[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-244876-105":53,"doc-detail-244876-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","elementary-common-planning-guidelines-mathematics-facilitation-guide-tier-i-core","Elementary Common Planning Guidelines - Mathematics Facilitation Guide - Tier I: Core","","Practical guidelines for organizing and running common planning meetings in elementary schools, including meeting structure, opening procedures, team-developed norms, agenda and minutes tracking, participant attendance follow-up, and required instructional materials. Provides a mathematics facilitation approach for Tier I core instruction through a three-step planning process: understand lessons within the module and topic, unpack lessons by analyzing problem complexity and student responses, and hone instruction by selecting Must Do, Could Do, and optional Challenge problems aligned to objectives and balanced learning representations.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/elementary-common-planning-guidelines-mathematics-facilitation-guide-tier-i-core/244876/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/elementary-common-planning-guidelines-mathematics-facilitation-guide-tier-i-core/244876.png","ImageObject",442,249,{"name":88,"@type":89},"Franzy","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":20},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What should be prepared before the first common planning meeting begins?","Question",{"text":108,"@type":109},"Develop meeting norms during the first meeting and ensure they are addressed before each meeting starts. Assign roles such as a recorder for minutes and a time keeper, and agree on attendance expectations.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What is included in the agenda and minutes for common planning?",{"text":113,"@type":109},"Include goals or expected outcomes and specific discussion topics with estimated time for each. Provide agendas to all team members at least one day in advance.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the Tier I core mathematics facilitation guide recommend planning lessons?",{"text":117,"@type":109},"Use a three-step process: understand the lesson within the module and topic, unpack the lesson by completing the problem set and analyzing complexity and likely student struggles, then hone the lesson by selecting Must Do, Could Do, and possibly Challenge problems that fit the objective and allocated time.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},244876,1791731926,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":20,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Elementary Common Planning Guidelines  \n\n| Suggested Outline of a Common Planning (Modify to fit your needs) |  |\n| --- | --- |\n| Day/Time of Meeting | Identify the day of the week and the block of time the meetings will occur each week. |\n| Opening | Review norms, Assign recorder to take and submit minutes, Assign time keeper, etc. |\n| Meeting Norms: | Norms should be developed by team members at the first meeting and addressed before each meeting begins. Sample norms are listed below:\u003Cbr>􀁸 Recognize that everyone has expertise.\u003Cbr>􀁸 Be Present, Be Punctual and Participate.\u003Cbr>􀁸 Stay on topic.\u003Cbr>􀁸 Limit use of electronic devices.\u003Cbr>􀁸 Attack the problem, not the person.\u003Cbr>􀁸 All lessons and assessments developed will be implemented in my classroom. |\n| Agenda(s) and Minutes | For every Common Planning an agenda is needed to keep track of topics and time (please include amount of time for each topic to be discussed) .\u003Cbr>Standard items for Agendas and Minutes Agenda:\u003Cbr>􀁸 Provide to all team members at least a day in advance.\u003Cbr>􀁸 Include goals or expected outcomes.\u003Cbr>􀁸 Include specific topics for discussion with estimated times listed. |\n| Participants | Make sure there is an attendance sheet to track participants’ attendance (If absent, you are responsible for reading the minutes for the missed meeting and collaborating with your team). |\n| Instructional Materials\u003Cbr>(what to bring for planning) | 􀁸 Laptops for Online Teacher Resources\u003Cbr>􀁸 Curriculum Guides\u003Cbr>􀁸 Focus Calendars (Science)\u003Cbr>􀁸 Student Workbook/Journals (ELA and Mathematics) or Interactive Worktext (Science)\u003Cbr>􀁸 Test Item Specifications\u003Cbr>􀁸 Teacher’s Manual\u003Cbr>􀁸 Lesson Plan Template\u003Cbr>􀁸 Common Planning Log/Form\u003Cbr>􀁸 Data (formative and/or summative) as needed\u003Cbr>􀁸 Student Work Protocol Document as needed\u003Cbr>􀁸 Samples of Student Work (exit tickets, entrance tickets, etc. )\u003Cbr>􀁸 Pillars of Excellence/Look Fors\u003Cbr>􀁸 Lab Materials as needed to prepare for upcoming aligned investigations (Science) |\n| Goals/Outcomes: | Goals/Outcomes should be provided on the agenda with a due date for the end product. |\n| Topics for Discussion and Guiding Questions | Suggestions for discussion:\u003Cbr>1. Curriculum Planning (Review curriculum, item specs, etc.)‐ What do we expect students to know and be able to do by grade level, by course, and by module/unit of |\n\n\n|  | instruction? Are we clear and consistent in what we are teaching? Is our lesson aligned to key standards?\u003Cbr>2. Data Analysis ‐ What results are we getting? What is the identified problem? What is the root cause of the problem?\u003Cbr>3. Reflective Practice – Review student work. What, in our practices/planned lesson, might be causing our students to have these deficiencies?\u003Cbr>4. Interventions ‐ How can we change what we are doing to improve our results? What will we do for those who are still struggling? What will we do for those who are showing proficiency? |\n| --- | --- |\n| When Reviewing Data based on\u003Cbr>Formative/Summative\u003Cbr>assessments | 􀁸 What percent of the class was proficient? Does this need to be addressed in Tier I?\u003Cbr>􀁸 What percent of the class needs remediation? Does this need to be addressed in Tier II?\u003Cbr>􀁸 What skills are students lacking that are impeding mastery of the Standards?\u003Cbr>􀁸 Which students require Tier II intervention?\u003Cbr>􀁸 When will remediation be provided for specific students (whole group)?\u003Cbr>􀁸 What instruction will be provided to remediate skill deficits?\u003Cbr>􀁸 What instruction will be provided to propel students to mastery of the skills/Standards? |\n\nPage 2  \nCommon Planning Elementary Mathematics Facilitation Guide  \nTier I: Core  \nA three‐step process is suggested to prepare to teach. It is understood that at times teachers may need to make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students. The recommended planning process is outlined below. This planning process is most effective done collaboratively and facilitated.  \nStep ","cbCaicPAtd4SJqyk","https://ap.wps.com/l/cbCaicPAtd4SJqyk","pdf",199983,6,"English","# Suggested Outline of a Common Planning\n## Day/Time of Meeting\n## Opening\n## Meeting Norms\n## Agenda(s) and Minutes\n## Participants\n## Instructional Materials\n## Goals/Outcomes\n## Topics for Discussion and Guiding Questions\n## When Reviewing Data based on Formative/Summative assessments\n# Common Planning Elementary Mathematics Facilitation Guide\n## Tier I: Core\n## Step 1: Understand the Lesson(s) within the Module & Topic\n## Step 2: Unpack the Lesson(s)\n## Step 3: Hone the lesson","[{\"question\":\"What should be prepared before the first common planning meeting begins?\",\"answer\":\"Develop meeting norms during the first meeting and ensure they are addressed before each meeting starts. Assign roles such as a recorder for minutes and a time keeper, and agree on attendance expectations.\"},{\"question\":\"What is included in the agenda and minutes for common planning?\",\"answer\":\"Include goals or expected outcomes and specific discussion topics with estimated time for each. Provide agendas to all team members at least one day in advance.\"},{\"question\":\"How does the Tier I core mathematics facilitation guide recommend planning lessons?\",\"answer\":\"Use a three-step process: understand the lesson within the module and topic, unpack the lesson by completing the problem set and analyzing complexity and likely student struggles, then hone the lesson by selecting Must Do, Could Do, and possibly Challenge problems that fit the objective and allocated time.\"}]","Elementary Common Planning Guidelines - Mathematics Facilitation Guide - Tier I: Core | PDF",1789222662]