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What it Looks Like

All assessments are aligned to the Academic Standards.


All teachers know what is being assessed at their grade level, and are aware of assessment standards at the grade level below and the grade level above, and how the students are performing.

Different types of assessments are used.

Teachers use --


·         multiple assessments to determine student progress,

·         a variety of formative assessments,

·         assessments that reflect Depth of Knowledge (DOK) levels 1-4,

·         authentic assessments that require students to apply their thinking such as performance-based or project-based assessments.

Assessments are used for screening purposes.




Schoolwide pre-assessment or universal screener assessments (STAR Reading and Mathematics) are used to appropriately place students in grade levels or intervention groups, at least three times annually.


As needed, students are administered specific assessments to determine eligibility for special programs.


Common grade level assessments for language arts and mathematics are used.


Other assessments are used to establish baseline data or to properly place students.

Assessments are used to inform instruction.


Teachers regularly assess students to –


·         Use feedback to inform students of their strengths and areas for improvement.

·         Set SMART goals.

·         Identify instructional strategies that meet students’ needs.

·         Monitor progress and revise next steps as necessary.

Summative data are used to determine departmental or schoolwide needs.

Summative data, such as STAR, SBAC, Explore, SDRT, HSA Science, and WIDA, are used to plan next steps towards continuous improvement.

Students take ownership of their learning.

Student portfolios are used for self-reflection, self-assessment, and student-led conferences.


Students are given opportunities to monitor and reflect on their progress towards standards attainment.

Assessments will be supported by technology.

Technology-based assessments will be used to practice for the Common Core State Standards assessments, and to enable teachers and students to review timely results.




What it Looks Like

Curriculum is rigorous, relevant, and standards based.




Teachers plan instruction that address:


·         Common Core State Standards (CCSS) – Language Arts and Math

·         HCPS – Social Studies, Science, Health, Fine Arts, Physical Education, Technology

·         Next Generation Science Standards (NGSS) if adopted

·         General Learner Outcomes (GLO)

·         STEM (Science, Technology, Engineering, Mathematics)

The curriculum will be horizontally and vertically aligned to the standards.

In departments, teachers design grade level curriculum maps and pacing guides to align to the standards.


In departments, teachers design, according to appropriate grade level, instruction and interventions that address the standards.


Teachers are aware of their content standards at the grade level below and the grade level above, in addition to their own grade levels. In departments, teachers create and implement a continuum of learning for students.


All teachers have access to the Reading Lexile of all students in their classrooms, and design differentiated instruction to increase the reading Lexile.


Teachers, with English learner and special education teachers, Curriculum Coordinator, and Specialty Class Teachers plan instruction to integrate CCSS (ELA/Math) and HCPS-Social Studies, Science, Health, Physical Education, Technology, and Fine Arts lessons.

Collaborative planning and implementation of instruction, formative assessment and targeted interventions are done to address student needs.

In departments, teachers meet weekly to analyze student work, identifying individual student needs, and plan interventions.

Collaborative planning of instruction will address Common Core Literacy Standards (i.e., speaking, listening, writing, and reading) in each subject area, and/or across subject areas.

In grade level teams, teachers plan and implement research-based lessons, and integrated units that address the Literacy Standards and core subjects.




What it Looks Like

Three School Rules: Take care of yourself, take care of each other, and take care of this place.

·         Everyone works toward a physically and emotionally safe environment.

·         Everyone cares for and keeps the campus clean and free of clutter.

·         Everyone agrees to the good of the whole.

·         Everyone will teach and reinforce expected behaviors of core values: Three School Rules and Tribe Agreements.

·         Everyone strives to do his/her best.

Tribes Agreements: Mutual respect, attentive listening, right to pass or participate, appreciation/no put-downs.



·         Everyone works together, collaborates, cooperates, and shares.

·         Everyone communicates respectfully in all modes (i.e., emails, in-person discussions, written correspondence).

·         Everyone practices positive intent (reserve judgments).

·         Everyone practices open and positive communication to all stakeholders (parents, community, students, colleagues.)


·         Everyone knows his/her responsibilities and is held accountable. If anyone isn’t clear about his/her responsibilities, he/she needs to seek clarification.

·         Everyone understands and follows the processes and procedures that are in place so the school runs smoothly.

·         Everyone holds and models high expectations.

·         Everyone tries her/his best.

·         Use discussion protocols to ensure equity of voice.




What it Looks Like

Instruction is aligned to the Standards.


Instructional coherence is in place through vertical and horizontal alignment, such as --


·         Learning goals are posted on bulletin boards.

·         Student work shows alignment to the CCSS and/or the HCPS III.

·         Rubrics and the CCSS/HCPS III are visual on common formative and summative assessments.

·         Students can articulate what they are learning.

·         Pacing Guide/Curriculum Maps are a living document (updated as needed).

·         Diary Map should be aligned to the lessons that are being taught (Daily Planner) to review in department and/or grade level collaboration time.

·         GLOs are integrated daily.

·         State approved ELA and mathematics programs.


Teachers integrate English Language Arts, Mathematics, Social Studies, Science, Health Science, Physical Education, Technology, and Fine Arts into lessons.

Instruction is targeted.


Learning objectives assess students’ proficiency toward the targeted standards.


·         All departments articulate and collaborate, through the Data Team process, on a weekly basis to…

·         analyze student work

·         determine instructional strategies to address identified needs

·         determine result indicators

T – what are teachers doing?

S – what are students doing?

·         review SMART (Specific, Measureable, Attainable, Relevant, and Time-Bound) goals

·         During weekly articulation time,

·         diary maps will be shared and discussed

·         update curriculum maps and pacing guides


Learning targets are clearly stated and posted, referred to throughout the lesson, and reflected on at the end of the lesson. Students can articulate what they are learning and know what they need to do to meet the target.


Teachers use Common Formative Assessments frequently to check for understanding and adjust instruction as needed.

Instruction is differentiated to address needs of students.



Teachers need to implement the Cycle of Instruction.


Teachers plan for whole group instruction with mini lessons and guided practice. Direct instruction should not take up more than 30% of the class time.


Classroom teachers plan for small group instruction, based on data.


Classroom teachers plan for individual instruction through student conferences.


Teachers use WIDA (“Can Do”) descriptors to differentiate instruction for English learners.


Teachers collaborate with Care Coordinators and Specialists to ensure IEP goals and objectives, as well as modifications and accommodations are utilized when differentiating instruction for students with learning disabilities.


Learning styles are addressed through multi-modality instruction.

A wide variety of instructional strategies are used.


Strategies focus on developing schema, building on students’ background knowledge, and eliciting student questions and responses that show progression from Depth of Knowledge (DOK) levels 1-4.


Tools for developing students conceptual knowledge include manipulative, “real things”, and graphic organizers.


Teachers design instruction so students collaborate.


Teachers collaborate to design and deliver instruction.


GLAD and AVID strategies are implemented, such as note-taking, organizational skills, levels of questioning, and DLIQ (Did, Learn, Interests, Questions.)


Teachers utilize community and cultural resources.

Schoolwide instructional practices are research-based.

Teachers will implement inclusionary practices when possible for --


·         Special Education students

·         English learners

Instruction is intellectually demanding.

Teachers apply Depth of Knowledge (DOK) levels 1-4 to instructional tasks, questions, and assessments to develop critical thinking skills.


Teachers use a variety of instructional tasks to teach all academic vocabulary levels.


Teachers use texts that represent the grade level’s Lexile and text-complexity band.


In sixth grade, teachers use 45% Literary and 55% Informational texts in their instruction. By eighth grade, teachers use 30% Literary and 70% Informational texts in their instruction.


Teachers ensure that all students apply the eight mathematical practices.


Teachers use Inquiry Based Learning to teach STEM.