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Students are given time to think, develop ideas, and reflect on their learning individually and in groups. (Danielson Clusters)

Every student is capable of complex thought and transfer of learning.

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Students have the opportunity to demonstrate their understanding in non-traditional, innovative ways, through a variety of formative and summative assessment formats/ modalities to deepen their learning and demonstrate mastery.

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Students are efficacious.  They work independently and as a group to reach individual and common goals. They challenge themselves with difficult tasks and are intrinsically motivated.

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Teachers use principles of restorative justice to

manage conflicts and redirect negative behaviors.

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Educator is navigating the learning environment in a “guide on the side role” and using questioning and other strategies to increase a students agency and ability to do the work of the learning.

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Learning environments  are collaborative, student-centered spaces where students carry most of the cognitive load. They have ownership over building and demonstrating their understanding.

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Students see themselves and their peers as sense-makers, problem solvers, and creators of meaningful and important ideas. Students feel their ways of being, learning, and knowing are valued.

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There are consistent structures in the classroom where students are included, feel appreciated, build positive peer relationships, develop empathy, and engage in collaborative problem-solving. (Morning Meetings, Advisory, Circle, whole-class or small group share outs)

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Students know it is ok to get answers wrong or think outside of the box and persevere through challenges through the educator modeling, praising attempts with “good thinking” and emphasizing a growth mindset.

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Educators explicitly teach and model strategies for identifying and handling emotions that affect learning (stress, anger, frustration) and ask students to reflect and redirect their behavior when appropriate.

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Students are flexibly grouped in learning arrangements according to assessments, preferences, and content relevancy (1:1, small group, whole group). Educator is actively interacting with and supporting groups as needed.

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Differentiated learning ensures that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

The educator uses knowledge of students and the curriculum to anticipate the differences in students' readiness, interests, and learning profiles. As a result, the educator creates different learning paths so that students access and master grade level learning.

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Cornerstone 4: Equitable Learning Environments

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Cornerstone 4: Equitable Learning Environments

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Equitable learning environments ensure that every student has access to the educational environment,  resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income (Link)

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Priority learning of the grade level occurs through well-designed activities, questions, and discussion.  (Danielson Clusters)

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The lesson grade-level standards., is meaningful and relevant beyond the task at hand (e.g., relates to a broader purpose or context such as problem-solving, citizenship, etc.).

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Instructional materials and tasks are appropriately challenging and supportive for all students, are aligned with the learning target and content area standards, and are culturally, and academically relevant.

The lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time.

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School welcomes, invites and supports students and families with their existing knowledge, skills, language, and forms of engagement and includes all students and families as learning partners.

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Engagement strategies encourage equitable and purposeful student participation and ensure that all students have access to and are expected to participate in learning.

All students, not just the same few, are making  contributions to the classroom rituals and cognitive work.

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Schedules and learning are designed with marginalized learners at the center of the design including second language learners, students with IEPs and Black and Latinx students.

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Students have a variety of options and opportunities for exhibiting their learning.

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Students are engaged in learning via multiple approaches aligned to their learning styles.

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Groups of students are engaged in lessons designed to align to their Zones of Proximal Development, building on student strengths and providing enough challenge and productive struggle to lead to learning.

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Every student experiences caring and mutually respectful relationships with students and educators  that support deep and engaged learning and fosters long-term interest and better academic outcomes for students.

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Students and educators work in partnership to  cultivate/nurture a community of learners with an intellectually and socially safe environment for learning where all students feel seen, heard, and accepted.

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Valuing different types of learning/cultural asset and ways of being

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Students experience rituals and routines that create a stable and predictable learning environment that values community, equity and inclusivity.

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Learning is relevant and important from the lens of our students.

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Students identify personal, cultural, linguistic assets in themselves and others and work together to create a safe, joyous inclusive learning environment.

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Educators and students use a variety of interactive learning structures (Socratic Seminar, Turn and Talk, Jigsaw) embedding opportunities for students to engage in active learning and practice social and emotional skills.

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The teacher provides scaffolds for the learning task that support the development of the targeted concepts and skills and gradually releases responsibility, leading to student independence.

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Students’ classroom work embodies substantive intellectual engagement (reading, thinking, writing, problem-solving and meaning-making), as called for by the standard or standards.

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For students not yet on level, there is a clear plan -- rooted in responsive classroom teaching -- to move students to grade level.  Instruction is immediately responsive to student misconceptions.

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The enacted lesson explicitly targets the aspects called for by the standard(s) being addressed.

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Direct instruction of content vocabulary and academic language from the educator includes game, puzzles, workbooks, riddles, work with dictionaries, thesauruses, stopping to discuss an interesting word choice while closely reading any lessons that include any combination of these.

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Students make topic choices within the unit content, process choices for how they will learn the content, and product choices for how they will exhibit their work and understanding of the content with others.

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Students have a clear understanding of what they are learning, why they are learning it, and how to move their learning forward. Throughout the process, they consistently set goals and monitor their progress.

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Student voice and feedback is used by educators to drive authentic and meaningful instruction.

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What would we change for our next session

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What would we change for our next session