S: M: A: R: T:

Specific Measurability Achievement/Attainability Relevancy/Research Time Frame

1st Year How are students Backwards Planning: Knowing what Evaluation at the
performing on unit What do I want my students information, end of every unit.
Planning / assessments / to know at the end of this enduring
Preparation activities? unit? understandings, and
essential questions I
Unit Summative What are the essential would like students
Development Assessments questions and enduring to take away from
understandings for the unit? each unit.
Formative
Assessments Will students be able to Utilizing student
apply social studies performance for
concepts to authentic level of mastery and
problem-solving teaching self-
approaches and scenarios? reflection.

1st Year Are students Positive Reinforcement: Setting the “Check ins” every
comfortable with more positive comments “tone/mood” for my month.
Classroom participating, than negative comments classroom.
Environment contributing, and
expressing ideas, Discussing and creating Setting high, yet
Student and backgrounds, and with students classroom reasonable,
Teacher content knowledge? expectations for expectations for
Expectations assignments and classroom classroom behavior
Is more learning procedures. and procedures.
occurring than
discipline? Students agree with and Modeling high
follow the created expectations and
Do students agree with expectations and procedures.
classroom procedures? procedures.

How are students

interacting and
responding to one
another?

2nd Year Are students applying Organize / connect content Proving students Evaluation at the
themes / concepts through themes: developing with opportunities to end of every unit.
Planning / covered in class to real empathy, recognizing “do” history and
Preparation world scenarios, rather presentism, analyzing bias, discover habits of Evaluation at the
than memorization for analyzing cause and effect minds and social end of the year –
assessment? relationships and their studies concepts will cumulative exam.
 Students interpretations over time, allow students to
“doing” History Are students etc. develop higher order
completing their critical thinking and
assignments on time? problem-solving
strategies to be
Summative authentically applied
Assessments in real world
scenarios.

3rd Year How well are all Facilitating instruction Developing rapport “Check ins”
students (with different with students in biweekly.
Instruction needs / Differentiation – gifted, order to recognize, -evaluation of the
accommodations / struggling, IEP’s ELL’s acknowledge, and effectiveness of
Individual modifications) accommodate for accommodation
Student Needs achieving academic Scaffolding individual student tools
goals? accommodations, needs. -discussion with
modifications, and tools in individual students
order to provide students Providing all
with opportunities to be students with the
successful without tools to be successful
completely diminishing in an outside of the
self-efficacy and autonomy. classroom.

4th Year How are parents being Creating and allowing for
reached / invited to multiple opportunities for
Professional participate in student’s parent collaboration.
Responsibility learning growth?
Creating a classroom
Parent What resource is being website to be shared with
Involvement utilized for storing parents for reminders,
student assignments? feedback, and parent
involvement / collaboration
Creating an “office hours”
time schedule that provides
parents with the necessary
and appropriate contact
information.
Students who are End of each
supported at home quarter evaluation
have an increased – how many
likelihood of success parents reached
in the classroom. out with questions
/ concerns?
Struggling students
are more likely to
reach out for
assistance when
surrounded by an
understanding and
accommodating
support network.

5th Year Are students “on Backwards Planning: Interdisciplinary Evaluation

track” with content and What do I want my students planning provides weekly.
Instruction assignments across to know at the end of this students with an
multiple disciplines? unit? emphasized and
Interdisciplinary encouraged focus on Evaluation at the
Units Have students been What are the essential content. end of the unit.
provided with questions and enduring
appropriate context understandings for the unit? Students will be able
and resources to to make connections
connect concepts How can concepts and across disciplinary
across multiple skills in social studies be content and
disciplines? applied across multiple activities, in order to
disciples? increase their
Are students able to -analyzing text comprehension and
recognize -interpreting text application of the
-determining source bias / content.
Formative credibility
Assessments -developing empathy

Summative How can the understanding

Assessments of historical events be
applied across multiple
disciplines?
-providing context,
background, and follow up
examinations towards
understanding content.