Long Range Plans

1. Long Range Plans

2. LRP’s • Blueprint for course • Like a syllabus, the LRP contains: intended outcomes for students (goals) content (instructional units) and timelines ways in which content will be measured criteria for judging student progress and achievement

3. LRP • Components completed independently or in conjunction with other teachers in school or district teaching same course • Also includes description of context (students) • Student information component is unique to each course

4. Section I: Student Information • Relates to Key Element 1.A (Teacher obtains student information, analyzes information to determine learning needs of students, and uses this information to guide instructional planning) • Description of specific info likely to have most impact on instructional planning and delivery • Maximum 5 types info (reading levels, motivation, etc.)

5. Section I: Student Information Response to two-part reflection question: • Why do you feel that this student information is of primary importance? • How did/will you use this information to guide the development of your long and short-range plans?

6. Section II: Learning/Dev. Goals • Relates to Key Element 1.B (The teacher establishes appropriate standards-based long-range learning and developmental goals for all students.) • Description of the goals established for students in the course (maximum of 10) • Response to reflection question: Of the long-range learning and/or developmental goals, which goals are most important for all students to achieve and why?

7. Section III: Instructional Units • Relates to Key Element 1.C (The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals.) • Sequential listing of units (or brief description of the unit topics) and approximate length of each unit • Response to reflection question: How did you determine your instructional sequence and the amount of time to be spent on each unit?

8. Section IV: Assessment of Student Performance • Relates to Key Element 1.D (The teacher develops appropriate processes for evaluating and recording students’ progress and achievement.) • Description of 1) major assessments, 2) evaluation criteria for course, 3) ways teacher will report student progress and achievement and 4) system for maintaining records of student progress and achievement

9. Section IV: Assessment of Student Performance Response to two-part reflection question: • How did you determine that your major assessments are appropriate for evaluating student progress and achievement? • What did or will you do to help your students and their parents understand (a) the evaluation criteria for the course, and (b) the reports they receive regarding the student’s overall progress and achievement?

10. Section V: Classroom Management • Relates to Key Element 1.E (The teacher plans appropriate procedures for managing the classroom.) • Description of teacher’s expectations for student behavior during instruction and non-instructional routines • Response to reflection question: What are the most important considerations in managing the classroom to maximize instructional time and why are they important?

11. Notes • Reflection questions should be completed in 150 words or less. • The LRP is a dynamic document that should be reviewed and revised as necessary. • Due date for ELA and Math: September 18 • Due date for Science and SS: October 2 • Teachers on formal evaluation submit ELA LRP to team chair—check with chair for due date.