The instructional framework isn't so scary....or is it?
Horror Escape room
START
Introduction
"A ghost is trapped in this house, condemned to wander until it recovers all its memories. To help you find it, you must use your knowledge of the Instructional Framework to obtain the missing objects in your inventory. Explore the house and try not to get caught yourself…"
Explore the house
Inventory
02
The 4th-grade team analyzes their common formative assessment results, discovering 60% of students struggled with inferencing. They plan remedial small groups for struggling students and enrichment activities for those who mastered the skill. Using benchmark data, they identify specific students needing intervention. During data chats, students discuss their progress: "I improved from a 2 to a 3 on inferencing because I started looking for text clues."
02
Mr. Davis posts the learning target: "I can explain how cellular respiration provides energy for life processes." He explicitly teaches Tier III vocabulary like "mitochondria" and "ATP," connecting it to students' prior knowledge about exercise and energy. Students use academic vocabulary during partner discussions, saying things like "The mitochondria converts glucose into ATP through cellular respiration." They track their understanding on learning scales and maintain data notebooks showing their progress.
02
Every 10 minutes, Mrs. Johnson uses thumbs up/down checks and exit tickets to gauge student understanding of two-digit addition. She notices three students struggling and immediately provides additional manipulatives and peer support. Students self-monitor using learning scales, coloring in their progress charts. When formative data shows most students need more practice, she adjusts tomorrow's lesson to include additional guided practice before moving to independent work.
Something went wrong… or someone saw you.
Shadows insist on coming out... Go back… if you still can.
Find the key to continue
Continue exploring the house
Inventory
01
During their weekly PLC meeting, Mr. Thompson's team reviews recent quiz data showing students struggled with photosynthesis concepts. They collaboratively design lessons using the gradual release model: They'll start with a clear learning target, activate prior knowledge about plant needs, model the photosynthesis process using diagrams, guide students through analyzing leaf samples, allow independent practice with online simulations, and close by having students explain the process to a partner.
02
Ms. Garcia's classroom has established morning routines where students independently hang up backpacks, complete morning work, and choose learning centers. The physical space includes flexible seating options, organized material stations, and quiet/collaborative work areas. Students help create classroom rules and hold each other accountable.
03
Students engage in a Socratic seminar about ancient civilizations, using evidence from texts to support their thinking. They write reflective responses, research different cultures, problem-solve historical challenges, and collaborate on creating civilization comparison charts. Technology enhances learning as students use tablets to access primary sources and create digital presentations. All students participate through structured discussion protocols ensuring universal access.
You found a secret message
♪♬ø
Remember these notes and play them on the piano in the correct order
01
...Keep playing
02
...A more
03
Start again...
You found a new item for your inventory
Continue exploring the house
Inventory
♪♬ø
Use the magnifying glass to search for the code and then insert it into the typewriter
224
Enter the secret code
Code
01
Ms. Brown maintains high expectations by requiring all students to support arguments with evidence and engage in complex historical analysis. She monitors engagement through regular check-ins and adjusts instruction when students need additional support. Students explore global connections by comparing historical events across cultures and time periods, discussing how past events influence current global issues. Every student is expected to contribute to discussions and demonstrate critical thinking skills.
02
Mr. Lee begins each class with community circles where students share daily highs and challenges, building positive relationships. When a student shows frustration, Mr. Lee models emotional regulation strategies and helps the student identify feelings and make responsible choices. Students work in diverse learning groups, developing independence through choice in reading selections and responsibility through peer feedback protocols.
03
After reviewing student essays, Mr. Martinez provides specific feedback: "Your thesis statement clearly states your position. To strengthen your argument, add more evidence in paragraph 2 and explain how it supports your claim." Students use this feedback to revise their work and self-monitor daily by checking their writing against the rubric. They track their progress on specific writing skills in their data notebooks.
A briefcase appeared...
It's locked with a key...look in the inventory for something to open it
Oops… the ghost doesn't recognize this place.
Your memories dissolve and the path disappears. Return before the echo follows you…
Congratulations
You have recovered all the ghost's memories! Now you can finally rest and you can escape from the house!
Are you sure you want to exit?
You will lose all progress so far...
Back
Exit
Inventory
♪♬ø
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
Inventory
Inventory
Horror Escape room
Vicie Records
Created on October 20, 2025
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Transcript
The instructional framework isn't so scary....or is it?
Horror Escape room
START
Introduction
"A ghost is trapped in this house, condemned to wander until it recovers all its memories. To help you find it, you must use your knowledge of the Instructional Framework to obtain the missing objects in your inventory. Explore the house and try not to get caught yourself…"
Explore the house
Inventory
02
The 4th-grade team analyzes their common formative assessment results, discovering 60% of students struggled with inferencing. They plan remedial small groups for struggling students and enrichment activities for those who mastered the skill. Using benchmark data, they identify specific students needing intervention. During data chats, students discuss their progress: "I improved from a 2 to a 3 on inferencing because I started looking for text clues."
02
Mr. Davis posts the learning target: "I can explain how cellular respiration provides energy for life processes." He explicitly teaches Tier III vocabulary like "mitochondria" and "ATP," connecting it to students' prior knowledge about exercise and energy. Students use academic vocabulary during partner discussions, saying things like "The mitochondria converts glucose into ATP through cellular respiration." They track their understanding on learning scales and maintain data notebooks showing their progress.
02
Every 10 minutes, Mrs. Johnson uses thumbs up/down checks and exit tickets to gauge student understanding of two-digit addition. She notices three students struggling and immediately provides additional manipulatives and peer support. Students self-monitor using learning scales, coloring in their progress charts. When formative data shows most students need more practice, she adjusts tomorrow's lesson to include additional guided practice before moving to independent work.
Something went wrong… or someone saw you.
Shadows insist on coming out... Go back… if you still can.
Find the key to continue
Continue exploring the house
Inventory
01
During their weekly PLC meeting, Mr. Thompson's team reviews recent quiz data showing students struggled with photosynthesis concepts. They collaboratively design lessons using the gradual release model: They'll start with a clear learning target, activate prior knowledge about plant needs, model the photosynthesis process using diagrams, guide students through analyzing leaf samples, allow independent practice with online simulations, and close by having students explain the process to a partner.
02
Ms. Garcia's classroom has established morning routines where students independently hang up backpacks, complete morning work, and choose learning centers. The physical space includes flexible seating options, organized material stations, and quiet/collaborative work areas. Students help create classroom rules and hold each other accountable.
03
Students engage in a Socratic seminar about ancient civilizations, using evidence from texts to support their thinking. They write reflective responses, research different cultures, problem-solve historical challenges, and collaborate on creating civilization comparison charts. Technology enhances learning as students use tablets to access primary sources and create digital presentations. All students participate through structured discussion protocols ensuring universal access.
You found a secret message
♪♬ø
Remember these notes and play them on the piano in the correct order
01
...Keep playing
02
...A more
03
Start again...
You found a new item for your inventory
Continue exploring the house
Inventory
♪♬ø
Use the magnifying glass to search for the code and then insert it into the typewriter
224
Enter the secret code
Code
01
Ms. Brown maintains high expectations by requiring all students to support arguments with evidence and engage in complex historical analysis. She monitors engagement through regular check-ins and adjusts instruction when students need additional support. Students explore global connections by comparing historical events across cultures and time periods, discussing how past events influence current global issues. Every student is expected to contribute to discussions and demonstrate critical thinking skills.
02
Mr. Lee begins each class with community circles where students share daily highs and challenges, building positive relationships. When a student shows frustration, Mr. Lee models emotional regulation strategies and helps the student identify feelings and make responsible choices. Students work in diverse learning groups, developing independence through choice in reading selections and responsibility through peer feedback protocols.
03
After reviewing student essays, Mr. Martinez provides specific feedback: "Your thesis statement clearly states your position. To strengthen your argument, add more evidence in paragraph 2 and explain how it supports your claim." Students use this feedback to revise their work and self-monitor daily by checking their writing against the rubric. They track their progress on specific writing skills in their data notebooks.
A briefcase appeared...
It's locked with a key...look in the inventory for something to open it
Oops… the ghost doesn't recognize this place.
Your memories dissolve and the path disappears. Return before the echo follows you…
Congratulations
You have recovered all the ghost's memories! Now you can finally rest and you can escape from the house!
Are you sure you want to exit?
You will lose all progress so far...
Back
Exit
Inventory
♪♬ø
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
♪♬ø
Inventory
Inventory
Inventory
Inventory