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Amplify example question: What key terms or topics will be challenging for students? What supports can you put in place that will help students access the content across the entire unit?

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The coherence links have been very helpful and useful for some of my teachers for extra support.

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Coherence Links are provided for scaffolding struggling students and enriching accelerated students.

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What prior knowledge may students be lacking and how will you plan for this lack of knowledge?

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For K-2 Skills, Amplify has the "Bilingual Education Program Planning Tools" that includes bilingual connections for multiple lessons.

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The entry point section helps teachers see where students should be starting and if they do get stuck, it guides the teacher to start at that entry point or recap at that point to get the student started.

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Prior Knowledge section in order to identify where gaps may be.

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Are there any graphic organizers or specific strategies that could be used in this activity to support student writing? (This same question could be rephrased to address writing planning, brainstorming, discussion, etc.)

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Suggested tools and representations section of the module overview as well as knowing the mathematical process standards, and review the foundational standards to see what the student is expected to know and thinking about those special population students and how this relates and what you will do to modify.

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What are some prerequisites for this new learning that students were given opportunities to in previous years?

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Where are students starting? What strategies can they use to get started on this topic?

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Now that we have done walks and are looking at more student work, starting with trends in data is what I use to guide the PLCs. I ask the teachers, "What trends are you noticing in student work?" If they are picking out what the data shows them, I might pose another question that brings their attention to the specific piece I am looking for. (Teaching them how to analyze the data-work samples, walkthrough trends, etc.) Then, I pose the question, "What embedded supports did you notice within the lesson would allow you to differentiate your instruction for students to help close gaps in the areas we identified?"

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1. What is the success criteria for this lesson? (Use exit ticket/mid-module assessment, unit assessment)

2. How can you use the success criteria to help your struggling learners?

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1) What prior learning is critical for this module?

2) What does student data indicate about students' progress towards mastery in this module (Exit Tickets, assessment, prior grade-level data)?

3) What critical takeaways in this module should we focus on?

4) What misconceptions do we anticipate?

5) What knowledge and skills should students demonstrate in this module? (TEKS/ELPS)

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I would ask teachers:

What are the different embedded supports provided as a part of the lesson?

How are you deciding which supports to use for your students?

What does this embedded support look like in action?

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As we skim the lesson to insert those checks for understanding, guide teachers to think about our special populations and how those checks might be modified, based on student abilities.

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Embedded Supports focus for Lesson Rehearsals

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Embedded Supports focus for Lesson Rehearsals

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A lot of teachers mentioned they didn't know or feel confident in using the embedded supports during lessons. We have chosen to use embedded supports as the focus for lesson rehearsals.

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What are some misconceptions that we can proactively plan for and intentionally talk through just-in-time supports we can provide to our learners?

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In Step 4, the guide suggests planning for collaboration between general educators, special educators, and bilingual program staff, emphasizing that appropriate materials and supports must be available for all students to access grade-level content​

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A lot of teachers make comments like, "Well they are SPED, or they are Dyslexic, etc." The biggest piece I am having to ask so they are not writing the students off and still exposing them to quality tier 1 instruction is, "Okay, so what strategies could we utilize to ensure they are understanding?" "Did you find any embedded supports that would work?"

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Pre-teach or have a handout ready for students to be able to refer to at hand.

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Step 2: Know your destination.

When considering exemplar strategies, teachers may begin to build in their supports.

Step 3: Examine the arc of learning.

Teachers will be able to collaborate and will have opportunities to practice and ask questions - this is where teachers with experience and Special Education can add expertise to the lesson to help support the PLC team.

Step 4: organize your resources.

This is specifically where all educators (general, special education, interventionists and bilingual staff) will work to support students in special populations.

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How are you identifying potential areas where students might need additional support or enrichment in this topic?

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Formative Assessments: Amplify includes frequent formative assessments that allow teachers to gauge student understanding and adjust instruction as necessary. These assessments help teachers identify students who need additional help or more advanced work.

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Formative Assessments: Amplify includes frequent formative assessments that allow teachers to gauge student understanding and adjust instruction as necessary. These assessments help teachers identify students who need additional help or more advanced work.

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Culturally and linguistically inclusive

instructional supports:

Incorporating culturally and linguistically inclusive

instructional resources (especially authentic Spanish

texts, materials relevant to students, etc.)

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Additional opportunities to practice reading with prosody.

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I have teachers work in pairs to write the embedded supports on an anchor chart that they plan to use to leverage student learning in their classroom. Once teachers have done this, I have teachers share with the group.

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What are the big ideas from this module that students MUST know to be successful throughout the school year and beyond?

Focus on supports for the vertical big ideas.