Tucson Unified School District

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ACTion 2000

INSTRUCTION

QUALITY STANDARD
Effective instructional practices create a community of learners where all students achieve their full potential.

INDICATORS
A. STUDENT LEARNING IS MONITORED AND CONTINUOUSLY ASSESSED FOR CURRICULAR AND INSTRUCTIONAL PLANNING TO IMPROVE STUDENT ACHIEVEMENT.
DESCRIPTORS
  • Student achievement is monitored and assessed using
1. Logs

2. Displays

3. Journals

4.Videos

5. Goal Setting

6. Presentations

7. District Assessments

8. Norm Reference Tests

 9. Portfolios

10. Progress Summaries

11.Writing Samples

12. Criterion Reference Tests

13. Performances

14. Exhibitions

15. Writings
  • Achievement records are updated quarterly.
  • Student achievment data is used for curricular planning
  • A variety of learning tasks are in place to meet individual learning needs
  • Other
INDICATORS
B. INSTRUCTION BUILDS ON STUDENT STRENGTHS, INTERESTS, BACKGROUND, EXPERIENCES, LANGUAGE, AND PRIOR KNOWLEDGE.
DESCRIPTORS
  • Instruction includes developmentally appropriate topics, parent presentations, neighborhood walks, field trips, and student selected activities.
  • Student data is reviewed to determine instructional needs.
  • Inventories are used to assess students' interests.
  • Parent interviews/surveys are used to establish background experiences of students.
  • Other
INDICATORS
C. STUDENTS ARE INVOLVED IN INSTRUCTIONAL PLANNING, DECISION MAKING, AND EVALUATION.
DESCRIPTORS
  • Classroom planning sessions are routinely scheduled.
  • Students are included in goal setting, conferences, self-assessment, and evaluation of projects.
  • Student and teacher engage in formal and informal conferences concerning student's progress.
  • Other
INDICATORS
D. EVALUATION INCLUDES PERFORMANCE-BASED ASSESSMENT, NORM REFERENCE TESTS, AND STUDENT SELF-ASSESSMENT. 
DESCRIPTORS
  • Evaluation includes multiple measurements , portfolios, learning logs, audio/video recordings, writing/work samples, exhibitions, Essential Skills, Stanford 9 and TAP.
  • Communication regarding student assessment is provided through mid-term progress reports, teacher-parent conferences, teacher-student conferences, and written communication.
  • Students are making substantial progress as determined by a variety of assessments or are provided with corrective loops.
  • Student evaluation records are routinely updated.
  • Other
INDICATORS
E. INSTRUCTION INCORPORATES STRATEGIES FOR DEVELOPING STUDENT RESPONSIBILITY AND SELF-DISCIPLINE.
DESCRIPTORS
  • Conflict management and peer mediation opportunities are provided.Teacher/student goal setting and group problem solving is practiced.
  • Student learning time is assessed and monitored.
  • Expectations concerning student responsibility are developed with student input.
  • Expectations are discussed with students and parents and provided in writing.
  • Other
INDICATORS
F. TEACHING STRATEGIES ACCOMMODATE A VARIETY OF LEARNING STYLES AND ARE DEVELOPMENTALLY APPROPRIATE.
DESCRIPTORS
  • Groupings accommodate individual student needs.
  • Activities include hands-on applications, authentic age appropriate topics, flexible time allocations, and integrated curriculum.
  • Learning objectives and activities match student abilities, allow for student choice, and are relevant for students' learning and needs.
  • Instructional decision making is based on teacher observation, student performance, student interests and input, and developmental progress.
  • Other
INDICATORS
G. GROUPING PRACTICES ARE VARIED, FLEXIBLE, HETEROGENEOUS, AND ADDRESS INSTRUCTIONAL NEEDS.
DESCRIPTORS
  • Student learning and needs are assessed and information utilized when forming groups.
  • Cooperative groups are used for collaborative projects, problem solving, and shared decision making.
  • Flexible groupings are created to enhance student learning.
  • Other
INDICATORS
H. UNIT AND LESSON PLANNING ARE EVIDENT.
DESCRIPTORS
  • Time is allotted for unit, team, and individual lesson planning.
  • Grade level and cross grade level planning exist.
  • Lessons and units are aligned with CORE Curriculum
  • Planning includes assessment of student's learning.
  • Instruction is coordinated with CORE curriculum.
  • Other
INDICATORS
I. INSTRUCTIONAL TIME IS USED EFFECTIVELY.
DESCRIPTORS
  • Quality classroom management is established.
  • Transitional time is planned and used as an instructional opportunity.
  • Lessons include assessment of existing student knowledge, introduction of new materials and opportunities for applying the new information.
  • Other
INDICATORS
J. STRATEGIES AND RESOURCES SUCH AS COUNSELING, PEER ASSISTANCE, AND SOCIAL SERVICES ARE AVAILABLE FOR STUDENT SUPPORT AND CLASSROOM INTERVENTION.
DESCRIPTORS
  • Internal/external social services/programs are used based on student needs.
  • Extended day and extended year activities are established.
  • Family Resource and Wellness Centers support students and families.
  • Saturday/Summer School is set up to support learning.
  • Study skills classes established to support student learning.
  • Peer tutoring is used where needed.
  • Other
INDICATORS
K. TECHNOLOGY IS USED AS A TOOL FOR CONTENT ACQUISITION, SKILL DEVELOPMENT, AND PROBLEM SOLVING.
DESCRIPTORS
  • Multiple technology resources are used as tools for learning.
  • Curricular and technological goals are aligned.
  • Resources are assessed to determine technological needs.
  • Time is structured so that all students have opportunities to use technology.
  • Other
INDICATORS
L. THE MEDIA/LIBRARY CENTER IS THE FOUNDATION FOR CURRICULUM PLANNING, DEVELOPMENT AND STUDENT LEARNING.
DESCRIPTORS
  • Media center has flexible hours.
  • Librarian/materials center personnel plan with teachers.
  • Technological applications are linked throughout library to school.
  • Materials are current and accessible.
  • Curriculum guides new instructional and technological purchases.
  • Other
INDICATORS
M. STRATEGIES INCLUDING REFLECTIVE TEACHING AND ACTION RESEARCH ARE EMPLOYED TO INCREASE STUDENT ACHIEVEMENT.
DESCRIPTORS
  • Time is scheduled and allocated for teacher dialog and reflection regarding the teaching and learning process.
  • Study groups are planned to provide teacher, principal, and support staff with time to review and discuss issues.
  • Principal and teachers are engaged in hands-on assessment of their instructional program.
  • Other
INDICATORS
N. INCREASED STUDENT ACHIEVEMENT IS THE PRIMARY RESPONSIBILITY OF ALL STAFF.
DESCRIPTORS
  • Individual student achievement is monitored and recorded.
  • Appropriate interventions exist to insure student success.
  • Instructional techniques such as cooperative groups and individual instruction are adjusted to align with student needs.
  • Testing strategies and study skills are integrated with instruction.
  • Instructional strategies and materials are consistent with the development of multiple intelligence.
  • Child study teams provide intervention strategies to classroom teachers before recommending testing and placement.
  • Instructional programs are planned using performance and norm-referenced data.
  • Other
DATA SOURCES
  • CORE Curriculum AssessmentsCriterion Reference Tests
  • Stanford 9/TAP Results
  • Promotion Rates
  • Student Self-Assessment
  • Graduation Rates
  • Learning Logs
  • Attendance Data
  • Learning Exhibitions
  • Progress Reports
  • Portfolio Assessments
  • School Quality Survey Reports
  • Student Interviews/Classroom Observations
  • School Profiles
  • Other

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Tucson Unified School DistrictFor more information contact:
Tucson Unified School District, 1010 E. 10th Street, Tucson AZ 85719
Telephone: 520-225-6000
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