CRKC Academic Pillars

CRKC Academic Pillars

Instructional Framework

CRKC Strategic Plan

BTAP for 1st & 2nd year teachers

Instructional Coaching Model

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*BTAP*

Curriculum Inventory and Order Requests

IC Model

Instructional framework

Day-1

From introduction to production

Beginning with the Framework as supporting components of effective instruction

01

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Clear Learning Goals

Do-Now

Learning Target

Anticipatory Set

Teaching in Small Steps

Checks for Understanding

Guided Practice

Teaching & Modeling

Checks for Understanding

Exit Ticket

Adjustments to Instruction

Independent Practice

Scope & Sequence, Unit Plans, and Lesson Plans reflect and are aligned to the Instructional Framework, composing a comprehensive,

introduction

organized, and scaffolded approach to effective instruction.

Math

ELA

Instructional Process is not a race from start to finish; it is a revolving process moving in either direction

01

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Work Time

Scope & Sequence and Unit-1:

Establish Priority Standards for each quarter of instruction Align vertically skills expectations between grade levels Design Unit-1 with anticipated Learning Objectives, Materials, and Strategies.

EOCLinks

Stations

Day-2

Scaffolding & differentiating

Work Time

Learning Stations

Experience modeling of learning stations Review Teaching Strategies Design 4 Learning Stations For your Unit-1

Lesson planning

Day-3

Instructional Framework in practice

How to write a Learning Target

--Clear Learning Goals

Learning Targets/Objectives should be directly related to the Learning Standards, and unpacked into student-friendly statements.

How to Scaffold Instruction

--Teaching in small steps

Instructional scaffolding is a process through which a teacher adds supports for students, systematically building on students’ experiences and knowledge as they are learning new skills.

Work Time

Lesson Planning

Review Instructional Framork and Lesson Plan Template Review Instructional Strategies Review Stations

Assessments

Day-4

With end in mind

Escape the Room

Work Time

Assessments

Review Formative and Summative Assessments Review Item Specifications and DOK Questions Construct an Exit Ticket and a Google Form Quiz related to the learning objectives, academic week-1

index

Introduction

Goals

Development

Conclusions

References

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Every kid needs a champion

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Conclusions

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ELA, R-324 Social Studies, R-340Theology, R-335Spanish, R-321

Math, R-322 Science, R-320 Electives, R-330Music Art P.E.

As students engage in guided practice, we must monitor and assess their efforts and progress on that particular chunk of instruction to make sure they are indeed understanding or succeeding with what we just taught. We can do this by cold-calling a sample of students (or pairs of students); using non-verbal signs (thumbs up/down), circulating around the classroom observing student work, i.e.; or using strategic instructional tools and technology.

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Research continues to stress the importance of clarifying–for any lesson–what will be learned and how the learning will be demonstrated (Marzano, 2007/2010; Wiggins, 2013). The purpose of each lesson should be posted prominently and referred to often enough to help students–and teachers–stay focused and enjoy their sense of progress. Teachers should ask students to read the learning objective aloud at the beginning of each lesson.

All academic processes are interrelated and are built on the foundation of Instructional Framework___________________

We must teach and model in manageably sized chunks, one step at a time. This method ensures that maximum number of students will be successful on each step of the lesson, while greatly reducing the number of students who will need additional assistance or tutoring at the end of the lesson.

ELA, R-324 Social Studies, R-340Theology, R-335Spanish, R-321

Math, R-322 Science, R-320 Electives, R-330Music Art P.E.

“End your lesson with a single question or maybe a short sequence of problems to solve at the close of class. Not only will this establish a productive expectation about daily completed work for students, but it will ensure that you always check for understanding in a way that provides you with strong data and thus critical insights” (Lemov, 2010/2021). This data can be used to guide the start of the lesson the next day.

This brief (3 min.) step helps students become receptive to the day’s learning by explaining to them why it is worth their time and effort. Anticipatory sets can consist of background information, anecdotes, interesting or compelling facts, or explanations of how the lesson will prepare students for their future. They also encourage teachers to reflect on the legitimacy of what they are teaching and help students make real-world connections.

• Aligning & building vertically
• Scaffolding horizontally
• Teaching and learning circularly: advancing & reversing, spiraling, checking for understanding, adjusting, reteaching

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When we check for understanding and find that some or many students aren’t succeeding after our initial instruction, we can adjust the wording of the instruction, use visual examples, add additional scaffolds, or prompt students to explain the concept for the class.

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The Do-Now is “a short activity that you have written on the board or is waiting at students’ desks before they enter.” The Do-Now means that students are hard at work as soon as the bell rings. Students are productive during every minute and ready for instruction as soon as you start (Lemov, 2010/2021). This should take no longer than 5 minutes. Do-Now should reflect learning objectives.

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Instructional Coaching Model is student-centered, evidence- based, and focused on growth.

For each chunk in the lesson, we must give students an opportunity to practice with or process the new knowledge in a way that allows the teacher to observe and thus “guide” their students’ practice. During this step, students must engage in observable practices that allow us to see visible evidence of how well they are progressing; e.g. note-taking/annotating, composing/constructing, calculating, solving or analyzing math problems, etc.

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Math, R-322 Science, R-320 ELA, R-324 Social Studies, R-340

Electives, R-325 MusicP.E. Theology, 321 Health/P.Finance

Once students have demonstrated mastery of each requisite step in the lesson, we can allow them to work independently to complete their task. This is an excellent time for the teacher to work with/tutor those students who still need extra assistance. Examples of activities to use for independent practice may include rotations, small-group instruction, computer-based individual instruction, games, fluency practice, timed reading tests, etc.

An instructional framework is an interrelated set of systems and expectations that guide curriculum, instruction, assessment, and learning climate. It combines the specific expectations for how students learn, with specific strategies and practices to guide teaching and assessment.

Hartshorn's R-324 ELA Social Studies Theology Spanish

Naves' R-322 Math Science Music Art P.E.

It is impossible to teach effectively without checking for understanding and continuously adjusting instruction.

Once the above steps are completed, we can begin to demonstrate how students will acquire that day’s knowledge or intellectual skill, i.e., through note-taking, problem-solving, computing, composing, close-reading/annotations. Teaching and modeling must be aligned to the learning objective and assessment.

Beginning Teacher Assistance Program

Missouri's certification requirements as established by State Statute 168.400, RSMo.

CRKC Strategic Plan