Instructional Planning

Purpose

The purpose of Instructional Planning is to recognize quality and assist in

the continuous strengthening and improvement of the district’s learning program
as well as the support services in the instruction component. The process is
designed to:

• provide a rigorous examination of curricula and their outcomes

• develop new insights into curricula effectiveness
• engage subject matter groups K-12 in planning curriculum improvements
that are
responsive to student and community needs
• provide information for resource allocation across the district

Defined

• Instructional Planning is lesson planning and reflects current research that

instruction should be data driven, and that both teachers and students
should have access to the expected outcomes and to the individual
student progress toward meeting the outcomes. It includes long range (a
scope & sequence), unit, weekly, and daily plans.

• The instructional plan shows individual instruction as we move from

teaching to learning. Teachers’ decisions should be reflected in their
plans.

• The instructional plan serves as a communication tool among teachers,

between teachers and site administrators, and the teacher and the
student.

• The instructional plan serves as evidence that the teacher implemented

instruction in the event of a parental challenge. If after a student moves to
the next level and is not doing well, and if the conclusion is that the
student was not prepared, the instructional plan serves as evidence that
instruction occurred. The instructional plan documents teaching. It should
be noted that lesson plans can be requested for use in court cases or in a
public records request.

Teachers

• All non-tenured and Level 1 teachers will submit an instructional plan that
covers a single 45 to 90 minute lesson per week. NOTE: If a non-
tenured teacher has experience and exhibits professional lesson planning
ability, as required throughout the Teacher Competencies, the site

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 administrator may elect to cancel this requirement for that teacher. The
decision to cancel the requirement and the number of lesson plans
collected is decision reached between site administrator and the teacher.
• The plan needs to be submitted by Friday of each week. See your site
administrator for format requirements (paper or electronic). LAPS will
provide a sample template on the website for teacher use. The teacher
can download this template and work within it.

Site Administrators

• Collection or review of weekly plans will be the responsibility of the site

administrators.
• Site administrators will collect all instructional plans from all teachers
before they leave at the end of the school year. These plans can be
electronic or hard copy. Instructional plans must be kept for two years.
This is a requirement of NMPED,

Curriculum Coordinator:

The curriculum coordinator will:

• provide staff development for Instructional Planning district wide

• identify and monitor the link between successful Instructional Planning and
student achievement, district-wide

Instructional Plan

The instructional plan should follow the template and include the following:

• Date (approximate) of when the lesson will be taught.

• The content area being addressed.
• The New Mexico standard, benchmark, & performance indicator addressed in
the plan.
• Target goals & outcomes
• The objective or observable behavior that will be measured.
• The procedures/methods (what the teacher does, what the student does).
• Materials & resources necessary to implement the plan.
• Assessment or measure of behavior addressed
• Plans for differentiation within the lesson
• Prescription for next day’s lesson

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Assessment Vocabulary for Observable Behavior*

Each behavior requires some kind of scoring rubric in order to connect the
assessment to the objective.

ASSESS: To stipulate the conditions by which the behavior specified in an

objective may be ascertained. Such stipulations are usually in the form of written
descriptions. For obvious reasons, assess is rarely used as a verb in learning
objectives at the elementary school level. In other words, have the students
learned what was intended to be learned.

CLASSIFY: To place objects, words, or situations into categories according to

defined criteria for each category. The criteria must be made known to the
student.

COMPOSE: To formulate a composition in written, spoken, musical or artistic

form.

CONSTRUCT: To make a drawing, structure, or model that identifies a

designated object or set of conditions.

DEFINE: To stipulate the requirements for inclusion of an object, word, or

situation in a category or class. Elements of one or both of the following must be
included: (1) The characteristics of the words, objects, or situations that are
included in the class or category. (2) The characteristics of the words, objects, or
situations that are excluded in the class or category. To define is to set up criteria
for classification.

DEMONSTRATE: The student performs the operations necessary for the

application of an instrument, model, device, or implement. NOTE: There is a
temptation to use demonstrate in objectives such as, "the student will
demonstrate his knowledge of vowel sounds." As the verb is defined, this is
improper use of it.

DESCRIBE: To name all of the necessary categories of objects, object

properties, or event properties that are relevant to the description of a designated
situation. The objective is of the form, "The student will describe this order,
object, or event," and does not limit the categories that may be used in
mentioning them. Specific or categorical limitations, if any, are to be given in the
performance standards of each objective. When using this verb in an objective, it
is helpful to include a statement to the effect of what the description, as a
minimum, must reference.

DIAGRAM: To construct a drawing with labels and with a specified organization

or structure to demonstrate knowledge of that organization or structure. Graphic

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charting and mapping are types of diagramming, and these terms may be used
where more exact communication of the structure of the situation and response
is desired.

DISTINGUISH: To identify under conditions when only two contrasting

identifications are involved for each response.

ESTIMATE: To assess the dimension of an object, series of objects, event or

condition without applying a standard scale or measuring device. Logical
techniques of estimation, such as are involved in mathematical interpolation, may
be used. See MEASURE.

EVALUATE: To classify objects, situations, people, conditions, etc., according to

defined criteria of quality. Indication of quality must be given in the defined
criteria of each class category. Evaluation differs from general classification only
in this respect.

IDENTIFY: To indicate the selection of an object of a class in response to its

class name, by pointing, picking up, underlining, marking, or other responses.

INTERPRET: To translate information from observation, charts, tables, graphs,

and written material in a verifiable manner.

LABEL: To stipulate a verbal (oral or written) response to a given object,

drawing, or composition that contains information relative to the known, but
unspecified structure of these objects, drawings, or compositions. Labeling is a
complex behavior that contains elements of naming and identifying.

LOCATE: To stipulate the position of an object, place, or event in relation to

other specified objects, places, or events. Ideational guides to location such as
grids, order arrangements and time may be used to describe location. Note:
Locate is not to be confused with IDENTIFY.

MEASURE: To apply a standard scale or measuring device to an object, series

of objects, events, or conditions, according to practices accepted by those who
are skilled in the use of the device or scale.

NAME: To supply the correct name, in oral or written form for an object, class of
objects, persons, places, conditions, or events which are pointed out or
described.

ORDER: To arrange two or more objects or events in accordance with stated

criteria.

PREDICT: To use a rule or principle to predict an outcome or to infer some

consequence. It is not necessary that the rule or principle be stated.

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REPRODUCE: To imitate or copy an action, construction, or object that is
presented.

SOLVE: To effect a solution to a given problem, in writing or orally. The problem

solution must contain all the elements required for the requested solution, and
may contain extraneous elements that are not required for solution. The problem
must be posed in such a way that the student that the student is able to
determine the type of response that is acceptable.

STATE A RULE: To make a statement that conveys the meaning of the rule,
theory or principle.

TRANSLATE: To transcribe one symbolic form to another of the same or similar

meaning.

* Vocabulary Taken from http://www.adprima.com/verbs.htm