Irving Independent School District Smart Solutions

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Facilitator Guide: Flex Option — Vision Board

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Unpublished

TEACHER ONLY · LESSON GUIDE

Flex Option — Vision Board

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

Daily Learning Contract

Topic: Identity, evidence, and future direction

Objective: Students will explain how selected images and words connect a current strength or value to one direction they may explore.

TEKS:
  • §126.19(c)(12)(H) — select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts, including reports, graphs, and charts, with increasing complexity.

Demonstration of learning: Vision Board artifact plus a short explanation connecting one visual choice, one current trait, and one future direction.

Use what is already in Canvas

Student-facing task: OPTION · Vision Board. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Flex Menu
  • current assignment
  • teacher-approved creation tool/materials
  • stated privacy boundary

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 connect current identity to one direction they may explore.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin private future-facing communication.
  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: Current Vision Board artifact/submission.

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.