# data[].attributes.body
-Standards are examined and understood. The Standards Guides might be referenced.

-Data is used to determine evidence of student gaps and abilities.

-Tasks are broken down into their discrete components to allow for identification of potentially difficult elements.

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-Student work is present (or past student work is referenced) and used in discussion

-Assessments are used in decisionmaking, as appropriate

-Plans for removal of scaffolds are determined when scaffolds are deployed (they are not indefinite)

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Teacher facilitator role  in the planning process to support the student ownership.

# data[].attributes.subject
Teacher facilitator role  in the planning process to support the student ownership.

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-Annotated texts with most challenging language/concepts identified

-Exemplar response to set the learning standard for the task

-Discussion of reading strategies, writing strategies, and student discourse strategies to ensure texts and writing tasks are made as accessible as possible

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Discussion in prep around how we might change the way a student responds or materials they might need to meet the expectation (learning outcome of lesson), without changing the grade level expectation

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Discussion of prerequisite skills and identify the specific support that builds it

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Discussion of prerequisite skills and identify the specific support that builds it

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Identify who will receive supports or how you will determine who will receive supports within the lesson

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Identify who will receive supports or how you will determine who will receive supports within the lesson

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we should hear teachers talking about what students can do so they can make appropriate decisions about specific scaffolds instead of just generic ones.

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Determine the lesson objective and plan the adjustments with the objective in mind.

# data[].attributes.subject
Determine the lesson objective and plan the adjustments with the objective in mind.

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Throughout the lessonsupports maintainstudent ownership ofassignment/task.Then, by the end ofthe lesson, studentscan access the taskindependently.

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Supports usedaddresses theprerequisite skill/standard that studentsneed to access thegrade level skill in thelesson.

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Supports addressspecific studentlearning needs and arebased on recent andrelevant learning dataand as a result,supports aretemporary andleveraged only whennecessary.

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Supports promote accessto the same text andlearning task of all studentswithout modifying orchanging the ultimatestudent expectation.Supports attend toidentified details, ideas orconcepts, and languagethat are critical tounderstanding the text(s)and task.