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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, label response 1, then record a response to, “What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?”

On a second pop-up, add your name, label response 2, then record a response to, “What questions does a teacher ask as he/she plans for high quality instruction?”

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Response 1 - High impact instruction is planning to make a huge impact on your learners. The TESS Rubric gives me the exact model that I can align my teaching with to achieve the desired outcome. Plans should reflect solid knowledge of content and effective scaffolding. I should use prior knowledge of students and their interest to pull them into the lesson. I can use data to identify opportunities to grow.

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The high impact instruction elements defines what elements are apart of effective planning. When you are planning how it should look and what you should be considering. What are we reflecting on. The TESS Rubric define go into more detail on what exactly that would look like.

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High impact instruction is not just about planning instruction, but to reflect on that instruction to make sure it has had an impact on students to help them grow in the content area. The TESS rubric provides teachers with "a common language on teaching and learning to guide our expertise" to make sure we are creating lessons that impact our students' learning.

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High impact instructional practices align directly with the Arkansas TESS Rubric as they both focus on effective teaching behaviors that raise student achievement through purposeful planning, engaging instruction, assessment, and reflection. Connections can be seen below:

Domain 1:

Emphasis placed on intentional, research-informed lesson design that meets diverse learners' needs and leads to meaningful outcomes.

Domain 2:

High-impact instruction that thrives in classrooms where students feel respected, safe, and motivated to engage deeply with content.

Domain 3:

Directly reflects on how high-impact instruction and TESS stress active engagement, ongoing assessments, and instructional agility.

Domain 4:

Both frameworks highlight reflection, collaboration, and continuous learning to be essential to improving student outcomes.

These connections turn the TESS rubric from evaluation into everyday effective teaching.

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What are students prior knowledge on this subject? How will this tie into their background knowledge? What is the end goal? How will this goal be assessed during the lesson and after? What language do I need to use that will align to the standard? How will I differentiate? Is there anything extra I will need (graphic organizer, pictures, grouping)? What student do I need to check in on more often based on previous knowledge and knowledge of the children?

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Response 2 - What is the goal for my learners? How will I measure the success of this lesson/how was it received? What scaffolding needs to be incorporated for small groups to further their learning? How can relate this lesson to build upon our previous learning?

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Some connections between high impact instruction and the TESS rubric descriptors are that teachers must be prepared, know the content, know the end goal, and know the students. These aspects will create a respectful, engaging, and data driven classroom. It will also allow for planned connectivity to prior learning, behavior management, questioning, and differentiation.

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As teachers are planning for high-quality instruction they are asking questions that are focused on purpose (why), learners (who), strategies (how), evidence (how well), and reflection (what's next). These questions ensure every lesson is intentional, engaging, and aligned to student outcomes for success.

Example questions:

What standards or learning objectives am I targeting?, What are more students' strengths, needs, and learning styles, How will I scaffold instruction to gradually release responsibility to students? How will I know if my students are learning during the lesson (formative assessment)? Did my instructional choices lead to the desired student outcomes?

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Response 1 - The High Impact Instruction is more than planning. It is to ensure that there is reflection on instruction and how it impacts students. The TESS rubric is used to help with exactly how that should look. It gives a common guide/model to look at.

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Response 2

What prior knowledge do students have regarding this standard/subject? Where is this going? What is critical for them to know when they leave my grade? Are there any holes that I need to fill? How am I going to assess them? How will they be assessed at the state level?

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Response 1: There are many connections between the high impact instruction elements listed and Domain 3 of the Arkansas TESS Rubric Descriptors for Teachers. The main thing I notice is the intentional planning and the expectation of student growth.

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I think the High Impact Instruction elements are really an application of TESS when a teacher is fulfilling TESS on the highest levels (a high effective teacher).

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What is the learning objective and does it align with my standards? How will I communicate the objective with my students? How will I scaffold the content to have a high impact on ALL students? How do I need to differentiate? How will I assess student learning?

There are so many questions to be considered when designing instruction. You also have to consider the process of what do they know, what will this lesson teach them, what are they learning next?

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High impact instructional elements and the TESS rubric are outlines for how to be successful as an educator. Teachers need to have student knowledge of where they are performing, knowledge of highly effective strategies for success, and create scaffolding of the standards to track proficiency of each student. This is accomplished by knowing the standard, breaking the standard down into steps, and tracking progress along the way with CFA's and CSA's. If students are struggling with a step, teachers must reteach students to fill gaps in their knowledge. Students should know the final goal and track their own progress of steps to reach the standard, allowing for student ownership over their own learning.

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Response 2: I think the main questions that needs to be asked is what do I want my students to learn, how will they show they have learned it, and what's after mastery? A clear path with intention can be formed with these questions.

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The TESS descriptors really lay it out for you. They give you a model of what should be happening. What students should be doing, showing, how they should be leading in their learning. The descriptors also spell out how we should be planning, reflecting, managing, etc. to provide effective teaching for students to achieve maximum learning and growth.

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What do I want my students to know and be able to do at the end of my lesson?

What standard is guiding my lesson?

What is my objective? How will I communicate my objective?

What do my students already know?

How do my activities align with my goal?

How will all of my students be challenged and supported during my lesson?

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A teacher must ask numerous question in planning high quality instruction. Some questions as examples would be: (1) what do I want my students to know, understand and be able to do? (2) what does mastery look like? (3) What would be evidence of this mastery? (4) What are misconceptions student might have? (5) What areas of diversity in students' needs should I consider? (6) How will the lesson engage student learning? (7) What resources will students use to support learning? (8) How will our time be structured most effectively?

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Teachers must ask "where are my students now" , "where do my students need to be" and "how can I ensure students 'buy in' to their own education". Teachers must know strategies to meet students where they are, fill any gaps in their knowledge, track students along the way, encourage students to track their own knowledge to take ownership in their own learning, reteach when students are struggling with a step, and ensure their teaching aligns with the DOK that is expected at the end of a unit and at the end of the year.

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Who am I teaching? What do I want them to learn? What do they already know? What misconceptions might they have coming in?

What do I want to them to be able to do with this learning? How can I reach ALL my learners? What questions can I ask to promote optimal engagement?

How will I structure this lesson? What do I need to provide the students to activate inquiry in them? What will I do if this doesn't work?

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Examples of high impact looks like:

1) Carefully planned instruction. Collaboration, research, and planning based on students' needs have been in place to lay out bell to bell high-level learning to meet the learning needs of all students in the classroom.

2) Engaging lessons

Students are integrated in the learning process. They are listening, practicing, collaborating, writing, and discussing. All of these elements are important in order to ensure that all students are learning at high levels.

3) Reflection

Teachers are giving quality CFAs and CSAs that measure precisely the proficiency levels of students in order to plan, create, and execute lessons effectively.

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The elements of high impact instruction can be defined and the Tess rubric provides us a these definitions. It breaks down preparation/delivery into small elements that we can use to self assess our own practice.

You can ask yourself questions like "does my material support my desired instructional outcomes?"

"Am I providing TIMELY feedback or am I giving the students feedback so late they can't utilize any of it?"

When working with novice teachers these are tools we can use to guide them towards higher levels of efficacy and outcome.

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Teachers must first ask what do my students need to know? What do they currently know? and how will I get my students to grow? Effective PLT practices will allow teachers to work through these processes to ensure that they are on track and also track student success.

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Response 1 - High Implact instruction engages students in meaningful learning. It encourages reflection on student engagement, high engagement, and ownership of learning. I also use data to help plan for next steps to enrich or intervene in learning when necessary.

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Response 2 - What is the goal of the lesson? What are the essential standards being taught? How do I check for undersanding, prior knowledge, and differentiate?

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What is the end goal we are trying to achieve?

What requisite skills do the students have that contribute to that learning target?

What requisite skills are the students weak in that will hamper their progress?

Does my material lead us towards the desired out come?

Do I understand the material well enough for it to be beneficial to my students?

How do I pace the material so that students stay engage but not overwhelmed?

How can I break apart material to teach it more efficiently?

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Response 1

High-Impact Instruction elements closely align with the Arkansas TESS Rubric by emphasizing intentional planning, student engagement, and formative assessment. For example, learning targets in HII connect directly to TESS 3a (Communicating with Students) because they clarify expectations and success criteria. Similarly, formative assessment strategies align with TESS 3d (Using Assessment in Instruction) as teachers gather and respond to student evidence in real time. Both frameworks highlight the importance of engaging all learners (TESS 3c) and using data and reflection (Domain 4) to refine practice. Together, HII and TESS create a cohesive roadmap for effective teaching focused on clarity, engagement, and responsiveness.

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Response 2
When planning for high-quality instruction, effective teachers ask:

What are the essential learning targets students must master?

How will I know if students are learning throughout the lesson?

What strategies will best engage all learners and support diverse needs?

How can I connect today’s learning to prior knowledge and future concepts?

What evidence will demonstrate student understanding and growth?

How will I adjust instruction based on student responses and formative data?

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The TESS descriptor outline the how to achieve the elements of high impact instruction. This should be our road-map as teachers. Just like we give students a rubric, this is our success criteria. The TESS rubric connects to high impact instruction by laying the plan for intentional planning and preparation of content knowledge and activities, post-reflection, alignment to assessment, all while knowing and respecting students and giving them ownership of their own learning.

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Connections between high impact instruction and TESS rubric descriptors can be directly related to teacher and student understanding of content. If understanding of content is where it needs to be, progress can be positive and students are able to gauge their own success and growth of knowledge. If teachers are fully prepared for lessons, have a full understanding, and an arsenal of resources, this can lead to student growth and understanding of any and all outcomes or objectives of each unit.

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The Arkansas TESS descriptors give you a road map on being successful in your content area by giving you the goals to achieve. The describe the observable practices, interaction, and the planning that should go into your lesson. Hopefully once the teacher buys into this method their students will also be lead to buy into this as well, leading to more educated students in Arkansas.

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The high impact instructional practices provide researched based strategies while the AR TESS Rubric defines professional expectations for those strategies and how they should look in the classroom. Breaking down what it looks like and sounds like is easier to understand.

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Response 1:

High Quality Instruction is overall planning, pre-problem solving, and pre-planning for all areas of student learning. We plan for student outcomes that are intended, welcomed, and of high expectations. I specifically appreciated the section where the speaker said that we know that the learning is transferred from the teacher to students when we see the impact.

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What are my learning objectives? How will my students know what their objective is?What resources can I offer successful or struggling students? How can I relate the unit to my students to help them better understand? How can I scaffold this lesson to help encourage student growth?

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-What do my students need to know and be able to do?

-What prior knowledge do I need to review or clear up before they are able to understand this objective?

-How am I going to assess my students?

-How do I know that students have mastered the standard?

-What resources/strategies am I going to use to deliver the content?

-How am I going to visualize/diagram concepts for my students?

-How am I going to engage students on all levels of learning?

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What are the learning objectives and how will I measure mastery? What do the students know, what are their needs and interests? How can lessons engage students? What high-quality resources will enhance their learning? How will understanding be assess before, during, and after instruction? How will the classroom support collaboration, behavior, and a culture of respect? What worked during the lesson?

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What do students need to learn? How will they learn it? How will I measure the learning? How will I support all learners? What questions should I ask for higher-order thinking? What materials and resources will I use? What activities will I use to make sure they are engaged?

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Response 1 - High impact instruction lives under the TESS rubric as Highly Effective. Each domain provides an outline of what it looks like for a highly qualified educator to provide high impact instruction.

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Response 1: High-impact instruction and the TESS rubric both emphasize clarity in learning goals and purposeful, evidence-based teaching. The goal is student engagement and ownership through ongoing assessment and feedback. The TESS framework shows what high-impact instruction looks like in daily practice.

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When planning for High Quality Instruction, effective teachers ask questions.

What do I want my students to learn from these standards? They unpack the standards and sequence them in order to fully understand exactly what the student is expected to learn.

How am I going to present this content in a real, meaningful, impactful method in order to facilitate interest and understanding?

What specific misconceptions do I need to address?

What does the content look like as I am presenting that to the students?

What barriers to success do I need to plan for in order for my students to be successful?

What individual student needs do I need to address?

How can I present this content with high expectations, but in a manner that all student abilities are met?

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Response 2: What do I want students to know, understand, and be able to do by the end of this lesson or unit? What misconceptions or challenges might students have with this content? Which research-based strategies will best support student understanding of this concept? How will I know if students are learning during the lesson? How will I provide meaningful feedback that helps students improve? How will I make the learning engaging, relevant, and meaningful for every student?

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Response 1: High impact instruction is the use of research based instructional strategies to improve student engagement and learning. The use of TESS helps teachers hone in on exactly how they'll use high impact instruction in each domain and component.

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Response 2 - What do we want all students to be able to know and do? (learning goal and how to present it clearly) How will we know if they have learned it? (assessment and data protocol) How will we respond when students do not learn it? (plan for tier 2 or tier 3 using data protocol) How will we extend the learning of those who already know it? (plan for extension, not extra work)

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Response 1: They help me plan standards-based, research-based lessons, build a positive classroom environment, engage all learners through effective strategies, and reflect on my teaching to continually improve student achievement.

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Response 1

High impact instruction and Tess indicators go together in way that highly effective teaching and planning happens with intentionality of the goals and standards for excellence. The step forward is when student input and collaboration is included in this. In order for them to take part in their learning and progress monitoring of their learing; self-reflection and goals to move forward students should be a part of that process.

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Response 2: What do I want my students to learn, and how will I know they’ve learned it?How can I plan engaging, research-based instruction that meets the needs of all learners? How will I check for understanding and adjust my teaching to improve student learning?

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*What do I want the students to know?

*How will I respond?

*What prior knowledge do they need to have before starting this lesson?

*How will I present this information?

*What engagement stratgies can I use to best get this information across

*When will be the best time to begin "release".

*What activity/practicie will I use to begin that procerss.

*How will I know they know what I want them to know?

*How will I assess their knowledge?

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Question 1:When teachers use high impact strategies, they will be focused on the TESS descriptors. High impact elements are specific and research based. They will connect to the domains for planning a preparation(1c) instruction (3) and reflection for growth (4). The TESS Rubric gives us the model for what effective teaching should look like and High Impact strategies are the tools to use to get there.

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The connection between high impact instruction elements and the Arkansas TESS rubric both focus on the instructional outcome and lead to a similar end goal, student growth. Using the TESS rubric to reflect on each aspect of teaching and learning allows teachers to find and improve weaknesses as well as to improve strengths. This results in better practices and promotes improved student outcomes and growth.

Using TESS alongside high impact instruction provides a measurable source to reflect on effectiveness and make improvements/adjustments to foster student learning and growth. This can be accomplished by making sure to:

Provide clear learning objectives/goals and success criteria

Provide clear procedures and routines

Provide timely feedback to students

use evidence based instructional strategies

Use formative and summative assessment to adjust instruction to student needs

Collaborate with colleagues and reflect on teaching practices and learning outcomes

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Response 2: What is my learning goal? Does my learning goal meet the standard? Do my activities/materals meet the goal and the needs of this group of students? Which students will struggle with this lesson? How will I assess them throughout? How can I tie this to previous learning?

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I think High Impact Instruction and TESS are directly aligned. They both give the identifiers of effective teaching practices in the planning, implementation, assessment and reflection. TESS gives more of a model to identify those things that make a highly effective teacher.

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Response 1

There are several connections between high impact instructional elements and the Arkansas TESS Rubric. From teachers identifying and communicating clear learning objectives, direct instruction, modeling, scaffolding, and formative assessment, TESS gives us an expected level or goal to strive to achieve.

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What questions for planning?

What is the learning target? Does it align with standards? How will I communicate the learning target? Do the activities reinforce the learning target? Can students state the learning target? What assessments will be used to determine if students met the learning target?

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Response 1: The high-impact instruction elements of planning, delivery, and measurement are reflected throughout Domains 1-4. Both focus on characteristics that identify highly effective teachers, such as engaging in instructional practices aligned with the expected outcome and using research-based, high-quality instructional materials to engage students in the learning process. They also address the need to establish a classroom culture for learning that encourages students to engage with the content. Furthermore, ensuring all students are engaged in high levels of learning with formative assessments given frequently and interventions and extensions provided where appropriate. Finally, both emphasize the importance of self-reflection, accurate record-keeping, accountability, and continuous learning, growing, and improving in their field.

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Q1- Scaffolding of lessons based on standards and prior knowledge. Assessment based on instructional content. Students can articulate the steps for progressing in the standard.

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Q2-Have I taught enough basics or ground work for them to understand what is happening today and be able to connect the relationship.

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What are my learning targets?

What do I want students to learn?

What prerequisite skills do my students need or have?

How can I best make the content/lesson relatable to my students?

How will I know if my students have learned it?

What if my students already know it?

What will I do if my students do not learn it?

What will I do if my students do learn it?

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Response 2: What do I want my students to know, understand, and be able to do by the end of this lesson or unit? Which standards or learning objectives am I addressing? What prior knowledge do my students have? What misconceptions do my students have? How do I differentiate instruction to support all students in the learning process? Which instructional strategies will be the most effective to meet their learning needs? What resources or materials will be most effective in supporting learning? What formative assessments can I use throughout the lesson or unit to check for understanding? How will I use formative and summative assessment data to guide future instruction?

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The high impact instruction elements can be aligned to most of the different broken-down parts of the Arkansas TESS (effective) descriptors. If we use the high impact instruction elements for planning our lesson we will score effective or highly effective on our TESS evlatuations. They both insure that we are teaching our content in the most effective ways for our learners.

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Connections between high impact instruction and the Arkansas TESS Rubric includes planning, reflection, and making adjustments. When planning instruction, teachers need to plan for classroom engagement, challenging discussions, and assessments. With high impact instruction, data analysis allows teachers to determine if they are using best practices and if the students are learning. Based on the analysis, then teachers can make adjustments to their instruction. These adjustments can take an unsatisfactory lesson to a highly effective lesson.

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What standard am I teaching? What specifically will students be able to do when they reach this standard? How will I measure student understanding during the lesson? How will I measure student success? Has this standard been taught at a lower grade level and if so, how do I build on that to achieve success at the current grade level? How will students be evaluated at different DOK levels? What activities or questions can extend understanding an encourage critical thinking? How can I differentiate the instruction for all students?

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1- What is my objective/ essential standard?

2- How will I access the student's prior knowledge and or make connections to past learning?

3- How will I make sure that every student (different backgound and learning abilities) learns the material being taught?

Independent, intentional partners/groups/whole class

Scaffolding/Differentiation

4- How will students demonstrate their learning in a meaningful way?

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The four guiding questions

1. What do we want students to learn?

2. How will we know if and when they have learned it?

3. What will we do if they haven't learned it?

4. How will we respond when they already know it?

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Response 2

-What is the learning goal of the standard?

-How will I measure student success of mastering the learning goal?

-How can I make real life connections and applications to the standard?

-What activities can I do to make students connect to the learning objective?

-How will I reflect on student success?

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Response 1: High-Impact Instruction refers to research-based practices designed to ensure and improve student learning, while TESS serves as a reflective tool that helps educators understand their current performance and identify areas for professional growth.

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Response 2: What is it that the standard expects the student to learn? What are pre-requisites that are needed to be successful in this standard? What are common misconceptions? What does ATLAS Level Indicators tell me about this standard and what students need to know? What other resources can I use to design an effective unit?

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The typical elements of high-impact instruction align with several components of TESS, particularly in Domains 1 (Planning and Preparation) and 2 (The Classroom Environment).

Clear and Objectives and Outcomes

TESS Connection: 1c - Setting Instructional Outcomes: This component directly addresses the need for rigorous learning goals that reflect academic standards.

Standards-Aligned Planning & Scaffolding

TESS Connection: 1a - Demonstrating Knowledge of Content and Pedagogy: This requires unit plans and practice to reflect solid knowledge of the standards and actively build on prior knowledge.

TESS Connection: 1e - Designing Coherent Instruction: This focuses on utilizing a progression of learning aligned to instructional outcomes and engaging students in rigorous grade-level learning.

Data-Driven Instruction and Student Success Tracking

TESS Connection: 1f - Designing Student Assessments: This component mandates that assessment results are used to plan for future instruction, extension and/or intervention.

Knowing the Learner

TESS Connection: 1b - Demonstrating Knowledge of Students: An effective teacher actively seeks and attains knowledge of all students' backgrounds and interests.

Relationship Building and Respect

TESS Connection: 2a - Creating an Environment of Respect and Rapport: An effective classroom requires interactions between the teacher and all students, as well as among students, to be polite and respectful.

Clear Expectations and Ownership of Learning

TESS Connection: 2b - Establishing a Culture for Learning: This ensures that grade level learning expectations exist for all students and, at the highest level, that students can articulate the steps for progressing in the standard, indicating student ownership over the learning process.

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What questions does a teacher ask as he/she plans for high quality instruction?

What are students going to produce or work on?

What type of thinking will students engage in?

What is the criteria for success and how can that be communicated?

What background knowledge do students already have?

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Response 1

Using High Impart Instruciton and the Arkansas TESS Rubric will allow teachers to check that each step of their planning is aligned with being effective in the classroom. These resources are providing clear directions but also allows teachers to see what each level of student acheivement looks like.

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Response 2

How can I create higher level thinking questions to include in the lesson?

What parts of the lesson might need some clarifications or more explanation for students?

What background knowledge do my students need for this lesson?

How can I incorporate real life examples into my lesson?

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“What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?”

Both of these line up with each other. I was able to match each component on the high impact instruction elements to the TESS rubric. All of these components fell into domains 1-3. The TESS rubric gives you more detail on how to make sure these components are in your classroom and a part of each lesson.

Planning:

Clear standards based objective (1c, 1d)

Identified clear measurement of criteria (1f, 3a)

Activities and materials aligned to learning objective (1d)

High order questions that engage students (3c)

Clear plan that ensure academic growth (3d, 3e)

Delivery:

Learning goal clearly communicated to students (1c, 3f)

Communicate clear measurement criteria (1f, 3a)

Align activities and materials to learning objective (1d)

Student engagement and interaction around high order questions (3c)

Differentiation for all learners (1a, ac)

Effective classroom management (2c, 2d, 2e)

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“What questions does a teacher ask as he/she plans for high quality instruction?”

What is the learning goal of the lesson? How will I communicate this to students?

What is the measurement criteria for my assessment? How will I communicate this to students?

Do the lesson materials and activities used align to the goal of the lesson?

Does the lesson engage all students in higher order questions and thinking?

Are all students supported during the lesson?Are all students challenged during the lesson? Are all students ensured to master the learning goal?

What are my classroom management procedures, routines, and transitions? How will they be demonstrated during this lesson? What do I need to prepare to make these happen effectively?

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The TESS Rubric Descriptors for teachers outline specific characteristics both the teacher and students should demonstrate as well as the learning culture needed for high impact instruction and learning to take place.

The TESS Rubric indicates teachers should demonstrate solid knowledge of grade level standards as well as background information of students' learning and interests that can influence strategies he or she may use when designing instruction. TESS also emphasizes teachers use meaningful data to drive instruction and planning, using scaffolding activities when necessary so that all students will be able to attain specified achievement goals.

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-What standard(s) and/or learning goals are we focusing on for this lesson?

-What prior knowledge should students have when coming into the lesson that will be important to build upon?

-Are there common misconceptions that students frequently have about the topic? What assessment format would be best used to find this out?

-How long will each activity take and what are the achievement criteria or each?

-Are there opportunities for advanced learners to extend their learning?\

-What form of assessment should be used for the lesson? How will assessment data be shared with students? How can students use this information to set personal goals for learning?

-What materials are need for lesson? Are the needs of IEPs and 504s met?

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Response 1

I noticed that both high impact instruction elements gives an overview of how planning can impact students. The Arkansas TESS Rubric Descriptors gives a detailed look are each area. Each has a focus on students being involved. Its important that one has a knowledge of their students and how to engaged them with the learning, goal setting, assessments and reflections. The TESS rubric goes into great detail of the steps to have meaningful learning in the classroom.

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Response 2

-What are my learning targets?

-What are the state standards?

-Do my learning target match the state standards?

-Do I need to adjust the lesson to better match standards or to allow students to access prior knowledge?

-What questioning should I use with students?

-What is the instructional outcome of this lesson?

-How will I measure student progress in this lesson?

What is my success criteria?

-How will I communicate this criteria with students?

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What standards are we trying to master? Have clear objectives/expectations for the standards.

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See what prior knowledge the students have for specific topics. Determine what they are interested in to incorporate it into the lesson. What is the best way for my students to learn the standard? How can I determine when they have mastered a standard?

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High impact instruction align with the Arkansas TESS Rubric. It connects the planning and instructional domains while at the same time connecting the learning environment and the professional practices of the instructor. As an educator we have to make sure to provide clear and coherent instructions. Use a variety of instructional activities that best meet the students needs. Create a positive and safe environment and continuously reflecting on and improving teaching practices.

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What do my students already know about this topic? What is the end goal we are trying to reach? How can I assess them on this topic? What can I do to help them reach this goal? What back up plans do I need to have in order to reach these goals? Do I need to make any accommodations for anyone? Will this all meet state standards and if not what can I add to make it align?

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Do they have the background information needed? How do I differentiate activities for students? Will infographics help? When to assess students?

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High impact instruction influences heavily on reflection, put yourself in your students' place. Is planning and instruction effective for my students and TESS demonstrates in detail steps to take to accomplish student success.