“Seven Essentials”

1. “Seven Essentials” The seven key elements for Norton Public Schools Sarah Alves and Marc Liberatore

2. Well-Structure Lessons (I.A.4) • Observed multisensory instruction (VAKT) • Use of previous published materials (i.e. Daily 5, Second Step, etc…) • Observed high energy • Objectives, goals (posted/stated or shared with students) • Assessments (formative and summative) • Warm-up activity/closing – exit ticket • Frequent monitoring/assessing for understanding • Posted Schedule of each day/class – broken down into time • Uploaded lesson plans, units, syllabus • SWBAT • Expectations • Agenda posted with follow up • Varied styles (KWL, Do Now, student centered, differentiated plans)

3. Variety of Assessment Methods (I.B.1) • Formal vs. informal • Formative and summative • FBA • Tests/quizzes • DDMs • Presentations • Projects/portfolios • MCAS • IEPs – Standardized testing (i.e. Key Math, WJ, BASC, Connors etc…) • WIDA • Homework • Progress reports • Progress monitoring • Aimsweb • Observation notes • Performance assessments • “Do Nows”, “Warm Ups”, Exit tickets • Reflection and student selfevaluation • Attendance • Peer assessment • Participation – discussion, group work) • Behavior • Pre and post tests • Inventories of acquired skills • Formal evals and eval reports

4. Adjustment to Practice (I.B.2) • Show/observe leveled groups – scaffolding, differentiation, modification • Using different ways of instruction on topic (auditory, visual, etc…) • Varied assessments • Incorporate accommodations/modifications to general curriculum • Frequent check-ins to monitor understanding and adjust pace • Reflective practice (what’s next?) • Professional growth goal • Multisensory approach • Data analysis of student growth and assessment (MCAS, DDMs, etc…) pre and post tests • Integrating mentor advice or evaluator recommendations • Utilizing professional development opportunities and resources • Debriefing with mentor and adjusting teaching • Reflection summary (post lesson) • Lesson back up plan (meaningful work for early finishers, “bag of tricks”

5. High Expectations(II.D.2) • Listing and explaining goals/objectives -clear • Offer opportunities for students to excel/be challenged • Using a rubric – show how student work relates to rubric • Listening, explaining, listing expectations, syllabus • Provide evidence of student work and how you graded it • Revisiting, retesting, reediting work (with students) • Posting rules, objectives, and expectations • Students participate in goal making and identifying challenges, expectations, rubrics • Observed built rapport – good relationships with students and families • Family engagement and communication via log or email • Incentives and motivational charts, contracts with students • Encouragement • Positive teacher language • Student centered classrooms, student jobs, student achievement awards • “I can” statements • Evidence of holding ALL students to high standards

6. Meeting Diverse Needs (II.A.3) • Observations/proof of grouping for differentiated instruction: • Offering different assessment methods • Modifying assignments/tasks (upper and lower extensions) • Giving extra time for assessments • Wait time for lessons/discussions • Multisensory (multiple means of teaching) • Accommodations • Multiple intelligences and learning styles • Scaffolding • Preferential seating/grouping (heterogeneous/ homogeneous) • Take into account prior knowledge • Collaborating with colleagues (ELL, paras, team, etc…) – copy of notes/collaborative log, PLC minutes • Translate materials • Cultural newsletter/fair/communication • After/before school help • Gradual release model • Meet student interests • Varying methods of instruction observed • Family engagement • Community advocacy and networking • Learning Style Assessments • Student expert lists • Classroom jobs • Student goals • Implementing IEPs and 504s • Evidence of parent/counselor input • Use of technology • Visual Supports

7. Parent/Family Engagement (III.A.1) • Proactive parent emails, and phone calls, conferences – keep a log; make a folder in your email; persistent attempts to maintain contact/inform • Updated and accessible website • Attending events and using agenda/schedule (i.e. Hot Dog Social, concerts, etc…) • Projects centered around families • Guest speakers/readers, career day • Open House/classroom, introduction letter to parents/families • Have parents review/sign classroom information, syllabus, homework, contract • Encourage parent volunteers in classroom (schedule) • Newsletters (different language if needed/possible) • Parent training sessions (IT, etc…) • IEP meetings, meeting logs, notes, attendance sheets • Responding promptly • Scheduling • Annual event where parents are invited to view student work

8. Judgment (IV.F.1) • Appropriate interaction and behavior with coworkers • Appropriate interaction and behavior with students • Age-appropriate reading materials, class conversations/discussions • How and who to group students, desk arrangement and seating chart • Monitoring internet usage • Observable classroom atmosphere: comfort and participation of students • List of classroom rules and consequences/expectations • Proof of appropriate discipline referral, logical consequences • Maintain confidentiality • Appropriate use of social media, cellphones • Available role model(s) for students • Choose best means of parent communication • Positive written feedback from parents, administration, students • Progress monitoring • Social mapping, emotional recognition • Communication • Kindness matters recognition • Peer evaluations