ALCA PLC Members 7 Steps Data Standards Map Plan Curriculum Assessment Strategies

	Level 1 — Acquire	Level 2 — Apply	Level 3 — Assimilate	Level 4 — Adapt
Data	Level 1 — EXPLORE the data and IDENTIFY foundational knowledge concerning data ENGAGE prior knowledge to INTEGRATE standard data vocabulary. CONDUCT standardized, guided PRACTICE on basic workflows. DEMONSTRATE the use of standard practices and vocabulary. Example: APPLY data vocabulary. Example: PRACTICE accessing a data set, filter it, and create a chart. (Its just about the workflow, nothing to do with interpretation).	Level 2 — DISCOVER the value of the information in the data IDENTIFY specific vocabulary to address in-depth workflows. CONDUCT specific workflows that COLLECT information to be analyzed. ANALYZE and INVESTIGATE information to ensure its value for making informed decisions. Example: USE a specific workflow to DETERMINE Strengths and Weaknesses. Example: INVESTIGATE learning outcomes for identified subgroups.	Level 3 — EVALUATE information to DESIGN the components of an action plan IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows. DESIGN an action plan and its components to be used in the plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan INTEGRATE vocabulary and workflows from the Seven Step domains. DEVELOP resources to IMPLEMENT and EVALUATE the action plan. ASSESS the action plan by EVALUATING generated data and information. RECOMMEND improvements to the action plan. Example: Benchmark tests (Assessment) aligned to CCSS (Mapping) used to assess a curriculum unit (Curriculum) developed from a (Plan).
Standards	Level 1 — EXPLORE the learning standards language and IDENTIFY foundational standards alignment with an emphasis on the integration of Common Core State Standards ENGAGE prior knowledge to INTEGRATE specific learning standards vocabulary. CONDUCT standardized, guided PRACTICE on basic learning standards workflows. DEMONSTRATE the use of specific learning standards practice and vocabulary. Example: USE learning standards vocabulary.	Level 2 — DISCOVER the value of the information in the learning standards IDENTIFY specific vocabulary to address in-depth learning standard workflows. CONDUCT specific learning standard workflows that COLLECT information to be analyzed. ANALYZE and INVESTIGATE learning standard information to ensure its value. Example: APPLY a specific workflow to investigate learning progressions and fluency expectations.	Level 3 — EVALUATE information to DESIGN the components of a standards-based action plan IDENTIFY components and vocabulary to CONDUCT planning and evaluative learning standard workflows. DESIGN a standards-driven action plan and its components to be used in the plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed standards-driven action plans.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE a standards-driven action plan INTEGRATE learning standards vocabulary and workflows into all domains of the Seven Steps. DEVELOP resources to IMPLEMENT and EVALUATE the standards-driven action plan. EVALUATE data and information generated in the standards-driven action plan. ASSESS the effectiveness of the standards-driven action plan. RECOMMEND improvements to the action plan. Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment) aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).
Mapping	Level 1 — EXPLORE Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions within a standard. ENGAGE prior knowledge to INTEGRATE learning standard vocabulary and processes identified in the Standards Step and standards mapping vocabulary. CONDUCT standardized, guided PRACTICE on basic workflows in deconstruct a learning standard. IDENTIFY the Content (nouns) and Skills (action verbs) addressed within a standard. IDENTIFY the Depth of Knowledge (DoK) for a specific Skill IDENTIFIED within a standard. Example: APPLY basic standards unwrapping vocabulary. Example: PRACTICE unwrapping a standard into its content, skills, and depth of knowledge.	Level 2 — IDENTIFY and DEVELOP a standard's Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions within an online graphic organizer. DEVELOP the Learning Targets addressed by a standard. DEVELOP the Big Ideas and related Essential Questions addressed by a standard. USE a graphic organizer to DOCUMENT the content, skills, DoK, learning targets, big ideas, and essential questions addressed by a learning standard. Example: CREATE a Standards Map of a standard.	Level 3 — ALIGN a standard's Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions to educational resources. DEFINE and DEMONSTRATE the process of Standards Mapping. DESCRIBE the process of unwrapping content, skills, and DoK addressed by educational content other than standards. IDENTIFY and add to the graphic organizer implicit content and skills implied by a standard. Example: CREATE unwrapped content of educational content (e.g., lesson plans, activities, test items, rubrics). Example: CREATE standards maps for educational resources.	Level 4 — EXTEND the application of Standards Mapping by PRODUCING integrated curriculum that incorporates content and processes in the other Seven Step domains. CREATE educational resources containing Standards Maps. EVALUATE the quality of curriculum and assessments by REFLECTING on the quality of the alignment of their Standards Maps. Example: CREATE a rigorous unit of study where its resources have strong standards alignment as illustrated by their Standards Maps.
Planning	Level 1 — EXPLORE planning specific language and IDENTIFY research-based, best practices associated with planning rigorous units of study ENGAGE prior knowledge to INTEGRATE specific planning-based vocabulary. CONDUCT standardized, guided PRACTICE in the development of planning workflows. DEMONSTRATE the use of specific planning-based practice and vocabulary. Example: USE specific identified planning-based vocabulary and strategies to design rigorous units of study.	Level 2 — DISCOVER and CLARIFY the value of specific planning components IDENTIFY vocabulary and components within specific planning resources to address in-depth workflows. CONDUCT specific workflows that COLLECT planning information to be analyzed. ANALYZE and INVESTIGATE planning information to ensure its value for making informed decisions. Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of planning-based resources.	Level 3 — EVALUATE information to DESIGN the components of a planning-based action plan IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with planning rigorous units of study. DESIGN a planning-based action plan and its components to be used in the action plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed planning-based action plans to integrate units of study resources into classroom instruction.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an planning-based action plan to INTEGRATE vocabulary and workflows from the Seven Step domains. DEVELOP resources to IMPLEMENT and EVALUATE the planning-based action plan. ASSESS the planning-based action plan by EVALUATING generated data and information. RECOMMEND improvements to the planning-based action plan. Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).
Curriculum	Level 1 — EXPLORE curriculum specific language and IDENTIFY research-based, best practice associated with an emphasis on the integration of Common Core State Standards ENGAGE prior knowledge to INTEGRATE specific curriculum-based vocabulary. CONDUCT standardized, guided PRACTICE in the development of curriculum workflows. DEMONSTRATE the use of specific curriculum-based practice and vocabulary. Example: USE specific identified curriculum-based vocabulary and strategies to design rigorous units of study.	Level 2 — DISCOVER and CLARIFY the value of specific curriculum development components IDENTIFY specific vocabulary and components within specific curriculum resources to address in-depth workflows. CONDUCT specific workflows that COLLECT curriculum information to be analyzed. ANALYZE and INVESTIGATE curriculum information to ensure its value for making informed decisions. Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of specific curriculum-based resources.	Level 3 — EVALUATE information to DESIGN the components of a curriculum-based action plan IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with curriculum. DESIGN a curriculum-based action plan and its components to be used in the plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed curriculum-based action plans to integrate units of study resources into classroom instruction.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan to INTEGRATE vocabulary and workflows from the Seven Step domains. DEVELOP resources to IMPLEMENT and EVALUATE the curriculum-based action plan. ASSESS the curriculum-based action plan by EVALUATING generated data and information. RECOMMEND improvements to the curriculum-based action plan. Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).
Assessments	Level 1 — EXPLORE assessment language and IDENTIFY foundational research-based, best practices associated with assessments. ENGAGE prior knowledge to INTEGRATE specific assessment vocabulary. CONDUCT standardized, guided PRACTICE on assessment workflows. DIFFERENTIATE between different forms of assessment (e.g., formative, summative, diagnostic). DEMONSTRATE the use of specific assessment practice and vocabulary. Example: USE specific identified assessment vocabulary and strategies.	Level 2 — DISCOVER and CLARIFY the value of different types of assessment and the information they provide IDENTIFY specific vocabulary, components, and workflows within different assessment types. CONDUCT assessment workflows that COLLECT specific information to be analyzed. ANALYZE and INVESTIGATE assessment information to ensure its value for making informed decisions. Example: APPLY a specific assessment type to INVESTIGATE and ANALYZE acquired learning.	Level 3 — EVALUATE information to DESIGN the components of an assessment action plan IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with assessments. DESIGN an assessment action plan and its components to be used in the assessment plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans to integrate assessments into classroom instruction.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan to INTEGRATE vocabulary and workflows from the Seven Step domains. DEVELOP assessments to IMPLEMENT and EVALUATE the action plan. ASSESS the assessment action plan by EVALUATING generated data and information. RECOMMEND improvements to the assessment action plan. Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).
Strategies	Level 1 — EXPLORE the strategies vocabulary and IDENTIFY research-based, best practices associated with learning strategies ENGAGE prior knowledge to INTEGRATE specific strategies vocabulary. CONDUCT standardized, guided PRACTICE on strategies workflows. DEMONSTRATE the use of specific strategies practice and vocabulary. Example: USE specific identified strategies vocabulary.	Level 2 — DISCOVER the value of the components in research-based, best practices associated with specific learning strategies IDENTIFY specific vocabulary and components within specific learning strategies addressing in-depth workflows. CONDUCT specific workflows within learning strategies that COLLECT information to be analyzed. INVESTIGATE and ANALYZE information to ensure its value for making informed decisions on learning strategies. Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of a specific learning strategy.	Level 3 — EVALUATE specific learning strategy components to INTEGRATE into an action plan IDENTIFY vocabulary and components to CONDUCT planning and evaluative workflows for specific learning strategies. DESIGN a learning strategy action plan and its components to be used in the plan's completion and evaluation. Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans to integrate strategies into classroom instruction.	Level 4 — DEVELOP, IMPLEMENT, and EVALUATE a learning strategy action plan INTEGRATE learning strategy vocabulary and workflows into the Seven Step domains. DEVELOP resources to IMPLEMENT and EVALUATE the learning strategy action plan. ASSESS the action plan by EVALUATING generated data and information associated with learning strategies. RECOMMEND improvements to the learning strategy action plan. Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment) aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan)

Level 1 — Acquire

Level 2 — Apply

Level 3 — Assimilate

Level 4 — Adapt

Data

Level 1 — EXPLORE the data and IDENTIFY foundational knowledge concerning data

ENGAGE prior knowledge to INTEGRATE standard data vocabulary.
CONDUCT standardized, guided PRACTICE on basic workflows.
DEMONSTRATE the use of standard practices and vocabulary.

Example: APPLY data vocabulary.
Example: PRACTICE accessing a data set, filter it, and create a chart. (Its just about the workflow, nothing to do with interpretation).

Level 2 — DISCOVER the value of the information in the data

IDENTIFY specific vocabulary to address in-depth workflows.
CONDUCT specific workflows that COLLECT information to be analyzed.
ANALYZE and INVESTIGATE information to ensure its value for making informed decisions.

Example: USE a specific workflow to DETERMINE Strengths and Weaknesses.
Example: INVESTIGATE learning outcomes for identified subgroups.

Level 3 — EVALUATE information to DESIGN the components of an action plan

IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows.
DESIGN an action plan and its components to be used in the plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan

INTEGRATE vocabulary and workflows from the Seven Step domains.
DEVELOP resources to IMPLEMENT and EVALUATE the action plan.
ASSESS the action plan by EVALUATING generated data and information.
RECOMMEND improvements to the action plan.

Example: Benchmark tests (Assessment) aligned to CCSS (Mapping) used to assess a curriculum unit (Curriculum) developed from a (Plan).

Standards

Level 1 — EXPLORE the learning standards language and IDENTIFY foundational standards alignment with an emphasis on the integration of Common Core State Standards

ENGAGE prior knowledge to INTEGRATE specific learning standards vocabulary.
CONDUCT standardized, guided PRACTICE on basic learning standards workflows.
DEMONSTRATE the use of specific learning standards practice and vocabulary.

Example: USE learning standards vocabulary.

Level 2 — DISCOVER the value of the information in the learning standards

IDENTIFY specific vocabulary to address in-depth learning standard workflows.
CONDUCT specific learning standard workflows that COLLECT information to be analyzed.
ANALYZE and INVESTIGATE learning standard information to ensure its value.

Example: APPLY a specific workflow to investigate learning progressions and fluency expectations.

Level 3 — EVALUATE information to DESIGN the components of a standards-based action plan

IDENTIFY components and vocabulary to CONDUCT planning and evaluative learning standard workflows.
DESIGN a standards-driven action plan and its components to be used in the plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed standards-driven action plans.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE a standards-driven action plan

INTEGRATE learning standards vocabulary and workflows into all domains of the Seven Steps.
DEVELOP resources to IMPLEMENT and EVALUATE the standards-driven action plan.
EVALUATE data and information generated in the standards-driven action plan.
ASSESS the effectiveness of the standards-driven action plan.
RECOMMEND improvements to the action plan.

Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment) aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).

Mapping

Level 1 — EXPLORE Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions within a standard.

ENGAGE prior knowledge to INTEGRATE learning standard vocabulary and processes identified in the Standards Step and standards mapping vocabulary.
CONDUCT standardized, guided PRACTICE on basic workflows in deconstruct a learning standard.
IDENTIFY the Content (nouns) and Skills (action verbs) addressed within a standard.
IDENTIFY the Depth of Knowledge (DoK) for a specific Skill IDENTIFIED within a standard.

Example: APPLY basic standards unwrapping vocabulary.
Example: PRACTICE unwrapping a standard into its content, skills, and depth of knowledge.

Level 2 — IDENTIFY and DEVELOP a standard's Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions within an online graphic organizer.

DEVELOP the Learning Targets addressed by a standard.
DEVELOP the Big Ideas and related Essential Questions addressed by a standard.
USE a graphic organizer to DOCUMENT the content, skills, DoK, learning targets, big ideas, and essential questions addressed by a learning standard.

Example: CREATE a Standards Map of a standard.

Level 3 — ALIGN a standard's Content, Skills, DoK, Learning Targets, Big Ideas, and Essential Questions to educational resources.

DEFINE and DEMONSTRATE the process of Standards Mapping.
DESCRIBE the process of unwrapping content, skills, and DoK addressed by educational content other than standards.
IDENTIFY and add to the graphic organizer implicit content and skills implied by a standard.

Example: CREATE unwrapped content of educational content (e.g., lesson plans, activities, test items, rubrics).
Example: CREATE standards maps for educational resources.

Level 4 — EXTEND the application of Standards Mapping by PRODUCING integrated curriculum that incorporates content and processes in the other Seven Step domains.

CREATE educational resources containing Standards Maps.
EVALUATE the quality of curriculum and assessments by REFLECTING on the quality of the alignment of their Standards Maps.

Example: CREATE a rigorous unit of study where its resources have strong standards alignment as illustrated by their Standards Maps.

Planning

Level 1 — EXPLORE planning specific language and IDENTIFY research-based, best practices associated with planning rigorous units of study

ENGAGE prior knowledge to INTEGRATE specific planning-based vocabulary.
CONDUCT standardized, guided PRACTICE in the development of planning workflows.
DEMONSTRATE the use of specific planning-based practice and vocabulary.

Example: USE specific identified planning-based vocabulary and strategies to design rigorous units of study.

Level 2 — DISCOVER and CLARIFY the value of specific planning components

IDENTIFY vocabulary and components within specific planning resources to address in-depth workflows.
CONDUCT specific workflows that COLLECT planning information to be analyzed.
ANALYZE and INVESTIGATE planning information to ensure its value for making informed decisions.

Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of planning-based resources.

Level 3 — EVALUATE information to DESIGN the components of a planning-based action plan

IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with planning rigorous units of study.
DESIGN a planning-based action plan and its components to be used in the action plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed planning-based action plans to integrate units of study resources into classroom instruction.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an planning-based action plan to INTEGRATE vocabulary and workflows from the Seven Step domains.

DEVELOP resources to IMPLEMENT and EVALUATE the planning-based action plan.
ASSESS the planning-based action plan by EVALUATING generated data and information.
RECOMMEND improvements to the planning-based action plan.

Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).

Curriculum

Level 1 — EXPLORE curriculum specific language and IDENTIFY research-based, best practice associated with an emphasis on the integration of Common Core State Standards

ENGAGE prior knowledge to INTEGRATE specific curriculum-based vocabulary.
CONDUCT standardized, guided PRACTICE in the development of curriculum workflows.
DEMONSTRATE the use of specific curriculum-based practice and vocabulary.

Example: USE specific identified curriculum-based vocabulary and strategies to design rigorous units of study.

Level 2 — DISCOVER and CLARIFY the value of specific curriculum development components

IDENTIFY specific vocabulary and components within specific curriculum resources to address in-depth workflows.
CONDUCT specific workflows that COLLECT curriculum information to be analyzed.
ANALYZE and INVESTIGATE curriculum information to ensure its value for making informed decisions.

Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of specific curriculum-based resources.

Level 3 — EVALUATE information to DESIGN the components of a curriculum-based action plan

IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with curriculum.
DESIGN a curriculum-based action plan and its components to be used in the plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed curriculum-based action plans to integrate units of study resources into classroom instruction.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan to INTEGRATE vocabulary and workflows from the Seven Step domains.

DEVELOP resources to IMPLEMENT and EVALUATE the curriculum-based action plan.
ASSESS the curriculum-based action plan by EVALUATING generated data and information.
RECOMMEND improvements to the curriculum-based action plan.

Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).

Assessments

Level 1 — EXPLORE assessment language and IDENTIFY foundational research-based, best practices associated with assessments.

ENGAGE prior knowledge to INTEGRATE specific assessment vocabulary.
CONDUCT standardized, guided PRACTICE on assessment workflows.
DIFFERENTIATE between different forms of assessment (e.g., formative, summative, diagnostic).
DEMONSTRATE the use of specific assessment practice and vocabulary.

Example: USE specific identified assessment vocabulary and strategies.

Level 2 — DISCOVER and CLARIFY the value of different types of assessment and the information they provide

IDENTIFY specific vocabulary, components, and workflows within different assessment types.
CONDUCT assessment workflows that COLLECT specific information to be analyzed.
ANALYZE and INVESTIGATE assessment information to ensure its value for making informed decisions.

Example: APPLY a specific assessment type to INVESTIGATE and ANALYZE acquired learning.

Level 3 — EVALUATE information to DESIGN the components of an assessment action plan

IDENTIFY components and vocabulary to CONDUCT planning and evaluative workflows associated with assessments.
DESIGN an assessment action plan and its components to be used in the assessment plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans to integrate assessments into classroom instruction.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE an action plan to INTEGRATE vocabulary and workflows from the Seven Step domains.

DEVELOP assessments to IMPLEMENT and EVALUATE the action plan.
ASSESS the assessment action plan by EVALUATING generated data and information.
RECOMMEND improvements to the assessment action plan.

Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment), aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan).

Strategies

Level 1 — EXPLORE the strategies vocabulary and IDENTIFY research-based, best practices associated with learning strategies

ENGAGE prior knowledge to INTEGRATE specific strategies vocabulary.
CONDUCT standardized, guided PRACTICE on strategies workflows.
DEMONSTRATE the use of specific strategies practice and vocabulary.

Example: USE specific identified strategies vocabulary.

Level 2 — DISCOVER the value of the components in research-based, best practices associated with specific learning strategies

IDENTIFY specific vocabulary and components within specific learning strategies addressing in-depth workflows.
CONDUCT specific workflows within learning strategies that COLLECT information to be analyzed.
INVESTIGATE and ANALYZE information to ensure its value for making informed decisions on learning strategies.

Example: APPLY a specific workflow to INVESTIGATE and ANALYZE the components of a specific learning strategy.

Level 3 — EVALUATE specific learning strategy components to INTEGRATE into an action plan

IDENTIFY vocabulary and components to CONDUCT planning and evaluative workflows for specific learning strategies.
DESIGN a learning strategy action plan and its components to be used in the plan's completion and evaluation.

Example: PLC Teams COLLABORATE to EVALUATE information to DESIGN informed action plans to integrate strategies into classroom instruction.

Level 4 — DEVELOP, IMPLEMENT, and EVALUATE a learning strategy action plan

INTEGRATE learning strategy vocabulary and workflows into the Seven Step domains.
DEVELOP resources to IMPLEMENT and EVALUATE the learning strategy action plan.
ASSESS the action plan by EVALUATING generated data and information associated with learning strategies.
RECOMMEND improvements to the learning strategy action plan.

Example: PLC Teams COLLABORATE to CONNECT (Standards) to Benchmark tests (Assessment) aligned to Standards (Mapping) used to assess a curriculum unit (Curriculum) which embeds research-based, best practice learning (Strategies) developed from a (Plan)

Level 1 — Acquire

Level 2 — Apply

Level 3 — Assimilate

Level 4 — Adapt

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