TLA Virtual Session 3 by Lucy Canizaro

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I am a SPED DC, I support all day. Yesterday I modeled a math lesson for our ECSE class.

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I have supported my vertical team by modeling for a new teacher.

We have a huge focus on writing. This week my team took time to plan out opportunities for students to write throughout the lesson. We also brainstormed what that would look like as a grade level so we are all aligned.

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We’re working on some refinement for expectations around campus. I have visited with each of my team members, explained the changes, and answered their questions.

I have supported teachers through ensuring they have materials and demo the Sweet 16 for staff to maintain high quality instruction.

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Supported team member by sharing unique idea and icons for slides to drive HQI

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New Experienced teacher

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I happened to be in the teacher's lounge when a new experienced teacher shared his concern about his low observation score. Because of our session last week, I was able to hit on where he thought he struggled. Was an amazing discussion!

This week we have talked about the urgency of High Quality Instruction in the consistency of our lesson delivery.

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I have had 2 teachers come to observe lessons in Language Arts. I am modeling MRS strategies, picking up the pace, and showing how to conduct reading groups.

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I have teachers on my team in the Teacher Pathways Program. I took back the message - model - monitor approach to touch base on how urgency is going in the classroom

Urgency

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I have pushed the pacing with in the SLC schedule

HQI

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HQI: I share my lesson formats with embedded MRS's, reading, writing, At-Bats strategies, both with a word document and a powerpoint that goes with it

ECR / SCR HELP

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My middle school team needed more clarification on how we are all teaching the ECR. I created calibration packets for all 6th, 7th, and 8th grade. Calibration is not just meant for teachers - students should calibrate too! It always brings much success. We are also now planning on observing each other - spotting one another and help each other evolve as educators.

Supporting The Team

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This week and the previous week, I had the opportunity to observe and provide feedback to our newer teachers on engagement strategies. My principal has asked me to observe and coach throughout the year (this started in week 1). It's been a joy to help provide feedback.

HQ Instruction

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I have offered resources for teachers to refine behavior management, annotation procedures, reference to criteria for success and stamping LO, and tools such as vocabulary slides to support student data on assessments.

Internalization

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I created a document to help the internalization process and shared it with my team.

Supporting with Adaptability

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I have supported my team with adaptability by modeling flexibility with PSAT testing today! Helping new teachers set up and get comfortable with proctoring.

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I have supported my team to be adaptable by dealing with unexpected technical difficulties

I have supported my team by planning collaboratively and modeling the new implementations in writing SCRs.

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I demonstrated urgency and adaptability this week by supporting my team and remaining flexible with scheduling.

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Urgency, i always see it that my team is able to cope with the urgency of task and compliances but nevertheless help them out and navigate together and letting them feel that we are together.

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Adaptability & Urgency - D. Langley

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This week, several members of my grade level team needed urgent interventions for their subjects due to low student performance and extra time for direct instruction for tier 3 students. I adjusted our grade level home room interventions to act on this problem this week, highlighting the need to rapidly respond before the problem becomes worse and with a quick turn around.

Ashley Y.

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I modeled a math lesson for another teacher for showing the gradual release through high quality instruction.

SHARING RESOURCES

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I supported my team by sharing resources and by internalizing lessons together.

I have supported my team with urgency by working closely with my co-teacher. As culinary teachers, we have to work together to ensure that we use supplies in a smart manner.

p00159017 — 2025-10-15 22:56:17 UTC

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I have supported urgency with my team by creating an outline of must dos, could do, and want to do. Helping my team understand that the must do are daily things like, lesson internalization, materials being ready and letting them know that these things should be done in order to have high quality instruction

Special Education Timelines

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In special education, compliance requires adaptability. We can enroll a new student who has an ARD IEP document that requires for the campus ARD committee to pivot on short notice. This uses a lot of peoples' patience and time. Respecting those availabilities as best as possible is the goal.

I have supported my team with urgency by sharing and modeling my systems for a new teacher.

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I have supported my team by answering questions and inviting teachers in my room to watch my implementation of MRS strategies.

HQI-Emily Mullins

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I have supported my team with high quality instruction by collaborating with them during PLC. Since my campus is small, there's only one 6th, 7th and 8th grade teacher, so we support each other with vertical alignment.

Adaptability

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I was in charge of laptops for the PSAT and used my experience to help a hall of new teachers proctor the PSAT for the first time, showing them how to handle unexpected problems

I am a sped teacher so make sure that I’m on top of how to do things so I can help support the other teacher! And being available the best way I can to help support with pacing, modeling etc

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This week, I stepped in to support teammates on urgent deliverables, even when they fell outside my usual responsibilities, to ensure we met our goals as a team. In addition, I took time to address academic concerns that, while not directly tied to my immediate tasks, were necessary to resolve in order to support student success. I guided suggestions and contributed to communication strategies involving parent contact to help ensure clarity, consistency, and timely follow-through.

HQI

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I’ve supported my team this week by scheduling time to plan and internalize lessons for 3rd & 4th ELAR & AOT with new teachers.

Waltrip Support

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Yesterday and today, I pivoted to campus tech support by fixing three computer carts, and then today I was Powerwashing laptops so they would work with Bluebook.

Team supports with urgency: initiative. Sometimes no one is willing to take that initial step towards an assignment and I viewed this as an opportunity to show initiative and garner the support of the team while solidifying positive relationships.

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I have had to support my team by being the go to person for handling parent questions, concerns and how we can bridge the gap to keep the parents on our side and involved

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Q1

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I have supported my team by modeling how to engage students with TIPS (think-ink-pair-share).

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Ive allowed teachers come into my classroom to look at the "Monitor and adjust during "we do" in order to support them.

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I've supported my team with high quality instruction by demonstrating how I complete my exemplars. I include misconceptions and annotations to ensure that we know what the students will come across.

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I have supported my team with HQI by implementing a format for our slides that maximizes our student engagement and our pacing. It also provided students the opportunity to know what to expect next, whether it be an at bat or SCR.

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I've met one-on-one with new teachers to go through the process of planning. I've also modeled and had new teachers model for me and coached in the moment.

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This week, I supported my team in delivering high-quality instruction by collaborating during reading planning to align lessons to our learning objectives and ensure instructional clarity.

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I have emphasized utilizing rigorous skillset with writing pertaining to critical thinking and incorporating evidence on a consistent basis.

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I share resources, model lessons, and collaborate with my teammates

High Quality Instruction

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I supported my team by reviewing the slide deck, analyzing the purpose of each MRS and how long each step will take. It means maximizing the time during the instruction.

Q1

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I have been able to support my campus with HQI by modeling lessons, offer support with planning and resources.

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Collaborating with my 7th grade science team during planning to adjust and monitor or slide decks where we seen fit to clear misconceptions and better address the learning objective .

Team Support

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In the past week, I noticed that several of my team members have been struggling with pacing. During PLC, I coached and assisted teachers with editing their slide decks to align more to the objective and get students to mastery for their DOL. We found that the district slides included a lot of helpful slides, however due to our schedule, we're not able to hit every single slide. So, I helped reinforce the importance of intentional planning and how it assists with smoother pacing during our lessons!

Created a virtual teacher coaching AI app that helped teachers.

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I had a meeting with a teacher about the importance and urgency of picking up the pace in a lesson while setting a pacing guide.

Q1

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I have supported my team with flexibility this week for planning and data capturing. We discussed our recent reading test and dissected each question. We discovered why students were making mistakes, and how we can spiral in the standards in the future to correct misconceptions.

Working with the National Rugby league to ensure that our middle school students are able to participate once again in flag rugby games with the HPE department in the spring.

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ELA

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Helped my team adapt to the curriculumn change.

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I've supported my team by providing them with feedback on their lessons on my prep periods. I've modeled for my team what teacher exemplars and annotations can look like.

Derrick Lyles

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I have supported teachers, ensuring that they have exemplars that can be used by all students

Supporting New Teachers

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One of our new teachers is having her first parent-teacher conference and asked me for tips on how to conduct an effective conference.

After demoing a lesson, newer teachers had questions on my pacing and their concerns of going too fast. I was able use the bending down to help a student versus having them rise to the occasion.

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V. Vickers

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I supported Grades 2–5 math teachers by collaboratively creating anchor charts and annotating problem-solving steps to model how to break down complex concepts for students.

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I supported a new teacher by helping her to design a visual exemplar for her students to introduce a new project to her students.

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This week at our campus, many things are going on, but teachers have come to me to see how I am adapting my lessons to still provide quality instruction.

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I supported my team with High Quality instructions by planning together and sharing presentations and I did the demo for the next topic during our PLC to show my pacing and how I do it in my class.

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This week I have supported my team with adaptability by reminding them to continue challenging ourselves with internalization and meeting together with teachers.

Kenny, 3rd grade ELA

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I meet regularly with my grade-level team to co-plan lessons aligned to the TEKS. We focus on unpacking the standards, identifying key academic vocabulary, and ensuring scaffolds are in place for our Emergent Bilingual students.

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I have supported my team by providing support on their journey to become stronger teachers. Also, we were able to integrate parts of the high quality instruction as a daily habit

I supported my team with high-quality instruction. I created flip books for each desk; this included all of the anchor charts for each day. My team needed assistance, so I created a model for my team. I modeled how I use them in my room so that they could easily adapt to this new product.

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I have supported my team by listening to their concerns regarding a low spot score, we looked at both the grows and glows and then discussed how to modify their lessons.

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High Quality Instruction

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I have supported my team by modeling and how to implement more student writing, high student engagement, and picking up the pace.

I have assisted new teachers into working smarter not harder

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ELA

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I have supported my team with high quality instruction by going through and internalizing the slide deck and taking out the unnecessary slides. Also, by ensuring to incorporate higher order thinking questions in the slide decks to support critical thinking skills.

Hallway teacher talk

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While on hall duty, we engage in teacher talk, and I often have the opportunity to talk about classroom practice and talk through the how of the great 8

HQI

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Working with my team during planning on what students should know and be able to do- including visuals and hands on learning in PreK.

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I helped my team by going over lab safety and organizational rules with new or less experienced lab teachers. This made sure they knew how to keep the lab safe and organized. By doing this, I helped them feel more confident and prepared to teach science in the lab.

Urgency: I have changed our transition routines to maximize instructional time. HQI: I also have worked with Sped department to create binders of supplemental aids for each subject. Considering how to implement this on a larger scale.

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I have supported my team member with mentorship and sharing insights on the Pick UP the Pace.

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HQI

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I supported High-Quality Instruction when planning with my team by breaking down the learning objective and analyzing the DOL by addressing possible misconceptions. Then, we adjusted our lesson by actively building mastery through those possible misconceptions.

I have supported my new teacher mentee internalize and brainstorm ideas on how she can be more vocal during planning so that she can verbalize how to address strategies and activities to address misconceptions.

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IBC CTE

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This week, I supported my team by helping implement IBC testing timelines across multiple CTE programs of study to ensure students are on track for certification and career readiness. I also worked on targeted interventions for students who needed additional support to complete their certifications successfully. This required urgency in coordinating deadlines, adaptability in addressing different program needs.

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Student engagement

Student Leadership

Conversation

Flow

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Routines and procedures are tight, Students know what is expected, and 100% are engaged. When this happens, teachers and students are able to mutually achieve flow

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It looks like meeting all learner types and allowing students to see the same skill in different ways.

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Including timed MRS's throughout the lesson

Student Anticipation

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When students can't wait to show you how they apply it!

Collaborative Lesson Practice

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Teachers have collaborated with me to practice lesson delivery and refine instructional plans. Together we shared ideas and ensured all materials were prepared and ready for instruction.

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Students receive a variety of opportunities to engage with the material. Students take collaborate and understand the routine.

Allowing them to read, listen, write and speak.

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Students should be the ones talking most of the time, purposefully.

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Communication of expectations for at-bats are clear.

In an ideal state, students are seeking their own at bats. i.e. Chef, can I cut another onion?

p00159017 — 2025-10-15 23:03:25 UTC

D. Langley

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Students are provided with multiple varied At-Bats that align directly with the objective content and skill type, that are well timed, allow data to be collected, and involve writing, speaking, or listening.

students are doing the heavy lifting, less teacher talk

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Ideal State of At Bats

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Just spoke with my principal on this! The ideal state of Multiple Opportunities is seeing Reading, Writing, Listening, Speaking and annotating in multiple opportunities. This "point" is tied to the engagement strategies later in the spot form. ALL need to be present!

Students are doing the heavy lifting. Ideal state : super majority engaged. firing on all systems...students are challenged..

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100% engagement/completion

Multiple ways to answer

Purposeful and aligned

Students are constantly working towards the objective. Lots of student talk. Structured environment.

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At-Bats

p00149259 — 2025-10-15 23:03:41 UTC

It looks like giving students the opportunity to practice and work towards mastery, setting them up for success. It starts out with guided practice, which gives students the skills to at bat independently

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Having questions that are scaffold and offer HOT questions for students who are successful at the at bats

At Bats

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I believe multiple opportunities looks like various methods of responding that mimic state testing questions. There's high engagement, collaboration, brainstorming, timing, multiple choice, stamping responses.

At Bats

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Multiple opportunities for students to practice looks like 100% student engagement, an actual release for students to practice, and students showing what they know!

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Students are collaborating and having have healthy dialog about the objective.

Looks like: Whiteboards up in 3,2,1 and Feels Like: Practicing a skill and responding to feedback then re-try a similar problem.

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When every student engages in multiple, purposeful practice opportunities that gradually increase in rigor and independence.

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Students trying, adjusting, and trying again

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Students are having whole group conversations, students actively writing, taking notes, showing/explain their answers

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Students are provided frequent at-bats, especially during the "we do" and and "you do" components of a lesson. This can be differentiated for special education students so the lesson is more inclusive. This is dependent on effective scaffolding.

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student driven - they are doing the reading/writing/listening/speaking

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Every student gets an opportunity to participate.

Timing.

Urgency!

The ideal state looks like the students doing the "heavy lifting".

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Use of academic language

conversation

engagement

justification

active and maybe a little LOUD

Students are engaged! Materials are ready, lesson is thought out.

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Pacing and student engagement

Peer practice

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Gradual release, but multiple times to practice the skill in the 'we do'. Using MRS strategies in writing, speaking, and listening so they can master the skill being taught.

Brief model, in whole or in part. Then students practicing. Not spending too much time on one at-bat.

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Student engagement

Well-planned lessons that anticipate the needed scaffolds working up to mastery

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Teacher is aware of timing/pacing and students are ready to practice on their own.

Ideal State of Multiple Opportunities

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A classroom environment where students have several chances to practice, turn and talk, write, read, annotate, Whiteboard. This allows you to give feedback and for them to give feedback to each other.

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using timers to help move on. MRS for different parts of a lesson

IDEAL STATE

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An ideal state is when the teacher is able to identify the different learning styles and then the teacher apply the differentation strategies.

When providing multiple opportunities, you will see a gradual release, student collaboration, and teacher monitoring.

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The ideal state of providing multiple opportunities in the classroom is student engagement and checking for their understanding of the lesson

At-Bats

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Students working independently and showing that they have mastered the objectives.

Chances to fail

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Allowing students to fail without consequence so they can learn from their mistakes

Students working with a partner or independently showing their thinking. Making mistakes and monitoring and adjusting in the moment. Students looking at the Thinking steps as they work.

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No one “misses” the learning because it’s presented through multiple pathways (times)

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immediate feedback and correction

focus on doing, not just watching

All students engaged due to the variety of response options throughout the period.

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Modeling, Exemplar, Pacing

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Student engagement and immediate feedback.

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It looks like very minimal lag time in the classroom. Students are engaged and utilizing supports.

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It is when students practice a problem and with correct pacing, the teacher provide another way/ strategy to answer the same skills that the students need to learn and thread to the objectives ready to independent work.

Students are working on their own and I am but an observer.

p00159017 — 2025-10-15 23:04:24 UTC

D. L.

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The ideal state of providing multiple opportunities is when the students have several try outs to show that they know it. The classroom looks engaged and challenged.

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more student talk and less teacher talk

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Teacher models, guides and allows students to practice independently. Teacher provides feedback along the way to ensure that students are practicing correctly.

Engagement

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Students engaged in rigorous activities related to the LO where they apply different language skills (reading, writing, listening, and speaking)

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Students are practicing skills aligned to the LO and DOL through backwards planning.

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Increased student engagement and less teacher talking.

Student-Center, Teacher-Supported

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Students are 100% engaged and utilizing supports provided by the teacher, including anchor charts and vocabulary reminders posted in the learning environment

Whiteboards are ready at hand... one question right after another. Knowing how to move forward, modify and adjust briefly, move on with most answer correctly, etc. at least 7-8 in the Green slides

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Students are enjoying learning and at heard.

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Structured routines! Also, making sure you’re using your timers. Check yourself! Exemplar student responses! Students talking more than myself! Students having discourse with structured stems of how to have structured and healthy debates.

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multiple opportunities for student engagement in various ways.

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Students not only getting to practice what we learned but applying it to real world

At-Bats

p00149259 — 2025-10-15 23:04:33 UTC

It looks like practicing in multiple formats: reading, writing, listening and speaking

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In my chemistry or science classroom, the ideal state of providing multiple opportunities means giving students several chances to

practice skills,

ask questions,

and show their understanding. T

This includes hands-on experiments, group discussions, and using whiteboarding activities where students can actively engage by writing or drawing their ideas.

At-bats

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Structured conversations, students practicing the skills, teacher facilitates while the students do the lifting

D. Langley

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Students are completing the practice opportunity without getting stuck on the what to do or how to do.

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A place where mistakes are welcome

pacing, student engagement

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It looks like many chances or students to work to master objective and many opportunities for teachers to monitor and adjust.

safe classroom environment

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Provide Multiple Opportunities

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The ideal state of provide multiple opportunities is a classroom that's comfortable and has tight routines/expectations/procedures in order to get through multiple opportunities.

At Bats

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Students practicing skills.

Students listening, speaking, writing.

In ELA, students annotating with purpose, using teacher exemplar as a model to internalize their part of the text.

p00292576 — 2025-10-15 23:04:57 UTC

It looks like students working through productive struggle.

Students Challenge

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Students challenge each other to see who can do it best!

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In the math lesson yesterday, we did length and width so we the arms out for long and close for short. When they came to put their object on the anchor chart they had to show the class what long and wide looked like.

Modeling!!!

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Students are provided multiple problems to work on by themselves

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Emerging bilinguals gain confidence in expressing ideas in English. Instruction becomes more equitable, ensuring ALL voices are heard, not just the fluent few.

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Students supporting each other and able to help a classmate that may not understand something.

Students taking ownership of their learning.

At Bats

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Writing, summarizing, analyzing, modeling, exemplars, pacing, more student talk. addressing misconceptions

Q2

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Clear routines and expectations

LSRW

Students fully engaged

Students thinking about their thinking (metacognition)

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Students understand the process and routines. Students can also support their peers in this process and develop new questions to further their learning.

Student Voice and Engagement Are High

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consistent flow of teacher talk/model then student activity

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Students are engaged and don't want to leave your classroom! Students are doing the work, teachers are guiding.

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Student driven

Pacing

Content driven

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Showing novice teachers in CTE best practices for MRS and analyzing the spot with them for understanding.

Rapid fire, all students engage, almost like a race to make sure that we continuing practice one after another

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At BATS

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You do at-bats, where it is safe to mess up and help is provided.

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When the students have plenty of at bats, it is reflected in their scores on the DOL. it looks like multiple opportunities to read, write, listen, and speak. The students are engaged.

Q2b

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In a classroom, it looks comfortable, confident, and flows easily.

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Students are doing listening reading, writing and speaking constantly.

LOOKS

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It looks like the students are doing the most of the class while the teacher monitor their progress.

Multiple Opportunities

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Students have at-bat opportunities that increase in rigor throughout the guided and independent practice components of the Gradual Release Model.

slide decks

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DOL and LO

pacing guide

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When all students get several chances to practice and show what they have learned in multiple ways.

annotated slide decks

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DOLS, Weekly TEKs guide, Assessment Blueprints

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Students actively practice the same skill in different ways. Through guided practice, partner collaboration, and independent application.

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Students complete their work and receive teacher feedback along the way.

p00292576 — 2025-10-15 23:06:03 UTC

Color coded slides

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Digital content delivery systems like Pear Deck, Pacing Guides, Curriculum Maps.

Hisd slide deck color coded

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What it Looks Like

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Strong routines are present. Students know what is expected to them with any given strategy. If I walk into a classroom and I see a teacher put up a whiteboard problem and the students immediately begin getting out their materials working, I know this is a structured routine that the students see every day!

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Themselves. Every person on the campus is a resource!

At-Bats

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They have weekly teks guide, teacher notes, assessment blueprint

The Week at a Glance, Lead4ward, STAAR Question examples from years past

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The great 8

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Released STAAR questions

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Internalizing DOLS

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Anchor charts

slide decks annotated

annotated DOL

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Backwards planning from DOL.

Q3

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Resources include lead4ward, pacing guide, released STAAR tests for appropriate grade levels

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DOLs, LOs, assessments, STAAR

Juan Elizondo

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In a CTE classroom is when students are actively engaged in practicing the technical skills tied to their program of study. It looks like hands-on learning where students work collaboratively, apply feedback, and refine their skills through repetition and reflection. Mastery is developed not just through success, but through learning from mistakes, adjusting, and improving each time.

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district curriculum!!

Denisse

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Multiple strategies and the daily DOLs.

Resources

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HISD Curriculum, blue prints, teks, color coded slides, annotating dols, internalizing

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TEKS guide, dol, module exams, TEKS calendar, reading passages/studnet activities

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Color-coded presentations, DOLs, LSAE, assessment blueprints.

Color Coded Slide Decks

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Helps the teacher when things get crazy

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Structured lesson slides! Knowing what is going to be on the DOL and what questions are relevant to student mastery of the DOL.

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They should use the DOL as a compass for learning. They can also use lead4ward to help understand the end goal for EOC's.

PLC to plan for exemplar responses couple with multiple opportunities to practice the skill. At-bats aligned to DOL.

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Canvas resources, TEKS guide, lead4ward TEKS frequency distribution

Resources

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Weekly TEK guide
Slides
Pacing Guide

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Opportunity to address misconceptions and provide scaffolds.

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PLC and After school At Bats, if we do at bats we can plan for students at bats.

Resources

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DOL

TEKs guide

Internalize the lesson

Curriculum maps

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Taking into consideration special populations. The slides are not built to address that for specific classes.

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Gradual Release (I Do → We Do → You Do). Manipulatives, anchor charts, and visual aids

curriculum maps, pacing

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Student activities and the LSAE

Planning At-Bats

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DOL annotation and identifying misconceptions

Exemplars

Slide Deck annotation

Scaffolds

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DOL, LO, Slide deck internalization, knowledge of the TEKS, knowledge check questions, Week planner

TOOLS

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Second teach material

Extended articles

Package activities.

START questions

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Internalize slide decks and be intentional with the number of at-bats included.

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blueprints, exemplars, the instructional videos

ELD's on campus

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DOL, LO, Color coded slides, Thinking steps.

Guided questions

District just bought all culinary pathways the newest edition of the text we all wanted to use. This purchase has enabled us to use the at-bats that are included.

p00159017 — 2025-10-15 23:07:05 UTC

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Presentation Slides

Built in Timers

DOL

Pacing guides

Thorough lesson plans

Planned agendas

Centralized location for lesson plans

Engagement Strategies

Resources

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Our color coded Slide Decks, PD information that gives overviews of expectations of each strategy, and most importantly, your instructional coaches on campus!

other teacher observations and modeling

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Using the MRS strategies

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Providind examplars

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Curriculum plan and guide

Slidedecks, Response Cards, Whiteboards, DOLs, EK for real world connection ideas, anchor charts with modified insights,-

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What is the objective.

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the TEK/objective

Planning At Bats

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Objective and DOL

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Extension opportunities for high performers

p00292576 — 2025-10-15 23:07:41 UTC

The DOL

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Hands-on lab experiments that let students explore concepts actively
Whiteboards for collaborative problem-solving and quick formative assessments
Real-world examples and case studies to connect science concepts to everyday life
Interactive discussions and group work to encourage different perspectives

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They should consider and anticipate common misconceptions with the learning objective.

MIsconceptions

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they should consider possible misconceptions

LO/ DOL

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student success and student misconceptions

Annotated slide decks, DOLS, blueprints

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Denisse

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Your students background knowledge and the misconceptions

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Will this lead them to mastery? Does it have rigor? How can I push their thinking further?

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Annotated exemplar and planned misconceptions.

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Students are actively participating skills and sharing their learning

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MAKE SURE THE AT BATS ALIGN WITH THE SKILLS FOR MASTERY!!!!

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Learning objective

Misconceptions

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DOLs, assessments, objectives,

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Consider the target achievement for students, consider the level of your students, consider differentiation, consider how to stamp it.

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The endgame - what is to be gained from this lesson and experience. Understanding its purpose

Application

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What does it look like in the real world when it is applied?

TEKS/Objective

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internalized lesson with slide deck

known knowledge of LO and DOL

Backwards Planning

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DOL and LO, Weekly TEKS Guide, Mid and End Cycle Assessments, Dept. PLCs

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Scaffolds and building blocks do students need to be successful throughout at-bats.

Plan for GT students.

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Plan for misconceptions

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Misconceptions

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What will they be.

Are the questions going to lead the students to understanding and mastery? What are the building blocks to get there?

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Their students low and high

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Plan backwards, look at DOLs, Assessments, STAAR TEKS

Plan backwards, use the DOL

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Shorten DO NOW, jump right into the objective.

Benchmark Assessment needs

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At-bat around anticipated misconceptions. Start with the DOL.

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misconceptions, student questions, demonstrations , visual aids ( mini anchor charts)

p00100701 — 2025-10-15 23:08:16 UTC

Misconceptions and strategies to help students critically think through it.

Objectives, students

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common misconceptions and how to STAMP the learning

Teachers should consider the objective and where the students are. They should consider both students who struggle to keep up as well as those who get it right away.

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Student's proficiency levels, concepts in the LO, anticipate misconceptions, provide scaffolds

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Monitor and adjust

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Objective, DOL's, misconceptions

KV

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Objective

DOL questions

Misconceptions

Tier 1, 2, 3 students.

EB students.

Rigor

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DOL and LO, vertical alignment for students that need additional support.

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They should really consider where the data has said the students struggle the most.

Really tight transitions, how to efficiently get to the question at hand, determine what scaffolds can make it as quick to answer as possible especially in math

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DOL and variety of MRS

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If the At Bats activities are aligned with the LO in order to maximize the learning of TIER I, TIER II, TIER III.

modeling.. Students need to see how its done.

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Extension

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What could you have the high fliers do when they finish in a nano second

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Teachers should consider the end goal and how they will scaffold the learning opportunities.

What to consider

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Start with the Objective and tie it to the TEK. Making sure our LO is aligned to the DOL. Is the strategy I am implementing the BEST way to get to the objective. A turn and Talk might be better than an SCR, in some cases

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know your students

Talk, Write, Perform

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Does the at-bat provide an opportunity to talk, write or show mastery

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-Time constraints making it hard to fit multiple practice opportunities into a lesson

-Varying student readiness levels requiring different types of support

creating intentional at bats to master objective

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Backward planning and differentiation

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Learning objective and alignment to assessments.

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different modalities to build understanding — visual, auditory, kinesthetic, verbal, digital

At bats should align with objective and should be grade level but have scaffolds.

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Differentiation

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Provided students with multiple opportunities in what they need.

At-Bats Consideration

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Differentiation for exceptional learners should also be considered

Exemplars for how you expect for the students to solve problems

Planning at bats

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Gradual release. In each stage...What is engagement the strategy is the most leverage to demonstrate student learning for all students. What is the know or show or both

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They should think about what students will have difficulty and ensure to stamp the lesson with an exemplar before releasing them.

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What are we learning today?

Juan Elizondo

2025-10-15 23:09:42 UTC

In a CTE setting, that means structuring multiple chances for students to "do the work" to practice technical skills, collaborate in teams, problem-solve, and reflect on their performance.

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Visuals

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Slides

Online programs from Clever

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Managing classroom dynamics to ensure every student has a chance to participate

Juan Elizondo

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In CTE programs, teachers rely on industry-based certification materials, safety protocols, lab equipment, and real-world task simulations.

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Not backwards planning or understanding fundamentals skills necessary to accomplish task.

They dont pick up the pace

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Novice Teacher Problems

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Unsure how to implement at-bats & approved strategies
Too much teacher-led talking
At-bats are not spaced out evenly within the lesson
At-bats are not tied to the LO

Time Management, heavy focus on getting through the content

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Lack of internalizing or not planning for the STUDENT AND TEACHER misconceptions.

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Still managing to balance content delivery with student engagement.

Not well versed in the variety of ways to CFU

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Less experience in how to modify for multiple intelligences

Multiple At Bats Issues

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Novice- poor planning/lesson internalization

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no experience or feel overwhelmed

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not knowing what resources they have to be effective

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Content Gap
Classroom management (transitions and internalization of lesson)
Limited knowledge of diverse learners

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Practicing every type of problem and not specifically planned and connecting problems to the DOL and LO.

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unclear how to implement the at-bats

they are too focus in their pacing

p00292576 — 2025-10-15 23:11:38 UTC

Lack of content knowledge

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Lack of practice. The why

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Timing & pacing; Classroom management

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Pacing

lack of experience in planning. insufficient/poor coaching and/or coaching that is devoid of follow-up

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Unfamiliarity with curriculum

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Novice Teachers

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The novice teacher may have

recent memories of lectures and

infrequent exams they may try

to mimic - the opposite of NES

strategies.

The novice teacher may have

so many things on their plate,

they may not fully understand

the concept of at-bats.

My early memories of At-Bats

were with fellow teachers taking

turns (similar to our current

demo day) and it may be

confusing

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classroom management

limited instruction experience

lack of confidence

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Not understanding what the standard is really asking students to do, or what the background knowledge they need is in order to get to the most rigorous part

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Having an established and effective routine

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They do not understand what it means.

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Need exemplars at subject and grade level

They are getting stuck at getting to the actual at bats and they are scared to release it over to them

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Potentially focused on teacher lecture and not student-driven.

They stay with one or two strategies.

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Less experience in how to modify for multiple intelligences

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Over-reliance on whole-group instruction

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Novice

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Pressure of covering content, Unsure how to scaffold, classroom management

Likely behavior management

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Issues with implementing expectations of behaviors, routines, procedures poses a more severe issue than most realize. Additionally, they may lack the cadence necessary to repetitively implement MRS appropriately. It takes knowledge and experience to know how to mesh various MRS together

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they struggle to balance direct instruction and guided practice

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May get stuck on one problem

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Teachers may struggle with packaging content in the correct format

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Too much focus on remediation in first teach
Not being prepared for extension of learning
Content specific question types

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-pacing (I do-we do - you do)

-ineffective questions

-don't know how to fluidly monitor/adjust

fixed mindsets

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Forgetting the student perspective as a veteran teacher or rushing through content (pace).

pacing and knowing the content they are teaching

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Not thinking metacognitively, not understanding supporting foundational skills that may be lacking.

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They might be spending too much time on one problem making sure every single child gets it.

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"My way works"

The students talk too much

Not enough practice or "at bats" being modeled. Teacher is hesitant and afraid of failure.

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Novice: They can’t master it if they can’t see it happening somewhere and demo day is not necessarily enough.

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Novice- no real effect modelers and ineffective coaching.

Experienced- comfortable with status quo. Not flexible! Not being adaptable.

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they stick with what they know/what's worked in the past

They are not accustomed to giving so many at bats.

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Poor classroom management could lead to slower paces and throw off a lesson to not get to the at bats

Issues with Experienced Teachers

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At bats are taking too long to implement
At-bats are not spaced out evenly within the lesson
Using longer strategies for knowledge-based questions
Pacing is limiting the amount of writing/annotation strategies that can be done

unable to see link between at bats and content mastery

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Novice

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Not knowing how to do backwards planning and not knowing the TEKS.

p00292576 — 2025-10-15 23:12:19 UTC

Failure to internalize

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Set in ways
Lackadaisical approach
May be unfamiliar with maximizing at-bats
Not familiar with the gradual release model

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Need encouragement and a safe place to practice

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Overloaded instructional expectations (hit many targets at the same time)
Pressured to "cover" all the content quickly.

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Lack of a growth mindset

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not being open to new ideas

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Focusing on one or two students struggling and spending too much time on them

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Change. Sticking to what they know. Afraid of change.

Adjustment to the culture of HISD comes with a learning curve that we all have to overcome

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PUA Campus

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PUA campuses not understanding the NES curriculum. Senior teachers used to helping the low low kids and not continuing guiding the majority.

Question Banks

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They dont have multiple resources to draw from

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struggle to integrate technology

diverse student needs

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Pacing

Not always focused on increasing their teacher toolkit.

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Not building rigor with multiple at-bats.

Novice Teachers

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Some are not confident in their teaching and scared that the students will make mistakes.

Pressure to cover curriculum quickly

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Lack of Adaptability

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Intervention during first teach

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use more traditional lecture-style lessons and have a hard time stepping back and allowing students to do more of the work

Experienced

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feel they may fall behind, fear of students not rising to the expectation.

not understanding lesson and how to provide an at bat

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Experienced HISD

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It seems that most

"experienced" teachers in HISD

would not have too much

difficulty implementing At-Bats -

however, the more experienced

teachers may need a refresher.

It's possible that a teacher who

used At-Bats and is suddenly

given a new course to teach

(which happened to me this

year) could be so caught up in

the content that they forget

how, where, and what it looks

like.

Juan Elizondo

2025-10-15 23:12:39 UTC

In CTE, when students are consistently engaged in meaningful, hands-on practice that leads to mastery of the objective. Learning becomes a cycle of doing, reflecting, and improving....where mastery is achieved through persistence and practice.

Denisse L

2025-10-15 23:12:44 UTC

Novice teachers my get overwhelmed with new ideas and how to execute them

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Don’t know what part of the TEK is going to be tested and HOW it’s going to be tested

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They want all students to understand during the we do and not giving enough time on you do.

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pacing

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They are unwilling to change their mindset.

Limited classroom experience. Teachers focus on coverage over mastery

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Not practiced with closing gaps or using data in real time

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Didn't internalize lesson.

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Fear of trying something new and staying with what works

Prep for the Big quiz at the end

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Internalizing the lesson and being ready for misconceptions

2025-10-15 23:13:01 UTC

Growth vs. Closed mindset

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Backwards planning with the DOL

Q5

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Dont follow the Gradual Release with fidelity and do most of the talking.

Experienced teachers will want to stick to what they know instead of implementing the new system.

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They may find it challenging to plan lessons that fit within time limits while addressing different learning styles. Assessing student progress effectively can also be difficult early on.

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Fixed routines

They don't always have the flexibility to try the new ways. They think "I"ve done it for years my way"

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limited professional experience with At-Bats

Experienced but New to HISD

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This seems to be the most

problematic - I know that if I

had come here as an

experienced teacher unfamiliar

with NES, I would probably be

confused and not sure if I

would know what to do.

It is also possible that this is

the first time an experienced

teacher is seeing it. And if they

are as seasoned as I am, they

may not want to approach

someone that is much older

and seemingly like an elder

figure.

Difficulty in the mental /pedagogical shift that is needed when one is experienced using a toolkit of methods acquired “outside” of the HISD options that are emphasized via the spot form

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just trying to get through the content and rushing. m&m (mention and move on)

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Lack of clarity of the learning objective and time management challenges

2025-10-15 23:13:22 UTC

May not be familiar with the HISD way of teaching

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Don't want to adjust

New to HISD

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Unsure how to implement the strategies
PACING, PACING, PACING
What strategy best serves to reach the LO? Lot of teachers just plug in strategies with no real purpose

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Adjustment to expectations of at-bats

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feel students should get it the first time, comfortable with traditional teaching

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They don't understand how to go through the materials.

p00100701 — 2025-10-15 23:13:26 UTC

Not giving affective feedback

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Lack of rigor and trust in the students' productive struggle

2025-10-15 23:13:27 UTC

They do not understand the district's expectations.

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Not data driven

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-picking up the pace

-not expecting the misconceptions and having a planned answers

-afraid of give student talk time

Pacing

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"Pacing" is not clearly defined, not modeling correctly.

Juan Elizondo

2025-10-15 23:13:36 UTC

Still learning how to balance time, pacing, and classroom management

2025-10-15 23:13:39 UTC

They probably do this to some extent or have done something similar, and they need to recognize that and adapt to the expectation.

Not used to this way of teaching or overwhelmed

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Not used to weaving questions throughout the lesson

2025-10-15 23:13:43 UTC

Novice teacher can have time management issues

2025-10-15 23:13:45 UTC

Experienced teachers can feel the pressure from admin

New to Hisd can be unfamuliar with district resources

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pacing
ineffective at/bats
monitoring

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time management

Message

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Centered in justice

“All children deserve to ‘get it’”

New teachers may be unfamiliar with how to effectively implement at bats

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How to Message

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Explain the rationale behind WHY we implement these strategies

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They do not know

Did not go to college for teaching so learning as the students are learning.

2025-10-15 23:14:33 UTC

Student achievement increases when they have time to practice.

2025-10-15 23:14:37 UTC

Model with fidelity

Demoing best practices

Sharing resources (lesson plans, content information)

“Lend a hand, not just an ear”

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They may be focusing on other parts of the lesson instead.

Use the data

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Share why At-Bats are so important

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all students will meet your expectations if you allow them to

Message

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explain to the purpose.

p00149259 — 2025-10-15 23:14:46 UTC

What we do is for kids, offer support and tools

Model who it will work!

2025-10-15 23:14:46 UTC

2025-10-15 23:14:47 UTC

Provide the data and the proof that multiple at-bats WORK!

Juan Elizondo

2025-10-15 23:14:47 UTC

Experienced teachers can struggle to slow down the pacing enough to allow students to fail, reflect, and try again.

2025-10-15 23:14:49 UTC

classroom observation of a proficient teacher

Lead by example

p00159017 — 2025-10-15 23:14:49 UTC

Use common language such as turn-and-talks, MRS, exit tickets

2025-10-15 23:14:52 UTC

plan for at-bats.

2025-10-15 23:14:53 UTC

2025-10-15 23:14:56 UTC

Model the possibilities in a demo.

2025-10-15 23:14:57 UTC

Debriefing Demos

Check-ins vs. Check-ups

Reflective Questioning

p00292576 — 2025-10-15 23:14:58 UTC

Practice what you preach. People hear what you do

2025-10-15 23:15:02 UTC

Giving all students the opportunity

2025-10-15 23:15:02 UTC

Allowing students to show me that they understand the skill

As teachers we need to model what we expect.

2025-10-15 23:15:05 UTC

Leading by Example

2025-10-15 23:15:06 UTC

Have the teacher observe a high-scoring teacher that nails strategies (If teacher A struggles with implementing a Turn and Talk, I would Teacher A observe Teacher B who does a great T&T)

Denisse L.

2025-10-15 23:15:06 UTC

Message explain the benefits of giving multiple opportunities

If we do not know what the exemplar should be, we cannot monitor for it

2025-10-15 23:15:10 UTC

Demonstrating how to do it.

2025-10-15 23:15:11 UTC

Co-teach or demonstrate a lesson with built-in at-bats

2025-10-15 23:15:11 UTC

Students can't be successful on an assessment on something they did not properly practice.

Students need this to succeed

p00159017 — 2025-10-15 23:15:11 UTC

Data driven instruction. 80% or more move on, under 80% stop and practice the skill - every time.

2025-10-15 23:15:13 UTC

2025-10-15 23:15:14 UTC

Model Lessons; Analyze student work

2025-10-15 23:15:17 UTC

model, give feedback, give examples

p00149259 — 2025-10-15 23:15:17 UTC

demo for teachers, share process with them, follow up

Model

2025-10-15 23:15:18 UTC

show and allow teachers to show you as well. Show teachers in real time with real like classroom

2025-10-15 23:15:19 UTC

Model, feedback and repeat

2025-10-15 23:15:21 UTC

Trying new things in order to ensure a more engaging and effective learning experience.

2025-10-15 23:15:23 UTC

They may be used to a different way of teaching.

2025-10-15 23:15:23 UTC

Showing the difference between examples and non-examples

2025-10-15 23:15:25 UTC

It is an opportunity for students to shine

2025-10-15 23:15:25 UTC

Check with them to see the delta in student achievement based on targeted at-bat usage.

2025-10-15 23:15:28 UTC

Verbiage:

I noticed a few of your thoughtful strategies that support CFUs. A few others that can build on to what you currently do are _____ and ____. Lets plan a time to discuss further and I can mode it for you

Message

2025-10-15 23:15:28 UTC

Students need to have a chance to get it wrong without consequences so they aren't scared to try

2025-10-15 23:15:29 UTC

modeling for teacher, then observe the teacher and provide feedback

Lesson Exemplar. instructional coaching opportunities. Observing/observations

2025-10-15 23:15:29 UTC

Compare to exmplar

p00159017 — 2025-10-15 23:15:33 UTC

Model & Support

2025-10-15 23:15:34 UTC

Without a doubt, this

experienced teacher will need a

mentor that can relate to this

teacher and get them up to

speed.

Describe how helpful the new way has helped your students

2025-10-15 23:15:37 UTC

Internalize together

2025-10-15 23:15:40 UTC

Schedule One-on-One time to internalize a lesson together!!! This helps so much!

2025-10-15 23:15:40 UTC

Creating activities according with the anticipated misconceptions.

2025-10-15 23:15:42 UTC

Students need several opportunities to practice learning

2025-10-15 23:15:43 UTC

At-Bats show where the issues and the mastery is and clearly show what needs to be retaught.

2025-10-15 23:15:44 UTC

Check-in and celebrate progress

Juan Elizondo

2025-10-15 23:15:44 UTC

May not yet be familiar with HISD’s specific frameworks, pacing, or the supports available for planning multiple opportunities for mastery.

2025-10-15 23:15:44 UTC

Children need multiple opportunities, and when pacing leads to less At-Bats, it is doing a disservice to the students. Encourage teachers to be introspective about how student outcomes could change when instruction is legitimately student-centered

2025-10-15 23:15:45 UTC

Model

Plan with them

On spot coaching

2025-10-15 23:15:46 UTC

Maintain positivity and share how you structure a lesson

Sharing Resources

p00100701 — 2025-10-15 23:15:46 UTC

Modeling teacher exemplars.

2025-10-15 23:15:47 UTC

model backwards planning

model cloning questions

Weekly specific check ins

2025-10-15 23:15:47 UTC

At-bats

2025-10-15 23:15:49 UTC

Model for teachers and give them the opportunity to practice. Observe and provide constructive feedback.

2025-10-15 23:15:49 UTC

Specifically, for our campus that servers EB's:

Message that At-bats ensures every student practices language structures multiple times, reducing silence or learned passivity.

2025-10-15 23:15:50 UTC

Ways to help track student progress through purposeful at-bats

2025-10-15 23:15:50 UTC

Clear examples and exemplars

2025-10-15 23:15:52 UTC

2025-10-15 23:15:53 UTC

creating a positive learning environment, demo and provide explemars

Showing them a demo

2025-10-15 23:15:54 UTC

2025-10-15 23:15:56 UTC

Small conversations on how they will get the score in at-bats (score is important to us , of course!) share how to get the points

Provide teachers with ongoing coaching and collaborative planning time to design lesson that incorporate multiple opportunities for practice, feedback and reteaching.

2025-10-15 23:15:58 UTC

2025-10-15 23:15:59 UTC

set the vision and expectations

Monitor

2025-10-15 23:16:00 UTC

Have them use a checklist to monitor students mastery of at bats.

2025-10-15 23:16:00 UTC

Map at-bats to learning objectives

Pacing guide checks

Denisse L.

2025-10-15 23:16:01 UTC

Model and support by going through the lesson to see if it needs more support

2025-10-15 23:16:01 UTC

Giving a demo or having teacher watch with students.

Celebrate and spotlight teacher exemplars who are implementing this strategy well

2025-10-15 23:16:03 UTC

Predict

2025-10-15 23:16:04 UTC

It may not be a bad idea to

predict which teachers may

struggle with this concept, no

matter how experienced they

are.

Demo lessons

2025-10-15 23:16:05 UTC

observe the implementation
review slides

2025-10-15 23:16:06 UTC

Have a timer and pace yourself

2025-10-15 23:16:09 UTC

Present during Demo day, present during a designated planning session,

2025-10-15 23:16:11 UTC

Encourage teachers to generate questions themselves to be introspective about their own areas of needed improvement

2025-10-15 23:16:15 UTC

reflect with team

2025-10-15 23:16:16 UTC

Model how to backwards plan and connect at-bats

2025-10-15 23:16:16 UTC

At-Bats allow students to practice.

2025-10-15 23:16:19 UTC

Build the confidence. Some might feel comfortable implementing because they don't believe they can.

PLCS

2025-10-15 23:16:20 UTC

KV

2025-10-15 23:16:26 UTC

Every student deserves multiple chances to succeed.

Juan Elizondo

2025-10-15 23:16:36 UTC

In CTE, mastery comes from meaningful repetition, reflection, and real-world application.

Juan Elizondo

2025-10-15 23:17:18 UTC

In CTE, creating structures that help teachers plan and reflect on hands-on, skill-based learning.

2025-10-15 23:17:33 UTC

Model during demo.

Juan Elizondo

2025-10-15 23:18:12 UTC

In CTE, observing students in labs, workshops, and field environments to ensure that learning is hands-on.

2025-10-15 23:23:27 UTC

2025-10-15 23:23:45 UTC

2025-10-15 23:27:11 UTC

2025-10-15 23:27:27 UTC

2025-10-15 23:27:47 UTC

Team

2025-10-15 23:51:15 UTC

I have helped my team internalize a lesson and how to make it their own