Planning

= = = TEAM Planning Rubric =

= = There are three domains within the TEAM planning Rubric: Instructional Plans, Student Work, and Assessment. The materials on this page are divided into those three basic categories.

See the forms library on the CMCSS website for additional documents.

= Instructional Plans = // Instructional plans include goals aligned to state content standards. // In order to meet this expectation, you will find links here to the current Tennessee Diploma Project standards as well as the adopted Common Core State Standards.

Tennessee Curriculum Standards (TN Diploma Project)
Curriculum Standards

Common Core State Standards (CCSS)
About the Standards English/Language Arts Standards Math Standards [|TN Core]

Scope and Sequence Pacing Guides
Curriculum Navigator For a more detailed pacing guide, visit the CMCSS sharing server.

// Instructional plans include activities, materials, and assessments that are aligned to state standards; are sequenced from basic to complex; build on prior student knowledge; provide appropriate time for student work, and lesson and unit closure. // Use the basic information outlined in the explicit instruction link below along with our knowledge of balanced assessment to help meet this expectation.

Explicit Instruction
Explicit Instruction

// Instructional plans include evidence that the plan provides some opportunities to accommodate individual student needs. // In order to meet this expectation, basic information on differentiated instruction is included within the following link.

Differentiated Instruction
@Differentiated Instruction

= Student Work = // Assignments require students to interpret information rather than reproduce it, draw conclusions and support them through writing, and connect what they are learning to prior learning and some life experiences. // To meet this expectation multiple aspects should be considered while designing student work. Keep the levels of Bloom's Taxonomy in mind while planning. Simple reproduction of knowledge occurs at the bottom two levels of Bloom's. Lesson activities should be planned to help students use newly acquired knowledge to apply, analyze, synthesize, and evaluate information. Help students connect that information by activating their prior knowledge. Follow the guidelines of the Rigor and Relevance Framework to connect learning to students' life experiences and incorporate higher order thinking skills.

Rigor and Relevance
Rigor and Relevance

= Assessment = // Assessment plans are aligned with state content standards; have measurement criteria; measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice test); require written tasks; and include performance checks throughout the school year. //