Initial Planning Sheet - Los Angeles Unified School District



John Marshall High School

Sample Initial Planning Sheet 2005-2006

|OBJECTIVES |STRATEGIES TO MEET OBJECTIVES |

|SUPPORT FOR STUDENT LEARNING |Guide students in defining standards in their own words and in creating |

| |learning goals to meet the standards |

| |Use portfolios of student work that show a variety of standards-aligned |

| |assessments |

| |Provide feedback on student work that indicates what aspect of their work |

| |meets or approaches meeting standards and how they might improve their work |

| |Use and train students to use rubrics and criteria charts so that they can |

| |evaluate their own work and the work of their peers |

| |Work with department colleagues to design and implement assessments that |

| |measure on-going progress toward the mastery of standards |

| |Analyze assessment results with department colleagues and modify assessments |

| |and instruction accordingly |

| |Check for student understanding frequently and modify instruction accordingly |

|Use the results of multiple assessments to guide instruction, e.g., | |

|curriculum-embedded assessments in standards-aligned ________(Science, | |

|English, etc.) materials, teacher-made performance assignments, weekly | |

|quizzes, quarterly projects, end-of-course/department exam, etc. | |

|Use a variety of instructional strategies to engage all students in critical |Introduce, explain, and restate concepts so that all students understand |

|thinking and problem solving |Use Reciprocal Teaching to help students comprehend difficult text |

| |Use a variety of grouping strategies to promote student interaction and |

| |learning |

| |Activate student’s prior knowledge about a topic, e.g., pose questions to |

| |prompt students to think about what they already know about a topic |

| |Use open-ended questions to accommodate different levels of understanding |

| |Show students the relationship between concepts they are learning and prior |

| |learning |

| |Relate learning to real-life experiences |

| |Guide students in asking questions about what they read to promote critical |

| |thinking (Shared Inquiry) |

John Marshall High School

Sample Initial Planning Sheet 2005-2006

|OBJECTIVES |STRATEGIES TO MEET OBJECTIVES |

|PLANNING AND DESIGNING INSTRUCTION |Use instructional guides to ensure standards are taught |

| |Use state-approved curricular materials (list materials appropriate to |

| |subject) |

| |Use syllabi developed around state standards |

| |Post daily agenda with standard(s) to be addressed and outcome(s) for the day |

| |(what students should know and be able to do) |

| |Allow time for review and assessment |

| |Provide opportunities for students to learn at their own pace |

|Develop short and long-term plans that include rigorous learning goals to foster | |

|achievement of the state standards in _____________ (subject area). | |

|Include in plans, the use of instructional strategies, materials, and other |Use Reciprocal Teaching and Shared Inquiry to improve comprehension of text |

|resources, including technology, to ensure that all learners, i.e., English Learners|Use a variety of grouping strategies to promote student interaction and |

|(ELs) students receiving Special Education services, Gifted, etc. have equal |learning |

|opportunity to fully access the curriculum. |Use scaffolding techniques to introduce difficult concepts |

| |Use examples of student work as models |

| |Relate learning to real-life experiences |

| |Activate student’s prior knowledge |

| |Use other SDAIE strategies (list strategies) to provide support to ELs. |

| |Collaborate with Special Ed. teacher to adapt instruction and materials to |

| |address IEP goals |

| |Provide assessments to address different learning styles |

| |Include diverse perspectives in presenting content |

| |Sequence instruction to help students see relationships and connections across|

| |subject matter areas |

|CLASSROOM PERFORMANCE |Give standards-aligned feedback to students about their work |

| |Use standards in student language during instruction |

| |Develop and teach standards-based lessons using the Backward Planning model |

| |Use assessments (post or include in student portfolios) that show standards |

| |addressed and performance level |

|Demonstrate knowledge of state standards in _______________________ (subject area) | |

|Use procedures, routines, and time so that learning opportunities are maximized. |Develop and use 5-minute standards-aligned dispatch to begin class |

| |Develop, post and maintain standards for student behavior |

| |Pace instruction and vary activities so students remain engaged |

| |Minimize time used for managerial tasks |

| |Provide opportunities for students to work together |

| |Use classroom rules to promote students’ responsibility for self and others. |

| |Model fairness, equity and respect |

|DEVELPING AS A PROFESSIONAL EDUCATOR |Complete EL authorization by June 2004 |

| |Participate in site and district professional development |

| |Collaborate with colleagues to develop standards-based lessons and effective |

| |strategies to implement standards-based instruction |

| |Collect and analyze student assessment data before planning next steps in |

| |instruction |

| |Engage in peer coaching |

| |Participate in literacy cadre |

| |Use the services of a literacy coach to help me reflect on and improve my |

| |teaching practices |

| |Participate in Learning Walks |

| |Videotape lesson to study instructional practice and identify areas for |

| |improvement |

| |Participate in opportunities to plan and implement professional development |

|Demonstrate continuous professional growth | |

|Communicate regularly with students and parents about instructional goals and |Maintain up-to-date roll book so that I always know the status of a student’s |

|academic progress |academic progress |

| |Distribute syllabus at the beginning of the semester that includes homework |

| |and grading policy; have student and parent sign policy. |

| |Send communications home and/or call home to relate areas of concern and |

| |student successes |

| |Invite parents to observe classroom instruction |

| |Communicate to parents how they can help their children succeed in my class |

|PUNCTUALITY, ATTENDANCE AND RECORD KEEPING |Go to bed earlier |

| |Arrive to school no later than 7:05 a.m. |

| |Stand at door of classroom prior to bell |

| |Start class activities immediately with a dispatch |

|Arrive to school and class on time | |

|Maintain timely and accurate records |Use EasyGradePro to generate and maintain student records |

| |Follow district guidelines for record keeping |

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