Download COX`S CREEK COLLABORATION CYCLE Within existing units

COX’S CREEK COLLABORATION CYCLE
Within existing units/curriculum maps:
Review & Refine;
Standards/Objectives
“I Can Statements”
Identify activities to Introduce/Practice in order to guild mastery of standards
Modify Activities (content, process, product)
Task Analysis:
Identify “requisite skills”/support essential skills for success with activities (Assure
continuous progress)
Growth Goal; Address/support individual continuous progress
Provide instruction with differentiated support;
On-going Assessment
Individual Accountability
Preassessment, Formative/Summative Assessment
REVIEW AND REFINE STANDARDS/OBJECTIVES IN UNIT(S)
How effectively do the unit/lesson objectives/standards draw from Alignment Document?
How effectively are subskills/requisite skills identified?
How effective is the link between standards and daily learning targets?
Are standards and objectives addressed at appropriate DOK levels?
How is mastery measured?
INSTRUCTION/ACTIVITIES
How effectively does the activity align with the stated objective/standard?
How is instructional context established?
How effectively are the mastery criteria define? Modeled? (What does success look
like?)
How effectively does the activity provide practice at he targeted DOK level?
What learning styles are engaged with this activity? Matched to student needs?
How effectively does the activity (with appropriate adjustments of content, process,
product) reflect continuous progress for all students?
TASK ANALYSIS:
Identify requisite skills to guide planning toward Continuous Progress
Individual Growth Goal
Have student readiness levels been ascertained?
Have requisite and/or related skills and processes been identified and addressed?
Have appropriate interventions, modifications, supports been applied?
INSTRUCTIONAL DELIVERY
Multiple learning styles; engagement; purposeful differentiation, individual
accountability
Are clear learning targets identified before, during, and after instruction?
How is instructional context established?
How are multiple learning styles employed to meet student needs?
How is DOK level addressed?
How is each student individually accountable to learner goal(s) throughout instruction?
How are frequent learning checks build into instructional delivery?
What opportunities are provided for student self-assessment/reflection?
ASSESSMENT/PREASSESSMENT
How effectively does the item measure targeted learner goal?
Does the item align with targeted DOK levels?
How effectively does the assessment reflect multiple ways for students to “show they
know” within unit/lesson?
How effectively does the item reflect “practice” during guided instruction?
What provisions are made for students who do not demonstrate mastery?
How does the teacher reflect on and make adjustment in planning, instruction, and
assessment?