Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions for ensuring that teachers will be successful on teacher evaluations. LEARNING-FOCUSED is the only model that prepares your teachers to consistently and pervasively implement every domain and element of the Marzano evaluation. This correlation map provides the direct connections of day-to-day implementation of LEARNING-FOCUSED with the Marzano Evaluation Model by domain and design question. Design Question 1: Communicating Learning Goals and Feedback Transforming Standards into Learning Student Learning Maps are used with students. K-U-D Organizers Routine Segments Key Learning, Unit Essential Question, and Essential Questions Design Question 1: Concepts are presented at beginning of unit. Rubrics Communicating Learning Essential Questions and vocabulary are added as students progress through the unit. Goals and Feedback Assignments 1. Providing Clear Essential Questions are posted and used to start Learning Goals and lessons, referred to during lessons. learn Scales that the essential question represents the learning goal and will be answered at the end of the lesson. Essential Questions are referenced throughout the lesson. Connecting Extending Thinking Rubrics are provided for Extending Thinking assignments to clarify quality use of thinking strategies Planning Units for Learning are provided with rubrics for assignments and activities as they are introduced. Page 2 of 24

Transforming Standards into Learning Common Assessments Common Assessments are collaboratively Assessment Prompts Routine Segments planned and utilized throughout the unit of Collaborative Pairs Design Question 1: instruction Summarizing Strategies Communicating Learning Essential Questions Goals and Feedback Student Learning Map 2. Tracking Student Progress Assessment Prompts are planned for each lesson Vocabulary Strategies based on Essential Question and standards. Student Journals Acquisition Lesson (EATS) Assessment Prompts are distributed throughout the lesson in order to gather data on student understanding which allows teachers to adjust instruction to meet the needs of students at strategic points throughout lesson. Distributed summarizing and practice, often through collaborative student pairs, are used throughout the lesson between assessment prompts to continually check for understanding informally. A Summarizing Strategy is used at the end of the lesson to determine if students can answer the Essential Question. Routine Segments Design Question 1: Communicating Learning Goals and Feedback 3. Celebrating Success keep a journal of Student Learning Maps, Essential Questions, Assessment Prompts, Key Vocabulary and responses to Essential Questions. All LEARNING-FOCUSED Strategies Successful use of Collaborative Pairs in order to help individuals and peers acknowledge understanding and learning. Successful use of Collaborative Pairs during guided practice and distributed summarizing help students acknowledge and deepen their understanding of important knowledge and skills. Work (drafts and final products) is displayed in classrooms and hallways to acknowledge student understanding and learning. update their journals with evidence of their learning and constructive feedback is provided by teacher(s) and peer(s) (depending on age group). Teachers provide immediate feedback to students during Activating Strategies, Vocabulary Strategies, Assessment Prompts and Summarizing Strategies, that is informative and acknowledges individual and class learning. Collaborative Pairs Guided Practice Distributed Summarizing Display of Work Student Journals Activating Strategies Vocabulary Strategies Assessment Prompts Summarizing Strategies Page 3 of 24

Design Question 6: Establishing Rules and Procedures All LEARNING-FOCUSED Strategies Teachers model classroom expectations. Modeling Collaborative Pairs Routine Segments Design Question 6: are provided multiple opportunities to Establishing Rules and model classroom expectations that develop qualities of leadership. Procedures 4. Establishing Learning expectations are the focus of lessons, Classroom Routines not teaching expectations. Routine Segments Design Question 6: Establishing Rules and Procedures 5. Organizing the Physical Layout of the Classroom Collaborative Pairs are used to ensure that every student is actively engaged and following expectations. All LEARNING-FOCUSED Strategies are grouped in pairs and teams to facilitate cooperative/collaborative learning. Walls are used for Student Learning Maps, Word Walls, and student work. Posted Student Learning Maps and Essential Questions are displayed in a way that all students can easily read them. Teachers learn to organize classroom displays by content area in order to facilitate student use of learning displays. Collaborative Pairs Learning Teams Collaborative Groups Word Walls Display of Work Essential Questions Page 4 of 24

Design Question 2: Helping Interact with New Transforming Standards into Learning Essential Questions Teachers begin units with Unit Essential Unit Launch Activity Question(s). Activating Strategies Design Question 2: Helping Vocabulary Strategies Interact with New Teachers begin units with a Launch Activity that previews the critical content (important ideas/key Identifying Key Vocabulary learning) to be learned in the unit. Acquisition Lesson (EATS) 1. Identifying Critical Information Teachers begin lessons with Lesson Essential Question. Activating Strategies are used at the beginning of lessons to inform students of what they are going to learn and prepare them and to link to students prior knowledge and identify what students already know about the topic. Vocabulary Strategies Teachers prioritize key vocabulary from the standards. Critical vocabulary is previewed as part of the Unit Launch Activity and Lesson Activating Strategies. Design Question 2: Helping Interact with New 2. Organizing to Interact with New learn to use research-based strategies to identify key vocabulary in text and preview meaning. All LEARNING-FOCUSED Strategies Extensive use of Collaborative Pairs and small groups during all parts of lessons and activities such as rehearsals, guided practice, distributed summarizing, Assessment Prompts, assignments and learning activities.. Use of graphic organizers to organize and store new knowledge. Assessment Prompt activities require students to refine their understanding of new information. Flexible Grouping K-5 classrooms use Lit Teams during Language Arts. 6-12 classrooms use Learning Teams and Learning Stations during English/Language Arts. Collaborative Pairs Collaborative Groups Guided Practice Distributed Summarizing Assessment Prompts Grade Level Assignments Graphic Organizers Flex Groups Lit Teams Learning Stations Page 5 of 24

Design Question 2: Helping Interact with New (Continued) Transforming Standards into Learning New content is previewed in the unit launch. Previewing Design Question 2: Helping Introduction of the Student Learning Map as an Advance Organizers Interact with New Advance Organizer and preview of a new learning unit. Activating Strategies Vocabulary Strategies 3. Previewing New Acquisition Lesson (EATS) Content Activating Strategies, Advance Organizers and Vocabulary Strategies are embedded in the LEARNING-FOCUSED Strategies Acquisition Lesson plan. Design Question 2: Helping Interact with New 4. Chunking Content into Digestible Bites Acceleration strategies are planned and implemented to preview and scaffold grade level learning to assist academically challenged students. Transforming Standards into Learning Student Learning Maps graphically chunk learning into key concepts. Assessment Prompts which chunk lessons into manageable learning segments are planned and distributed throughout the lesson and activities. Distributed Practice and Distributed Summarizing are key components of the Acquisition Lesson plan. Teachers attend to age-related attention spans in distributing practice and summarizing across a lesson. Writing Assignments use Writing to Inform and Writing to Learn activities to internalize and understand new learning. use Writing to Inform to demonstrate greater depths of understanding at strategic points during a lesson (Summary Point Writing). Reading Assignments use Reading Comprehension Strategies and graphic organizers to chunk reading passages and find meaning and purpose. Assessment Prompts Distributed Practice Distributed Summarizing Acquisition Lesson (EATS) Attention Span Writing to Inform Writing to Learn Summary Point Writing Reading Comprehension Strategies Graphic Organizers Page 6 of 24

Design Question 2: Helping Interact with New (Continued) Assessment Prompts Graphic Organizers Strategies and Behaviors Design Question 2: Helping Interact with New 5. Processing New Information Strategies and Behaviors Design Question 2: Helping Interact with New 6. Elaborating on New Information Assessment Prompts are planned with engaging and appropriate activities (individual, pairs, small groups, and large group) that allow students to convey their understanding of the content to that point in the lesson. Graphic organizers are used to help students organize and process new information. Extending Thinking Strategies are integrated into activities, assignments, and Assessment Prompts to deepen and refine student understanding of concepts and skills. Connecting Extending Thinking Teachers plan and deliver Extending Thinking Lessons and assignments that allow students to deepen and refine what they learned in. Writing Assignments use Summary Point Writing to explain and elaborate on what they have learned. use Writing to Inform to explain and elaborate on what they have learned. Strategies Assessment Prompts Acquisition Lesson (EATS) Summary Point Writing Writing to Inform Questioning Strategies Strategies and Behaviors Design Question 2: Helping Interact with New 7. Recording and Representing Strategies and Behaviors Design Question 2: Helping Interact with New 8. Reflecting on Learning Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Non-verbal representations such as graphic organizers are planned and used in every Acquisition Lesson. Teachers use Mnemonic Devices with students to help them learn concepts. Using Collaborative Pairs, Assessment Prompts, Summarizing Strategies, and Assignments, teachers provide students with direction to reflect on their learning. Assessment Prompts, Summarizing Strategies, Assignments, and Extending Thinking Activities require students to not only understand the content, but to be able to explain why, how, when, etc in order to be able to transfer that knowledge to times when students are acquiring new knowledge. Graphic Organizers Mnemonic Devices Collaborative Pairs Assessment Prompts Summarizing Strategies Activity Page 7 of 24

Design Question 3: Helping Practice and Deepen New Design Question 3: Helping During Activating Strategies, teachers engage students with previously learned content. Activating Strategies Structured Reviews Practice and Deepen New Structured, periodic reviews are planned and distributed throughout units and semesters to 9. Reviewing Content revisit and review content, and make connections Design Question 3: Helping Practice and Deepen New 10. Organizing to Practice and Deepen to new learning. Teachers plan and use Collaborative Pairs and teams during assignments to practice their knowledge of content and use learned skills and strategies. Connecting Extending Thinking Teachers plan and use Collaborative Pairs and teams during Extending Thinking lessons to deepen their knowledge of content and use learned skills and strategies. Collaborative Pairs Differentiated Assignments Design Question 3: Helping Practice and Deepen New 11. Using Homework Differentiating Assignments are provided a variety of ways to deepen and show their understanding based on their readiness levels, learning preferences, and interests. As part of, teachers learn to use homework effectively as part of lesson assignments. Teachers learn to use homework only as practice on skills/processes where students demonstrated complete understanding, for research, or as part of an Extending Thinking activity/assignment. Teachers learn how to grade homework effectively for learning purposes, including use of specific constructive feedback. Acquisition Lesson (EATS) Activity Page 8 of 24

Design Question 3: Helping Extending Thinking strategies are integrated into in order to provide students Strategies Lesson (EMTS) Practice and Deepen with opportunities to deepen understanding Writing to Inform New instead of just acquiring shallow knowledge. 12. Examining Similarities and Differences Connecting Extending Thinking learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts or make connections to previous learning. They use classification, compare/contrast and abstracting to identify similarities and differences. Design Question 3: Helping Practice and Deepen New 13. Examining Errors in Reasoning Writing Assignments use Writing to Inform to develop deeper understanding of the content, concepts, and skills. and Connecting Extending Thinking Teachers explicitly teach Error Analysis to students and model how to apply it successfully to analyze errors in thinking with different content and skills. Strategies (Error Analysis) Page 9 of 24

Design Question 3: Helping Practice and Deepen New (Continued) Distributed Practice Mass Practice Teachers plan and use distributed and mass Acquisition Lesson (EATS) Design Question 3: Helping practice in their Acquisition Lesson plans to Pairs Checking Practice and Deepen ensure that all students reach fluency. Writing to Inform New Teachers use the Pairs Checking strategy to 14. Practicing Skills, ensure that practice is done correctly. Strategies, and Processes Writing Assignments use Writing to Inform to develop deeper Design Question 3: Helping Practice and Deepen New 15. Revising understanding of the content, concepts, and skills. Teachers learn to us Structured Review in order to engage students in previous content. Activating Strategies and Summarizing Strategies are used with students to allow them to explain their understanding and how that might have changed from the previous lesson or over the course of the current lesson. Connecting Extending Thinking Extending Thinking lessons are planned to assist students in developing new insights. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Structured Reviews Activating Strategies Summarizing Strategies Lesson (EMTS) Writing to Inform Page 10 of 24

Design Question 4: Helping Generate and Test Hypothesis about New Connecting Extending Thinking learn to use Extending Thinking Strategies strategies such as inductive and deductive Collaborative Pairs Design Question 4: Helping reasoning in order to strategically apply their Collaborative Groups Generate and Test higher level thinking to what they have learned Graphic Organizers and to help them learn or develop new concepts. Hypothesis about New Writing to Inform Teachers have students work individually, in pairs, Differentiated Assignments 16. Organizing and in teams during Extending Thinking activities. for Cognitively Complex Tasks use graphic organizers and other memory and learning strategies to store and retrieve their knowledge. Writing Assignments organize their learning in frequent Writing to Inform tasks. Design Question 4: Helping Generate and Test Hypothesis about New 17. Engaging in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Design Question 4: Helping Generate and Test Hypothesis about New 18. Providing Resources and Guidance Differentiated Assignments are organized by readiness levels and learning preferences to complete cognitively complex tasks in a variety of ways. Connecting Extending Thinking learn to use Extending Thinking strategies strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Connecting Extending Thinking learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Teachers provide charts, steps, rubrics and models to support students as they are using Extending Thinking strategies. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Differentiated Assignments are provided with a variety of resources and guidance as they complete tasks based on their readiness levels, learning preferences, and interests. Strategies Writing to Inform Strategies Writing to Inform Differentiated Assignments Page 11 of 24

Design Question 5: Engaging Assessment Prompts Collaborative Pairs Strategies and Behaviors Design Question 5: Engaging 1. Noticing When Are Not Engaged Strategies and Behaviors Design Question 5: Engaging 2. Using Academic Games All LEARNING-FOCUSED Strategies Teachers implement the distributed Assessment Prompts to formally pay attention to student engagement and make adjustments as necessary. Teachers use Collaborative Pairs throughout lessons to monitor engagement and keep all students engaged. All LEARNING-FOCUSED Strategies Teachers use the wealth of research-based and evidence-based learning activities to engage all students. Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Strategies and Behaviors Design Question 5: Engaging 3. Managing Response Rates Strategies and Behaviors Design Question 5: Engaging 4. Using Physical Movement Strategies and Behaviors Design Question 5: Engaging 5. Maintaining a Lively Pace Strategies and Behaviors Design Question 5: Engaging 6. Demonstrating Intensity and Enthusiasm All LEARNING-FOCUSED Strategies Teachers implement the distributed Assessment Prompts to manage student responses. Teachers use Collaborative Pairs throughout lessons to monitor student responses. Teachers use active feedback practices, i.e. individual white response boards, visual signals. Teachers use Writing to Inform and Summary Point Writing to monitor student responses. All LEARNING-FOCUSED Strategies Teachers use the wealth of research-based and evidence-based learning activities that require movement to engage students. Teachers use a variety of teaching and learning strategies that provide kinesthetic, auditory, and visual learners optimal opportunities to learn. All LEARNING-FOCUSED Strategies Teachers use the wealth of provided researchbased and evidence-based learning activities to engage students. Student attention span is considered when planning and delivering lessons. Transitions and routines are handled efficiently and without loss of instructional time. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Assessment Prompts Collaborative Pairs Writing to Inform Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Lessons Unit Launch Activities Unit Culminating Activities Page 12 of 24

Design Question 5: Engaging (continued) Connecting Extending Thinking learn to use Extending Thinking Strategies strategically in order to apply their higher level Lesson Design Question 5: Engaging thinking to what they have learned and to help (EMTS) them learn or develop new concepts. Essential Questions 7. Using Friendly Activity Essential Questions are developed with multiple Controversy correct answers requiring students to take a stand and support it. Design Question 5: Engaging 8. Providing Opportunities for to Talk about Themselves Design Question 5: Engaging 9. Presenting Unusual or Intriguing Information Opportunities to construct support for/justify opinions are built into Extending Thinking lessons and assignments. Using Collaborative Pairs, teams, and individual/group presentations, students communicate to each other and the class about their personal understanding of concepts and skills. Summarizing strategies and reflection questions sometimes provide opportunities for students to express their thoughts about learning activities and how they feel about their learning and progress. Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers present unusual and intriguing information using Activating Strategies to motivate and increase interest in every lesson. Collaborative Pairs Collaborative Groups Summarizing Strategies Acquisition Lesson (EATS) Activating Strategies Page 13 of 24

Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote K-U-D Organizers learning for all students. This gives teachers the Acquisition Lesson (EATS) Design Question 7: Recognizing and Acknowledging Adherence or Units teaming, and conferencing that help teachers Lack of Adherence to Rules Reading Comprehension and Procedures Strategies 10. Demonstrating Vocabulary Strategies withitness Writing Assignments Differentiated Assignments Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 11. Applying Consequences for Lack of Adherence to Rules and Procedures Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 12. Acknowledging Adherence to Rules and Procedures LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Consistent, pervasive use of rules, procedures, and routines in lessons among all teachers provides students with an easy way to remember and understand what they should do. Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Page 14 of 24

Design Question 8: Establishing and Maintaining Effective Relationships with Design Question 8: Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers gather and use student interests Acquisition Lesson (EATS) Activating Strategies Differentiated Assignments Establishing and Maintaining and background during Activating Strategies in Effective Relationships with order to hook and link them in every lesson. Scaffolding Grade Level Learning 13. Understanding Teachers apply scaffolding strategies during Interests and lessons and differentiate assignments that Background incorporate student interests, background and ability. Differentiated Assignments Teachers learn strategies for surveying students interests and backgrounds. Design Question 8: Establishing and Maintaining Effective Relationships with 14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Design Question 8: Establishing and Maintaining Effective Relationships with 15. Displaying Objectivity and Control are given a variety of ways to show their understanding of topics under study, some of which are based on student interests and talents. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers K-U-D Organizers Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments K-U-D Organizers Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Page 15 of 24

Design Question 9: Communicating High Expectations for All Design Question 9: Scaffolding Grade Level Learning for Struggling Teachers use scaffolding strategies to help struggling students meet grade level expectations. Differentiated Assignments Communicating High Expectations for All Catching Kids Up with Acceleration 16. Demonstrating Value Teachers increase struggling students self efficacy by using previewing and other and Respect for Low Acceleration strategies. Expectancy Differentiated Assignments are held to grade level standards while provided scaffolding or tiered assignments which Design Question 9: Communicating High Expectations for All 17. Asking Questions of Low Expectancy Design Question 9: Communicating High Expectations for All 18. Probing Incorrect Answers with Low Expectancy enable them to be successful. Scaffolding Grade Level Learning for Struggling Teachers use scaffolding strategies to help struggling students meet grade level expectations. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Scaffolding Grade Level Learning for Struggling Teachers use scaffolding strategies to help struggling students meet grade level expectations. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons. Questioning Strategies Questioning Strategies Page 16 of 24

Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Scaffolding Grade Level Learning for Struggling Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and Acquisition Lesson (EATS) 1. Planning and how to scaffold for each struggling student) and Preparing for Effective prepare their lessons to help struggling students meet grade level expectations. Scaffolding of Information within Lessons Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 2. Planning and Preparing Lessons within Units that Progress Toward a Deep Understanding and Transfer of Content Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 3. Planning and Preparing for Appropriate Attention to Established Content Standards All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED framework to develop common learning units and lessons that move students through the three levels of learning: 1. Acquisition, 2. Extending Thinking, 3. Authentic Meaningful Use. Transforming Standards into Learning Teachers develop an organizer that clarifies standards and establish clear learning goals for a unit. Teachers use the standards driven LEARNING- FOCUSED model to plan lessons and units from an organizer that clearly identifies what students need to know, understand, and be able to do from the state and common core standards. K-U-D Organizers (EATS) Units K-U-D Organizers (EATS) Units Writing Assignments Grade Level Assignments Page 17 of 24

Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology Domain 2: Planning and All LEARNING-FOCUSED Strategies K-U-D Organizers Preparing Teachers use the LEARNING-FOCUSED Strategies Planning and Preparing for framework to plan, prepare and identify (EATS) Use of Materials and appropriate resources while planning their lessons Technology and units. 1. Planning and Units Preparing for the Use of Available Traditional Resources for Upcoming Units and Lessons Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology 2. Planning for the Use of Available Technology such as Interactive White Boards, Voting Technologies and One-to-one Computer All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED Strategies framework is to plan and prepare appropriate technology resources that support learning while planning their lessons and units. K-U-D Organizers (EATS) Units Page 18 of 24

Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Domain 2: Planning and Catching Kids Up with Acceleration Preparing Struggling students benefit from the LEARNING-FOCUSED Acceleration model that relies on preparing students to Planning and Preparing for be successful with grade level content rather than just Differentiated Assignments Special Needs of using remediation when students do not fully acquire or Grade Level Assignments 1. Planning and comprehend the concepts and skills taught during the Preparing for the classroom lesson. Needs of English Scaffolding Grade Level Learning Language Learners Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each ELL student) and prepare their lessons to help ELL students meet grade level expectations. Domain 2: Planning and Preparing Planning and Preparing for Special Needs of 2. Planning and Preparing for the Needs of Special Education Domain 2: Planning and Preparing Planning and Preparing for Special Needs of 3. Planning and Preparing for the Needs of Who Come From Home Environments That Offer Little Support for Schooling Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific ELL students access to the grade level content. Catching Kids Up with Acceleration Struggling students benefit from the Learning-Focused Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Scaffolding Grade Level Learning Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific Special Education students access to the grade level content. Catching Kids Up with Acceleration Struggling students benefit from the Learning-Focused Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Scaffolding Grade Level Learning Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific at-risk students access to the grade level content. Differentiated Assignments Differentiated Assignments Page 19 of 24

Domain 3: Reflecting on Teaching Evaluating Personal Performance Domain 3: Reflecting on LEARNING-FOCUSED provides the research-based K-U-D Organizers Teaching and evidenced-based practices that best promote Evaluating Personal learning for all students. This gives teachers the (EATS) Performance Assessment Prompts 1. Identifying Specific Activating Strategies Areas of Pedagogical teaming, and conferencing that help teachers Unit Launch Activity Strength and Weakness Units Domain 3: Reflecting on Teaching Evaluating Personal Performance 2. Evaluating the Effectiveness of Individual Lessons and Units Domain 3: Reflecting on Teaching Evaluating Personal Performance 3. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Across Different Categories of Units and Lessons that Work: A Process for Reviewing and Refining Learning- Focused Lessons and Units Teachers follow a proven framework for evaluating and refining their lessons and units. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Schools collect, analyze and reference achievement data that monitors the progress of all students on a consistent basis Unit Study Lesson Study K-U-D Organizers (EATS) Units K-U-D Organizers (EATS) Units Flexible Grouping Page 20 of 24

Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan Domain 3: Reflecting on LEARNING-FOCUSED provides the research-based Learning-Focused Teaching and evidenced-based practices that best promote Professional Development Developing and learning for all students. This gives teachers the Implementation Plans Implementing a Professional Stride Growth Plan 1. Developing a Written teaming, and conferencing that help teachers Growth and Development Plan STRIDE Support and Monitoring provides teachers with rubrics that can be used for Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan 2. Monitoring Progress Relative to the Professional Growth Plan reflection, self-assessment and goal-setting. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers STRIDE Support and Monitoring provides teachers with rubrics that can be used for reflection, self-assessment and goal-setting and for the development of professional growth plans. Monitoring teacher growth and providing timely, targeted feedback is done on a consistent basis using Stride and rubrics. Learning-Focused Professional Development Implementation Plans Stride Page 21 of 24

Domain 4: Collegiality and Professionalism Promoting a Positive Environment Domain 4: Collegiality and LEARNING-FOCUSED provides the research-based Learning-Focused Professionalism and evidenced-based practices that best promote Professional Development Promoting a Positive learning for all students. This gives teachers the Implementation Plans Environment Collaborative Planning 1. Promoting Positive Peer Walkthroughs Interactions about teaming, and conferencing that help teachers Colleagues Domain 4: Collegiality and Professionalism Promoting a Positive Environment 2. Promoting Positive Interactions about and Parents LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Parents will gain the ability to help their children use learning strategies successfully at home through the use of LEARNING-FOCUSED parent workshop materials and training. Learning-Focused Professional Development Implementation Plans Vocabulary Strategies Graphic Organizers Reading Comprehension Strategies Student and Parent Resources and Workshops Strategies Student and Parent Resources and Workshops Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies Domain 4: Collegiality and LEARNING-FOCUSED provides the research-based Learning-Focused Professionalism and evidenced-based practices that best promote Professional Development Promoting Exchange of learning for all students. This gives teachers the Implementation Plans Ideas and Strategies Collaborative Planning 1. Seeking Mentorship Peer Walkthroughs for Areas of Need or teaming, and conferencing that help teachers School-Based Coaching Interest Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies 2. Mentoring Other Teachers and Sharing Ideas and Strategies LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Teachers are provided opportunities for reflection and sharing meetings. Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Page 22 of 24

Domain 4: Collegiality and Professionalism Promoting District and School Development Domain 4: Collegiality and Professionalism LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote Promoting District and learning for all students. This gives teachers the School Development 1. Adhering to District and School Rules and teaming, and conferencing that help teachers Procedures Domain 4: Collegiality and Professionalism Promoting District and School Development 2. Participating in District and School Initiatives LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Page 23 of 24

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