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Teacher presenting the objective to the students.

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Teacher presenting the objective to the students.

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Teachers monitoring student learning throughout lesson.

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Teachers monitoring student learning throughout lesson.

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- Genaro

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Students have ample opportunities to respond through language and with scaffolds, as needed

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Students have ample opportunities to respond through language and with scaffolds, as needed

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I want to see students "doing something" with the concept they are interacting with. No passive learning

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I want to see students "doing something" with the concept they are interacting with. No passive learning

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Higher level thinking questions and student engagement. - Genaro

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Higher level thinking questions and student engagement. - Genaro

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Working with teachers on Lesson Planning and ensuring they are using higher DOK levels and activities for students

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Working with teachers on Lesson Planning and ensuring they are using higher DOK levels and activities for students

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Strategies = activity i.e. - reader's theater
Supports = sentence frames, sensory, graphic, interactive

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Evidence: students engaged in meaningful activities, teachers building background knowledge, providing meaningful feedback to expand students thinking, collaborative meaningful conversations, standards-based instruction, using depths of knowledge,

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Evidence: students engaged in meaningful activities, teachers building background knowledge, providing meaningful feedback to expand students thinking, collaborative meaningful conversations, standards-based instruction, using depths of knowledge,

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I see students engaged, on topic.
I hear High-level thinking in their questioning of teacher/self.
Their output demonstrates a reflection on their learning that ties back into the Essential question/objective.

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If effective instruction is taking place, I will see a combination of input/output from teachers/students and evidence of student engagement and activity

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If effective instruction is taking place, I will see a combination of input/output from teachers/students and evidence of student engagement and activity

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First best instruction begins with standard based objectives

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First best instruction begins with standard based objectives

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clear objectives and clear learning outcomes

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clear objectives and clear learning outcomes

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CFU that is systematic and differentiated using academic vocab as a response. 

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CFU that is systematic and differentiated using academic vocab as a response. 

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Structures and procedures are in place for learning, creating, and reflection.

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First best instruction begins with standard based objectives.

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First best instruction begins with standard based objectives.

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student conversations that reflect the content

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Teachers must be "adaptive" in the lesson and use CFU strategies to make changes along the way

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Teachers must be "adaptive" in the lesson and use CFU strategies to make changes along the way

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First best instruction is teaching at the higher levels of DOK/Bloom's Taxonomy

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First best instruction is teaching at the higher levels of DOK/Bloom's Taxonomy

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UDL - engagement, representation, action

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UDL - engagement, representation, action

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First best instruction must be purposefully planned in order to engage

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First best instruction must be purposefully planned in order to engage

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Providing differentiation based on student needs

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Providing differentiation based on student needs

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Student Centered: Less teacher talk, more student talk.

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Student Centered: Less teacher talk, more student talk.

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First instruction needs to start with planning based upon the students in the classroom and grade level standards

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First instruction needs to start with planning based upon the students in the classroom and grade level standards

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engagement with standards based curriculum

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engagement with standards based curriculum

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First best instruction is teaching at the higher levels of DOK/Bloom's Taxonomy.....

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First best instruction is teaching at the higher levels of DOK/Bloom's Taxonomy.....

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begin with standards based objectives .

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First best instruction begins with looking at the grade level standards and thinking about your students and planning how you will ensure they meet those.

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First best instruction begins with looking at the grade level standards and thinking about your students and planning how you will ensure they meet those.

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Teachers modifying instruction to meet the academic, linguistic, social-emotional and linguistic needs of all learners.
- Genaro

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First Instruction needs to be rooted on our standards, researched based, include all students.

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First Instruction needs to be rooted on our standards, researched based, include all students.

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Differentiated
data-driven
evidence-based instruction
a Universal Design for Learning (UDL)
Use of universal supports (addressing the whole child)

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lessons that are engaging and rooted in standards. Students are the center of learning, exploring, creating, and working together. -Styring

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provided to all students, research based, high quality instruction, differentiated.