Irving Independent School District Smart Solutions

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Facilitator Guide: Week 0 — Xello Account + Dashboard Check-in

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TEACHER ONLY · LESSON GUIDE

Week 0 — Xello Account + Dashboard Check-in

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: Xello account access and goal setting

Objective: Students will explain how an initial goal can guide later career exploration and identify where that goal is stored in Xello.

TEKS: No independent Grade 8 Technology Applications TEKS claim. This lesson provides operational, preparatory, or cross-curricular evidence.

Demonstration of learning: Readable dashboard screenshot plus the current after-high-school goal reflection sentence.

Use what is already in Canvas

Student-facing task: Xello Check-in: Log in to Xello. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Current bilingual Xello assignment
  • ClassLink/Xello
  • screenshot directions

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will access Xello through ClassLink and establish their initial profile setting.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin account readiness.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Readable dashboard screenshot and the current after-high-school-goal reflection sentence.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.