Enrichment Planning Slides
Professional Development
Enrichment:
Developmental Levels, Classroom Management,
Syllabi & Grading
August 19, 2026
SY 2026-2027 Planning Session
Enrichment Framework
Developmental Levels & Classroom/Behavior Management
Goals:
Our guiding session objectives for establishing healthy learning environments.
To share teacher descriptions of developmental levels
To clarify developmental traits of students at various ages
To design classroom/behavior management strategies and protocols for varying grades
To create posters outlining protocols and expectations
Session Objectives Slide 2
Resources & Reference
Developmental Traits
Developmental Traits
Grade Groupings
- Ages 4, 5 & 6 (grades K, 1, 2)
- Ages 7, 8, 9 (grades 2, 3, 4)
- Ages 9, 10, 11 (grades 4, 5, 6)
- Ages 11, 12, 13, 14 (grades 6, 7, 8)
Task:
- Read the Physical, Language/Cognitive and Social Emotional traits across 3 ages.
- Identify the similarities, differences and subtle nuances across the ages
- Pinpoint traits that will help you to create a management plan
Age Level Mapping Slide 3
Methodology & Approach
Classroom & Behavior Management
Classroom Management Protocols
“Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.”
The Three-Step Approach to Teaching Classroom Procedures:
1
Explain
State, explain, model, and demonstrate the procedure.
2
Rehearse
Rehearse and practice the procedure under supervision.
3
Reinforce
Reteach, rehearse, practice, and reinforce classroom procedures until they become student habits or routines.
Classroom Systems Slide 4
Execution Protocols
Classroom & Behavior Management
Procedures / Protocols / Routines
How you want something done:
- Welcoming students to your class
- Seating Assignments
- Entering the Classroom & Arrival Procedures
- End of Period Transition/Dismissal
- Additional Routines: emergency, pencils, finished with work, questions/help, bathroom, to get attention, working with groups
CHAMPS
CHAMPS Framework
Managing expectations over behavior before work:
Conversation: “You may whisper with your partner at Volume Level 1 (Whisper Voice).”
Help: “If you need help, first ask your partner. If you’re still stuck, raise your hand.”
Activity & Movement: “You’re reading aloud and making marks. Stay in your seats.”
Participation: “One person whispers, the other listens. When annotating, both track and add symbols.”
Expectations Management Slide 5
Syllabus Template
Syllabus Syllabus 2026-2027
<table class="w-full border-collapse border-2 border-[#3F5E4D]/30 text-[24px] rounded-lg overflow-hidden bg-white/70"><tbody><tr><td class="border border-[#3F5E4D]/30 p-2.5 bg-[#3F5E4D]/10 font-bold text-[#3F5E4D] w-[65%]">Subject Title: <span class="font-normal text-[#2D332F]/30">_________________________</span></td><td class="border border-[#3F5E4D]/30 p-2.5 bg-[#3F5E4D]/10 font-bold text-[#3F5E4D] w-[35%]">Grade: <span class="font-normal text-[#2D332F]/30">________</span></td></tr><tr><td colspan="2" class="border border-[#3F5E4D]/30 p-2.5 align-top bg-white"><strong class="text-[#3F5E4D] font-bold inline-block mr-2">Subject Description & Goals:</strong> <span class="text-[#2D332F]/30">____________________________________________________________________</span></td></tr><tr><td colspan="2" class="border border-[#3F5E4D]/30 p-2.5 bg-[#FAF6F0] font-bold text-[#C05C3E]">Required Materials: <span class="font-normal text-[#2D332F]/30">_______________________________________________________________</span></td></tr><tr><td colspan="2" class="border border-[#3F5E4D]/30 p-1 bg-[#C05C3E]/10 font-bold text-[#C05C3E] text-center uppercase tracking-wider text-[24px]">Grading Process</td></tr><tr><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold inline-block mr-2">Classwork:</strong> <span class="text-[#2D332F]/30">_________________</span></td><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold inline-block mr-2">Homework:</strong> <span class="text-[#2D332F]/30">_________________</span></td></tr><tr><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold inline-block mr-2">Quizzes/Tests:</strong> <span class="text-[#2D332F]/30">_________________</span></td><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold inline-block mr-2">Benchmarks:</strong> <span class="text-[#2D332F]/30">_________________</span></td></tr><tr><td colspan="2" class="border border-[#3F5E4D]/30 p-1 bg-[#D4A359]/10 font-bold text-[#D4A359] text-center uppercase tracking-wider text-[24px]">Quarter One (1)</td></tr><tr><td class="border border-[#3F5E4D]/30 p-2.5 bg-white"><strong class="text-[#3F5E4D] font-bold">Timeline:</strong> <span class="font-normal text-[#2D332F]/30">______________</span></td><td class="border border-[#3F5E4D]/30 p-2.5 bg-white"><strong class="text-[#3F5E4D] font-bold">Unit Title:</strong> <span class="font-normal text-[#2D332F]/30">______________</span></td></tr><tr><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold block mb-0.5">Key Standards:</strong> <span class="text-[#2D332F]">• ___________________</span></td><td class="border border-[#3F5E4D]/30 p-2.5 bg-white align-top"><strong class="text-[#3F5E4D] font-bold block mb-0.5">Key Skills/Concepts:</strong> <span class="text-[#2D332F]">• ___________________</span></td></tr></tbody></table>
Syllabus Template Form Slide 6
Planning & Timelines
Syllabus
Syllabus Document
Planning Timelines:
Quarter 1 1 quarter = 8-9 weeks
Quarter 2 8-9 weeks
Semester 1 16-18 weeks
Date Considerations:
- * Consider performance dates on Master Calendar
- * Consider progress reports and report cards
- * Consider transition to new site (ES/MS)
Curriculum Mapping Slide 7
Grading & Assessment
Pass/Fail
Elementary Scale
| Grade | Min |
|---|
| 4 | 93.0% |
| 4- | 90.0% |
| 3+ | 87.0% |
| 3 | 83.0% |
| 3- | 80.0% |
| 2+ | 77.0% |
| 2 | 73.0% |
| 2- | 70.0% |
| 1+ | 50.0% |
| 1 | 30.0% |
| 0 | 10.0% |
Middle School Scale
| Grade | Min |
|---|
| A | 93.0% |
| A- | 90.0% |
| B+ | 87.0% |
| B | 83.0% |
| B- | 80.0% |
| C+ | 77.0% |
| C | 73.0% |
| C- | 70.0% |
| D+ | 67.0% |
| D | 63.0% |
| D- | 60.0% |
| F | 0.0% |
For Pass/Fail, we can consider this…
Performance Level 4 — Pass 95% - 100%
Explanation: Exceeds New York State Standards
Performance Level 3 — Pass 80% - 94%
Explanation: Proficient in New York State Standards
Performance Level 2 — Pass 65% - 79%
Explanation: Approaching New York State Standards
Performance Level 1 — Fail 0% - 64%
Explanation: Below New York State Standards
Grading Benchmarks Slide 8
Framework Application
Pass/Fail
Shared Document for Criteria
Discuss passing expectations across subjects
Identify passing criteria within the subject
General Information:
A "pass" means a student scores at or above a 65% or 70% threshold, demonstrating basic understanding of core standards. A "fail" indicates the student did not meet minimum academic requirements (64% or below).
Passing Criteria
- Grade Percentage: Usually a score of 65% or 70% and higher.
- Skill Mastery: Basic/proficient on tests, quizzes, and daily work.
- Completion: Finishing required classwork, projects, and homework.
- Attendance: Meeting minimum school attendance rules for credit.
Failing Criteria
- Grade Percentage: Scoring below the 60% or 65% mark.
- Incomplete Work: Missing major tests or essential course projects.
- Lack of Progress: Failing to show basic understanding of learning goals.
Evaluation Alignment Slide 9