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Collaborative Planning Practices

School-Wide Conditions That Support Success High-Quality Includes... Skyline Curriculum Implementation Planning Practices (1) Collaborative that support... Unit Internalization Assessment Analysis and Action Planning Lesson Preparation and Facilitation Analyzing and Acting on Practice and Experience Data Instructional Coaching and Feedback Support and Monitor Curriculum Implementation (2) Routines to through ...

Unit Internalization

Unit Internalization and Planning is completed collaboratively by general education, special education teachers, bilingual teachers, and instructional coaches (Getting Started Guide)

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

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