for ELA, Math K-2, 3-5, 6-8, HS, Social Science K-5, Science K-2, 3-5, 6-8 and SLA
Lesson Facilitation preserves the critical components that make the curriculum high-quality and is aligned to content-specific instructional best practices
- Educators implement the curriculum with integrity, utilizing the assessments, lesson objectives, rigorous tasks, and complex texts embedded in the curriculum (Look-For Guides)
- Educators facilitate lessons in ways that prioritize the inner core (learning conditions and learning cycle protocols)
Just-in-Time Supports and Acceleration Practices are embedded into instruction
- Educators tailor instruction to support students with unfinished learning, students with disabilities, and multilingual learners in accessing GL standards
Assessment Analysis and Action Planning
Implementation of Assessments is consistent across the school
- Students take the end-of-unit assessment (in Checkpoint, as appropriate)
- Students receive feedback for growth on low-stakes formative assessment opportunities that scaffold thinking towards the end-of-unit assessment (Feedback for Growth)
- Suggested: Educators administer Skyline Interims to gauge student progress towards end-of-year learning goals
Assessment Analysis is embedded into school-level collaborative routines and to make timely, reliable, and relevant decisions to support standards mastery
- Teacher teams analyze end-of-unit assessment data to reflect on instructional delivery and identify upcoming points in the scope and sequence to deepen student learning (Protocol)
- Teachers engage in lesson-level task analysis (Protocol)
- Suggested: Teachers engage in Interim data reflection to provide students additional opportunities to build connections across units and reinforce student learning