- Houston Independent School District
- Effective Practices
- PL-2 Data-driven instruction
OLD-Professional Development
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
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I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
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PL-2 Collects, tracks and uses student data to drive instruction
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The Planning Criteria
The Planning Criteria of the rubric encompasses a teacher’s capacity to develop annual student learning goals, track and use student data to drive instruction, and design effective unit and lesson plans with aligned assessments.
Within PL-2, you will find effective practices and videos supporting various systems to track student performance to plan differentiated instruction, including intervention, enrichment, and analysis of student progress data.
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PL Toolkit Resources
- Investment Plan Template
- Passport to Success Investment Strategy
- Grades 3-5 STAAR Subjects Tracker
- Letter Assessment Tracker
- Measuring My Growth By TEKS
- Pre-test, Post-test, and Exit Ticket Tracker
- Recommendations for Intervention Example
- Resource, Inclusion, Special Education Tracker
- Review and Reteach Plan
- TEKS Chart
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Rubric Indicators
The following best describes a teacher performing at Level 3 in this criterion:
- Teacher accurately determines student progress toward and mastery of objectives and annual student learning goals using multiple methods of assessment.
- Teacher uses a system to track student assessment data, including individual and class progress toward meeting unit objectives and annual learning goals.
- Teacher analyzes student progress data at key points during a unit and during the year to:
- determine the effectiveness of past instruction and diagnose why students did or did not master objectives, and
- modify upcoming lesson and unit plans.
- Teacher uses analysis of student progress data to plan differentiated instruction including intervention and enrichment.
- Students articulate their performance and progress relative to unit objectives and annual goals.
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Reflection Questions
Use the following reflection questions to guide thinking around the effective practices. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.
- In what ways do you use formative and summative assessments to inform student progress?
- How can you adopt methods of tracking student progress to match your instructional approach and impact student learning?
- In what ways do you envision your students articulating performance and progress relative their annual goal(s)? Give an example of what one of your students might say.
- How can you use information gained through analysis of student progress data at key points during the year to determine the effectiveness of past instruction and diagnose why students did or did not master objectives?
- How does collecting and tracking student data impact your ability to provide effective instruction?
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Instructional Effective Practices