Planning Grid
This part of the planning grid identifies what students must know and be able to do by the end of instruction.
What are standards?
A student does not show up for your class for the first 15 minutes, but is marked present for the day. What do you do?
MIA form
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This 2016 Netflix series set in Hawkins, Indiana became one of the platform’s biggest hits, blending 80s nostalgia, sci-fi horror, and a missing boy named Will Byers.
What is Stranger Things?
Who are the primary individuals responsible for managing and following through on Tier 1 interventions?
Teachers
Admin may set standards, but teachers control/apply.
What is an example of a type of classroom activity that would be Level 1 (Remembering)?
Reciting terms, labelling diagrams, listing steps in a process, matching verbs, questions with basic recall (what is...)
A teacher notices students are completing the activity correctly but not meeting the intended learning outcome. Which part of the grid should the teacher revisit first?
What is success criteria?
What are some ways to structure the last 5-10 minutes of class that close class off on a positive/productive note?
Revisit objectives/"I can" statements, answer essential question(s), repeated activity daily, mindful minutes, cleaning area/stacking chairs, etc.
You have noticed that even though you easily complete your planning grid - you consistently find yourself behind the pace you set. What adjustments might you make to keep pace or plan more accurately?
Keep a timer in class, inventory how long different types of assignments take, ask Mr. B. to co-teach with you,
During a group activity, one student becomes frustrated and pushes another student. You immediately separate the students, ensure safety, and deliver a brief private directive (“Take a seat over here while we reset”). You then review expectations with the student and have them rejoin only when they are calm and prepared. Which Tier I intervention are you applying?
What is an immediate safety-based redirect paired with reteaching expectations (brief corrective action) + Minor Referral + Possible Teacher Consequence?
What is an example of a type of classroom activity that would be Level 2 (Understanding)?
Summarizing a reading passage, explaining a concept, classifying into categories, interpret graphs or charts, discuss main idea/cause and effect, think-pair-share.
This component helps teachers identify both the academic language needs and conceptual understanding required for multilingual learners and all students.
What are multilingual learner skills and content skills?
What are some strategies for ensuring smooth and clear transitions in your class?
Planning for specific times to transition, brain breaks, reubus puzzles, call-and-responses, check-in questions, binder re-organization, posted timers/directions/changing visuals on screen, etc.
This NFL team originally founded in 1996 won its first Super Bowl in just its fifth season, defeating the New York Giants 34–7.
What is Baltimore Ravens?
A student is sitting upright and not disrupting others, but refuses to begin the task. You quietly approach, restate the expectation, and offer a low-stakes entry point—such as completing just the first prompt together or beginning with the easiest problem. Which Tier I intervention are you using?
What is providing a supported entry point or scaffolded start (gentle prompting with manageable first steps)?
What is an example of a type of classroom activity that would be Level 3 (Applying)?
Solve math problems using a formula, act out a scientific procedure, following directions for a lab, completing a new example problem based on learned strategies
A teacher gives a quick exit ticket and sees that half the class has not met the standard. According to the planning grid, what is the next step they should take before planning the following lesson?
What is adjusting instruction based on assessment data?
What are some structured/productive ways to schedule and organize your co-planning sessions with peers?
Keep an agenda/minutes, ensure standards alignment, check-in with your planning grids, backmap from an EUA, skills discussion, plan for small groups, gather questions for your DC, SDT, Mr. Myers, etc.
In Japan, this unusual Christmas tradition involves eating fried chicken from a certain fast-food chain.
What is KFC?
A student gets frustrated with an assignment and throws a pencil across the room. You stop, give the class a brief direction (“Continue working”), then privately tell the student, “Let’s take 30 seconds right here to breathe. We’ll go step-by-step together.” What Tier I intervention are you using?
What is immediate de-escalation paired with emotional regulation support and reteaching?
What is an example of a type of classroom activity that would be Level 4 (Analyzing)?
Compare/contrast, use a chart to show relationships, draw conclusions from data, use evidence to justify reasoning.
While teaching, a teacher realizes that students need multiple entry points into the task due to varied prior knowledge, processing speeds, and language demands. Which planning grid component must be intentionally planned and dynamically adjusted during instruction?
What is learner variability?
What are some habits/daily routines you currently use (or think might help in the future) that support your ML students?
Many acceptable answers: all should be repeatable strategies that address one or more of the ML skills (reading, speaking, writing, listening).
This is the LRTA vision statement.
What is Loch Raven Technical Academy: A community school where learning has purpose, equity creates opportunity, and thinking sparks change?
After multiple prompts, a student refuses to start the task. You pull them aside briefly and ask, “What’s stopping you from starting?” Then provide a supported entry point to begin. Which Tier I intervention is this?
What is a private check-in with scaffolded entry?
What is an example of a type of classroom activity that would be Level 5 (Evaluating)?
Peer review (rubric), Socratic seminars, defense of ideas, prioritize options based on evidence.