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Instructional Planning

Purpose

The purpose of Instructional Planning is to recognize quality and assist in

the continuous strengthening and improvement of the districts learning programas well as the support services in the instruction component. The process isdesigned to:

provide a rigorous examination of curricula and their outcomes develop new insights into curricula effectiveness engage subject matter groups K-12 in planning curriculum improvements

that areresponsive to student and community needs

provide information for resource allocation across the district

Defined

Instructional Planning is lesson planning and reflects current research thatinstruction should be data driven, and that both teachers and studentsshould have access to the expected outcomes and to the individualstudent progress toward meeting the outcomes. It includes long range (ascope & sequence), unit, weekly, and daily plans.

The instructional plan shows individual instruction as we move fromteaching to learning. Teachers decisions should be reflected in theirplans.

The instructional plan serves as a communication tool among teachers,between teachers and site administrators, and the teacher and thestudent.

The instructional plan serves as evidence that the teacher implementedinstruction in the event of a parental challenge. If after a student moves tothe next level and is not doing well, and if the conclusion is that thestudent was not prepared, the instructional plan serves as evidence thatinstruction occurred. The instructional plan documents teaching. It shouldbe noted that lesson plans can be requested for use in court cases or in apublic records request.

Teachers

All non-tenured and Level 1 teachers will submit an instructional plan thatcovers a single 45 to 90 minute lesson per week. NOTE: If a non-tenured teacher has experience and exhibits professional lesson planningability, as required throughout the Teacher Competencies, the site

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administrator may elect to cancel this requirement for that teacher. Thedecision to cancel the requirement and the number of lesson planscollected is decision reached between site administrator and the teacher.

The plan needs to be submitted by Friday of each week. See your siteadministrator for format requirements (paper or electronic). LAPS will

provide a sample template on the website for teacher use. The teachercan download this template and work within it.

Site Administrators

Collection or review of weekly plans will be the responsibility of the siteadministrators.

Site administrators will collect all instructional plans from all teachersbefore they leave at the end of the school year. These plans can beelectronic or hard copy. Instructional plans must be kept for two years.This is a requirement of NMPED,

Curriculum Coordinator:

The curriculum coordinator will:

provide staff development for Instructional Planning district wide identify and monitor the link between successful Instructional Planning and

student achievement, district-wide

Instructional Plan

The instructional plan should follow the template and include the following:

Date (approximate) of when the lesson will be taught. The content area being addressed. The New Mexico standard, benchmark, & performance indicator addressed in

the plan. Target goals & outcomes The objective or observable behavior that will be measured. The procedures/methods (what the teacher does, what the student does). Materials & resources necessary to implement the plan. Assessmentor measure of behavior addressed Plans for differentiation within the lesson Prescription for next days lesson

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Assessment Vocabulary for Observable Behavior*

Each behavior requires some kind of scoring rubric in order to connect theassessment to the objective.

ASSESS: To stipulate the conditions by which the behavior specified in anobjective may be ascertained. Such stipulations are usually in the form of writtendescriptions. For obvious reasons, assess is rarely used as a verb in learningobjectives at the elementary school level. In other words, have the studentslearned what was intended to be learned.

CLASSIFY: To place objects, words, or situations into categories according todefined criteria for each category. The criteria must be made known to thestudent.

COMPOSE: To formulate a composition in written, spoken, musical or artisticform.

CONSTRUCT: To make a drawing, structure, or model that identifies adesignated object or set of conditions.

DEFINE: To stipulate the requirements for inclusion of an object, word, orsituation in a category or class. Elements of one or both of the following must beincluded: (1) The characteristics of the words, objects, or situations that areincluded in the class or category. (2) The characteristics of the words, objects, orsituations that are excluded in the class or category. To define is to set up criteriafor classification.

DEMONSTRATE: The student performs the operations necessary for theapplication of an instrument, model, device, or implement. NOTE: There is atemptation to use demonstrate in objectives such as, "the student willdemonstrate his knowledge of vowel sounds." As the verb is defined, this isimproper use of it.

DESCRIBE: To name all of the necessary categories of objects, objectproperties, or event properties that are relevant to the description of a designatedsituation. The objective is of the form, "The student will describe this order,object, or event," and does not limit the categories that may be used inmentioning them. Specific or categorical limitations, if any, are to be given in theperformance standards of each objective. When using this verb in an objective, itis helpful to include a statement to the effect of what the description, as aminimum, must reference.

DIAGRAM: To construct a drawing with labels and with a specified organizationor structure to demonstrate knowledge of that organization or structure. Graphic

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charting and mapping are types of diagramming, and these terms may be usedwhere more exact communication of the structure of the situation and responseis desired.

DISTINGUISH: To identify under conditions when only two contrasting

identifications are involved for each response.

ESTIMATE: To assess the dimension of an object, series of objects, event orcondition without applying a standard scale or measuring device. Logicaltechniques of estimation, such as are involved in mathematical interpolation, maybe used. See MEASURE.

EVALUATE: To classify objects, situations, people, conditions, etc., according todefined criteria of quality. Indication of quality must be given in the definedcriteria of each class category. Evaluation differs from general classification onlyin this respect.

IDENTIFY: To indicate the selection of an object of a class in response to itsclass name, by pointing, picking up, underlining, marking, or other responses.

INTERPRET: To translate information from observation, charts, tables, graphs,and written material in a verifiable manner.

LABEL: To stipulate a verbal (oral or written) response to a given object,drawing, or composition that contains information relative to the known, butunspecified structure of these objects, drawings, or compositions. Labeling is acomplex behavior that contains elements of naming and identifying.

LOCATE: To stipulate the position of an object, place, or event in relation toother specified objects, places, or events. Ideational guides to location such asgrids, order arrangements and time may be used to describe location. Note:Locate is not to be confused with IDENTIFY.

MEASURE: To apply a standard scale or measuring device to an object, seriesof objects, events, or conditions, according to practices accepted by those whoare skilled in the use of the device or scale.

NAME: To supply the correct name, in oral or written form for an object, class ofobjects, persons, places, conditions, or events which are pointed out ordescribed.

ORDER: To arrange two or more objects or events in accordance with statedcriteria.

PREDICT: To use a rule or principle to predict an outcome or to infer someconsequence. It is not necessary that the rule or principle be stated.

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REPRODUCE: To imitate or copy an action, construction, or object that ispresented.

SOLVE: To effect a solution to a given problem, in writing or orally. The problem

solution must contain all the elements required for the requested solution, andmay contain extraneous elements that are not required for solution. The problemmust be posed in such a way that the student that the student is able todetermine the type of response that is acceptable.

STATE A RULE: To make a statement that conveys the meaning of the rule,theory or principle.

TRANSLATE: To transcribe one symbolic form to another of the same or similarmeaning.

* Vocabulary Taken from http://www.adprima.com/verbs.htm