Lauren Bryie

California Administrator Content Expectations (CACE)

Appropriate and best instructional practices for all learners, including English learners,

students with special needs, and students who are gifted/talented.

Best practices for all learners:

Teacher Clarity
State purpose, objective, & learning goals for lesson/unit
Provides explicit criteria (i.e. rubric) on how students can be successful
Present models or examples for students to see end result expectations
Classroom Discussion
Allows students to learn from each other
Gives teacher opportunity to informally assess (observation)
Check for understanding of concept and content
Feedback
Summative Feedback: given to a piece of work that is considered and end
Usually given through grade from rubric
More of a report than a tool
Formative Feedback: objective is to point out areas of weakness and strength and to

encourage a focus on future improvement

Shows students important areas to learn from
Feedback is a tool for students next opportunity
Examples of Types of Feedback: margin comments, grades, conferences, rubrics/standards,

peer feedback & public examples.

Formative Assessments
Needs to be done frequently and routinely in relation to goals and concepts being taught
Metacognitive Strategies (awareness of ones own knowledge)
Give students opportunities to:
Plan and organize activity/learning
Monitor their own work
Direct their own learning
Self-reflect along the way

Best practices for English learners:

Teacher Channel Video

 Explicit skill instruction
Refers to task-specific, teacher-led instruction that explicitly demonstrates how to complete a

task
Involves articulating learning goals/outcomes, illustrating/modeling how to complete a task, &

assessing student understanding and ability to complete task independently

Student-directed activities
Relevant activities and learning opportunities
Using their prior knowledge
Giving different activity options
Instructional strategies that enhanced understanding
Checking for understanding
Scaffolding understanding
Purposeful grouping (heterogeneous groups)
Giving relevant background knowledge
Opportunities to practice & embedding redundancy in lessons
Need many and varied opportunities
Need feedback throughout activity
Systematic student assessment
A balanced curriculum (either alone or in combination)
Using routines

Best practices for students with special needs:

Break learning tasks into small steps

Check for understanding regularly
Provide regular quality feedback
Present information verbally and visually
Use diagrams, graphics, & pictures to support instruction
Provide independent practice
Model the task
Reduce course load/homework when needed
Follow IEP goals (if IEP is in place) & provide strategies for meeting the goal

Best practices for students who are gifted/talented:

Create independent projects for when they finish work quickly/early

Get them involved in Academic Competitions
Prepare Vertical Enrichment
Create assignments/activities that go above and beyond what is covered in the classroom
Use Blooms Taxonomy
Have them become and expert or facilitator on information they are interested in learning

about/teaching others