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Strategy Implementation Guide
NORTHVIEW ELEMENTARY

Anchor Statement Beyond Proficient Proficient Below Proficient
Teachers meet
Educators work in Teachers meet in Teachers meet weekly sporadically; not
in collaborative teams collaborative; inconsistent
collaborative teams and addition to the weekly established goals/norms;
take collective time; division of labor; during the regular independent
responsibility for divide students to meet school week. They have thinking/actions.

student learning rather needs; decisions based on norms and goals, with Teachers not using
than working in data/data driven; view clearly identified roles. district adopted resources
students as a team (all our & standards; using out of
isolation. date materials; teachers
students); specialists & in silos working
principal are part of PLC independently.
conversations.

Collaborative teams Teachers reflect on Teacher teams utilize

implement a instructional practices & the BOE adopted
guaranteed and viable adapt for future years; standards,
curriculum, unit by power standards are competencies, and

unit. implemented/assessed; curriculum (as
collaborating with other represented in Mastery
building experts.
Connect).

Collaborative teams Teachers vary depth of Teacher teams share Assessments don’t match
monitor student knowledge questions the responsibility for the standards/what
learning through an using Mastery Connect; creating common teaching; not sharing the
ongoing assessment teachers are responsibility; not
process that includes formative and
frequent, team- proactive/reflective/analy summative assessments reflecting on where
developed common ze results for students & they administer on a students are and what can
formative assessments. instruction. be done to
regular basis
throughout the school support/intervene;
year in Mastery limited use of Mastery
Connect; lacking in depth
Connect.
of knowledge.

Educators use the Teachers analyze student Teacher teams analyze Teachers don’t analyze
results of common results that impacts results of common data; teaching continues
assessments to improve instruction; student formative and regardless of student
individual practice, results are analyzed for summative assessments results;

build the team's mastery, near mastery, to collectively identify supports/interventions
capacity to achieve its remediation and ongoing students’ are offered sporadically
goals, and intervene support/interventions are needs to ensure with no systematic way of

and enrich on behalf of offered. Reteaching and learning. analysis.
students. small group support is
implemented.

The school provides a Screeners and data Teacher teams provide No re-teaching or
systematic process for analysis are utilized to students with support intervention support is

intervention and support intervention through re-teaching, taking place; groups are
enrichment. groups; progress intervention, formed based on intuition
monitoring is a continual enrichment, and and teacher

process; groups are differentiation. recommendation instead
flexible & adjusted based of research-based data.
on student progress.



Pathway Questions
PLC Question One

What knowledge and skills should every student acquire as a result of this unit, course, or grade level?
In the Guaranteed 3 protocol, 2-4 standards are prioritized, and learning is focused on these
priorities.

Prioritizing Identifying Determining Planning Analyzing
Standards Targets Proficiency Units Strategies
If you could only What instructional
teach 10-12 Priority What targets did What prerequisite What targets will strategies will you
standards in this the unpacking skills and you be instructing use?
course, which process reveal? vocabulary do on next?
would they be? students need to Which strategies
Why? Where does the master the target? worked when the
Questions to current curriculum unit was taught in
identify Priority address these To what depth of What instructional the past? How do
Standards: targets? knowledge (DOK) strategies will you you know?
Which standards level should all agree to use
provide endurance? students master the during this unit?
Readiness for the target?
next level of
learning? Provide
leverage? Are
assessed by
standardized tests?

Which targets are What will students Approximately how Which strategies
not adequately create, produce or much time will you did not work well
addressed in your be able to do when spend teaching the last time this
curriculum? they have mastered each target? unit was taught?
this target? Why did they not
To what DOK level To what DOK level work?
will you teach each What models of will each of you How can you alter
target? proficiency do you teach each target? these strategies to
have, or can you make them more
How will you pace create to share with How and when will successful?
your course students? you be assessing
curriculum to How will you grade the targets? (see What strategies
include these or score this target? Question Two should you delete
targets? Pathway) from this unit?
How would you What data, What data,
rewrite this target evidence, or evidence, or What additional
in student-friendly student work student work best practice
terms? should your team should your team strategies should
bring to the next bring to the next you try?
meeting? meeting?

Pathway Questions
PLC Question Two

How will we know when each student has acquired the essential knowledge and skills? Are we using
formative assessment in our classrooms on an ongoing basis? Are we gathering evidence of student
learning through one or more team-developed common formative assessments for each unit of
instruction?

In the Guaranteed 3 protocol, 2-4 standards are prioritized and formatively assessed on an ongoing
basis. NOTICE, WONDER, ACT

Developing Analyzing Student Work Analyzing Assessment Data
Formative Assessments
What student work samples did What assessment data did you
What targets from previous you bring to discuss as a team? bring to discuss as a team?
instruction do you need to pre-
assess or reassess?

What targets will you address Find examples of student work What are the proficiency rates of
through Formative Assessments? you deem proficient. What makes each target in individual
Can these be common? them proficient? Do you all agree? classrooms?
When will you deliver your next Look at papers of students who What are the overall team
Formative Assessment? are not proficient. Are there proficiency rates for each target
common misconceptions or you assessed?
• Informal? mistakes? How can you correct
• Formal? those misconceptions or mistakes? Are proficiency levels higher in
What standards and targets do some classes than in others?
At what DOK levels do you expect Why? How can you transfer that
students to master the target? those questions assess? success to other classes?

• Do your Formative Look at the questions most Which questions did the students
Assessment questions students answered wrong. What most often get wrong? Why?
match this expected level patterns emerge among the wrong What are the patterns among the
of DOK? answers? How can you correct wrong answers? How can your
misconceptions? Mistakes? team correct misconceptions or
What question types will best mistakes?
measure student mastery at the Did some groups outperform What connections can you make
expected DOK level? others? Why? How can you between student performance and
transfer that success to other instructional strategies?
Are these included in your groups?
assessment? What connections can you make How will your team address
Are there enough items per target between student performance and learning targets that need
to measure student mastery levels instructional strategies? additional whole-class
accurately? instruction?
How will your team address Which students need reteaching
Do your multiple-choice items targets that need additional on which targets? What is your
include distractors that will help whole-class instruction? plan for providing those students
you identify specific with additional instruction?
misconceptions? Which students need What adjustments need to be
When will you analyze the interventions on which targets? made to the assessment?
formative assessment data as a What is your plan for providing
team? those students with additional
instruction?

Pathway Questions
PLC Question Three

How will we respond when some students do not learn? Can we identify the students who need additional time
and support by the student, by the standard, and for every unit of instruction? Do we use evidence of student
learning from common formative assessments to analyze and improve our individual and collective
instructional practice?

In the Guaranteed 3 protocol, 2-4 standards are prioritized, formatively assessed often and teachers
respond to the data by refocusing efforts with students that are not learning (whole group or small
group). Notice, Wonder, ACT

Planning Classroom Utilizing a System Analyzing Strategies
Interventions of Supports
What instructional strategies did
What DOK level constitutes How can the classroom you use?
proficiency? intervention pathway assist your
team in making intervention Which ones worked well? How do
At what DOK level did students plans? you know?
perform? Has the student been identified to
What pieces of the content are the receive Tier 2 or Tier 3 supports? Which ones did not work well?
students missing (specific What type of support is the student How do you know?
targets)? already receiving within the
How can you divide students into classroom? How can you alter these strategies
groups based on need? What type of support is the student to make them more successful?
receiving outside the classroom?
How can you provide students What other strategies should you
with adjustments in the content Does the student need additional try?
provided (lower-Lexile materials, Tier 2 or Tier 3 support?
pictorial explanations, etc.)?
How can you provide students What next steps must you take to
with a different process for ensure this student is receiving all
understanding material? the support he or she needs?
• Peer tutoring
• Cooperative learning
• Alternate reading
• Study guides
• Advance organizers
• Academic games
• Learning centers
• Online activities
• Hands-on laboratories
Can students create a different
kind of product to demonstrate
their proficiency on this target?
How can you break down the
materials so students can
experience success with the
target?

Pathway Questions
PLC Question Four

How will we extend the learning for students who are already proficient?
Can we identify students who have reached identified learning targets to extend their learning?

Planning Enrichment Activities
What DOK level constitutes proficiency? At what DOK level did your students perform?
What components (specific targets) of the content do your students understand best?
What pieces of the content could you help your students stretch even further?
Are there students who need adjustments in the content you have provided (higher Lexile-level materials,
etc.)?
How can you provide students with a different process for understanding the material at a deeper level
(writing to learn, advance organizers, etc.)?
What different kinds of products (higher DOK) can students create to demonstrate their proficiency on this
target?
Grades 1-9: How can you use the Learning Continuum to identify Learning Targets students are ready to
learn?