Everyone must learn
What skills or knowledge must every student learn?
Establishing minimums does not lower expectations, it raises them
Strictly defined student learning establishes expected performance for every student. Based on realistic expectations, these non-negotiable targets identify achievements every student must attain.
Lofty goals are high, but the minimum expectation is just as important. It sends a clear message everyone is expected to learn.
We will not let any student leave our classrooms without the following skills or knowledge.
Plan improvements or learning will happen without your input
Without focus, specific outcomes, or clear goals, students learning will not always match their needs.
Know the result
Outcomes come from teacher planning based on standards or essential learning targets identified by a district, site, or team.
Often, an assessment program defines classroom outcomes. Assessment focus planning is restrictive and narrows classroom learning environments. There is more to learn than what is on a test.
Plan end of year first
How will we make sure learning has value for the student in the future?
Plan for it or not, every student learns during the year.
Select outcomes based on
- the students.
- team or department goals.
- student participation in district programs.
- site and district goals for performance.
Standards guide decisions but focus at the skill or knowledge level.
Frequent outcome learning progression models
Learning progressions create models knowing the expected results while working to an end of year goal, and provide options to increase complexity and rigor during the sequence.
Long-term goals divided by short bursts of learning
Long range outcomes are not always useful for planning daily instruction. Partition lofty expectations into manageable pieces and monitor on a regular basis.
The short-term outcome defines current expectations while working toward long-range targets. Students bring previous skills and knowledge with them, so each chunk builds on prior learning.
Students do not learn at the same pace. Common formative performance assessments guide decisions and provide insight into different learning trajectories.
Build series of brief outcome plans
Based on the end of year target, what will we focus now to build student capacity?
Break long-term learning into manageable pieces understood by teachers, students, and parents. Each cycle builds on the past and prepares future education.
When should we stop and reteach, or move forward?
Students will not gain at the same level of proficiency during instruction. Plan help for students that have not reached the accepted minimums. If possible, create mini-interventions designed to bridge gaps quickly.
What will we do with students that are not moving along the progression?
Do we need intervention, reteaching, or something else for students not showing long-term expected learning?
Intervention decisions made with a predetermined set of rules or criteria identifies potential helping points during instruction. Adjustments are necessary for a particular complex learning. Plan for exit criteria to move students out of intervention, once a student shows minimum proficiency.