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Monitoring and responding to what the data shows in the class period or the next class period

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Learning Targets are Visible and Accessible and always at the forefront of instruction

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Student Centered Learning

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The teacher employs differentiation for students based on evidence(supportive structures or extensions).  This would occureither on the spot or the next class period.

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Teachers are actively monitoring for evidence of a learning objective at some point during class

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Clear and obvious learning objectives are visible and accessiblefor students

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Student driven discussion, including the process of teacher critical thinking skills “How to think, not what to think”

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Rigor and relevance of content in terms of student lives, experiences, and access

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Using data to drive instructional decisions (I.e. differentiation, specific small group instruction, etc)

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Alignment of taxonomy between LT, SC, and Student product

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Is content relevant to student, diverse, grade level appropriate, is SEL embedded in the classroom practice

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Is there/has there been a GRR, effective modeling, and is sequencing and pacing effective and appropriate

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Students reflect on their progress toward the target and synthesize the learning from the class

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Students provide evidence of learning which inform teacher moves

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Students understand the Learning Target for the day, and it opens/closes the lesson

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Student's voice and processing outweigh that of the teacher unless the teacher is doing a quick mini lesson

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Monitoring for learning: how will the teacher know what they did for that class period was effective for ALL learners?

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Levels of thinking present in questioning and in student tasks (is DOK 3 & 4 majority? Are the 21st century Cs present?)

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Monitoring for student learning (How does the teacher check for learning? Are the monitoring pieces optional or an expectation?)

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Learning target and teachers monitoring if students are learning + taking appropriate action

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Clear Grade-Level Appropriate Target: extra points for student friendly language and/or students ENGAGING with the target

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Student Voice/Choice: either students literally processing the learning through speaking and collaboration OR voice in instructional materials/lesson (differentiation).

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Monitoring for Learning (which leads to differentiation)

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Identify Critical Content

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Access to grade level content and concepts

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Analysis Everyday (looking at instruction that moves past comprehend and recall)

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Target / Task Alignment