# data[].attributes.headline
In 3 of 4 classes, students were able to justify and validate their findings/learning using a variety of evidence (graphs, photos, labs).

# data[].attributes.subject
In 3 of 4 classes, students were able to justify and validate their findings/learning using a variety of evidence (graphs, photos, labs).

# data[].attributes.headline
In 2 of 4 classes, teachers prompted use of evidence-based responses.

# data[].attributes.subject
In 2 of 4 classes, teachers prompted use of evidence-based responses.

# data[].attributes.headline
In 3 of 4 classes, students were able to articulate their reasoning and show evidence.

# data[].attributes.subject
In 3 of 4 classes, students were able to articulate their reasoning and show evidence.

# data[].attributes.headline
In 3 of 4 classrooms, teachers used guided questions to encourage evidence based learning.

# data[].attributes.subject
In 3 of 4 classrooms, teachers used guided questions to encourage evidence based learning.

# data[].attributes.headline
In 4 of 4 classrooms, teachers provided structures, rules, examples as a basis for learning/evidence collection.

# data[].attributes.subject
In 4 of 4 classrooms, teachers provided structures, rules, examples as a basis for learning/evidence collection.

# data[].attributes.headline
In 3 out of 4 classes, students had opportunities to collaborate with peers.

# data[].attributes.subject
In 3 out of 4 classes, students had opportunities to collaborate with peers.

# data[].attributes.headline
3 out of 4 classes required written evidence (imagery, diction, graphs).

# data[].attributes.subject
3 out of 4 classes required written evidence (imagery, diction, graphs).

# data[].attributes.headline
2 out of 4 students were engaged in collaborative discourse (high level).

# data[].attributes.subject
2 out of 4 students were engaged in collaborative discourse (high level).

# data[].attributes.headline
2 out of 4 classes had teachers asking low level questions, followed by higher level questions. Why? Explain.

# data[].attributes.subject
2 out of 4 classes had teachers asking low level questions, followed by higher level questions. Why? Explain.

# data[].attributes.headline
In 100% of the classes visited, evidence of complex learning tasks with opportunities to show their thinking and support their resources.

# data[].attributes.subject
In 100% of the classes visited, evidence of complex learning tasks with opportunities to show their thinking and support their resources.

# data[].attributes.headline
In 2 out of 4 classes students were using evidence in order to explain their reasoning.

# data[].attributes.subject
In 2 out of 4 classes students were using evidence in order to explain their reasoning.

# data[].attributes.headline
In 3 out of 4 classes, we observed opportunities to explain thinking in a variety of formats, including student to student interaction.

# data[].attributes.subject
In 3 out of 4 classes, we observed opportunities to explain thinking in a variety of formats, including student to student interaction.

# data[].attributes.headline
In 3 of 4 classes, there were missed opportunities to probe higher level thinking and prompt elaboration.

# data[].attributes.subject
In 3 of 4 classes, there were missed opportunities to probe higher level thinking and prompt elaboration.

# data[].attributes.headline
2 out of 4 classes utilized direct instruction. Of those, one utilized academic vocabulary and text.

# data[].attributes.subject
2 out of 4 classes utilized direct instruction. Of those, one utilized academic vocabulary and text.

# data[].attributes.headline
1 out of 4 classes consistently used evidence-based strategies and discussion; students observed frequently referring to textual evidence.

# data[].attributes.subject
1 out of 4 classes consistently used evidence-based strategies and discussion; students observed frequently referring to textual evidence.

# data[].attributes.headline
Student discussion included varying degrees of D.O.K.

# data[].attributes.subject
Student discussion included varying degrees of D.O.K.

# data[].attributes.headline
In 2 of 4 classes, the teacher intentionally prompted strategies to support student communication of evidence-based reasoning.

# data[].attributes.subject
In 2 of 4 classes, the teacher intentionally prompted strategies to support student communication of evidence-based reasoning.

# data[].attributes.headline
In 2 of 4 classes, there was examples of evidence-based reasoning through conversation and writing

# data[].attributes.subject
In 2 of 4 classes, there was examples of evidence-based reasoning through conversation and writing

# data[].attributes.headline
In 3 of  classes, teachers used strategies to facilitate discussions.

# data[].attributes.subject
In 3 of  classes, teachers used strategies to facilitate discussions.

# data[].attributes.headline
In 3 of 4 classes, teachers prompted students to expand on their thinking.

# data[].attributes.subject
In 3 of 4 classes, teachers prompted students to expand on their thinking.

# data[].attributes.headline
In 2 of 4 classes, students had the opportunity to use evidence to explain their answers and/or thinking.

# data[].attributes.subject
In 2 of 4 classes, students had the opportunity to use evidence to explain their answers and/or thinking.