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

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Students have the choice to read an article, listen to a podcast, watch a video, or re-enact a scene to form their learning.

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Students write a report, present a visual slide show, or prototype a model  to exhibit their understanding.

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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12. Opportunities to set and meet goals, and to learn and recover from failure.

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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11. Their cultural, spiritual, and/or ethnic values and practices acknowledged, honored, and respected

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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Teacher created Equitable Learning Environments that are designed so that every student experiences:

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10. Meaningful and relevant work and classroom discourse

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Teachers adjust their lessons to bring students to attaining priority learning of the grade level

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Teachers assess continuously with various methods that align with the standards and embrace the full rigor of the standards.

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Teachers examine student thinking (including, but not limited to, benchmarks)

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13 AGENCY: Teacher is setting own goals for improvement 

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13 AGENCY: Teacher is setting own goals for improvement 

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(see Danielson 4A "Reflecting on Teaching" and 4E "Growing and Developing Professionally")

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14 AGENCY: students assume responsibility for high quality by initiating improvements, making revisions, adding details, and/or assisting peers 

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14 AGENCY: students assume responsibility for high quality by initiating improvements, making revisions, adding details, and/or assisting peers 

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(taken from Daniels 2B: "Establishing a culture for learning")

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12 AGENCY: Students are able to accurately name what they know, whey don't know yet, and what their next steps in learning are

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12 AGENCY: Students are able to accurately name what they know, whey don't know yet, and what their next steps in learning are

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(see Danielson 3C "Engaging Students in Learning" and 3D "Using Assessment in Instruction" and 4B "Maintaining Accurate Records" and 4C "Communicating with Families")

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15 AGENCY: Students can say what they are learning and why they are learning it 

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15 AGENCY: Students can say what they are learning and why they are learning it 

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(see Danielson 3A: Communicating with Students)

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(taken from Danielson 1E "Designing Coherent Instruction")

TOPIC:  Students select an assignment from a choice board to pursue an interest-based topic to complete.

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11. AGENCY: Outcomes are clear, written in the form of student learning, reflect different type of learning and are differentiated for individual students 

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11. AGENCY: Outcomes are clear, written in the form of student learning, reflect different type of learning and are differentiated for individual students 

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(from Danielson 1C: "Setting Instructional Outcomes)

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10. Students have opportunities to receive and share peer feedback from one another on how they interact and learn from one another through cooperative learning experiences.

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12. The learning goal for each lesson is clear and shared with students, having opportunities to monitor and reflect on their progress toward their learning goals with strategies (portfolio, student-led conferences, rubrics), and their thinking and learning process(how they think, what they need to succeed i.e graphic organizer, journals, notes)

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9. Opportunities for students to become responsible and develop leadership skills (class jobs, peer tutoring, specific roles in groups)while being held accountable for learning during small groups as an individual and as a group member.

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7. There are consistent structures in the classroom where students are included and feel appreciated (Morning Meetings, Advisory, Circle, whole-class or small group share outs)

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6. Teachers ensure students know it is ok to get answers wrong or think outside of the box through modeling, praising attempts with “good thinking” and emphasizing a growth mindset.

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14. Students extend their thinking when providing answers ( asking follow-up questions, cite evidence, build on peer thinking)

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17. Teacher uses student misconceptions to guide instruction without singling out the student (my favorite no, MathByExample, Exit slip to Do Now)

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

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7 Students interrogate the validity and/or relevance of learning.

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Students can speak to why the learning is relevant to them.

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8. Learning experiences where students depend on one another (by sharing roles or tapping into each other's prior knowledge) and apply positive social skills to be successful.

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

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Students view the content at each grade level as worthwhile and interesting. (Danielson Clusters)

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13. Teachers use multiple instructional strategies to keep students engaged in learning with the appropriate balance of direct instruction and student-driven activities that offer students the opportunity to provide feedback on the effectiveness of those strategies (student advisory, survey, feedback forms, debriefing tool).

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All Students

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Differentiated Learning

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Grade Level Expectations

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Equitable Learning Environments

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All Students (JP, SB)

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Differentiated Learning (KC, DC)

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Grade Level Expectations (AT & DW)

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

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Equitable Learning Environments (JD & LH)

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Standards Aligned Learning

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Social Emotional Learning Needs

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8 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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8 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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The lesson is based on 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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10.

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15. Students are accountable for accomplishing or failing to accomplish their academic work and make the connection between efforts and results (conference, feedback session, goal-setting and reflection)

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2 The lesson is based on grade-level standards and helps students learn and apply transferable knowledge and skills.

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3.

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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.

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Technology is differentiated to provide accessible alternative formats and tools to meet all learners' needs.

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10.

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9.

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8.

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7.

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5.

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4.

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3.

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2.

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Explicitly Add SPED, EL, TWI, Advanced Learners

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Explicitly Add SPED, EL, TWI, Advanced Learners

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1.

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Students demonstrate active engagement in classroom instruction or task as evidenced by student talk, work, or thinking. (Minds on learning)

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Engagement strategies capitalize on and build upon students’ academic backgrounds, life experiences, culture and language to support rigorous and culturally relevant learning.

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Students talk and ask questions about each other’s thinking, in order to clarify or improve their own understanding

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The teacher strengthens all students’ understanding of the content by strategically sharing students’ representations and/or solution methods.

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There are checks for understanding used throughout the lesson to assess progress of all students, and adjustments to instruction are made in response, as needed

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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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10.

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9.

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3.

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2.

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1.

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10.

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9.

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8.

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3.

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2.

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1.

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10.

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9.

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3.

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2.

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1.

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Student learning is assessed through a variety of approaches to provide varying opportunities for them to exhibit their learning.

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Students are engaged in lessons designed that 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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Students engage in the learning process via materials and tech that are accessible, high-interest, and culturally relevant.  Examples include