EDU 262 Lesson Planning & Assessment Project

The purpose of this project is to bring together the important pieces of knowledge
teachers must be aware of when planning for, and, assessing learning.
For this project, your instructor has provided you with a designated grade level and
cooresponding subject area standard. Working from the standard you will construct
a lesson for meaningful engagement that aligns with the SOE Lesson Plan Template.
Please follow the steps outlined in this document to create your lesson planning &
assessment project.
There are FOUR PARTS in this project that must be completed fully.
PART 1 PRE-PLANNING TO TEACH
STEP A: WHO AM I? WHO ARE MY STUDENTS?
I.

Who am I as a Learner/Teacher? Review these websites and complete the

chart below:
o Learning Preferences: http://www.educationplanner.org/students/selfassessments/learning-styles.shtml; http://psychology.about.com/library/quiz/bl-miquiz.htm
o Emotional Intelligence:
http://psychology.about.com/library/quiz/bl_eq_quiz.htm?questnum=5&cor=1927
o Beliefs/Attitudes:
http://712educators.about.com/library/quizzes/blteacher_personality.htm

List your learning preferences below

Visual
Auditory
Tactile

List your teacher personality traits

below
Fair
Consistant
Balanced

II.

Who are my students? Student Grade Level 2nd & Age Levels 7-8

III.

Who are my students? Review information from chapters 2-5 in your

textbook to complete the chart below.
Theory/Characteristics

Psychosocial Development
Cognitive Development Characteristics

List othe
you will b
teacher
Patience
Relatabil
Love

What are the considerations a teacher need

about this grade/age level of students as the
and assessment?
Students have a more selective choice of frie
games, quarrels are more frequ
Students understand that there are different
things, they begin to understand that there a
processes that they cannot control, and talkin

1 EDU 262 Lesson Planning & Assessment Project

Moral Development Characteristics

Age-Level Characteristics
Learning Preferences
Gender Differences
Cultural/Socioeconomic Diversity

IV.

Who are my students? How do they best learn? Review information from
chapters 2-5 in your textbook to complete the chart below.
Theory/Characteristics
Psychosocial Development
Cognitive Development Characteristics
Moral Development Characteristics

V.

peaks at 6 or 7 then decreases rapidly.

Students are beginning to have an understan
moarls. They are also beginning to understan
world outside of their homes.
Students are talking aloud to themselves mor
before.
Students like to learn through games and in g
There isnt much of a gender difference yet.
Children from all different areas in one classro
to be open to celebrating the differences.

What are the considerations a teacher need

about this grade/age level of students as the
and assessment?
SAME AS ABOVE?
SAME AS ABOVE?
SAME AS ABOVE?

High Leverage Practices (HLPs) Positive Student/Teacher Relationships.

Describe the strategies you will use for each HLP below:
Build respectful relationships with
students
Learn about your students and
incorporate this into your instruction

What strategies will you use to

Spend one on one time with students during fre
work time, Play time, or field trio
Talk to students and parents. Have students fill o
paper at the beginning of the yea

STEP B: WHAT DO I WANT MY STUDENTS TO KNOW OR DO?

I.

Learning Standard (Identify and write out completely)

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problem
situations of adding to, taking from, putting together, taking apart, and comparing, with
positions, e.g., by using drawings and equations with a symbol for the unknown number
problem.
II.

State the purpose(s) of the lesson

1. The students will be able to solve word problems. This is important
because it will give them a context for solving problems in the real world.

III.

State the Biblical value(s) you will address in the lesson

2 EDU 262 Lesson Planning & Assessment Project

IV.

Learning Objectives
Learning Objectives: (Write out completely using an
active verb that is measurable via assessment)
1. The students will be able to solve up to two step word
problems.

V.

Identify the
matching
level of
Blooms
Taxonomy
Application

Student Learning Targets

Student Learning Targets: (Re-write the learning

objectives in student-friendly I can statements)
1. I can solve the problem in the math story.

Identify the
matching
level of
Blooms
Taxonomy
Application

STEP C: HOW WILL I TEACH THE LESSON?

I.

High Leverage Practices (HLPs) - Productive Learning Environment.

Describe the strategies you will use for each HLP below:
What norms and routines for
classroom discourse and work does
this lesson require?
What organizational routines will
this lesson require of you and the
students?

II.

Every child in their seats, raising their hands wh

answer a question. Working well with each other w
work at their tables.

Only the tables, or people, I call on getting up to

take care of their papers.

High Leverage Practices (HLPs) - Instructional Practice. For your lesson

you must include at least one of the following HLPs: Explaining and
modeling content, practices, and strategies; Leading a whole class
discussion; Setting up and managing small group work; Specifying and
reinforcing productive student behavior. In the box on the left write out
the HLP(s) you will incorporate in the lesson and in the box on the right
describe how you will incorporate it in the lesson.
Explaining and
modeling content,
practices, and
stratagies
Setting up and
managing small group

We will be doing math problems on the board

as a class.
After we do problems on the board, the
students will do worksheets together at their

3 EDU 262 Lesson Planning & Assessment Project

work
III.

tables.

Plan for Instruction (Anticipatory Set) State how you will introduce the
lesson

Kids when do we use words? Right! When we talk, read, or write! Did you know that w
in math, too? When we put words with our numbers we learn there are times that we ma
in our lives outside of school!
IV.

Plan for Instruction (Learning Theories & Motivational Theories Chapters

7-11; 13)
BRIEFLY outline the steps you would follow while
teaching the lesson
1.Reflect on previous learning
2.Tell students that they can do addition and
subtraction in a story
3.Have the students watch me do a few problems
while I explain.
4.Class work
5.Table work

V.

Identify the Learning & Motivation

that match each step of t
Learnin
Motivation Theory
Construc
Problem Solving
Construc
Problem Solving

Construc

Situated Learning
Situated Learning

Construc
Construc

Plan for Instruction (Instructional/Learning Activities)

BRIEFLY outline the steps you
would follow while teaching the
lesson
1.Reflect on previous learning
2. Tell students that they can do
addition and subtraction in a story
3. Have the students watch me do
a few problems while I explain.
4.Class work
5.Table work

VI.

Identify the Instructional/Learning Activities for

each step
Class Disscussion
Direct Instruction
Direct Instruction
Guided Instruction
Group Work

Plan for Instruction (Differentiated Instruction & Special Considerations)

BRIEFLY explain what you will do for the following types of students:
Students with special learning needs These students will come to a
kidney bean table with me and I will break it down more for them and
their individual needs.
Students who need extra time to learn or perform the desired tasks?
These students would work with the performing students to help them

4 EDU 262 Lesson Planning & Assessment Project

understand it at a new point of view.

Students who learn or can perform the desired tasks before others
These students will do a fun work sheet. They would then work with the
students who are having a harder time and try to teach it at a level that
the students may understand.

VII.

Plan for Instruction (Closing the Lesson)

BRIEFLY explain how you would follow while teaching the lesson
We would start out by reflecting on what we had previously learned. I
would then begin to explain this new concept. From there we will do class
problems and I would answer questions as we go. Next, students would do
group work together at their tables.
STEP D: HOW WILL I ASSESS LEARNING?
Teachers use a varitey of assessment methods to measure and evaluate student
learning. Formative Assessment is most comply used by teachers to check on
student understanding and progress during instruction. Formative Assessment
includes activities that are used to check for student understanding. Some
examples include: the teacher clarifying directions or criteria, providing students
with practice exercises or activities, class discussion, answering teacher or student
questions, quizzes, short writing assignments or observing student engagement or
activity levels. Summative Assessment is most often used at the end of an
extended time of instruction and learning. Some forms of Summative Assessment
are test questions, writing prompts, projects, or performances.
I.

High Leverage Practices (HLPs) Monitoring & Responding to Student

Learning and Assessing Student Learning. For your lesson you must
include at least two of the following HLPs: Eliciting and interpreting
individual students thinking; Providing oral and written feedback to
students on their work; Checking student understanding during and at the
conclusion of lessons, and Interpreting the results of student work
including routine assignments. In the box on the left write out the HLP(s)
you will incorporate in the lesson and in the box on the right describe how
you will incorporate it.
Eliciting and
interpreting individual
students thinking
Checking student
understaning during

I would be able to get the thinking of the

students by the questions asked, faces made,
and conversation at tables. This may lead to
disscussion.
This would happen during work time while I
was answering questions. I would be able to

5 EDU 262 Lesson Planning & Assessment Project

BRIEFLY outline the steps you

Identify the
Briefly
would follow while teaching
Formative
explain what
and at the conclusion
get a feel of the student understanding by the
the lesson
Assessment
you are
of the lesson
questions being asked and the facial
Activities you
specifically
expressions made.
will
seeking to
incorporate
learn from
with the
each activity
I.
Formative
different
Assessment
steps of the
lesson
1.Reflect on previous learning
What the
students
remember
from the
previous day
of learning.
2. Tell students that that can
Tell how well
do addition and subtraction in
students are
a story
grasping that
story
problems are
II.
Summative
a possibility.
Assessment:
3. Have the students watch
See how well
Describe
me do a few problems while I
students are
three
explain.
catching on
examples of
before I set
summative
them off on
assessment
their own
you could
4.Class work
Have
Which
use from this
students do a students are
lesson. Write
few word
understandin
out each
problems with g and which
summative
me before
stil arent
assessment
being set off
getting it.
example (i.e,
on their own.
multiple
5.Table work
Working on a
Who is
choice test
work sheet
getting the
question;
together at
hang of story
problem to
their tables.
problems and
solve, etc.)
who willl
need to go
back over the
lesson.

6 EDU 262 Lesson Planning & Assessment Project

PART 2 LESSON PLAN (Create your lesson plan following the template
below)
Spring Arbor University School of Education
Lesson Plan Essential Elements

Title: Math and Stories

Subject: Math
Grade Level: 2nd

Time Allotted: 60-70

Create three summative assessment examples you could develop from

this lesson.
Problem to Solve
Multiple Choice Questions
Create Your Own
minutes

Instructional Materials Required: Projector and Document Camera

_____________________________________________________________________________________
Michigan Curriculum Framework: 2.OA.1 Use addition and subtraction within
100 to solve one- and two-step word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.)

Objective(s): The students will be able to solve up to two step word

problems.

7 EDU 262 Lesson Planning & Assessment Project

Biblical value(s) you will address in the lesson

_____________________________________________________________________________________
Instructional Procedure: What information do students need to
accomplish the objective(s)?
Time

Essential Elements

Allott
ed
5

1. Anticipatory Set: Asking students when we use words versus

when we use numbers.

2a. State Purpose and Objective(s) of Lesson:

The students will be able to solve up to two step word
problems.
2b. State the Objective(s) as Student Learning Targets (I
Can):
I can solve the problem in the math story.

30

3a. Plan for Instruction (step

a, b, c, etc.)
A. Reflect on previous
learning.
B. Tell students that they can
do math within a story.
C. Have students watch and
ask questions while I walk
them through problems on
the board.
D. Do a worksheet as a class,
giving students the
opportunity to ask
questions.

3b. Corresponding Assessment

matching steps
A.
B.
C.
D.

No Assessment
No Assessment
No Assessment
Half of our formative
assessment work sheet.
E. A formative assessment
worksheet to be worked
through as a group at
their tables.

8 EDU 262 Lesson Planning & Assessment Project

E. Table Work.

15

4. Differentiation Considerations (accommodations): Using both

the buddy system and individual work time with me. Students
that are close to getting it can work with students that get it.
While students that are having a hard time grasping on can
work at a table with me.

5-10

6. Closure: Give students the opportunity to share the word

problem they came up with. Allow the class to try and solve it.

PART 3 SCRIPTED LESSON PLAN - Insert your scripted lesson plan (start
to finish)
1. Kids, when do we use words?
2. Right! When we talk, read, or write! Did you know that we can use
words in math, too? When we put words with our numbers we learn there
are times that we may get to use math in our lives outside of school!
3. Do you remember when we learned to subtract numbers? Or when we
learned to add numbers?
4. How about when we learned that we can add and subtract numbers in
the same problem?
5. When we shop we have to add and subtract.
6. Now think about this... If I told you that last night I had a dinner party
and had 9 friends over but made 35 cupcakes and I said that if there were
enough left over for everyone in the class, would you be able to tell me
how many were left over? Dont forget to add me into the number of
people at the dinner party!
7. So, how many cupcakes were left over?
8. Ten, good job! You all just solved a word problem.
9. Sometimes they can seem very scary with all of the words in the
problem, but I think youll all do marvelous!
9 EDU 262 Lesson Planning & Assessment Project

10. Im going to put a word problem on the board and were going to
work through it together. All thats going to happen is Im going ask you
all to walk me through it.
11. Now that we have done some problems on the board we are going to
work on worksheets with our tables. I will be walking around the room to
help anyone that has questions!

PART 4 INSTRUCTIONAL MATERIALS Find and/or create the instructional

materials (handouts, practice sheets, illustrations) you need to teach this
lesson. Insert these in Part 4. Note: Pictures of the instructional materials
are appropriate for larger items, math manipulatives, game parts, etc

Formative Assessment: (Class work)

1. Timmy wants to buy a video game for $90. He mowed the lawn and his dad gave
him $30. He helped his grandma clean her house and she gave him $20. How much
more money does Timmy need?
2. Kaylee got paid $100 for babysitting last week. Since then she has spent $10 on
a CD and $30 on clothes. How much money does Kaylee have left?
3. Karis mom gave her 25 cupcakes to take to school for her birthday. There are 30
people in her class. How many more cupcakes does Kari need?
Summative Assessment: (This would be used as a formative assessment
via group work at the students tables. It is to early into anything to give a
summative assessment.)
1. Timmy wants to buy a video game for $90. He mowed the lawn and his dad gave
him $30. He helped his grandma clean her house and she gave him $20. How much
more money does Timmy need?

2. Megans family has 15 horses. Kaylas family has 25 horses. How many more
horses does Kayla have than Megan?

3. Kaylee got paid $100 for babysitting last week. Since then she has spent $10 on
a CD and $30 on clothes. How much money does Kaylee have left?
10 EDU 262 Lesson Planning & Assessment Project

4. Sabrina really wants a new dress, but its $100. She had $85 saved up but then
spent $30 when she went to the store with her friends. How much money does
Sabrina need to buy her dress?

5. Karis mom gave her 25 cupcakes to take to school for her birthday. There are 30
people in her class. How many more cupcakes does Kari need?

6. Now, make your own word problem!

11 EDU 262 Lesson Planning & Assessment Project

APPENDIX
A. SOE LESSON PLAN TEMPLATE GUIDE
Spring Arbor University School of Education
Lesson Plan Guide:

Title:
Subject:
Grade Level:

Time Allotted:

Materials Required:
_____________________________________________________________________________________
Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)
Objective(s): A portion of a GLCE or HSCE stated in terms of Blooms taxonomy (level/verb)

The student will {Blooms taxonomy verb} {level of Blooms taxonomy learning)
Biblical Value(s):
_____________________________________________________________________________________
Instructional Procedure: What information do students need to accomplish the objective?

1. State Purpose and Objective of Lesson:

a. Tell the students what you want them to learn (direct)
b. Tell them why its important to them (explicit)
2. Anticipatory Set:
a. To focus or grab student attentionnarrative, novelty
b. To provide brief review of previous related lessons (systematic)
c. To develop readiness for learning that follows
d. Be sure to include behavioral expectations
3. Differentiation Considerations:
a. Accommodations for access to general education curriculum
b. Modifications for students whose IEP indicates that they are meeting the EGLCEs
c. Alternate plans for students who finish quickly
4. Instructional Input
Example: Direct Instruction example
a.

Modeling
i. Showing an example as you explain
ii. Watch while I do this problem and Ill tell you what I'm thinking as I work.

12 EDU 262 Lesson Planning & Assessment Project

b.

c.

Guided Practice:
i. Instruct students to complete a practice problem individually or with a buddy
ii. MUST be monitored by teacher to make sure they are not practicing errors
(white board response)
Independent Practice: (How will students demonstrate learning?) When the students
can perform without major errors, discomfort or confusion, then they are ready to
develop fluency by practicing without the availability of the teacher (within centers,
ex.)
i. Homework (not assigned unless the above is true).
ii. Student is then accountable for the knowledge
iii. Share with families
iv. What proof do you have the students have arrived?

5.

Closure:
a. Let the students summarize what they have learned. (Tell me, Show me, Signal
responses, choral responses, ticket out the door.)
b. Reinforce the objectives

6.

Assessment: Explain how this will take place at each step of the lesson instruction.
Throughout the entire lesson, how do you assess that they have learned the objective(s)? What
happens if they have not? What if they have? What proof do will you have that the students
accomplished the learning objective(s)?

B. HIGH LEVERAGE PRACTICE (HLP) DESCRIPTORS

High Leverage Practices (HLPs) EDU 262: Human Learning & Development
(http://www.teachingworks.org/work-of-teaching/high-leverage-practices)
Positive
Student/Teacher
Relationships
(HLPs)
Building respectful
relationships with
students

Learning about
students cultural,
religious, family,
intellectual, and
personal experiences
and resources for use
in instruction

Summary Description of Knowledge and/or Application

Teachers increase the likelihood that students will engage and persist in school
when they establish positive, individual relationships with them. Techniques for
doing this include greeting students positively every day, having frequent,
brief, check in conversations with students to demonstrate care and interest,
and following up with students who are experiencing difficult or special
personal situations.
Teachers must actively learn about their particular students in order to design
instruction that will meet their needs. This includes being deliberate about
trying to understand the cultural norms for communicating and collaborating
that prevail in particular communities, how certain cultural and religious views
affect what is considered appropriate in school, and the topics and issues that
interest individual students and groups of students. It also means keeping
track of what is happening in students personal lives so as to be able to
respond appropriately when an out-of-school experience affects what is
happening in school.

13 EDU 262 Lesson Planning & Assessment Project

Productive
Learning
Environment
(HLPs)
Implementing norms
and routines for
classroom discourse
and work

Implementing
organizational
routines

Lesson Planning
(HLPs)
Setting long- and
short-term learning
goals for students

Designing single
lessons and
sequences of lessons

Instructional
Practice (HLPs)
Explaining and
modeling content,

Summary Description of Knowledge and/or Application

Each discipline has norms and routines that reflect the ways in which people in
the field construct and share knowledge. These norms and routines vary across
subjects but often include establishing hypotheses, providing evidence for
claims, and showing ones thinking in detail. Teaching students what they are,
why they are important, and how to use them is crucial to building
understanding and capability in a given subject. Teachers may use explicit
explanation, modeling, and repeated practice to do this.
Teachers implement routine ways of carrying out classroom tasks in order to
maximize the time available for learning and minimize disruptions and
distractions. They organize time, space, materials, and students strategically
and deliberately teach students how to complete tasks such as lining up at the
door, passing out papers, and asking to participate in class discussion. This can
include demonstrating and rehearsing routines and maintaining them
consistently.

Summary Description of Knowledge and/or Application

Clear goals referenced to external standards help teachers ensure that all
students learn expected content. Explicit goals help teachers to maintain
coherent, purposeful, and equitable instruction over time. Setting effective
goals involves analysis of student knowledge and skills in relation to
established standards and careful efforts to establish and sequence interim
benchmarks that will help ensure steady progress toward larger goals.
Carefully-sequenced lessons help students develop deep understanding of
content and sophisticated skills and practices. Teachers design and sequence
lessons with an eye toward providing opportunities for student inquiry and
discovery and include opportunities for students to practice and master
foundational concepts and skills before moving on to more advanced ones.
Effectively-sequenced lessons maintain a coherent focus while keeping
students engaged; they also help students achieve appreciation of what they
have learned.

Summary Description of Knowledge and/or Application

Explaining and modeling are practices for making a wide variety of content,
academic practices, and strategies explicit to students. Depending on the
topic and the instructional purpose, teachers might rely on simple verbal

14 EDU 262 Lesson Planning & Assessment Project

practices, and
strategies

Leading a group
discussion

Setting up and
managing small
group work

Coordinating and
adjusting instruction
during a class

Analyzing instruction
for the purpose of
improving it

Specifying and
reinforcing productive
student behavior

Monitoring &
Responding to
Student Learning

explanations, sometimes with accompanying examples or representations. In

teaching more complex academic practices and strategies, such as an
algorithm for carrying out a mathematical operation or the use of
metacognition to improve reading comprehension, teachers might choose a
more elaborate kind of explanation that we are calling modeling.
In a group discussion, the teacher and all of the students work on specific
content together, using one anothers ideas as resources. The purposes of a
discussion are to build collective knowledge and capability in relation to
specific instructional goals and to allow students to practice listening,
speaking, and interpreting. The teacher and a wide range of students
contribute orally, listen actively, and respond to and learn from others
contributions.
Teachers use small group work when instructional goals call for in-depth
interaction among students and in order to teach students to work
collaboratively. To use groups effectively, teachers choose tasks that require
and foster collaborative work, issue clear directions that permit groups to work
semi-independently, and implement mechanisms for holding students
accountable for both collective and individual learning. They use their own
time strategically, deliberately choosing which groups to work with, when, and
on what.
Teachers must take care to coordinate and adjust instruction during a lesson in
order to maintain coherence, ensure that the lesson is responsive to students
needs, and use time efficiently. This includes explicitly connecting parts of the
lesson, managing transitions carefully, and making changes to the plan in
response to student progress.
Learning to teach is an ongoing process that requires regular analysis of
instruction and its effectiveness. Teachers study their own teaching and that of
their colleagues in order to improve their understanding of the complex
interactions between teachers, students, and content and of the impact of
particular instructional approaches. Analyzing instruction may take place
individually or collectively and involves identifying salient features of the
instruction and making reasoned hypotheses for how to improve.
Clear expectations for student behavior and careful work on the teachers part
to teach productive behavior to students, reward it, and strategically redirect
off-task behavior help create classrooms that are productive learning
environments for all. This practice includes not only skills for laying out
classroom rules and managing truly disruptive behavior, but for recognizing
the many ways that children might act when they actually are engaged and
for teaching students how to interact with each other and the teacher while in
class.
Summary Description of Knowledge and/or Application

15 EDU 262 Lesson Planning & Assessment Project

(HLPs)
Eliciting and
interpreting individual
students thinking

Providing oral and

written feedback to
students on their work

Teachers pose questions or tasks that provoke or allow students to share their
thinking about specific academic content in order to evaluate student
understanding, guide instructional decisions, and surface ideas that will
benefit other students. To do this effectively, a teacher draws out a students
thinking through carefully-chosen questions and tasks and considers and
checks alternative interpretations of the students ideas and methods.
Effective feedback helps focus students attention on specific qualities of their
work; it highlights areas needing improvement; and delineates ways to
improve. Good feedback is specific, not overwhelming in scope, and focused
on the academic task, and supports students perceptions of their own
capability. Giving skillful feedback requires the teacher to make strategic
choices about the frequency, method, and content of feedback and to
communicate in ways that are understandable by students.

Checking student
understanding during
and at the conclusion
of lessons

Teachers use a variety of informal but deliberate methods to assess what

students are learning during and between lessons. These frequent checks
provide information about students current level of competence and help the
teacher adjust instruction during a single lesson or from one lesson to the
next. They may include, for example, simple questioning, short performance
tasks, or journal or notebook entries.

Assessing Student
Learning (HLPs)

Summary Description of Knowledge and/or Application

Diagnosing particular
common patterns of
student thinking and
development in a
subject-matter
domain

Interpreting the
results of student
work, including
routine assignments,
quizzes, tests,
projects, and
standardized
assessments
Selecting and
designing formal
assessments of

Although there are important individual and cultural differences among

students, there are also common patterns in the ways in which students think
about and develop understanding and skill in relation to particular topics and
problems. Teachers who are familiar with common patterns of student thinking
and development and who are fluent in anticipating or identifying them are
able to work more effectively and efficiently as they plan and implement
instruction and evaluate student learning.
Student work is the most important source of information about the
effectiveness of instruction. Teachers must analyze student productions,
including assessments of all kinds, looking for patterns that will guide their
efforts to assist specific students and the class as a whole and inform future
instruction.

Effective summative assessments provide teachers with rich information

about what students have learned and where they are struggling in relation to
specific learning goals. In composing and selecting assessments, teachers
consider validity, fairness, and efficiency. Effective summative assessments

16 EDU 262 Lesson Planning & Assessment Project

student learning
Professional
Communication
Skills (HLPs)
Talking about a
student with parents
or other caregivers

provide both students and teachers with useful information and help teachers
evaluate and design further instruction.

Summary Description of Knowledge and/or Application

Regular communication between teachers and parents/guardians supports
student learning. Teachers communicate with parents to provide information
about students academic progress, behavior, or development; to seek
information and help; and to request parental involvement in school. These
communications may take place in person, in writing, or over the phone.
Productive communications are attentive to considerations of language and
culture and designed to support parents and guardians in fostering their
childs success in and out of school.

17 EDU 262 Lesson Planning & Assessment Project