Transcript Long Range Plans - Laurens School District 55

Long Range Plans
LRP’s
Blueprint for course
 Like a syllabus, the LRP contains:
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1. intended outcomes for students (goals)
2. content (instructional units) and timelines
3. ways in which content will be measured
4. criteria for judging student progress and
achievement
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
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Section I: Student Information
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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.)
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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?
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?
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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?
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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.)
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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
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?
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?
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Notes
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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.