CORE Action 4 by Summer Robertson

Indicator A

summerlynnrobertson — 2025-10-17 14:13:11 UTC

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

Indicator B

summerlynnrobertson — 2025-10-17 14:16:43 UTC

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

Indicator C

summerlynnrobertson — 2025-10-17 14:17:10 UTC

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

Indicator D

summerlynnrobertson — 2025-10-17 14:17:31 UTC

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

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

2025-10-20 19:35:47 UTC

summerlynnrobertson — 2025-10-20 19:36:30 UTC

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

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

2025-10-20 19:36:35 UTC

Use of success criteria by students.

2025-10-20 19:36:56 UTC

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

2025-10-20 19:38:04 UTC

summerlynnrobertson — 2025-10-20 19:38:15 UTC

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

Secondary ELA Prep

2025-10-20 19:38:20 UTC

-Annotated texts with most challenging language/concepts identified

-Exemplar response to set the learning standard for the task

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

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

2025-10-20 19:40:08 UTC

Secondary ELA

2025-10-20 19:40:10 UTC

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

-Assessments are used in decisionmaking, as appropriate

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

Secondary ELA

2025-10-20 19:41:41 UTC

-Standards are examined and understood. The Standards Guides might be referenced.

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

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