Reframing Education

Teacher Level Educational Considerations & Planning – Level 3

Teacher Level Educational Considerations & Planning

Use the contents of this page to guide your "Reframing" discussions. Refer to the "Teacher Level Educational Considerations & Planning" in your guidebook.


Course Design

Vertical alignment to address gaps in remote learning, best use of instructional time

How am I going to diagnose what students need?

  • Not just curriculum 

Gap Analysis- Math, ELA, Science, SS prior to students starting

Do NOT start the year as is usually done – utilize tasks or assessments to determine where they are


Blog Post on how to not start… (Math Focused)

How will my pacing & instruction need to change this year based upon what happened w/ my students last year?

Gap Analysis – Math, ELA, Science, SS 

Item Analysis (instructional time management due to prioritize – how often a standards are assessed) 

Assessment Blueprints

How will I group and meet students’ needs?

  • How will they get them engaged

  • How will they participate

Curriculum compacting resources

MTSS – Teacher’s guide problem solving

NAGC – Gifted Standards

Refer to the "Teacher Level Educational Considerations & Planning" section of your Guidebook to guide your discussions, take notes and add comments.


Focus on Equity

Equity in education means that each child has access to relevant and challenging academic experiences and educational resources necessary for success. Equity must remain at the forefront of short- and long-term goals, responses and supports. 

How am I going to diagnose what students need?

Social Emotional Health of Students

DECA (Devereux Early Childhood Assessment) for ages 0-5 which is a comprehensive assessment and screening toolkit with resources to support the development of social and emotional health. (Cost & administration requirements).

For students ages 6: DESSA Comprehensive SEL System, which includes a universal screening tool for students K-12+. SEL Assessment, DESSA System Overview

How will I group and meet students’ needs?

  • How will I build community

  • How will they get them engaged

  • How will they participate

Will district-wide survey info be available for teachers?

Are there agencies which can provide support?

  • Health Department


  • Juvenile Court System

  • Parent Advocacy Programs

  • FCFC

  • Council on Rural Services

  • Parent Mentors 

  • Library

Community Circles

How can I make learning equitable with or without internet access?

Think about the use of apps (using phones instead of computers)

  • Bloomz

  • Class Dojo

  • Desmos

  • Kahoot

  • Geogebra

Whatever you want to engage students in, see if there are apps available


Grading & Assessment Practices & Policies

More structured, uniform grading practices, more frequent & intentional progress reports, communication of grades and progress to parents and students — collaboratively developed and monitored

How will you assess the standards to determine the level of student understanding and your level of instruction?

  • Depth of Knowledge

  • Multiple means of assessment

Performance Level Descriptors

Is there consistency between grade-level, building or district policies and practices?

ASCD grading practices article

Presentation – Implementing consistent grading practices

If designing your own assessment, are you utilizing high quality student data guidelines?

State Assessment Literacy


High Quality Student Data (Ohio)


HQSD Guidance Tool


Instructional Expectations & Work Continuity

Ensure student work covers content that would have been addressed if the school were in session in a brick-and-mortar setting – collaboratively developed and monitored

How are you going to communicate with and teach students how to be remote learners? 

Consistent learning (5G’s Lesson w/ Progressions)/ lesson plan template (5G’s Chart) for parent and student use to support instruction

How are you engaging your students?


Remote learning:  Documentation of student participation

  • Use of apps from before

  • Reach out in another fashion (phone calls)

Start SOLE – Self Organized Learning Environments

Is there consistency between grade-level, building or district?

  • Vertical communication 

Use of District (DLT), Building (BLT), and Teacher-based (TBT) Leadership Teams


Resources – Identification & Implementation

Resource selection, intentional implementation, alignment to standards, streamline approach and number or format of resources

In what ways are you using the model curriculum and ODE assessment resources? (key word search:  Model Curriculum)

What resources are available from your district (and already licensed)?


Is your resource aligned to the standards?

  • Skills

  • DOK

Achieve the Core – Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to CCSS

Thank you to the collaborative group who created the discussion questions and contents of this page:
Melissa Scoville – Madison-Champaign ESC
Bob Batty – Midwest Regional ESC
Marian West – Clark County ESC
Kathy Harper – Greene County ESC
Dana Butto – Trumbull County ESC
Yvonne Lipinsky – Trumbull County ESC
Stephanie Wagoner – Brown County ESC