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It defines how teams should establish meeting norms, use data and materials, align lessons to learning goals and success criteria, and select strategies based on the “why” behind concepts. The framework also details assessment planning across diagnostic, formative, and summative measures, equity supports, student self-assessment, feedback, and MTSS/IEP progress monitoring. 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Plans should also include alternate access for students needing accommodations or assistive technology under IEP/504.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the framework guide assessment and feedback planning?",{"text":117,"@type":109},"It emphasizes “Begin with the End in Mind” by balancing diagnostic, formative, and summative assessments; using logical sequences tied to success criteria and rubrics; and planning technology use, observation of student behaviors, and analysis of collaboration. It also requires equity supports, opportunities for student self-assessment, and planned feedback to reach mastery or extend learning, including progress monitoring for MTSS and IEP goals.","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},351371,1791732849,{"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":8,"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":141},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Wayne County Schools  \nEmpowering ALL to reach their highest potential through GROWTH and SERVICE.  \nInstructional Framework  \n(3085) ڃ */5&(3*5: ڃ 4&37*$& ڃ 8)0-& $)*-%  \nRevised July 2024  \nWayne County School System InstrucƟonal Framework  \nPlan Domain  \n\n| Component | What does it look like in pracƟce? |\n| --- | --- |\n| Plan with a team (Professional Learning Community PLC)\u003Cbr>How will Professional Learning CommuniƟes effecƟvely collaborate to ensure success for diverse learners?\u003Cbr>TKES Alignment:\u003Cbr>Standard 2\u003Cbr>Standard 5\u003Cbr>Standard 6\u003Cbr>Standard 8\u003Cbr>Standard 9\u003Cbr>Standard 10 | ExpectaƟons/Climate/Norms\u003Cbr>● AƩend regularly scheduled meeƟngs\u003Cbr>● Follow established norms\u003Cbr>● Be prepared (prework complete, data gathered)\u003Cbr>● Follow prepared agenda\u003Cbr>● AcƟvely engage\u003Cbr>● Establish clear roles for all members and rotate leadership\u003Cbr>● Set aside our own interests to work toward the best interest of the students\u003Cbr>● Establish confidenƟality/climate of trust (safe place to share)\u003Cbr>● Respecƞul use of Ɵme (start, end, rescheduling)\u003Cbr>● Document evidence of work/product\u003Cbr>Purpose of the meeƟng\u003Cbr>● Establish meeƟng focus:\u003Cbr>○ InstrucƟonal planning\u003Cbr>○ Data analysis\u003Cbr>○ Analysis of student work\u003Cbr>○ Professional development\u003Cbr>○ VerƟcal Alignment\u003Cbr>○ Cross-Curricular\u003Cbr>● Establish short term and long term goals\u003Cbr>Monitor and reflect on team process |\n| Establish what students should know and do\u003Cbr>How do I use resources to establish what students should know and be able to do in a unit and/or lesson?\u003Cbr>TKES Alignment:\u003Cbr>Standard 1\u003Cbr>Standard 2\u003Cbr>Standard 3\u003Cbr>Standard 4\u003Cbr>Standard 5\u003Cbr>Standard 6 | Use of Materials/Documents\u003Cbr>● Use curriculum materials\u003Cbr>● Establish learning goals with clear success criteria and exemplars\u003Cbr>● IdenƟfy prerequisites for current learning-verƟcal alignment/progression discussions, key vocabulary, prior skills\u003Cbr>● Review previous formaƟve and/or summaƟve assessments and lesson plans to determine entry points to the lesson\u003Cbr>● Develop formaƟve and summaƟve assessments aligned to learning goals\u003Cbr>● Develop lesson plans with differenƟated (varied) learning acƟviƟes for all students\u003Cbr>● Plan for alternate access to all materials for students who need accommodaƟons or assisƟve technology (compliant digital text, speech to text opportuniƟes, etc. ) for students with disabiliƟes with an Individual EducaƟon Plan (IEP) and/or 504 plan |\n\n\n| Standard 7\u003Cbr>Standard 8\u003Cbr>Standard 10 | ● Refer to students with disabiliƟes Individual EducaƟon Plan (IEP) for required Specially Designed InstrucƟon (SDI) to incorporate into the lesson\u003Cbr>Use of Data\u003Cbr>● Analyze and use the data to meet the learning needs of all students. Analyze IEP progress monitoring data for students with disabiliƟes\u003Cbr>SelecƟon of Strategies\u003Cbr>● IdenƟfy the “why” behind learning concepts\u003Cbr>● Select best pracƟce strategies to construct, organize, assess, and convey knowledge\u003Cbr>● Make real world connecƟons in order to engage all students considering cultural diversity\u003Cbr>● Use student informaƟon/data to intenƟonally plan fordifferenƟaƟon from remediaƟon to acceleraƟon and specially designed instrucƟon (SDI) |\n| --- | --- |\n| Determine how students will show what they know and can do\u003Cbr>How do I use resources to determine how students will show what they know and can do in a unit and/or lesson?\u003Cbr>TKES Alignment:\u003Cbr>Standard 1\u003Cbr>Standard 2\u003Cbr>Standard 3\u003Cbr>Standard 4\u003Cbr>Standard 5\u003Cbr>Standard 6\u003Cbr>Standard 7\u003Cbr>Standard 8\u003Cbr> | Begin with the End in Mind:\u003Cbr>● Plan a balance of diagnosƟc, formaƟve, and summaƟve assessments\u003Cbr>● Plan logical and sequenƟal assessments and tasks (performance or project-based) that are based on agreed-upon success criteria and/or rubrics\u003Cbr>● Develop standards-based exemplars, rubrics, checklists, and/or scoring guides\u003Cbr>● Plan for how the students will intenƟonally use technology to produce and publish acquired knowledge and skills\u003Cbr>● Develop a plan to observe/assess student learning b","cbCaittP4xm7hewd","https://ap.wps.com/l/cbCaittP4xm7hewd","pdf",2492903,22,"English","# Plan Domain\n## Plan with a team (Professional Learning Community - PLC)\n## Establish what students should know and do\n## Determine how students will show what they know and can do\n# Plan Resources","[{\"question\":\"What are the main expectations for PLC meetings in the Plan Domain?\",\"answer\":\"The framework calls for regular attendance, adherence to established norms and prepared agendas, active engagement, clear and rotating roles, prioritizing students’ best interests, trust and confidentiality, respectful use of time, and documenting evidence of work or products.\"},{\"question\":\"How should teachers establish what students should know and be able to do?\",\"answer\":\"Teachers should use curriculum materials to set learning goals with success criteria and exemplars, identify prerequisites and key vocabulary, review past assessments and lesson plans to determine entry points, and develop formative and summative assessments and differentiated learning activities. Plans should also include alternate access for students needing accommodations or assistive technology under IEP/504.\"},{\"question\":\"How does the framework guide assessment and feedback planning?\",\"answer\":\"It emphasizes “Begin with the End in Mind” by balancing diagnostic, formative, and summative assessments; using logical sequences tied to success criteria and rubrics; and planning technology use, observation of student behaviors, and analysis of collaboration. It also requires equity supports, opportunities for student self-assessment, and planned feedback to reach mastery or extend learning, including progress monitoring for MTSS and IEP goals.\"}]","Instructional Framework - Revised July 2024 | PDF",1790093832,8]