2015-16...The Oakland Effective Teaching Framework is the basis for all classroom observation and is...
28
2015-16
Transcript of 2015-16...The Oakland Effective Teaching Framework is the basis for all classroom observation and is...
2015-2016 TGDS Handbook & OETF
1
2015-16
2015-2016 TGDS Handbook & OETF
2
TGDS Pilot Support Team
In the 2015-2016 school year a modified version of the TGDS evaluation pilot will be implemented at all OUSD K-12 schools. Each site will receive dedicated TGDS implementation support and training through our Talent Division. If you have any questions please feel free to contact us.
TGDS Pilot Support Team Tamara Arroyo, Director Educator Effectiveness Kate Sugarman, Teacher Growth and Development Program Manager Network 1: Melissa Granetz, Talent School Partner James Hilton Harrell, Teacher Growth and Development Specialist Network 2: Silindra McRay, Talent School Partner Alexis Alexander, Teacher Growth and Development Specialist Network 3: Cenne Carroll-Moore, Talent School Partner Renee Bullie, Teacher Growth and Development Specialist Middle School Network: Jeff Dillion, Talent School Partner Jill Thomas, Teacher Growth and Development Specialist High School Network: Beverley Jarrett, Talent School Partner Lisa Rothbard, Teacher Growth and Development Specialist
2015-2016 TGDS Handbook & OETF
3
Teacher Growth and Development System (TGDS) TGDS History & Development Launched in 2011, as an outgrowth of the Strategic Plan, the OUSD Effective Teaching Task Force developed a homegrown framework for effective teaching and a correlating evaluation system that pulls from local and national research. Both are grounded in the specific priorities, context and needs of Oakland’s teachers and students. The resulting Oakland Effective Teaching Framework (OETF) and Teacher Growth and Development System (TGDS) were implemented at 2 schools in the 2013-2014 academic year. Early success encouraged OEA and OUSD to expand the pilot to 16 schools in the 2014-2015 school year. The TGDS Mission TGDS is designed to support the continuous growth and development of teachers by building an asset focused evaluation system that empowers leaders, in and out of the classroom, to provide regular, consistent, evidenced-based feedback to the teachers that improves their practice for students.
The Foundation: Oakland Effective Teaching Framework (OETF) The Oakland Effective Teaching Framework is the basis for all classroom observation and is used to provide feedback to teachers and evaluate teaching practice. The OETF is divided into four domains of effective teaching.
The framework provides four distinct levels of teaching performance (Not Meeting, Developing, Effective, Exemplary) that describe measurable teaching actions and provide a roadmap for improvement in teaching practice. Teachers use the framework to set and measure progress toward teacher-selected growth objectives (SMARTe goals) focused on student outcomes and professional practice.
2015-2016 TGDS Handbook & OETF
4
TGDS Timeline The TGDS timeline has been designed to provide teachers with regular feedback and opportunities for reflection to support growth in teaching practice. All observation types—informal, long and short—are opportunities to collect evidence of practice on all OETF indicators. Long observations are conducted by certified administrators, and short observations are conducted by certified administrators and alternate observers.
Professional Practice Scores The goal of TGDS is to position teachers as leaders in their own growth and development. Teachers use the OETF to set SMARTe goals that they believe will be most impactful for student and professional growth. Throughout the cycle, teachers focus on demonstrating growth in these areas.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
5 O
AK
LAN
D E
FFEC
TIV
E TE
AC
HIN
G F
RA
MEW
OR
K (
OET
F) 2
01
5-2
01
6
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds
Alig
ned
Les
son
s*
1A
Pla
ns
a C
lear
Pu
rpo
se f
or
Lear
nin
g
1A
.1 E
stab
lish
es
stan
dar
ds-
alig
ned
co
nte
nt-
lan
guag
e o
bje
ctiv
es
and
cri
teri
a fo
r m
aste
ry
1A
.2 P
lan
s st
ud
ent
asse
ssm
en
t a
lign
ed t
o c
on
ten
t-la
ngu
age
ob
ject
ive
s
1B
Pla
ns
Me
anin
gfu
l an
d E
qu
itab
le In
stru
ctio
n
1B
.1 P
lan
s m
ean
ingf
ul t
asks
th
at r
eq
uir
e s
tud
en
t o
wn
ers
hip
1B
.2 P
lan
s fo
r st
ud
en
t co
mm
un
icat
ion
an
d c
olla
bo
rati
on
1B
.3 P
lan
s su
pp
ort
fo
r e
qu
itab
le e
nga
gem
en
t an
d a
cce
ss f
or
ALL
fo
r st
ud
ents
Do
mai
n 2
: B
uild
a S
up
po
rtiv
e an
d C
hal
len
gin
g Le
arn
ing
Envi
ron
men
t
2A
Pro
mo
tes
an E
nvi
ron
me
nt
of
Re
spe
ct a
nd
Rap
po
rt
2A
Bu
ilds
a p
osi
tive
an
d r
esp
ect
ful c
lass
roo
m c
om
mu
nit
y w
her
e A
LL s
tud
en
ts a
re v
alu
ed
2B
Est
ablis
he
s a
Cu
ltu
re f
or
Lear
nin
g 2
B B
uild
s a
gro
wth
min
dse
t-fo
cuse
d le
arn
ing
en
viro
nm
en
t
2C
Est
ablis
he
s B
eh
avio
ral E
xpe
ctat
ion
s an
d R
ou
tin
es
2C
Bu
ilds
and
mai
nta
ins
clas
sro
om
ro
uti
ne
s th
at m
axim
ize
lear
nin
g ti
me
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3A
Est
ablis
he
s a
Cle
ar P
urp
ose
fo
r Le
arn
ing
3A
Cle
arly
co
mm
un
icat
es
the
con
ten
t la
ngu
age
ob
ject
ive
an
d c
rite
ria
for
mas
tery
3B
En
gage
s St
ud
en
ts in
Me
anin
gfu
l Tas
ks
3B
.1 E
nga
ges
stu
den
ts in
me
anin
gfu
l tas
ks t
hat
req
uir
e st
ud
en
t o
wn
ersh
ip
3B
.2 U
ses
inst
ruct
ion
al s
trat
egi
es
to s
up
po
rt e
qu
itab
le e
nga
gem
en
t an
d a
cce
ss f
or
ALL
stu
den
ts
3C
Fo
ste
rs C
om
mu
nic
atio
n a
nd
Co
llab
ora
tio
n S
kills
3C
.1 M
od
els
an
d e
nsu
res
use
of
acad
em
ic la
ngu
age
3C
.2 U
ses
qu
est
ion
ing
stra
tegi
es
that
req
uir
e th
e u
se o
f e
vid
en
ce a
nd
ela
bo
rati
on
3C
.3 D
eve
lop
s st
ud
ent
colla
bo
rati
on
an
d c
om
mu
nic
atio
n
3D
Ass
ess
es
Stu
de
nt
Lear
nin
g 3
D M
on
ito
rs a
nd
su
pp
ort
s st
ud
en
t p
rogr
ess
to
war
ds
mas
tery
of
con
ten
t-la
ngu
age
ob
ject
ive
Do
mai
n 4
: R
efle
ct a
nd
Rev
ise
to
Imp
rove
Stu
den
t O
utc
om
es
4A
Re
fle
cts
and
Re
vise
s to
Imp
rove
Stu
de
nt
Ou
tco
me
s
4A
Re
fle
cts
on
stu
de
nt
ou
tco
me
s to
ass
ess
eff
ect
ive
ne
ss a
nd
de
term
ine
ne
xt s
tep
s
** D
istr
ict
Stan
dar
ds
incl
ud
e C
om
mo
n C
ore
Sta
te S
tan
dar
ds,
Nex
t G
ener
atio
n S
cien
ce S
tan
dar
ds,
En
glis
h L
angu
age
De
velo
pm
ent
Stan
dar
ds,
an
d S
oci
al E
mo
tio
nal
Lear
nin
g St
and
ard
s (S
EL)
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
6
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds-
Alig
ned
Les
son
s*
1A
Pla
ns
a C
lear
Pu
rpo
se f
or
Lear
nin
g
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
1A
.1 E
stab
lish
es
stan
dar
ds
alig
ned
con
ten
t-la
ngu
age
ob
ject
ive
s an
d
crit
eri
a fo
r
mas
tery
Co
nte
nt-
lan
guag
e o
bje
ctiv
es:
● A
re n
ot
mea
sura
ble
; lis
ted
as
acti
viti
es
rath
er t
han
stu
den
t le
arn
ing
ob
ject
ives
.
● R
efle
ct lo
w c
hal
len
ge a
nd
are
n
ot
alig
ned
to
gra
de
-le
vel
dis
tric
t co
nte
nt
stan
dar
ds.
●
Mis
sin
g cl
ear
con
ne
ctio
n t
o
dis
cip
line’
s b
ig id
eas,
un
it
goal
s, a
nd
/or
real
-lif
e ap
plic
atio
ns.
●
Is
mis
sin
g co
gnit
ive
(Dep
th o
f K
no
wle
dge
) o
utc
om
es.
● D
o n
ot
des
crib
e h
ow
stu
den
ts
will
use
lan
guag
e to
pra
ctic
e an
d a
pp
ly t
he
con
ten
t.
Co
nte
nt-
lan
guag
e o
bje
ctiv
es:
● C
on
sist
of
a co
mb
inat
ion
of
lear
nin
g o
bje
ctiv
es a
nd
act
ivit
ies.
●
Ref
lect
mea
nin
gfu
l or
chal
len
gin
g co
nte
nt
som
ew
hat
alig
ned
to
gr
ade-
leve
l dis
tric
t co
nte
nt
stan
dar
ds.
●
Are
su
per
fici
ally
co
nn
ecte
d t
o
dis
cip
line’
s b
ig id
eas,
un
it g
oal
s,
and
/or
real
-lif
e ap
plic
atio
ns.
●
May
be
mis
sin
g so
me
cogn
itiv
e (D
epth
of
Kn
ow
led
ge)
ou
tco
mes
. ●
Par
tial
ly d
escr
ibe
ho
w s
tud
ents
w
ill u
se la
ngu
age
(rea
d, w
rite
, d
iscu
ss, l
iste
n)
to p
ract
ice
and
ap
ply
th
e co
nte
nt.
Co
nte
nt-
lan
guag
e o
bje
ctiv
es:
● A
re s
pe
cifi
c, c
lear
, mea
sura
ble
an
d s
tud
ent-
ori
ente
d. *
●
Ref
lect
mea
nin
gfu
l an
d
chal
len
gin
g gr
ade
-le
vel c
on
ten
t al
ign
ed t
o d
istr
ict
stan
dar
ds.
**
● A
re c
lear
ly c
on
nec
ted
to
d
isci
plin
e’s
big
idea
s, u
nit
go
als,
an
d/o
r re
al-l
ife
app
licat
ion
s.
● I
ncl
ud
e ap
pro
pri
ate
cogn
itiv
e (D
epth
of
Kn
ow
led
ge)
ou
tco
mes
. ●
Des
crib
e h
ow
stu
den
ts w
ill u
se
lan
guag
e (e
.g. r
ead
, wri
te,
dis
cuss
, lis
ten
) to
pra
ctic
e an
d
app
ly t
he
con
ten
t.
Co
nte
nt-
lan
guag
e o
bje
ctiv
es:
● R
efle
ct in
terd
isci
plin
ary
grad
e-l
eve
l d
istr
ict
con
ten
t st
and
ard
s al
ign
ed
acro
ss a
ran
ge o
f su
bje
cts/
top
ics.
●
Fo
cus
on
hig
h le
vels
of
cogn
itio
n
(Dep
th o
f K
no
wle
dge
) th
at in
crea
se
the
leve
l of
chal
len
ge o
f co
nte
nt
ou
tco
mes
. ●
In
clu
de
Soci
al a
nd
Em
oti
on
al
Lear
nin
g St
and
ard
s (S
EL)
to s
up
po
rt
char
acte
r an
d a
cad
emic
su
cce
ss.
Ob
serv
able
Evid
en
ce
● O
bje
ctiv
e(s)
incl
ud
es
acti
ve v
erb
s to
nam
e fu
nct
ion
s/p
urp
ose
s fo
r le
arn
ing
and
sp
ecif
ies
targ
et la
ngu
age
nec
essa
ry t
o c
om
ple
te t
he
task
(d
iscu
ss,
arti
cula
te, r
ead
, lis
ten
fo
r).
● O
bje
ctiv
e(s)
art
icu
late
s th
e ac
adem
ic la
ngu
age
fun
ctio
ns
and
ski
lls t
hat
th
ey n
eed
to
mas
ter
to f
ully
par
tici
pat
e in
th
e le
sso
n a
nd
me
et t
he
grad
e-l
eve
l co
nte
nt
stan
dar
ds.
●
Ob
ject
ive(
s) in
clu
de
s cl
ear
con
nec
tio
n t
o d
isci
plin
e’s
big
ide
as, u
nit
go
als
and
/or
real
-lif
e ap
plic
atio
ns.
●
Ob
ject
ive(
s) in
clu
de
s cl
ear
con
nec
tio
n t
o D
istr
ict
inst
ruct
ion
al a
nd
So
cial
an
d E
mo
tio
nal
Lea
rnin
g st
and
ard
s. *
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● I
nst
ruct
ion
al o
utc
om
es
may
ref
eren
ce IE
P g
oal
s, a
nd
/or
alte
rnat
ive
stan
dar
ds
that
ad
dre
ss r
eal-
wo
rld
life
an
d a
dap
tive
fu
nct
ion
ing
skill
s.
● I
nst
ruct
ion
al o
utc
om
es
may
be
mo
dif
ied
an
d/o
r ad
apte
d f
or
ind
ivid
ual
stu
den
ts.
* St
ud
ent
ori
ente
d: D
escr
ibes
wh
at s
tud
ents
will
do
rat
her
th
an w
hat
th
e te
ach
er w
ill d
o (
Stu
den
ts w
ill…
)
** D
istr
ict
Stan
dar
ds
incl
ud
e C
om
mo
n C
ore
Sta
te S
tan
dar
ds,
Nex
t G
ener
atio
n S
cien
ce S
tan
dar
ds,
En
glis
h L
angu
age
De
velo
pm
ent
Stan
dar
ds,
an
d S
oci
al E
mo
tio
nal
Lear
nin
g St
and
ard
s (S
EL)
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
7
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds-
Alig
ned
Les
son
s*
1A
Pla
ns
a C
lear
Pu
rpo
se f
or
Lear
nin
g
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
1A
.2 P
lan
s
stu
den
t
asse
ssm
en
t
alig
ne
d t
o
con
ten
t-la
ngu
age
ob
ject
ive
s
● T
he
teac
her
‘s in
stru
ctio
nal
p
lan
s d
o n
ot
incl
ud
e cr
iter
ia b
y w
hic
h s
tud
ent
lear
nin
g w
ill b
e
asse
ssed
, or
crit
eria
are
lim
ite
d
or
con
fusi
ng.
●
Th
e te
ach
er’s
inst
ruct
ion
al
pla
ns
incl
ud
e lim
ited
or
no
p
lan
s fo
r fo
rmat
ive
asse
ssm
en
t al
ign
ed t
o c
on
ten
t-la
ngu
age
ob
ject
ive(
s).
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
asse
ss a
ctiv
ity
com
ple
tio
n r
ath
er
than
stu
den
t le
arn
ing,
or
crit
eria
to
ass
ess
leve
ls o
f st
ud
ent
lear
nin
g is
un
clea
r.
● T
he
teac
her
’s in
stru
ctio
nal
pla
ns
incl
ud
e fo
rmat
ive
asse
ssm
ents
p
arti
ally
alig
ned
to
co
nte
nt-
lan
guag
e o
bje
ctiv
es O
R f
orm
ativ
e as
sess
men
ts t
hat
will
yie
ld
gen
eric
dat
a ab
ou
t st
ud
ent
pro
gres
s.
● T
he
teac
her
’s in
stru
ctio
nal
pla
ns
pro
vid
e st
ud
ents
wit
h s
up
erfi
cial
o
pp
ort
un
itie
s fo
r m
on
ito
rin
g p
rogr
ess
that
are
par
tial
ly a
lign
ed
to t
he
crit
eria
fo
r m
aste
ry.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e cl
ear
crit
eria
to
ass
ess
leve
ls o
f st
ud
ent
lear
nin
g.
● T
he
teac
her
’s p
lan
s fo
r co
mm
un
icat
ing
crit
eria
fo
r m
aste
ry c
lear
ly d
escr
ibe
exp
ecta
tio
ns
for
stu
den
t su
cces
s an
d m
ay in
clu
de
mo
del
s,
rub
rics
, or
too
ls t
o il
lust
rate
w
hat
su
cce
ss w
ill lo
ok
like.
●
Th
e te
ach
er’s
inst
ruct
ion
al p
lan
s in
clu
de
form
ativ
e as
sess
men
ts
alig
ned
to
th
e co
nte
nt-
lan
guag
e o
bje
ctiv
e(s)
th
at c
an y
ield
ac
tio
nab
le d
ata
abo
ut
stu
den
t p
rogr
ess.
●
Th
e te
ach
er’s
inst
ruct
ion
al p
lan
s p
rovi
de
stu
den
ts w
ith
st
ruct
ure
d o
pp
ort
un
itie
s to
m
on
ito
r p
rogr
ess
agai
nst
th
e cr
iter
ia f
or
mas
tery
an
d id
enti
fy
mea
nin
gfu
l nex
t st
eps
to
adva
nce
lear
nin
g.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e st
ruct
ure
s/st
rate
gie
s to
so
licit
an
d in
corp
ora
te s
tud
ent
voic
e in
to t
he
asse
ssm
ent
crit
eria
.
●
The
teac
her
‘s in
stru
ctio
nal
pla
ns
pro
vid
e ti
me
for
stu
den
ts t
o a
sses
s th
eir
ow
n w
ork
aga
inst
th
e cr
iter
ia
for
mas
tery
an
d e
stab
lish
nex
t st
eps
for
adva
nci
ng
thei
r o
wn
lear
nin
g to
war
d m
aste
ry.
Ob
serv
able
Evid
en
ce
● I
nst
ruct
ion
al p
lan
sh
ow
s h
ow
th
e te
ach
er w
ill u
se a
sses
sme
nt
stra
tegi
es
and
inst
rum
ents
ap
pro
pri
ate
to t
he
lear
nin
g o
utc
om
es
bei
ng
eva
luat
ed
(co
nfe
rrin
g, o
ral/
wri
tten
pre
sen
tati
on
, per
form
ance
ru
bri
c, q
ues
tio
nin
g st
rate
gie
s, e
tc.)
. ●
In
stru
ctio
nal
pla
n p
rovi
des
op
po
rtu
nit
ies
for
stu
den
ts t
o t
hin
k ab
ou
t, d
iscu
ss, o
r e
valu
ate
and
mo
nit
or
thei
r p
rogr
ess
tow
ard
s co
nte
nt
mas
tery
. (SE
L)
● I
nst
ruct
ion
al p
lan
sh
ow
s th
e u
se o
f ru
bri
cs a
nd
gu
idel
ines
to
eva
luat
e w
ork
in p
rogr
ess.
●
In
stru
ctio
nal
pla
n in
clu
des
pla
ns
to a
dd
ress
an
d a
nsw
er q
ue
stio
ns
in a
cco
rdan
ce w
ith
Dep
ths
of
Kn
ow
led
ge.
● I
nst
ruct
ion
al p
lan
s in
clu
de
a cl
ear
pla
n t
o a
rtic
ula
te c
on
ten
t-la
ngu
age
ob
ject
ive
and
cri
teri
a fo
r m
aste
ry t
o a
nd
wit
h s
tud
ents
. ●
In
stru
ctio
nal
pla
ns
pro
vid
e o
pp
ort
un
itie
s fo
r st
ud
ents
to
sel
f-re
view
an
d/o
r p
eer
revi
ew
. (SE
L)
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ents
’ IEP
s an
d 5
04
acc
om
mo
dat
ion
s ar
e u
p-t
o-d
ate
and
ad
equ
atel
y ad
dre
ss t
he
crit
eria
by
wh
ich
stu
den
ts’ l
earn
ing
will
be
asse
ssed
an
d m
easu
red
to
mee
t IE
P g
oal
s, 5
04
acc
om
mo
dat
ion
s an
d e
xpec
ted
lear
nin
g o
utc
om
es.
● T
each
er’
s in
stru
ctio
nal
pla
ns
refe
ren
ce IE
P g
oal
s/5
04
acc
om
mo
dat
ion
s, a
nd
/or
alte
rnat
ive
sta
nd
ard
s th
at a
dd
ress
rea
l-w
orl
d li
fe a
nd
ad
apti
ve
fun
ctio
nin
g sk
ills.
●
Tea
che
r’s
inst
ruct
ion
al p
lan
s sh
ou
ld b
e m
od
ifie
d a
nd
/or
adap
ted
fo
r in
div
idu
al s
tud
ents
.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
8
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds-
Alig
ned
Les
son
s*
1B
Pla
ns
Me
anin
gfu
l an
d E
qu
itab
le In
stru
ctio
n
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
1B
.1 P
lan
s
me
anin
gfu
l tas
ks
that
req
uir
e
stu
de
nt
ow
ne
rsh
ip
●
Task
s ar
e n
ot
alig
ned
to
co
nte
nt-
lan
guag
e o
bje
ctiv
e an
d
rep
rese
nt
a ch
alle
nge
to
few
st
ud
ents
. ●
Tas
ks p
rim
arily
req
uir
e st
ud
ents
to
rem
em
ber
an
d/o
r re
pea
t fa
cts/
bas
ic in
form
atio
n.
● T
ask
seq
uen
ce d
oe
s n
ot
pro
vid
e st
ud
ents
wit
h
adeq
uat
e ti
me
to p
ract
ice
and
ap
ply
co
nce
pts
.
● T
asks
are
so
me
wh
at a
lign
ed t
o
con
ten
t-la
ngu
age
ob
ject
ive
and
re
pre
sen
t a
chal
len
ge f
or
som
e st
ud
ents
.
● T
asks
req
uir
e so
me
sup
erfi
cial
an
alys
is a
nd
res
po
nse
to
co
mp
lex
text
s o
r re
al-w
orl
d s
cen
ario
s.
● T
asks
are
seq
uen
ced
to
allo
w
stu
den
ts t
o s
pen
d s
om
e o
f th
e le
sso
n p
ract
icin
g an
d a
pp
lyin
g co
nce
pts
.
● T
asks
are
alig
ned
to
co
nte
nt-
lan
guag
e o
bje
ctiv
e an
d r
epre
sen
t a
chal
len
ge f
or
mo
st s
tud
ents
.
● T
asks
req
uir
e st
ud
ents
to
en
gage
in
hig
h-l
evel
an
alys
is, e
xpla
nat
ion
an
d/o
r w
ritt
en r
esp
on
se t
o
com
ple
x te
xts
OR
to
so
lve
pro
ble
ms
for
real
-wo
rld
sce
nar
ios
or
app
licat
ion
s.
● T
asks
are
seq
uen
ced
so
th
at
stu
den
ts w
ill s
pen
d t
he
maj
ori
ty
of
the
less
on
rea
din
g, w
riti
ng,
d
iscu
ssin
g, a
nal
yzin
g, p
rob
lem
so
lvin
g, o
r ap
ply
ing
con
cep
ts in
o
rder
to
su
pp
ort
mas
tery
of
the
lear
nin
g o
bje
ctiv
e.
● T
asks
incl
ud
e u
se o
f m
edia
, te
chn
olo
gy a
nd
/or
too
ls t
hat
en
han
ce s
tud
ent
mas
tery
of
lear
nin
g o
bje
ctiv
e.
● T
asks
are
alig
ned
to
co
nte
nt-
lan
guag
e o
bje
ctiv
e an
d r
epre
sen
t a
chal
len
ge t
hat
can
be
per
son
aliz
ed
for
each
stu
den
t.
AN
D
● T
asks
incl
ud
e st
ud
ent
cho
ice
or
op
en s
ele
ctio
n w
ith
reg
ard
to
th
e u
se o
f m
edia
, tec
hn
olo
gy a
nd
/or
too
ls t
o e
nh
ance
stu
den
t m
aste
ry o
f le
arn
ing
ob
ject
ive.
Ob
serv
able
Evid
en
ce
● T
asks
are
alig
ned
to
th
e co
nte
nt
lan
guag
e o
bje
ctiv
e.
● T
asks
req
uir
e st
ud
ents
to
an
alyz
e, e
xpla
in a
nd
/or
wri
te in
re
spo
nse
to
co
mp
lex
text
s O
R t
o s
olv
e p
rob
lem
s fo
r re
al-w
orl
d s
cen
ario
s o
r ap
plic
atio
ns.
●
Tas
ks o
ffer
sev
eral
way
s fo
r st
ud
ents
to
ap
pro
ach
an
d d
emo
nst
rate
lear
nin
g (i
.e. d
iffe
ren
t ac
tivi
tie
s/q
ue
stio
ns/
mo
de
s o
f ex
pre
ssio
n o
r p
erfo
rman
ce f
or
stu
den
ts t
o c
ho
ose
fro
m).
(SE
L)
● I
nst
ruct
ion
al p
lan
fac
ilita
tes
stu
den
ts’ u
se o
f av
aila
ble
tec
hn
olo
gies
to
su
pp
ort
an
d/o
r ad
van
ce t
hei
r le
arn
ing
and
to
exp
lore
imp
ort
ant
idea
s u
sin
g a
vari
ety
of
reso
urc
es a
nd
ava
ilab
le t
ech
no
logi
es.
(SE
L)
● I
nst
ruct
ion
al p
lan
allo
ws
a si
gnif
ican
t am
ou
nt
of
tim
e fo
r st
ud
ents
to
pra
ctic
e, in
tern
aliz
e, a
nd
ap
ply
co
nte
nt-
spec
ific
lear
nin
g st
rate
gie
s.
● T
asks
are
fra
med
to
ind
icat
e th
eir
cogn
itiv
e fu
nct
ion
.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ents
’ IEP
s an
d 5
04
acc
om
mo
dat
ion
s ar
e u
p t
o d
ate
and
ad
equ
atel
y ad
dre
ss t
he
crit
eria
by
wh
ich
stu
den
ts’ l
earn
ing
will
be
asse
ssed
an
d m
easu
red
to
m
eet
IEP
go
als,
50
4 a
cco
mm
od
atio
ns
and
exp
ecte
d le
arn
ing
ou
tco
mes
. ●
Tea
che
r’s
inst
ruct
ion
al p
lan
s re
fere
nce
IEP
go
als/
50
4 a
cco
mm
od
atio
ns
and
/or
alte
rnat
ive
stan
dar
ds
that
ad
dre
ss r
eal-
wo
rld
an
d a
dap
tive
fu
nct
ion
ing
skill
s.
● T
each
er’
s in
stru
ctio
nal
pla
ns
sho
uld
be
mo
dif
ied
an
d/o
r ad
apte
d f
or
ind
ivid
ual
stu
den
ts.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
9
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds-
Alig
ned
Les
son
s*
1B
Pla
ns
Me
anin
gfu
l an
d E
qu
itab
le In
stru
ctio
n
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
1B
.2 P
lan
s fo
r
stu
de
nt
com
mu
nic
atio
n
and
co
llab
ora
tio
n
● T
he
teac
her
‘s in
stru
ctio
nal
p
lan
s d
o n
ot
incl
ud
e fo
cus
on
ac
adem
ic la
ngu
age.
●
Th
e te
ach
er‘s
inst
ruct
ion
al
pla
ns
incl
ud
e lim
ited
q
ues
tio
ns/
pro
mp
ts O
R
qu
esti
on
s ar
e lo
w le
vel (
bas
ic
reca
ll).
● T
he
teac
her
‘s in
stru
ctio
nal
p
lan
s d
o n
ot
incl
ud
e ar
ran
gem
ents
fo
r st
ud
ent
com
mu
nic
atio
n o
r co
llab
ora
tio
n O
R t
her
e is
a
mis
mat
ch b
etw
een
th
e st
ruct
ure
an
d in
stru
ctio
nal
o
bje
ctiv
e/st
ud
ent
ne
eds.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e fo
cus
on
aca
dem
ic
lan
guag
e b
ut
op
po
rtu
nit
ies
for
stu
den
ts t
o p
ract
ice/
app
ly a
re
vagu
e.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e q
ues
tio
ns/
pro
mp
ts t
hat
re
qu
ire
mo
der
ate
leve
l th
inki
ng
and
so
mew
hat
su
pp
ort
stu
den
ts in
m
aste
ry o
f th
e le
arn
ing
targ
et(s
) ●
Th
e te
ach
er‘s
inst
ruct
ion
al p
lan
s m
ay in
clu
de
arra
nge
men
ts f
or
com
mu
nic
atio
n o
r co
llab
ora
tio
n,
bu
t th
e d
esig
n a
nd
str
uct
ure
s ar
e n
ot
clea
r o
r o
nly
par
tial
ly s
up
po
rt
the
inst
ruct
ion
al o
utc
om
es.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e ac
adem
ic la
ngu
age,
co
nn
ecte
d t
o t
he
con
ten
t la
ngu
age
ob
ject
ive
and
pro
vid
e o
pp
ort
un
itie
s fo
r st
ud
ents
to
p
ract
ice/
app
ly n
ew la
ngu
age.
●
Th
e te
ach
er‘s
inst
ruct
ion
al p
lan
s in
clu
de
qu
esti
on
s/p
rom
pts
th
at
enco
ura
ge d
iver
se p
ersp
ecti
ves,
ad
van
ce h
igh
er-l
eve
l th
inki
ng,
an
d
sup
po
rt s
tud
ents
in m
aste
ry o
f th
e le
arn
ing
ob
ject
ive.
●
Th
e te
ach
er‘s
inst
ruct
ion
al p
lan
s in
clu
de
clea
r ex
pec
tati
on
s an
d
vari
ou
s st
ruct
ure
s fo
r co
mm
un
icat
ion
an
d/o
r co
llab
ora
tio
n t
hat
cle
arly
su
pp
ort
th
e co
nte
nt
lear
nin
g o
bje
ctiv
e.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e st
ruct
ure
s to
su
pp
ort
st
ud
ents
in d
evel
op
ing
qu
esti
on
s/p
rom
pts
to
ad
van
ce
hig
her
-lev
el t
hin
kin
g an
d s
up
po
rt
mas
tery
of
the
lear
nin
g o
bje
ctiv
e.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e th
e st
ruct
ure
s fo
r st
ud
ents
to
fl
exib
ly g
rou
p t
hem
selv
es
du
rin
g th
e le
sso
n t
o m
eet
ind
ivid
ual
stu
den
t n
eed
s.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
po
siti
on
stu
den
ts a
s fa
cilit
ato
rs o
f cl
assr
oo
m d
iscu
ssio
ns
and
/or
colla
bo
rati
ve s
tru
ctu
res.
Ob
serv
able
Evid
en
ce
● R
ole
, du
rati
on
, an
d a
cco
un
tab
ility
of
task
s fo
ster
co
llab
ora
tio
n a
nd
co
mm
un
icat
ion
. (SE
L)
● I
nst
ruct
ion
al p
lan
exp
licit
ly n
ame
s o
pp
ort
un
itie
s fo
r ac
ade
mic
vo
cab
ula
ry t
o b
e u
sed
an
d s
up
po
rted
. ●
In
stru
ctio
nal
pla
n in
clu
des
co
gnit
ivel
y ch
alle
ngi
ng
dis
cuss
ion
op
po
rtu
nit
ies
that
allo
w f
or
teac
her
an
d s
tud
ent
faci
lita
tio
n t
hat
su
pp
ort
ALL
lear
ner
s. (
SEL)
●
In
stru
ctio
nal
pla
n in
clu
des
var
ied
str
uct
ure
s fo
r st
ud
ent
gro
up
ings
fo
r A
cad
em
ic D
iscu
ssio
ns
that
are
des
ign
ed t
o d
eep
en
lear
nin
g. (
SEL)
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ents
’ IEP
s an
d 5
04
acc
om
mo
dat
ion
s ar
e u
p-t
o-d
ate
and
ad
equ
atel
y ad
dre
ss t
he
crit
eria
by
wh
ich
stu
den
ts’ l
earn
ing
will
be
asse
ssed
an
d m
easu
red
to
m
eet
IEP
go
als,
50
4 a
cco
mm
od
atio
ns
an
d e
xpec
ted
lear
nin
g o
utc
om
es.
● T
each
er’
s in
stru
ctio
nal
pla
ns
refe
ren
ce IE
P g
oal
s/5
04
acc
om
mo
dat
ion
s an
d/o
r al
tern
ativ
e st
an
dar
ds
that
ad
dre
ss r
eal-
wo
rld
an
d a
dap
tive
fu
nct
ion
ing
skill
s.
● T
each
er’
s in
stru
ctio
nal
pla
ns
sho
uld
be
mo
dif
ied
an
d/o
r ad
apte
d f
or
ind
ivid
ual
stu
den
ts.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
10
Do
mai
n 1
: P
lan
an
d P
rep
are
Rig
oro
us
Stan
dar
ds-
Alig
ned
Les
son
s *
1B
Pla
ns
Me
anin
gfu
l an
d E
qu
itab
le In
stru
ctio
n
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
1B
.3 P
lan
s
sup
po
rt f
or
eq
uit
able
en
gage
me
nt
and
acce
ss f
or
ALL
fo
r
stu
den
ts
● T
he
teac
her
’s in
stru
ctio
nal
p
lan
s d
o n
ot
inco
rpo
rate
st
ud
ent
cult
ure
, in
tere
sts
and
p
rio
r kn
ow
led
ge in
to le
sso
n
con
ten
t/d
esig
n t
o e
nga
ge
stu
den
ts in
lear
nin
g.
● T
he
teac
her
‘s in
stru
ctio
nal
p
lan
s ar
e d
esig
ned
fo
r th
e cl
ass
as a
wh
ole
, wit
ho
ut
mo
dif
icat
ion
s to
ad
dre
ss
stu
den
t n
eed
s.
● T
he
teac
her
‘s in
stru
ctio
nal
p
lan
s d
o n
ot
add
ress
co
mm
on
st
ud
ent
mis
con
cep
tio
ns
or
pro
vid
e st
rate
gie
s to
su
pp
ort
st
ud
ents
in c
orr
ecti
ng
mis
con
cep
tio
ns.
● T
he
teac
her
’s in
stru
ctio
nal
pla
ns
bro
adly
inco
rpo
rate
stu
den
t cu
ltu
re b
y fo
cusi
ng
pri
mar
ily o
n
“su
rfac
e” c
ult
ure
(i.e
. fo
od
, dre
ss,
and
ho
liday
s), s
tud
ent
inte
rest
s,
and
pri
or
kno
wle
dge
into
less
on
co
nte
nt/
des
ign
to
en
gage
st
ud
ents
in le
arn
ing.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
inco
rpo
rate
so
me
mo
dif
icat
ion
s,
or
scaf
fold
s, b
ut
on
ly s
up
erfi
cial
ly
add
ress
stu
den
ts’ n
eed
s an
d/o
r ac
cess
to
gra
de
-le
vel c
on
ten
t.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
add
ress
co
mm
on
stu
den
t m
isco
nce
pti
on
s, b
ut
incl
ud
e lim
ited
str
ateg
ies
to a
dd
ress
an
d
corr
ect
mis
con
cep
tio
ns.
● T
he
teac
her
’s in
stru
ctio
nal
pla
ns
inco
rpo
rate
stu
den
ts’ “
shal
low
” o
r “d
eep
” cu
ltu
res,
stu
den
t in
tere
sts,
an
d p
rio
r kn
ow
led
ge
into
less
on
co
nte
nt/
de
sign
to
en
gage
stu
den
ts in
lear
nin
g.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
inco
rpo
rate
mo
dif
icat
ion
s,
inst
ruct
ion
al s
trat
egie
s an
d
scaf
fold
s to
mee
t th
e d
iver
se
acad
emic
an
d li
ngu
isti
c n
eed
s o
f st
ud
ent
gro
up
s w
ith
a p
arti
cula
r fo
cus
on
his
tori
cally
un
der
serv
ed
stu
den
t gr
ou
ps
(e.g
. PEC
, ELL
, A
AM
, etc
.).
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
anti
cip
ate
stu
den
t m
isco
nce
pti
on
s an
d in
clu
de
stra
tegi
es t
o s
up
po
rt s
tud
ents
to
re
cogn
ize
and
co
rrec
t th
ese
m
isco
nce
pti
on
s.
● T
he
teac
her
’s in
stru
ctio
nal
pla
ns
inco
rpo
rate
ind
ivid
ual
stu
den
t cu
ltu
re o
n a
ll le
vels
(su
rfac
e,
shal
low
, an
d d
eep
), s
tud
ent
inte
rest
s, a
nd
pri
or
kno
wle
dge
into
le
sso
n c
on
ten
t/d
esig
n t
o e
nga
ge
stu
den
ts in
lear
nin
g.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
inco
rpo
rate
mo
dif
icat
ion
s,
inst
ruct
ion
al s
trat
egie
s, a
nd
sc
affo
lds
to m
eet
the
div
erse
ac
adem
ic a
nd
lin
guis
tic
nee
ds
of
ind
ivid
ual
stu
den
ts.
●
Th
e te
ach
er’s
inst
ruct
ion
al p
lan
s p
rovi
de
an e
ffec
tive
str
uct
ure
fo
r st
ud
ents
to
un
cove
r an
d c
orr
ect
th
eir
ow
n m
isco
nce
pti
on
s fo
r d
eep
er le
arn
ing.
Ob
serv
able
Evid
en
ce
● I
nst
ruct
ion
al p
lan
incl
ud
es s
caff
old
s an
d s
trat
egi
es
for
ELL
and
/or
dep
end
ent
lear
ner
s th
at b
uild
s u
nd
erst
and
ing
of
Engl
ish
lear
ner
s’ le
vels
of
lan
guag
e ac
qu
isit
ion
an
d t
each
es s
pec
ific
aca
dem
ic la
ngu
age
in w
ays
that
en
gage
stu
den
ts in
acc
essi
ng
sub
ject
mat
ter
text
an
d/o
r le
arn
ing
acti
viti
es (
incl
ud
ing
sen
ten
ce f
ram
es,
fro
ntl
oad
ing
of
voca
bu
lary
, co
nte
nt
and
lan
guag
e fu
nct
ion
s, s
mal
l-gr
ou
p in
stru
ctio
n).
●
In
stru
ctio
nal
pla
n is
des
ign
ed w
ith
a p
hilo
sop
hic
al s
tan
ce o
f C
ult
ura
lly R
esp
on
sive
Tea
chin
g (S
EL)
● I
nst
ruct
ion
al p
lan
incl
ud
es c
on
sid
erat
ion
of
stu
den
ts’ p
rio
r kn
ow
led
ge, s
kills
an
d in
tere
sts
fro
m p
revi
ou
s le
sso
n w
ith
co
nn
ecti
on
to
Big
Idea
s an
d/o
r U
nit
Th
eme
●
In
stru
ctio
nal
pla
n in
clu
des
mo
dif
icat
ion
s an
d s
caff
old
s fo
r st
ud
ents
’ in
div
idu
al c
ogn
itiv
e, s
oci
al a
nd
ph
ysic
al d
evel
op
me
nt
that
mat
ches
stu
den
ts’
inst
ruct
ion
wit
h t
hei
r p
atte
rn o
f ab
iliti
es. (
SEL)
●
In
stru
ctio
nal
pla
n s
ho
ws
ho
w t
each
er a
nti
cip
ates
an
d w
ill a
dd
ress
stu
den
t m
isco
nce
pti
on
s th
rou
gho
ut
the
less
on
. In
stru
ctio
nal
pla
n in
clu
des
sca
ffo
lds
and
str
ateg
ies
for
EL a
nd
/or
stru
gglin
g st
ud
ents
(in
clu
din
g se
nte
nce
fra
me
s, f
ron
tlo
adin
g o
f vo
cab
ula
ry, c
on
ten
t an
d la
ngu
age
fun
ctio
ns,
sm
all g
rou
p
inst
ruct
ion
).
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
incl
ud
e kn
ow
led
ge o
f in
div
idu
al s
tud
ents
’ in
stru
ctio
nal
nee
ds
and
ab
ility
bas
ed o
n IE
P g
oal
s an
d/o
r 5
04
Pla
n
Acc
om
mo
dat
ion
s.
● T
he
teac
her
‘s in
stru
ctio
nal
pla
ns
pu
rpo
sefu
lly in
corp
ora
te t
he
cult
ure
of
dis
abili
ty in
to le
sso
n c
on
ten
t/d
esig
n, i
ncl
ud
ing
acco
mm
od
atio
ns
bas
ed o
n ID
EA
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
11
Dis
abili
tie
s (I
nd
ivid
ual
s w
ith
Dis
abili
ties
Ed
uca
tio
n A
ct).
Th
e te
ach
er’s
inst
ruct
ion
al p
lan
s in
clu
de
spe
cifi
c an
d a
pp
rop
riat
e m
od
ific
atio
ns
to m
atch
ind
ivid
ual
stu
den
ts
nee
ds
and
/or
goal
s.
● T
each
er’
s in
stru
ctio
nal
pla
ns
may
incl
ud
e st
ud
ent
gro
up
ing
that
are
tea
cher
fac
ilita
ted
.
● T
each
er’
s in
stru
ctio
nal
pla
ns
incl
ud
e st
rate
gies
or
stru
ctu
res
that
are
car
efu
lly s
ele
cted
to
su
pp
ort
stu
den
t o
utp
ut
and
gen
erat
e st
ud
ent
inte
ract
ion
al
ign
ed t
o le
arn
ing
targ
ets.
●
Th
e te
ach
er’s
inst
ruct
ion
al p
lan
s in
clu
de
stra
tegi
es
to m
inim
ize
beh
avio
ral d
istr
acti
on
s/d
isru
pti
on
s an
d a
re d
esig
ned
to
fac
ilita
te e
nga
gem
ent
and
ac
adem
ic a
chie
vem
ent.
●
In
stru
ctio
nal
pla
ns
sho
uld
tak
e in
to c
on
sid
erat
ion
s ac
com
mo
dat
ion
s/m
od
ific
atio
ns
as w
ell a
s st
ud
ent
gro
up
ings
by
mu
ltip
le s
kill
leve
ls.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
12
Do
mai
n 2
: B
uild
a S
up
po
rtiv
e an
d C
hal
len
gin
g Le
arn
ing
Envi
ron
men
t
2A
Pro
mo
tes
an E
nvi
ron
me
nt
of
Re
spe
ct a
nd
Rap
po
rt
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
2A
Bu
ilds
a
po
siti
ve a
nd
resp
ect
ful
clas
sro
om
com
mu
nit
y
wh
ere
all
stu
de
nts
are
valu
ed
● T
each
er/
stu
den
t an
d
stu
den
t/st
ud
ent
inte
ract
ion
s ar
e n
ot
resp
ectf
ul.
●
In
tera
cts
wit
h s
tud
ents
in w
ays
that
do
no
t su
pp
ort
stu
den
ts’
cult
ura
l bac
kgro
un
ds
and
/or
nat
ive
lan
guag
es.
●
Evi
den
ce o
f aw
aren
ess
fo
r st
ud
ents
’ co
mm
un
ity
and
cu
ltu
re a
re la
ckin
g.
● T
each
er/
stu
den
t an
d
stu
den
t/st
ud
ent
inte
ract
ion
s ar
e ge
ner
ally
re
spec
tfu
l.
● T
he
teac
her
inte
ract
s w
ith
st
ud
ents
in w
ays
that
ind
icat
e
acce
pta
nce
of
thei
r cu
ltu
ral
bac
kgro
un
ds
and
/or
nat
ive
lan
guag
es.
● L
imit
ed/p
arti
al e
vid
ence
of
pro
mo
tin
g st
ud
ents
’ co
mm
un
ity
and
cu
ltu
re.
● T
each
er/
stu
den
t an
d
stu
den
t/st
ud
ent
inte
ract
ion
s co
nve
y re
spec
t an
d w
arm
th.
● T
he
teac
her
inte
ract
s w
ith
st
ud
ents
in w
ays
that
val
idat
e a
nd
af
firm
div
erse
cu
ltu
ral
per
spec
tive
s (e
.g.,
stu
den
ts’
cult
ure
, cu
ltu
re o
f d
isab
ility
, co
mm
un
ity,
fam
ily, b
ackg
rou
nd
) an
d/o
r n
ativ
e la
ngu
ages
.
● C
ult
ura
l per
spec
tive
s ar
e o
bse
rvab
le in
th
e cl
assr
oo
m
thro
ugh
less
on
exa
mp
les,
me
nta
l m
od
els,
dis
cuss
ion
pro
mp
ts,
curr
icu
lar
reso
urc
es, v
isu
als
and
/or
arti
fact
s.
● S
tud
ent/
stu
den
t in
tera
ctio
ns
dem
on
stra
te a
hig
h r
ega
rd a
nd
re
spe
ct f
or
on
e an
oth
er r
efle
ctin
g ge
nu
ine
tru
st, c
arin
g an
d w
arm
th
mo
del
ed b
y th
e te
ach
er.
● S
tud
ents
ass
um
e o
wn
ersh
ip o
f cu
ltu
ral c
om
pet
ence
in t
he
clas
sro
om
, val
idat
ing
and
aff
irm
ing
the
cult
ura
l bac
kgro
un
ds
and
/or
nat
ive
lan
guag
es
of
oth
ers
in a
nd
b
eyo
nd
th
eir
clas
sro
om
.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● U
ses
bo
dy
lan
guag
e an
d n
on
verb
al c
ues
to
ack
no
wle
dge
stu
den
ts in
div
idu
ally
an
d c
on
vey
war
mth
an
d r
esp
ect
(SE
L).
●
Acc
epts
dif
fere
nt
regi
ste
rs o
f la
ngu
age
and
exp
licit
ly t
each
es
thei
r ap
pro
pri
ate
use
in d
iffe
ren
t co
nte
xts
(co
de
-sw
itch
ing)
(SE
L).
● U
ses
curr
icu
lum
th
at d
escr
ibe
s h
isto
rica
l an
d/o
r p
olit
ical
eve
nts
fro
m a
ran
ge o
f ra
cial
, eth
nic
, cu
ltu
ral,
gen
der
, an
d la
ngu
age
per
spec
tive
s.
● U
ses
and
pro
vid
es
acce
ss t
o a
var
iety
of
mu
ltic
ult
ura
l mat
eria
ls (
e.g.
, lit
erat
ure
, re
sou
rce
s, t
oys
/gam
es,
art
ifac
ts, r
ealia
, cu
rren
t ev
ents
) th
at r
efle
ct
stu
den
ts’ c
ult
ure
s an
d/o
r o
ther
cu
ltu
res
for
stu
den
ts t
o le
arn
ab
ou
t.
● U
ses
tech
no
logy
an
d d
igit
al r
eso
urc
es
(in
clu
din
g o
nlin
e d
atab
ases
) to
res
earc
h d
iver
se c
ult
ure
s, p
ersp
ecti
ves
and
op
inio
ns,
an
d t
o e
nga
ge in
ap
pro
pri
ate
soci
al a
ctio
n.
● A
dd
ress
es
syst
ems
of
po
wer
an
d p
rivi
lege
, eve
n in
mo
no
-cu
ltu
ral c
lass
roo
ms,
in a
way
th
at d
ecre
ases
bia
s an
d in
crea
ses
equ
ity
(SEL
).
● U
ses
ritu
al, r
ecit
atio
n, r
epet
itio
n, a
nd
rh
yth
m t
o s
up
po
rt s
tud
ents
in p
roce
ssin
g n
ew
info
rmat
ion
●
In
corp
ora
tes
cult
ura
l lea
rnin
g to
ols
of
mem
ory
, pat
tern
s an
d p
uzz
les,
tal
k an
d w
ord
pla
y, a
nd
per
spec
tive
s to
en
gage
stu
den
ts
● I
nco
rpo
rate
s m
usi
c in
to t
he
less
on
as
bac
kgro
un
d f
or
stu
de
nt
thin
kin
g o
r to
ind
icat
e tr
ansi
tio
n a
nd
mo
vem
ent
tim
e
Ob
serv
able
Stu
de
nt
Be
hav
iors
● S
up
po
rts
pee
rs a
nd
off
ers
assi
stan
ce a
nd
en
cou
rage
men
t (S
EL).
●
Lis
ten
s an
d f
ocu
ses
on
tea
che
r o
r p
eers
wh
en t
hey
are
sp
eaki
ng
(SEL
).
● M
akes
co
nn
ecti
on
s b
etw
een
cu
rric
ulu
m a
nd
per
son
al c
om
mu
nit
y an
d c
ult
ure
.
● D
escr
ibe
s cl
assr
oo
m a
s a
pla
ce w
her
e th
ey f
eel
acc
epte
d (
wh
en p
rom
pte
d)
(SEL
).
● D
escr
ibe
s te
ach
er a
s so
meo
ne
wh
o k
no
ws
the
m a
nd
is in
tere
sted
in t
he
m (
wh
en p
rom
pte
d)
(SEL
).
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ent/
stu
den
t in
tera
ctio
n m
ay b
e lim
ited
. Tea
cher
may
nee
d t
o in
corp
ora
te a
dd
itio
nal
sca
ffo
lds
to s
up
po
rt s
oci
al s
kills
an
d p
osi
tive
inte
ract
ion
s b
etw
een
stu
den
ts.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
13
Do
mai
n 2
: B
uild
a S
up
po
rtiv
e an
d C
hal
len
gin
g Le
arn
ing
Envi
ron
men
t
2B
Est
ablis
he
s a
Cu
ltu
re f
or
Lear
nin
g
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
2B
Bu
ilds
a
gro
wth
-min
dse
t
focu
sed
lear
nin
g
en
viro
nm
en
t
● T
he
teac
her
’s w
ord
s an
d
acti
on
s p
rovi
de
littl
e o
r n
o
enco
ura
gem
ent
for
stu
den
t ef
fort
or
con
vey
low
ex
pec
tati
on
s fo
r st
ud
ent
abili
ty.
● F
ew s
tud
ents
en
gage
in
com
ple
tin
g as
sign
ed w
ork
an
d/o
r te
ach
er p
rovi
de
s lit
tle
or
no
en
cou
rage
men
t in
th
e fa
ce o
f d
iffi
cult
y.
● S
oci
al E
mo
tio
nal
Lea
rnin
g in
stru
ctio
n/l
earn
ing
stra
tegi
es
are
min
imal
or
lack
ing.
● T
he
teac
her
’s w
ord
s an
d a
ctio
ns
par
tial
ly c
om
mu
nic
ate
bel
ief
in
stu
den
t ab
ility
, bu
t ex
pec
tati
on
s fo
r st
ud
ents
may
be
inco
nsi
sten
t.
● T
he
lear
nin
g en
viro
nm
ent
is o
ne
in w
hic
h s
tud
ents
co
mp
lete
tas
ks
wit
h in
con
sist
ent
focu
s o
n
lear
nin
g o
r p
ersi
sten
ce.
●
So
cial
Em
oti
on
al L
earn
ing
inst
ruct
ion
/lea
rnin
g st
rate
gie
s ar
e p
arti
ally
ob
serv
able
or
are
no
t in
tegr
al t
o t
each
ing
and
lear
nin
g.
● T
he
teac
her
’s w
ord
s an
d a
ctio
ns
pro
mo
te t
he
idea
th
at a
ll st
ud
ents
can
ach
ieve
th
rou
gh
effo
rt.
● T
he
lear
nin
g en
viro
nm
ent
is o
ne
in w
hic
h s
tud
ents
are
cle
arly
ea
ger
to le
arn
, will
ing
to t
ake
risk
s an
d p
erse
vere
in p
rod
uci
ng
hig
h q
ual
ity
wo
rk.
● C
lear
So
cial
Em
oti
on
al L
earn
ing
inst
ruct
ion
/lea
rnin
g st
rate
gie
s an
d/o
r ar
tifa
cts
are
ob
serv
able
an
d in
tegr
al t
o t
each
ing
and
le
arn
ing.
● T
he
teac
her
’s w
ord
s an
d a
ctio
ns
com
mu
nic
ate
a b
elie
f in
eff
ort
-b
ased
lear
nin
g an
d t
he
bel
ief
that
A
LL s
tud
ents
can
ach
ieve
at
hig
h
leve
ls.
● T
he
lear
nin
g en
viro
nm
ent
is o
ne
in
wh
ich
stu
den
ts a
ssu
me
ow
ne
rsh
ip
of
lear
nin
g, s
up
po
rt e
ach
oth
er in
ta
kin
g ri
sks
and
per
sist
in t
he
face
o
f d
iffi
cult
y.
● T
he
teac
her
use
s ex
amp
les
of
stu
den
ts’ p
ast
chal
len
ges
and
su
cce
sse
s to
bu
ild c
on
fid
ence
an
d
self
-eff
icac
y.
Ob
serv
able
Teac
hin
g
Pra
ctic
es*
● R
eco
gniz
es
and
cel
ebra
tes
stu
den
t ac
adem
ic p
rogr
ess
an
d p
roce
ss (
e.g
., r
ou
nd
of
app
lau
se, c
erti
fica
tio
n o
f su
cces
s, p
aren
t n
oti
fica
tio
n).
●
Hel
ps
to b
uild
em
pat
hy
tow
ard
s cl
assm
ates
(th
rou
gh m
orn
ing
mee
tin
g o
r co
nn
ect
ing
to f
icti
on
al c
har
acte
rs).
●
Use
s gr
ow
th m
ind
set
lan
guag
e lik
e “p
erse
vere
” to
des
crib
e th
e cl
ass’
s e
ffo
rts
to m
eet
a c
hal
len
gin
g d
eman
d.
● A
ckn
ow
led
ges
per
sist
ence
ver
bal
ly o
r b
y tr
acki
ng
visu
ally
(e.
g., M
arle
ne
Cas
tro
’s “
per
sist
en
ce p
oin
t” c
har
t).
● P
rovi
de
s ex
per
ien
ces
wh
ere
team
wo
rk a
nd
tak
ing
care
of
eac
h o
ther
are
lear
ned
, pra
ctic
ed, e
xpec
ted
, an
d d
iscu
ssed
.
● M
od
els
hav
ing
a gr
ow
th m
ind
set
(e.g
. “I d
on
’t u
nd
erst
and
th
at Y
ET”)
.
● T
he
teac
her
use
s p
erso
nal
ized
exa
mp
les
of
pas
t ch
alle
nge
s th
at w
ere
succ
ess
fully
ove
rco
me
to b
uild
stu
den
t se
lf-e
ffic
acy.
●
Val
ues
mis
take
s as
ess
enti
al c
om
po
nen
ts o
f th
e le
arn
ing
pro
cess
an
d s
elec
tive
ly s
har
es h
is/h
er o
wn
lear
nin
g vu
lner
abili
ties
.
Ob
serv
able
Stu
de
nt
Be
hav
iors
*
● M
ost
stu
den
ts e
nga
ge in
less
on
or
bec
om
e en
gage
d w
hen
pro
mp
ted
by
teac
her
. ●
Art
icu
late
s th
e co
un
ter-
nar
rati
ve t
o t
he
neg
ativ
e se
lf-t
alk
they
may
exp
erie
nce
●
Rel
ies
on
a s
on
g o
r m
antr
a w
ith
a g
row
th m
ind
set
mes
sage
to
kee
p f
ocu
s (e
.g.,
NA
S’ “
I kn
ow
I C
an”)
●
Ref
lect
on
th
eir
pro
gre
ss a
nd
pro
cess
as
lear
ner
. ●
Can
art
icu
late
str
ateg
ies
they
can
use
wh
en t
hey
are
ch
alle
nge
d.
● A
sk f
or
hel
p w
hen
nee
ded
.
● C
an u
se a
ccu
rate
wo
rds
to d
esc
rib
e th
eir
emo
tio
ns
bey
on
d “
mad
,” “
sad
,” o
r “g
lad
.”
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ents
may
hav
e ch
alle
nge
s u
nd
erst
and
ing
abst
ract
co
nce
pts
an
d p
erse
vera
nce
of
task
.
● R
eco
gnit
ion
of
lear
nin
g st
yle
s, p
refe
rred
mo
dal
itie
s, a
nd
mu
ltip
le in
telli
gen
ces
in f
ost
erin
g “a
bili
ty a
war
enes
s.”
● T
each
er
inco
rpo
rate
s ad
dit
ion
al a
ids
to s
up
po
rt p
erse
vera
nce
an
d s
oci
al e
mo
tio
nal
lear
nin
g (e
.g.,
vis
ual
aid
s, t
angi
ble
re
war
ds
syst
em
s, u
se o
f p
rom
pts
/vis
ual
cu
es
to g
et s
tart
ed, e
tc.)
●
Tea
che
r su
pp
ort
s st
ud
ents
in d
evel
op
ing
org
aniz
atio
nal
an
d s
elf-
advo
cacy
ski
lls t
o b
eco
me
ind
epen
den
t le
arn
ers.
●
Th
e te
ach
er u
ses
per
son
aliz
ed e
xam
ple
s o
f p
ast
chal
len
ges
that
wer
e su
cce
ssfu
lly o
verc
om
e to
bu
ild s
tud
ent
self
-eff
icac
y.
● S
tud
ents
/stu
den
t in
tera
ctio
ns
may
incl
ud
e th
erap
euti
c su
pp
ort
s th
at p
rom
ote
so
cial
em
oti
on
al le
arn
ing.
*All
ob
serv
ab
le t
each
ing
pra
ctic
es a
nd
stu
den
t b
eha
vio
rs a
re e
xem
pla
rs o
f SE
L
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
14
Do
mai
n 2
: B
uild
a S
up
po
rtiv
e an
d C
hal
len
gin
g Le
arn
ing
Envi
ron
men
t
2C
Est
ablis
he
s B
eh
avio
ral E
xpe
ctat
ion
s an
d R
ou
tin
es
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
2C
Bu
ilds
and
mai
nta
ins
clas
sro
om
rou
tin
es
that
max
imiz
e
lear
nin
g ti
me
● E
xpec
tati
on
s fo
r st
ud
ent
beh
avio
r ar
e m
inim
al, l
acki
ng,
o
r in
app
rop
riat
e.
● T
he
teac
her
’s r
esp
on
se t
o
stu
den
t m
isb
ehav
ior
is
inco
nsi
sten
t; s
tud
ent
mis
beh
avio
r si
gnif
ican
tly
det
ract
s fr
om
ove
rall
lear
nin
g.
● T
he
teac
her
’s r
esp
on
se t
o
mis
beh
avio
r is
so
met
ime
s n
egat
ive
or
dis
resp
ectf
ul t
o
stu
den
ts.
● C
lass
roo
m p
roce
du
ral r
ou
tin
es
are
min
imal
or
lack
ing
in
evid
ence
, an
d s
ub
stan
tial
in
stru
ctio
nal
tim
e is
lost
.
● A
pp
rop
riat
e ex
pec
tati
on
s fo
r st
ud
ent
beh
avio
r ar
e in
con
sist
entl
y co
mm
un
icat
ed
and
/or
app
lied
. ●
Th
e te
ach
er’s
re
spo
nse
to
st
ud
ent
mis
beh
avio
r is
in
con
sist
ent
or
inef
fect
ive;
st
ud
ent
mis
beh
avio
r in
terf
ere
s w
ith
ove
rall
lear
nin
g.
● C
lass
roo
m p
roce
du
ral r
ou
tin
es
are
som
ewh
at e
ffec
tive
, re
sult
ing
in a
no
tice
able
loss
of
inst
ruct
ion
al t
ime.
● H
igh
exp
ecta
tio
ns
for
stu
den
t b
ehav
ior
that
su
pp
ort
a le
arn
ing
com
mu
nit
y ar
e co
nsi
sten
tly
and
cl
earl
y in
evi
den
ce.
● T
he
teac
her
fo
cuse
s o
n p
osi
tive
st
ud
ent
beh
avio
r an
d
pu
rpo
sefu
lly r
eco
gniz
es p
osi
tive
b
ehav
ior
to r
ein
forc
e ex
pec
tati
on
s.
● C
lass
roo
m p
roce
du
ral r
ou
tin
es
are
clea
r, e
ffec
tive
, an
d la
rgel
y m
axim
ize
allo
tted
lear
nin
g ti
me.
● C
ogn
itiv
e an
d p
roce
du
ral r
ou
tin
es
are
clea
r, e
ffec
tive
, an
d m
axim
ize
allo
tted
lear
nin
g ti
me
.
● S
tud
ents
act
as
lead
ers
in
dev
elo
pin
g an
d m
ain
tain
ing
clas
sro
om
no
rms
and
pro
ced
ura
l ro
uti
nes
, wh
ich
max
imiz
e
inst
ruct
ion
al t
ime.
●
Th
e te
ach
er p
rovi
de
s m
inim
al
man
agem
ent
or
rem
ind
ers
to
stu
den
ts b
ecau
se s
tud
ents
hav
e in
tern
aliz
ed n
orm
s, p
roce
du
res
and
ro
uti
nes
.
Ob
serv
able
Teac
hin
g
Pra
ctic
es*
● T
her
e ar
e vi
sual
re
min
der
s o
f cl
assr
oo
m p
roce
du
ral a
nd
co
gnit
ive
rou
tin
es
po
sted
in t
he
clas
sro
om
. ●
Tea
che
r ve
rbal
ly r
efle
cts
bac
k to
stu
den
ts t
hei
r p
rogr
ess
in m
eet
ing
beh
avio
ral e
xpec
tati
on
s.
● T
each
er
use
s a
con
sist
ent
visu
al o
r au
dio
sig
nal
fo
r at
ten
tio
n (
e.g.
, cal
l an
d r
esp
on
se, b
ell,
chim
e, h
and
sig
nal
, etc
.).
● T
each
er
elic
its
the
hel
p o
f st
ud
ents
to
en
act
clas
sro
om
pro
ced
ura
l ro
uti
nes
wh
erev
er p
oss
ible
(e.
g., p
assi
ng
ou
t p
aper
s, c
hec
kin
g h
om
ew
ork
, etc
.).
● T
each
er
red
ire
cts
stu
den
ts b
y m
ovi
ng
into
clo
se p
roxi
mit
y an
d s
pea
kin
g to
th
e in
div
idu
al r
ath
er t
han
cal
ling
them
ou
t in
fro
nt
of
oth
er s
tud
ents
. ●
Po
siti
ve n
arra
tio
n is
uti
lized
. ●
Tea
che
r u
tiliz
es a
beh
avio
r m
od
ific
atio
n a
nd
/or
rein
forc
em
ent
syst
em
th
at b
uild
s st
ud
ent
cap
acit
y to
th
rive
in a
co
llab
ora
tive
cla
ssro
om
. ●
Tea
che
r re
info
rce
s ro
uti
nes
an
d e
xpec
tati
on
s b
y gr
ou
nd
ing
them
in t
hei
r le
arn
ing
pu
rpo
se.
Ob
serv
able
Stu
de
nt
Be
hav
iors
*
● A
ll st
ud
ents
fo
llow
dir
ect
ion
s.
● S
tud
ents
kn
ow
th
e p
roce
du
re f
or
all c
lass
roo
m r
ou
tin
es
(e.g
., u
sin
g th
e b
ath
roo
m, a
skin
g a
qu
esti
on
, get
tin
g su
pp
lies,
etc
.).
● S
tud
ents
kn
ow
wh
ich
co
gnit
ive
rou
tin
es s
uit
th
eir
lear
nin
g n
eed
s an
d e
mp
loy
them
reg
ula
rly
to in
corp
ora
te n
ew u
nd
erst
and
ings
. ●
Stu
den
ts a
re f
ocu
sed
on
th
e le
arn
ing
task
. ●
Stu
den
ts s
up
po
rt e
ach
oth
er t
o a
bid
e b
y a
shar
ed s
et o
f ex
pec
tati
on
s.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ents
may
hav
e va
ried
ski
lls in
man
agin
g th
eir
ow
n b
ehav
ior.
Evi
den
ce is
pre
sen
t th
at t
each
er p
roac
tive
ly a
dd
ress
es
stu
den
t b
ehav
ior
nee
ds.
●
All
tran
siti
on
s an
d r
ou
tin
es a
re e
mp
has
ized
an
d t
augh
t th
rou
gh m
ult
iple
rep
etit
ion
s an
d s
up
po
rted
by
grap
hic
rep
rese
nta
tio
n o
f b
ehav
ior
exp
ecta
tio
ns.
Tr
ansi
tio
ns
can
tri
gger
beh
avio
rs; h
ow
ever
, tea
cher
has
su
pp
ort
s in
pla
ce t
o a
dd
ress
th
ese
beh
avio
rs.
● B
ehav
iors
are
man
aged
th
rou
gh in
clu
sio
nar
y p
ract
ices
wit
hin
th
e cl
assr
oo
m r
ath
er t
han
rel
yin
g o
n o
uts
ide
inte
rven
tio
ns,
sav
e ex
cep
tio
nal
sit
uat
ion
s.
*All
ob
serv
ab
le t
each
ing
pra
ctic
es a
nd
stu
den
t b
eha
vio
rs a
re e
xem
pla
rs o
f SE
L
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
15
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3A
Est
ablis
he
s a
Cle
ar P
urp
ose
fo
r Le
arn
ing
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3A
Cle
arly
com
mu
nic
ate
s
the
co
nte
nt-
lan
guag
e
ob
ject
ive
an
d
crit
eri
a fo
r
mas
tery
● T
he
con
ten
t-la
ngu
age
ob
ject
ive
is n
ot
exp
ress
ed,
and
/or
the
con
ten
t-la
ngu
age
ob
ject
ive
is a
bse
nt
or
con
fusi
ng.
●
Th
e te
ach
er m
ake
s lim
ited
co
nn
ecti
on
s to
stu
den
ts’ p
rio
r le
arn
ing
and
/or
futu
re
lear
nin
g, o
r su
ch c
on
nec
tio
ns
are
lack
ing
or
con
fusi
ng.
●
Th
e te
ach
er d
oes
no
t ar
ticu
late
lear
nin
g cr
ite
ria,
or
exp
ecta
tio
ns
are
exp
ress
ed a
s ta
sk c
om
ple
tio
n.
● T
he
teac
her
exp
ress
es
con
ten
t-la
ngu
age
ob
ject
ive(
s) p
rim
arily
as
a to
pic
, age
nd
a, a
ctiv
ity,
or
the
con
ten
t-la
ngu
age
ob
ject
ive
is
par
tial
ly m
easu
rab
le.
● T
he
con
ten
t la
ngu
age
-ob
ject
ive
is
refe
ren
ced
min
imal
ly d
uri
ng
the
less
on
. ●
Th
e te
ach
er m
ay c
on
nec
t co
nte
nt-
lan
guag
e o
bje
ctiv
e(s)
to
tas
k o
r o
bje
ct b
ut
con
nec
tio
n t
o p
rio
r le
arn
ing,
big
idea
s, a
nd
ess
enti
al
qu
esti
on
s/u
nit
go
als
is v
agu
e.
● T
he
teac
her
par
tial
ly e
xpre
sse
s th
e cr
iter
ia f
or
succ
ess
fully
d
emo
nst
rati
ng
mas
tery
of
the
co
nte
nt-
lan
guag
e o
bje
ctiv
e(s
),
and
/or
the
crit
eria
may
be
exp
ress
ed p
arti
ally
as
task
co
mp
leti
on
. ●
Exe
mp
lars
an
d m
od
els
are
lack
ing
or
par
tial
ly c
lear
.
● T
he
teac
her
str
ateg
ical
ly s
har
es
rele
van
t, m
easu
rab
le c
on
ten
t-la
ngu
age
ob
ject
ive(
s) w
ith
st
ud
ents
at
the
app
rop
riat
e ti
me
and
ref
ers
to it
th
rou
gho
ut
the
less
on
. ●
Th
e te
ach
er s
itu
ate
s th
e co
nte
nt-
lan
guag
e o
bje
ctiv
e(s)
wit
hin
b
road
er le
arn
ing,
cre
atin
g co
nn
ecti
on
to
stu
den
ts’ p
rio
r kn
ow
led
ge, d
isci
plin
e’s
big
idea
s,
esse
nti
al q
ues
tio
ns/
un
it g
oal
s an
d
real
-lif
e ap
plic
atio
ns.
●
Th
e te
ach
er c
lear
ly a
rtic
ula
tes
the
crit
eria
fo
r su
cce
ssfu
lly
dem
on
stra
tin
g m
aste
ry o
f th
e
con
ten
t-la
ngu
age
ob
ject
ive
(s)
and
pro
vid
es m
od
els/
exe
mp
lars
as
ap
pro
pri
ate.
● S
tud
ents
can
art
icu
late
wh
at t
hey
ar
e le
arn
ing.
●
Th
e te
ach
er p
rovi
de
s st
ud
ents
w
ith
op
po
rtu
nit
ies
to m
ake
per
son
al c
on
nec
tio
ns
to n
ew
co
nte
nt
and
est
ablis
h t
hei
r o
wn
au
then
tic
pu
rpo
se f
or
lear
nin
g.
● T
he
teac
her
co
llab
ora
tes
wit
h
stu
den
ts t
o d
evel
op
th
e cr
iter
ia f
or
dem
on
stra
tin
g m
aste
ry a
nd
use
s st
ud
ent
exe
mp
lars
to
mo
de
l m
aste
ry w
ith
an
em
ph
asis
on
co
llege
an
d c
aree
r re
adin
ess
.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● T
he
lear
nin
g ta
rget
is w
ritt
en o
n t
he
bo
ard
or
is a
par
t o
f p
roje
cted
pre
sen
tati
on
. ●
Tea
che
r o
r st
ud
ent
read
s th
e le
arn
ing
targ
et a
lou
d.
● D
iscu
sses
th
e le
arn
ing
targ
et a
nd
its
sign
ific
ance
, co
nn
ecti
ng
it t
o p
revi
ou
s le
sso
n a
nd
/or
big
pic
ture
. ●
Use
s a
stu
den
t m
od
el o
r cr
eate
s a
mo
ck m
od
el t
o d
emo
nst
rate
th
e cr
iter
ia f
or
mas
tery
. ●
Use
s ru
bri
cs t
o c
om
mu
nic
ate
in w
riti
ng
the
crit
eria
fo
r a
give
n le
arn
ing
targ
et o
r m
aste
ry a
ssig
nm
ent.
●
Pre
sen
ts v
isu
als
of
con
ten
t-la
ngu
age
ob
ject
ive(
s).
Ob
serv
able
Stu
de
nt
Be
hav
iors
● R
ead
s th
e le
arn
ing
targ
et a
lou
d t
o t
he
clas
s o
r to
a p
artn
er.
● W
rite
s th
e le
arn
ing
targ
et in
th
eir
agen
da
or
oth
er g
rap
hic
org
aniz
er.
● C
an a
rtic
ula
te t
he
sign
ific
ance
of
the
lear
nin
g ta
rget
an
d it
s co
nn
ecti
on
to
th
e la
rger
un
it.
● C
an a
sses
s w
het
her
th
ey m
et t
he
lear
nin
g ta
rget
by
the
end
of
the
per
iod
. ●
Des
crib
es
the
crit
eria
fo
r su
cces
sfu
lly m
aste
rin
g th
e le
arn
ing
targ
et.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● T
each
er
may
use
mu
ltip
le m
od
es t
o c
om
mu
nic
ate
lear
nin
g ta
rget
s (e
.g.,
ora
l exp
ress
ion
, use
of
pic
ture
s, g
est
ure
s, e
tc.)
. ●
Tea
che
r su
pp
ort
s st
ud
ents
in a
rtic
ula
tin
g w
hat
th
ey a
re le
arn
ing.
●
Tea
che
r d
evel
op
s va
ried
cri
teri
a fo
r m
aste
ry f
or
ind
ivid
ual
stu
den
ts b
ased
on
lear
nin
g n
eed
s an
d c
lear
ly c
om
mu
nic
ate
s cr
iter
ia t
o in
div
idu
al s
tud
ents
. ●
Lea
rnin
g ta
rget
s ca
n b
e in
div
idu
aliz
ed in
stea
d o
f w
ho
le g
rou
p.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
16
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3B
En
gage
s St
ud
en
ts in
Me
anin
gfu
l Tas
ks
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3B
.1 E
nga
ges
stu
den
ts in
me
anin
gfu
l tas
ks
that
req
uir
e
stu
den
t
ow
ner
ship
● F
ew s
tud
ents
are
en
gage
d in
a
mea
nin
gfu
l or
chal
len
gin
g co
nte
nt
lan
guag
e-a
lign
ed t
ask.
●
Tas
ks a
re n
ot
seq
uen
ced
to
p
rovi
de
stu
den
ts a
deq
uat
e ti
me
for
pra
ctic
e an
d/o
r ta
sks
pri
mar
ily r
equ
ire
stu
den
ts t
o
rem
emb
er a
nd
rep
eat
fact
s/
bas
ic in
form
atio
n.
● T
asks
do
no
t re
qu
ire
stu
den
ts t
o
shar
e th
eir
thin
kin
g.
● S
om
e st
ud
ents
are
en
gage
d in
a
mea
nin
gfu
l or
chal
len
gin
g ta
sk
that
is a
lign
ed o
r so
mew
hat
al
ign
ed t
o t
he
con
ten
t la
ngu
age
ob
ject
ive.
●
Tas
ks a
re s
equ
ence
d s
o t
hat
st
ud
ents
sp
end
so
me
of
the
less
on
rea
din
g, w
riti
ng,
d
iscu
ssin
g, a
nal
yzin
g, p
rob
lem
so
lvin
g, o
r ap
ply
ing
con
cep
ts in
su
pp
ort
of
the
lear
nin
g o
bje
ctiv
e.
● T
asks
req
uir
e st
ud
ents
to
sta
te
thei
r th
inki
ng,
bu
t d
o n
ot
req
uir
e th
em t
o ju
stif
y th
inki
ng
usi
ng
exam
ple
s o
r te
xtu
al e
vid
ence
.
● M
ost
stu
den
ts a
re e
nga
ged
in a
m
ean
ingf
ul a
nd
ch
alle
ngi
ng
con
ten
t la
ngu
age
-alig
ned
tas
k.
● T
asks
are
seq
uen
ced
so
th
at
stu
den
ts s
pen
d t
he
maj
ori
ty o
f th
e le
sso
n r
ead
ing,
wri
tin
g,
dis
cuss
ing,
an
alyz
ing,
pro
ble
m
solv
ing,
or
app
lyin
g co
nce
pts
in
ord
er t
o s
up
po
rt m
aste
ry o
f th
e le
arn
ing
ob
ject
ive.
●
Tas
ks r
equ
ire
stu
den
ts t
o ju
stif
y th
eir
thin
kin
g w
ith
tex
tual
ev
iden
ce o
r ex
amp
les,
an
d
resp
on
d t
o o
ther
’s t
hin
kin
g ve
rbal
ly o
r in
wri
tin
g.
● T
he
teac
her
use
s an
d s
up
po
rts
stu
den
t’s
use
of
med
ia,
tech
no
logy
an
d/o
r to
ols
in a
way
th
at m
ean
ingf
ully
en
han
ces
stu
den
t m
aste
ry.
● A
ll st
ud
ents
are
en
gage
d in
a
mea
nin
gfu
l tas
k th
at r
epre
sen
ts a
ch
alle
nge
th
at h
as b
een
per
son
aliz
ed
for
each
stu
den
t.
● S
tud
ents
hav
e ac
cess
to
ch
oic
e o
r o
pen
sel
ect
ion
to
th
e u
se o
f m
edia
, te
chn
olo
gy a
nd
/or
too
ls in
a w
ay
that
mea
nin
gfu
lly e
nh
ance
s st
ud
ent
mas
tery
.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● P
rovi
de
s m
ult
iple
rea
din
g so
urc
es a
nd
/or
med
ia f
or
stu
den
ts t
o s
ynth
esiz
e an
d id
enti
fy t
hem
es a
cro
ss t
he
arti
fact
s.
● S
eeks
ou
t an
au
then
tic
aud
ien
ce f
or
give
n t
ask
(e.g
., p
olic
y p
aper
, let
ters
to
Co
ngr
ess,
stu
den
t an
tho
logy
, dig
ital
sto
ries
, b
logs
, PSA
s, e
tc.)
. ●
Pro
vid
es
suff
icie
nt
tim
e fo
r al
l stu
den
ts t
o e
nga
ge in
pro
du
ctiv
e st
rugg
le w
ith
co
nte
nt
and
dev
elo
p d
eep
un
der
stan
din
g. (
SEL)
●
Pro
vid
es
op
po
rtu
nit
ies
for
stu
den
ts t
o t
ran
sfer
hig
her
-lev
el t
hin
kin
g fr
om
sp
eaki
ng
and
th
inki
ng
alo
ud
to
wri
tin
g, in
clu
din
g: p
eer
crit
iqu
es,
pee
r ed
itin
g an
d
on
line
colla
bo
rati
on
. ●
Use
s ri
tual
, rec
itat
ion
, rep
etit
ion
, an
d r
hyt
hm
to
su
pp
ort
stu
den
ts in
pro
cess
ing
ne
w in
form
atio
n.
● I
nco
rpo
rate
s cu
ltu
ral l
earn
ing
too
ls o
f m
emo
ry, p
atte
rns
and
pu
zzle
s, t
alk
and
wo
rd p
lay,
an
d p
ersp
ecti
ves
to e
nga
ge s
tud
ents
.
Ob
serv
able
Stu
de
nt
Be
hav
iors
● A
pp
ly in
form
atio
n in
ferr
ed f
rom
tex
t, f
acts
an
d/o
r n
ew d
ata.
●
Pro
vid
e re
aso
nin
g b
ehin
d t
hei
r an
swer
s, r
egar
dle
ss o
f w
het
her
an
swe
rs a
re c
orr
ect
and
typ
ical
ly b
efo
re in
dic
atin
g if
an
swer
s ar
e co
rrec
t o
r n
ot.
●
Dem
on
stra
te t
he
abili
ty t
o a
pp
ly s
kills
or
un
der
stan
din
g in
dif
fere
nt
con
text
s w
hen
pre
sen
ted
wit
h n
ew, u
nfa
mili
ar t
asks
.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● I
nst
ruct
ion
al g
rou
pin
g ar
ran
gem
ents
are
mat
ched
wit
h s
tud
ent
dev
elo
pm
ent
and
nee
d (
e.g.
, str
uct
ure
, ro
le, d
ura
tio
n, e
tc.)
.
● T
each
er
scaf
fold
s st
ud
ents
’ par
tici
pat
ion
in-g
rou
p w
ork
. Eve
ry s
tud
ent
has
a c
lear
ro
le a
nd
/or
resp
on
sib
ility
fo
r p
rod
uci
ng
som
eth
ing
that
sh
ow
s h
is o
r h
er
thin
kin
g.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
17
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3B
En
gage
s St
ud
en
ts in
Me
anin
gfu
l Tas
ks
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3B
.2 U
ses
inst
ruct
ion
al
stra
tegi
es
to
sup
po
rt e
qu
itab
le
en
gage
me
nt
and
acce
ss f
or
ALL
stu
den
ts*
● D
oes
no
t m
od
ify/
exte
nd
in
stru
ctio
nal
met
ho
ds,
co
nte
nt,
le
sso
n p
roce
sses
an
d/o
r p
rod
uct
s to
su
pp
ort
stu
den
ts’
nee
ds.
●
Th
e te
ach
er d
oes
no
t ad
equ
atel
y ad
dre
ss s
tud
ents
’ ch
alle
nge
s an
d m
isco
nce
pti
on
s d
uri
ng
the
less
on
.
● A
ttem
pts
to
mo
dif
y/ex
ten
d
inst
ruct
ion
al m
eth
od
s, c
on
ten
t,
less
on
pro
cess
es a
nd
/or
pro
du
cts,
bu
t d
iffe
ren
tiat
ion
on
ly
sup
erfi
cial
ly a
dd
ress
es
stu
den
ts’
nee
ds
and
/or
acce
ss t
o g
rad
e-
leve
l co
nte
nt.
●
Th
e te
ach
er in
con
sist
entl
y ad
dre
sses
stu
den
ts’ c
hal
len
ges
and
mis
con
cep
tio
ns
du
rin
g th
e le
sso
n.
● S
up
po
rts
acce
ss t
o a
nd
/or
exte
nsi
on
of
grad
e-l
evel
co
nte
nt
by
effe
ctiv
ely
mo
dif
yin
g co
nte
nt,
le
sso
n p
roce
sses
an
d/o
r p
rod
uct
s to
mee
t th
e d
iver
se a
cad
em
ic
and
lin
guis
tic
nee
ds
of
mo
st
stu
den
ts.
● T
he
teac
her
eff
ecti
vely
ad
dre
sses
st
ud
ents
’ ch
alle
nge
s an
d
mis
con
cep
tio
ns,
imp
lem
enti
ng
vari
ou
s st
rate
gies
to
su
pp
ort
st
ud
ent
lear
nin
g in
th
e m
om
en
t.
● P
erso
nal
ize
s gr
ade
-le
vel c
on
ten
t b
y m
od
ifyi
ng
con
ten
t, le
sso
n p
roce
sse
s an
d/o
r p
rod
uct
s to
mee
t th
e d
iver
se
acad
emic
an
d li
ngu
isti
c n
eed
s o
f al
l st
ud
ents
.
● S
up
po
rts
all s
tud
ents
in id
enti
fyin
g h
ow
th
ey le
arn
bes
t an
d in
cr
eati
ng/
uti
lizin
g st
rate
gies
th
at
sup
po
rt t
hei
r in
div
idu
al n
eed
s.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● S
tart
s th
e le
sso
n in
a w
ay t
hat
get
s th
e at
ten
tio
n o
f th
e st
ud
ents
. ●
Mo
dif
ies
con
ten
t, p
roce
ss, a
nd
pro
du
ct r
equ
irem
ents
bas
ed
on
th
e sp
ecif
ic n
eed
s o
f a
stu
den
t’s
IEP
(e.
g., s
ho
rten
ing
the
assi
gnm
ent,
pro
vid
ing
alte
rnat
e p
rom
pts
, pro
vid
ing
evi
den
ce, e
tc.)
. ●
Bre
aks
con
ten
t in
to s
mal
l ch
un
ks t
hat
stu
den
ts c
an m
ore
eas
ily in
tegr
ate.
●
Em
plo
ys le
arn
ing
gam
es t
o a
ssis
t w
ith
ela
bo
rati
on
of
new
co
nte
nt
(e.g
., s
ort
ing
acti
viti
es,
co
nce
ntr
atio
n-s
tyle
mat
chin
g).
● C
on
nec
ts p
revi
ou
s kn
ow
led
ge t
o n
ew k
no
wle
dge
an
d f
acts
, no
t ju
st p
erso
nal
co
nn
ecti
on
s.
● P
rovi
de
s ap
pro
pri
ate
pro
cess
ing
tim
e.
● R
evis
its
new
lear
nin
g w
ith
in 2
4 h
ou
rs a
nd
req
uir
es s
tud
ents
to
man
ipu
late
th
e n
ew le
arn
ing
to m
ake
it s
tick
(e
.g.,
tea
ch t
o a
pee
r, a
ct it
ou
t, d
raw
ing,
etc
.)
● P
revi
ews
con
ten
t to
stu
den
ts w
ith
lan
guag
e n
eed
s o
r le
arn
ing
dis
abili
tie
s.
● P
rovi
de
s la
ngu
age
-bas
ed c
lue
s fo
r EL
L’s
such
as:
ad
op
tin
g sl
ow
er s
pee
ch r
ate,
en
un
ciat
ing
clea
rly,
pro
vid
ing
syn
on
yms
and
an
ton
yms
for
un
kno
wn
wo
rds,
m
od
elin
g w
ith
th
ink-
alo
ud
, avo
idin
g u
nfa
mili
ar id
iom
s an
d u
sin
g co
gnat
es w
hen
po
ssib
le.
● A
dju
sts
pro
cess
th
rou
gh g
rou
pin
g (h
om
oge
no
usl
y an
d h
ete
roge
neo
usl
y b
y la
ngu
ages
an
d a
cad
emic
pro
fici
enci
es, d
epe
nd
ing
on
tas
ks
and
ob
ject
ive)
an
d
lear
nin
g st
yle
s (e
.g.,
au
dit
ory
, kin
esth
etic
, ve
rbal
, vis
ual
-sp
atia
l, ta
ctile
).
● A
dju
sts
pro
du
ct b
y p
rovi
din
g st
ud
ents
mu
ltip
le w
ays
to d
em
on
stra
te le
arn
ing
(e.g
., a
ctin
g o
ut
kno
wle
dge
, usi
ng
ph
ysic
al o
bje
cts,
usi
ng
visu
als,
pro
vid
ing
oth
er p
erfo
rman
ce-b
ased
op
po
rtu
nit
ies)
to
acc
om
mo
dat
e ac
adem
ic/l
ingu
isti
c n
eed
s an
d/o
r in
tere
sts.
●
Pro
vid
es
ind
ivid
ual
ized
aca
de
mic
su
pp
ort
s to
lear
n in
form
atio
n o
r co
mp
lete
tas
ks, s
uch
as
grap
hic
org
aniz
ers,
mat
h m
anip
ula
tive
s an
d o
nlin
e re
sou
rces
. U
tiliz
es
vari
ou
s to
ols
(e.
g., t
ech
no
logy
/dig
ital
res
ou
rce
s an
d a
ssis
tive
tec
hn
olo
gy d
evi
ces
for
stu
den
ts w
ith
dis
abili
ties
) to
mee
t st
ud
ents
’ lea
rnin
g n
ee
ds.
Ob
serv
able
Stu
de
nt
Be
hav
iors
● R
eco
rds
info
rmat
ion
in t
he
form
at t
hat
bes
t su
its
his
/her
nee
d (
for
exam
ple
, so
me
stu
de
nts
can
be
seen
wri
tin
g cl
ose
d n
ote
s in
stea
d o
f fr
ee-f
orm
).
● S
tart
s a
give
n t
ask
som
ew
her
e ev
en if
th
at s
tart
ing
po
int
is d
iffe
ren
t th
an t
he
star
tin
g p
oin
t fo
r a
pee
r.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● I
n a
dd
itio
n t
o t
ypic
al d
iffe
ren
tiat
ion
, dif
fere
nti
atio
n m
igh
t al
so b
e n
eed
ed f
or
beh
avio
r, s
oci
al a
nd
ad
apti
ve s
kills
. ●
Dif
fere
nti
atio
n s
ho
uld
be
uti
lized
to
ad
dre
ss b
ehav
ior,
so
cial
, an
d a
dap
tive
ski
lls.
*All
ob
serv
ab
le t
each
ing
pra
ctic
es a
nd
stu
den
t b
eha
vio
rs a
re e
xem
pla
rs o
f SE
L
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
18
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3C
Fo
ste
rs C
om
mu
nic
atio
n a
nd
Co
llab
ora
tio
n S
kills
Ind
icat
ors
N
ot
Me
eti
ng
D
eve
lop
ing
“Exe
mp
lary
” =
mee
tin
g a
ll cr
iter
ia in
bo
th E
ffec
tive
an
d E
xem
pla
ry
Effe
ctiv
e
Exe
mp
lary
3C
.1 M
od
els
an
d
en
sure
s u
se o
f
acad
em
ic
lan
guag
e
● T
he
teac
her
do
es n
ot
sup
po
rt
the
use
of
dis
cip
line
-sp
eci
fic
acad
emic
lan
guag
e.
● T
he
teac
her
pro
vid
es
dis
cip
line
-sp
ecif
ic a
cad
em
ic la
ngu
age,
bu
t in
con
sist
entl
y su
pp
ort
s o
r re
qu
ires
it
s u
se.
● T
he
teac
her
mo
del
s an
d p
rovi
des
o
pp
ort
un
itie
s, in
stru
ctio
n, a
nd
su
pp
ort
to
reh
ears
e an
d a
pp
ly n
ew
lan
guag
e.
● T
he
teac
her
ho
lds
stu
den
ts
acco
un
tab
le f
or
usi
ng
dis
cip
line
-sp
ecif
ic a
cad
em
ic la
ngu
age.
● S
tud
ents
ho
ld e
ach
oth
er
acco
un
tab
le f
or
usi
ng
dis
cip
line
-sp
ecif
ic a
cad
em
ic la
ngu
age.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● E
xplic
it m
od
elin
g an
d n
amin
g o
f ac
adem
ic la
ngu
age.
●
Tea
che
r re
ph
rase
s st
ud
ent
resp
on
ses
to in
clu
de
targ
et a
cad
emic
lan
guag
e.
●
Tea
che
r p
rovi
de
s se
nte
nce
fra
me
s fo
r st
ud
ent
resp
on
se t
hat
incl
ud
e ta
rget
aca
dem
ic la
ngu
age.
Ob
serv
able
Stu
de
nt
Be
hav
iors
● D
uri
ng
stu
den
t in
terv
iew
, stu
den
ts c
an p
oin
t to
res
ou
rces
or
exp
lain
new
vo
cab
ula
ry w
ord
s in
th
eir
ow
n w
ord
s.
● W
ith
ou
t te
ach
er p
rom
pti
ng,
stu
den
ts u
se a
cad
em
ic la
ngu
age
to c
om
ple
te t
ask.
●
Stu
den
ts u
se a
cad
em
ic la
ngu
age
sen
ten
ce f
ram
es.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● A
cad
emic
lan
guag
e is
mat
che
d t
o t
he
lear
nin
g ta
rget
, aca
dem
ic c
on
ten
t, a
nd
stu
den
ts’ d
evel
op
men
tal
leve
ls.
● A
cad
emic
lan
guag
e ca
n b
e ex
pre
ssed
th
rou
gh m
ult
iple
mo
des
of
com
mu
nic
atio
n in
clu
din
g: p
ictu
re e
xch
ange
s, g
est
ure
s, s
ign
lan
guag
e, e
xpre
ssio
ns,
eye
ga
ze, e
tc.
● S
tud
ent
pro
du
ctio
n m
ay b
e lim
ited
; in
tera
ctio
n m
ay b
e ar
e c
har
acte
rize
d b
y b
ack
and
fo
rth
inte
ract
ion
wit
h t
each
er r
ath
er t
han
stu
den
t in
tera
ctio
n.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
19
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3C
Fo
ste
rs C
om
mu
nic
atio
n a
nd
Co
llab
ora
tio
n S
kills
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3C
. 2 U
ses
qu
est
ion
ing
stra
tegi
es
that
req
uir
e th
e u
se o
f
evi
de
nce
an
d
ela
bo
rati
on
● T
he
teac
her
po
ses
qu
esti
on
s/p
rom
pts
th
at r
esu
lt in
lo
w-l
evel
th
inki
ng
(e.g
., r
ecal
l, b
asic
fac
ts).
●
Stu
den
ts a
re n
ot
req
uir
ed t
o g
o
bey
on
d b
rief
or
inco
mp
lete
re
spo
nse
s.
● T
he
teac
her
po
ses
som
e q
ues
tio
ns/
pro
mp
ts t
hat
in
con
sist
entl
y ad
van
ce h
igh
er-l
eve
l th
inki
ng,
an
d o
nly
so
mew
hat
su
pp
ort
stu
den
ts in
mas
tery
of
the
lear
nin
g ta
rget
(s).
●
Th
e te
ach
er in
con
sist
entl
y h
old
s st
ud
ents
acc
ou
nta
ble
fo
r re
spo
nse
s th
at c
ite
evid
ence
or
pro
vid
e a
rati
on
ale
for
thin
kin
g.
● T
he
teac
her
po
ses
qu
esti
on
s/p
rom
pts
th
at e
nco
ura
ge
div
erse
per
spec
tive
s, a
dva
nce
h
igh
er-l
evel
th
inki
ng,
an
d s
up
po
rt
stu
den
ts in
mas
tery
of
the
lear
nin
g ta
rget
(s).
●
Th
e te
ach
er h
old
s st
ud
ents
ac
cou
nta
ble
fo
r co
mp
lete
an
d/o
r el
abo
rate
re
spo
nse
s, ju
stif
yin
g th
eir
thin
kin
g w
ith
exa
mp
les
and
ci
tin
g re
liab
le e
vid
ence
. ●
Wh
en r
esp
on
ses
are
inco
mp
lete
, th
e te
ach
er a
sks
follo
w u
p
qu
esti
on
s th
at p
ush
stu
den
ts t
o
pro
vid
e e
vid
ence
or
pro
vid
e a
rati
on
ale
for
thei
r th
inki
ng.
● S
tud
ents
po
se q
ue
stio
ns/
pro
mp
ts
that
req
uir
e d
iver
se p
ersp
ecti
ves,
en
cou
rage
co
ntr
ove
rsy,
an
d a
dva
nce
h
igh
er-l
evel
th
inki
ng
in s
up
po
rt o
f th
e co
nte
nt-
lear
nin
g o
bje
ctiv
e.
● W
ith
min
imal
pro
mp
tin
g, s
tud
ents
re
spo
nd
in c
om
ple
te a
nd
ela
bo
rate
re
spo
nse
s, c
itin
g ev
iden
ce a
nd
ra
tio
nal
e fo
r th
inki
ng.
●
Wh
en r
esp
on
ses
are
inco
mp
lete
, st
ud
ents
ask
fo
llow
up
qu
esti
on
s th
at
pu
sh t
hei
r p
eers
to
pro
vid
e e
vid
ence
o
r p
rovi
de
a ra
tio
nal
e fo
r th
eir
thin
kin
g.
Ob
serv
able
Teac
hin
g
Pra
ctic
es
● T
each
er’
s q
ues
tio
nin
g st
rate
gies
en
cou
rage
co
gnit
ivel
y d
em
and
ing
thin
kin
g (W
hy?
Ho
w?)
. ●
Tea
che
r cl
arif
ies
stu
den
ts’ s
tate
men
ts t
o h
ave
acco
un
tab
le t
alk
(e.g
. “te
ll u
s m
ore
ab
ou
t th
at”)
. ●
Qu
esti
on
s u
sin
g va
ried
leve
ls (
e.g.
, Blo
om
’s T
axo
no
my,
Mar
zan
o’s
, Co
sta’
s) t
o a
sse
ss a
ll st
ud
ents
’ un
der
stan
din
g.
● T
each
ers
res
po
nd
to
stu
den
ts n
eutr
ally
bu
t w
ith
inte
rest
.
Ob
serv
able
Stu
de
nt
Be
hav
iors
● S
tud
ents
re
spo
nd
in c
om
ple
te a
nd
ela
bo
rate
res
po
nse
s.
● S
tud
ent
resp
on
ses
are
rel
eva
nt
to t
he
lear
nin
g o
bje
ctiv
e.
● S
tud
ents
ask
qu
esti
on
s th
at d
eep
en t
hei
r u
nd
erst
and
ing.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● T
he
teac
her
po
ses
qu
esti
on
s/p
rom
pts
th
at s
up
po
rt s
tud
ent
in e
xpre
ssin
g th
eir
thin
kin
g in
incr
easi
ngl
y co
mp
lex
way
s.
● S
tud
ent
pro
du
ctio
n m
ay b
e lim
ited
; in
tera
ctio
n m
ay b
e ch
arac
teri
zed
by
bac
k an
d f
ort
h in
tera
ctio
n w
ith
tea
cher
rat
he
r th
an s
tud
ent
inte
ract
ion
.
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
20
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3C
Fo
ste
rs C
om
mu
nic
atio
n a
nd
Co
llab
ora
tio
n S
kills
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3C
.3 D
eve
lop
s
stu
den
t
colla
bo
rati
on
an
d
com
mu
nic
atio
n
● T
he
teac
her
do
es n
ot
est
ablis
h
clea
r ex
pe
ctat
ion
s fo
r co
mm
un
icat
ion
an
d/o
r co
llab
ora
tio
n a
mo
ng
stu
den
ts
wit
h p
roto
cols
an
d t
oo
ls.
● T
he
teac
her
do
es n
ot
ho
ld
stu
den
ts a
cco
un
tab
le f
or
equ
itab
le p
arti
cip
atio
n a
nd
th
e co
nte
nt
of
thei
r co
nve
rsat
ion
s an
d/o
r co
llab
ora
tive
str
uct
ure
s.
● T
he
teac
her
do
es n
ot
use
d
iscu
ssio
n s
trat
egi
es
and
fa
cilit
atio
n m
ove
s.
● T
he
teac
her
’s e
xpec
tati
on
s fo
r co
mm
un
icat
ion
an
d/o
r co
llab
ora
tio
n a
mo
ng
stu
den
ts
are
som
ewh
at c
lear
.
● T
he
teac
her
inco
nsi
sten
tly
ho
lds
stu
den
ts a
cco
un
tab
le f
or
equ
itab
le p
arti
cip
atio
n a
nd
th
e co
nte
nt
of
thei
r co
nve
rsat
ion
s an
d/o
r co
llab
ora
tive
str
uct
ure
s.
● T
he
teac
her
inco
nsi
sten
tly
use
s d
iscu
ssio
n s
trat
egi
es
and
fa
cilit
atio
n m
ove
s to
ad
van
ce
stu
den
t ex
pre
ssio
n o
r d
eep
en
con
ten
t u
nd
erst
and
ing.
● T
he
teac
her
est
ablis
he
s cl
ear
exp
ecta
tio
ns
for
com
mu
nic
atio
n
and
/or
colla
bo
rati
on
am
on
g st
ud
ents
wit
h p
roto
cols
an
d/o
r to
ols
. ●
Th
e te
ach
er h
old
s st
ud
ents
ac
cou
nta
ble
fo
r eq
uit
able
p
arti
cip
atio
n a
nd
th
e co
nte
nt
of
thei
r co
nve
rsat
ion
s an
d/o
r co
llab
ora
tive
str
uct
ure
s.
● T
he
teac
her
eff
ecti
vely
use
s a
ran
ge o
f d
iscu
ssio
n s
trat
egie
s an
d
faci
litat
ion
mo
ves
to a
dva
nce
st
ud
ent
exp
ress
ion
an
d d
eep
en
co
nte
nt
un
der
stan
din
g.
● S
tud
ents
fac
ilita
te e
qu
itab
le
dis
cuss
ion
s an
d s
up
po
rt e
ach
oth
er
to e
nsu
re t
hat
all
stu
den
ts a
re
enga
ged
an
d p
arti
cip
atin
g in
cl
assr
oo
m d
iscu
ssio
ns
and
/or
colla
bo
rati
ve s
tru
ctu
res.
●
Wit
h m
inim
al p
rom
pti
ng,
stu
den
ts
use
str
ateg
ies
to c
om
men
t o
n o
r q
ues
tio
n p
eers
’ th
inki
ng,
or
exte
nd
an
d/o
r ju
stif
y th
eir
ow
n t
hin
kin
g b
y u
sin
g ex
amp
les
and
/or
text
ual
ev
iden
ce.
Ob
serv
able
Teac
hin
g P
ract
ice
s*
● A
llow
s su
ffic
ien
t th
ink
tim
e an
d/o
r w
riti
ng
tim
e b
efo
re a
skin
g st
ud
ents
to
pro
du
ce v
erb
ally
or
vice
ver
sa.
● D
elin
eate
s w
hic
h m
em
ber
of
a gr
ou
p is
res
po
nsi
ble
fo
r w
hat
co
mp
on
ent
by
usi
ng
role
car
ds
or
task
sh
eet
s.
● H
as a
ro
uti
ne
for
clas
sro
om
gro
up
ing
like
“par
tner
clo
cks.
”
● C
han
ges
gro
up
siz
e an
d s
tru
ctu
re d
epen
din
g o
n t
he
acti
vity
(fr
om
pai
rs t
o t
rio
s to
larg
er g
rou
p)
to e
nsu
re s
tud
ent
voic
e.
● U
ses
app
rop
riat
e cu
ein
g an
d/o
r w
ait
tim
e th
at r
equ
ire
s st
ud
ents
to
th
ink
thro
ugh
wo
rk, b
ut
no
t st
rugg
le t
o a
leve
l of
fru
stra
tio
n.
Ob
serv
able
Stu
de
nt
Be
hav
iors
*
● S
ays
thin
gs li
ke “
I th
ink.
..b
ecau
se…
” ●
Ask
s p
eer
s, “
Wh
y d
o y
ou
th
ink
that
?” “
Wh
at m
akes
yo
u t
hin
k th
at?”
“C
an y
ou
sh
ow
me
the
evid
ence
th
at m
ake
s yo
u t
hin
k th
is?”
●
Stu
den
ts a
sk e
ach
oth
er c
lari
fyin
g q
ues
tio
ns
and
bu
ild o
ff p
eers
’ id
eas
(I a
gree
wit
h…
).
● E
xpla
ins
wh
en a
sked
ho
w t
he
task
mig
ht
app
ly t
o t
he
“rea
l wo
rld
.”
● E
xpla
ins
wh
at h
is/h
er r
ole
is in
th
e gr
ou
p a
nd
wh
y it
is im
po
rtan
t.
● U
tiliz
es
nat
ive
lan
guag
e to
un
der
stan
d n
ew c
on
cep
ts.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● S
tud
ent
pro
du
ctio
n m
ay b
e lim
ited
; in
tera
ctio
n m
ay b
e ch
arac
teri
zed
by
bac
k-an
d-f
ort
h in
tera
ctio
n w
ith
tea
cher
rat
he
r th
an s
tud
ent
inte
ract
ion
. ●
Th
e te
ach
er u
ses
a ra
nge
of
stra
tegi
es
and
str
uct
ure
s to
sca
ffo
ld a
nd
dev
elo
p s
tud
ents
’ co
mm
un
icat
ion
ski
lls.
●
Th
e te
ach
er u
ses
faci
litat
ion
mo
ves
(wai
t ti
me,
tal
k m
ove
s) t
o e
nco
ura
ge s
tud
ent
inte
ract
ion
. ●
Stu
den
t p
rod
uct
ion
may
be
limit
ed; i
nte
ract
ion
may
be
char
acte
rize
d b
y b
ack
and
fo
rth
inte
ract
ion
wit
h t
each
er r
ath
er
than
stu
den
t in
tera
ctio
n.
●
Cla
ssro
om
dis
cuss
ion
is d
iffe
ren
tiat
ed a
nd
allo
ws
all s
tud
ents
to
par
tici
pat
e.
*All
ob
serv
ab
le t
each
ing
pra
ctic
es a
nd
stu
den
t b
eha
vio
rs a
re e
xem
pla
rs o
f SE
L
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
21
Do
mai
n 3
: Te
ach
to
En
sure
Ow
ner
ship
an
d M
aste
ry f
or
ALL
Stu
den
ts
3D
Ass
ess
es
Stu
de
nt
Lear
nin
g
Ind
icat
or
No
t M
ee
tin
g D
eve
lop
ing
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
3D
Mo
nit
ors
an
d
sup
po
rts
stu
de
nt
pro
gre
ss t
ow
ard
s
mas
tery
of
con
ten
t-
lear
nin
g o
bje
ctiv
e
● T
he
teac
her
do
es n
ot
use
fo
rmat
ive
asse
ssm
ents
to
as
sess
pro
gre
ss t
ow
ard
th
e co
nte
nt-
lan
guag
e o
bje
ctiv
e an
d d
oes
no
t ad
just
in
stru
ctio
n b
ased
on
stu
den
t-le
arn
ing
nee
ds.
●
Th
e te
ach
er d
oes
no
t p
rovi
de
stu
den
ts w
ith
op
po
rtu
nit
ies
to m
on
ito
r th
eir
pro
gres
s ag
ain
st c
rite
ria
for
mas
tery
. ●
Th
e te
ach
er d
oes
no
t p
rovi
de
feed
bac
k to
stu
den
ts o
r p
rovi
des
fe
edb
ack
that
fo
cuse
s o
nly
on
co
mp
lian
ce
or
com
ple
tio
n o
f w
ork
.
● T
he
teac
her
so
me
wh
at m
on
ito
rs
and
su
pp
ort
s st
ud
ent
pro
gres
s to
war
ds
con
ten
t-la
ngu
age
ob
ject
ive.
Use
of
asse
ssm
ent
is
spo
rad
ic o
r te
ach
er m
akes
fe
w
adju
stm
ents
to
inst
ruct
ion
bas
ed
on
ass
ess
men
t d
ata.
●
Th
e te
ach
er p
rovi
de
s st
ud
ents
w
ith
su
per
fici
al o
pp
ort
un
itie
s fo
r m
on
ito
rin
g p
rogr
ess
that
are
p
arti
ally
alig
ned
to
th
e cr
iter
ia f
or
mas
tery
an
d r
esu
lt in
su
per
fici
al
nex
t st
eps.
●
Th
e te
ach
er p
rovi
de
s ge
ner
al
feed
bac
k th
at m
od
erat
ely
sup
po
rts
stu
den
t p
rogr
ess
to
war
ds
the
con
ten
t-la
ngu
age
ob
ject
ive/
crit
eria
fo
r m
aste
ry.
● T
he
teac
her
mo
nit
ors
an
d
sup
po
rts
stu
den
t p
rogr
ess
to
war
ds
the
con
ten
t-la
ngu
age
ob
ject
ive
usi
ng
vari
ed f
orm
ativ
e as
sess
men
ts, a
nd
mak
es
effe
ctiv
e ad
just
men
ts t
o
inst
ruct
ion
bas
ed o
n t
he
dat
a to
ad
dre
ss s
tud
ent-
lear
nin
g n
ee
ds.
● T
he
teac
her
pro
vid
es
stu
den
ts
wit
h s
tru
ctu
red
op
po
rtu
nit
ies
to
mo
nit
or
thei
r p
rogr
ess
aga
inst
th
e cr
iter
ia f
or
mas
tery
an
d
iden
tify
mea
nin
gfu
l nex
t st
eps
to
adva
nce
lear
nin
g.
● T
he
teac
her
pro
vid
es
feed
bac
k th
rou
gho
ut
the
less
on
th
at is
ti
mel
y, s
pe
cifi
c, a
nd
hel
ps
stu
den
ts c
lear
ly id
enti
fy n
ext
step
s in
ach
ievi
ng
the
con
ten
t-la
ngu
age
ob
ject
ive
and
cri
teri
a fo
r m
aste
ry.
● T
he
teac
her
fu
lly in
tegr
ate
s fo
rmat
ive
asse
ssm
ents
into
inst
ruct
ion
, m
on
ito
rin
g p
rogr
ess
for
all s
tud
ents
th
rou
gho
ut
the
less
on
an
d p
rovi
din
g p
erso
nal
ized
su
pp
ort
to
ad
dre
ss
ind
ivid
ual
stu
den
t n
eed
s.
●
Stu
den
ts c
on
tin
uo
usl
y m
on
ito
r th
eir
ow
n w
ork
aga
inst
th
e cr
iter
ia f
or
mas
tery
an
d e
stab
lish
nex
t st
eps
for
adva
nci
ng
thei
r o
wn
lear
nin
g to
war
d
me
etin
g cr
iter
ia f
or
mas
tery
.
● S
tud
ents
are
ab
le t
o p
rovi
de
resp
ect
ful,
accu
rate
an
d a
ctio
nab
le
feed
bac
k fo
r o
ne
an
oth
er t
hat
ad
van
ces
lear
nin
g.
Ob
serv
able
Te
ach
ing
Pra
ctic
es*
●
Pro
vid
es
mu
ltip
le o
pp
ort
un
itie
s fo
r st
ud
ents
to
dem
on
stra
te c
om
pet
ency
(o
nlin
e p
olli
ng,
exi
t ti
cket
s, 1
-1 c
on
fere
nci
ng,
per
form
ance
tas
ks, e
tc.)
.
●
Ask
s st
ud
ents
to
def
ine
or
rest
ate
term
s/co
nce
pts
.
●
Has
stu
den
ts e
lab
ora
te u
sin
g p
rom
pts
, su
ch a
s: “
Tell
me
mo
re a
bo
ut
___
__”
or
“Ho
w d
o y
ou
kn
ow
th
at?”
●
R
egu
larl
y ci
rcu
late
s th
rou
gho
ut
the
roo
m d
uri
ng
the
less
on
to
ass
ess
all
stu
den
ts’ u
nd
erst
and
ing
of
ob
ject
ive(
s); t
each
er m
ay t
ake
no
tes
on
stu
den
t p
rogr
ess.
●
U
ses
thin
k-al
ou
ds
to m
od
el h
ow
stu
den
ts c
ou
ld r
esp
on
d t
o t
he
use
of
feed
bac
k.
●
Cir
cula
tes
du
rin
g th
e le
sso
n t
o q
ues
tio
n s
tud
ents
an
d p
rovi
de
acad
emic
ally
-fo
cuse
d d
esc
rip
tive
fee
db
ack.
●
P
rovi
de
s fe
edb
ack
on
stu
den
ts’ u
se o
f st
rate
gies
an
d m
etac
ogn
itiv
e p
roce
sse
s.
●
Pro
vid
es
feed
bac
k b
y m
od
elin
g co
rrec
tio
ns
in t
he
resp
on
se t
o a
stu
den
t (i
.e. r
ecas
tin
g).
●
Pro
vid
es
op
po
rtu
nit
ies
for
stu
den
ts t
o s
elf-
asse
ss a
nd
pee
r-as
sess
(e.
g., w
ith
ru
bri
cs).
●
U
ses
dat
a ch
arts
th
at r
efle
ct p
rogr
ess
tow
ard
exp
licit
ly s
tate
d g
oal
s/o
bje
ctiv
e(s)
ref
eren
ced
du
rin
g le
sso
n.
●
On
e-o
n-o
ne
con
fere
nci
ng,
sm
all-
or
wh
ole
-gro
up
tas
ks t
hat
res
ult
in s
tud
ents
rec
eiv
ing
acad
emic
ally
-fo
cuse
d d
escr
ipti
ve f
eed
bac
k.
Ob
serv
able
Stu
de
nt
Be
hav
iors
●
Stu
den
ts m
on
ito
r th
eir
ow
n p
rogr
ess
wit
h a
wal
l ch
art,
in a
no
teb
oo
k, o
nlin
e, e
tc.
●
Stu
den
ts c
om
mu
nic
ate
com
ple
tio
n o
f th
e p
rim
ary
task
usi
ng
the
iden
tifi
ed la
ngu
age
ob
ject
ive
do
mai
n.
●
Stu
den
ts e
xpla
in t
hei
r th
inki
ng
(met
aco
gnit
ion
).
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
22
Acc
om
mo
dat
ion
s fo
r
Stu
de
nts
wit
h
Dis
abili
tie
s
●
Var
ied
fo
rmat
ive
asse
ssm
ents
mig
ht
incl
ud
e st
ud
ents
exp
lain
ing
thei
r th
inki
ng
usi
ng
thei
r m
od
e o
f co
mm
un
icat
ion
, or
teac
her
cir
cula
tin
g th
e ro
om
ch
ecki
ng
on
th
eir
wo
rk.
●
Teac
he
r p
rovi
de
s d
escr
ipti
ve f
eed
bac
k w
ith
in t
he
con
text
of
the
less
on
, in
ad
dit
ion
to
beh
avio
r an
d/o
r b
ehav
ior
goal
s th
at m
igh
t m
anif
est
du
rin
g th
e le
sso
n.
●
Teac
he
r p
rovi
de
s d
escr
ipti
ve f
eed
bac
k w
ith
in t
he
con
text
of
the
less
on
, in
ad
dit
ion
to
fee
db
ack
that
is s
pec
ific
to
ind
ivid
ua
l stu
den
t go
als
and
dir
ectl
y co
nn
ecte
d t
o IE
P g
oal
s.
*All
ob
serv
ab
le t
each
ing
pra
ctic
es a
nd
stu
den
t b
eha
vio
rs a
re e
xem
pla
rs o
f SE
L
2015
-201
6 TG
DS
Han
dbo
ok
& O
ETF
23
Do
mai
n 4
: R
efle
ct a
nd
Rev
ise
to
Imp
rove
Stu
den
t O
utc
om
es
4A
Re
fle
cts
and
Re
vise
s to
Imp
rove
Stu
de
nt
Ou
tco
me
s
Ind
icat
ors
N
ot
Me
eti
ng
De
velo
pin
g
“Exe
mp
lary
” =
mee
tin
g c
rite
ria
in b
oth
Eff
ecti
ve a
nd
Exe
mp
lary
Effe
ctiv
e
Exe
mp
lary
4A
Re
fle
cts
on
stu
de
nt
ou
tco
me
s
to a
sse
ss
eff
ect
ive
ne
ss a
nd
de
term
ine
ne
xt
ste
ps
● T
each
er
do
es n
ot
anal
yze
stu
den
t w
ork
to
iden
tify
th
e ex
ten
t to
wh
ich
th
e co
nte
nt-
lan
guag
e o
bje
ctiv
e w
as
ach
ieve
d.
● T
he
teac
her
do
es n
ot
kno
w t
he
deg
ree
to w
hic
h a
less
on
was
ef
fect
ive
or
ach
ieve
d it
s in
stru
ctio
nal
go
als,
or
pro
fou
nd
ly m
isju
dge
s th
e su
cce
ss o
f a
less
on
. ●
Th
e te
ach
er h
as n
o s
ugg
est
ion
s fo
r w
hat
co
uld
be
imp
rove
d f
or
nex
t st
eps
in s
ub
seq
uen
t le
sso
ns.
● T
each
er
revi
ew
s so
me
stu
den
t w
ork
to
mak
e ge
ner
aliz
atio
ns
abo
ut
the
exte
nt
to w
hic
h t
he
con
ten
t-la
ngu
age
ob
ject
ive
was
ac
hie
ved
. ●
Th
e te
ach
er s
tate
s w
het
her
or
no
t a
less
on
was
eff
ect
ive,
bu
t o
nly
so
me
wh
at d
escr
ibes
th
e ex
ten
t to
wh
ich
it a
chie
ved
its
ob
ject
ive
or
its
imp
act
on
st
ud
ent
lear
nin
g.
● T
he
teac
her
mak
es
gen
eral
su
gge
stio
ns
abo
ut
way
s in
w
hic
h in
stru
ctio
n c
an b
e im
pro
ved
.
● T
he
teac
her
an
alyz
es s
tud
ent
wo
rk
to id
enti
fy t
he
exte
nt
to w
hic
h t
he
con
ten
t-la
ngu
age
ob
ject
ive
was
ac
hie
ved
. ●
Th
e te
ach
er m
ake
s an
acc
ura
te
asse
ssm
ent
of
a le
sso
n’s
ef
fect
iven
ess
(i.e
. ext
ent
to w
hic
h
it a
chie
ved
its
ob
ject
ive
and
imp
act
on
stu
den
t le
arn
ing)
an
d c
an
pro
vid
e e
vid
ence
to
su
pp
ort
th
e ju
dgm
ent.
●
Th
e te
ach
er d
escr
ibe
s n
ext
step
s to
bu
ild o
n s
tud
ent
lear
nin
g, t
o
add
ress
stu
den
t m
isu
nd
erst
and
ings
, or
to e
nh
ance
a
teac
hin
g p
ract
ice
that
was
tri
ed.
● T
he
teac
her
an
alyz
es s
tud
ent
wo
rk
to id
enti
fy p
atte
rns
and
tre
nd
s in
st
ud
ent
ach
ieve
men
t.
● T
he
teac
her
mak
es
an a
ccu
rate
as
sess
men
t o
f a
less
on
’s
effe
ctiv
ene
ss (
i.e. e
xten
t to
wh
ich
it
ach
ieve
d it
s o
bje
ctiv
e an
d it
s im
pac
t o
n s
tud
ent
lear
nin
g) b
y ci
tin
g m
any
spec
ific
exa
mp
les
and
evi
den
ce.
● T
he
teac
her
des
crib
es
spec
ific
su
gge
stio
ns
abo
ut
ho
w t
he
less
on
co
uld
be
imp
rove
d a
nd
pre
dic
ts
ho
w t
he
imp
rove
men
ts w
ill a
dva
nce
st
ud
ent
lear
nin
g.
Ob
serv
able
Evid
en
ce
● T
each
er
pre
sen
ts s
tud
ent
wo
rk in
po
st-c
on
fere
nce
or
anal
ysis
of
stu
den
t ac
hie
vem
ent
bas
ed o
n c
on
cret
e ex
amp
le in
stu
den
t w
ork
.
● T
each
er
use
s a
vari
ety
of
wo
rk s
amp
le f
rom
ab
ove
to
bel
ow
sta
nd
ard
to
an
alyz
e p
atte
rns
of
stu
den
t ac
hie
vem
ent.
●
Tea
che
r ad
dre
sse
s n
ext
step
s in
tea
chin
g p
ract
ice
as w
ell a
s it
s p
ote
nti
al im
pac
t o
n s
tud
ent
ach
ieve
men
t.
● T
each
er
pro
vid
es
spe
cifi
c n
ext
step
s fo
r st
ud
ent
gro
up
or
ind
ivid
ual
stu
den
ts.
●
Tea
che
r ta
kes
resp
on
sib
ility
fo
r st
ud
ent
lear
nin
g an
d d
iscu
sse
s n
ext
step
s in
ter
ms
of
teac
her
act
ion
s.
Acc
om
mo
dat
ion
s
for
Stu
de
nts
wit
h
Dis
abili
tie
s
● T
each
er
may
use
IEP
go
als
in a
dd
itio
n t
o c
on
ten
t-la
ngu
age
ob
ject
ives
to
re
flec
t o
n a
chie
vem
ent
or
pro
gres
s to
war
ds
mas
tery
.
2015-2016 TGDS Handbook & OETF
24
Detailed TGDS Pilot Evaluation Cycle 2015-2016 – Step by Step
Month Evaluation Step Teacher Role Administrator Role
September& October
Informal Observation(s) ● 10-15 minutes ● Does not factor into final
evaluative score
● Reflect on lesson in post-conference (recommended)
● Script Informal Lesson Observation
● Script and/or Tag evidence to OETF
● Schedule and conduct Post-Observation conference (recommended)
October
SMARTe Goals Based on evidence from the Informal Observation(s) & teacher Self-Assessment
● 2 SMARTe Goals: Student Outcome & Professional Practice SMARTe goal
● Use Self-Assessment and Informal Observation(s) to draft Professional Practice SMARTe Goal based on focus indicator(s) in OETF Domains 2 or 3
● Use student data, school & grade level/content area goals to draft Student Outcome SMARTe Goal
● Approve teacher SMARTe Goals ● Lead teacher training on SMARTe
Goals
November& December
Admin Long Observation Cycle #1 ● 30+ Minutes (full lesson cycle) ● Provides evaluative ratings on all
OETF Domains/Indicators
● Write Lesson Plan and upload to TeachBoost
● Teach Lesson ● Complete Lesson Effectiveness
Reflection ● Self-rate in TeachBoost based on
Lesson Observation Script ● Reflect on lesson in Post-
Conference
● Schedule Long Observation Cycle (Pre-Conference, Lesson Observation, Post-Conference)
● Review teacher Lesson Plan ● Tag and rate teacher Lesson Plan ● Facilitate Pre-Conference with
teacher ● Script Lesson Observation ● Tag and rate Lesson Observation
script (Domain 2 & 3) ● Share Lesson Observation
evidence with teacher ● Facilitate Post-Conference
reflection with teacher ● Rate Domain 4 using Teacher
Reflection & Post-Conference notes.
January
Admin Short Observation (Recommended)
● 15-20 minutes ● Results in ratings for Domains 2 &
3 only
● Reflect on lesson in Post-Conference
● Schedule Short Observation Cycle (Short Observation & Post-Observation Conference)
● Script Short Lesson Observation ● Tag evidence to OETF ● Schedule and conduct Post-
Observation conference
February
Peer Observation ● Non-evaluative ● Focused on professional practice
goal
● Observe peer teacher ● Meet to debrief and provide
feedback on teacher SMARTe goal focus
● Provide release time and professional learning time for teachers to share reflections with peers
February & March
Admin Alternate Observer Short Observations
● Reflect on lesson in Post-Conference
Alternate Observer: ● Schedule Short Observation Cycle
2015-2016 TGDS Handbook & OETF
25
● 2 scheduled observations ● 15-20 minutes each
(including Short Observation & Post-Observation Conference)
● Script Short Lesson Observation ● Tag evidence to OETF ● Schedule and conduct Post-
Observation conference
April
Admin Long Observation Cycle #2 ● 30+ Minutes (full lesson cycle) ● Provides evaluative ratings on all
OETF Domains/Indicators
● Write Lesson Plan and upload to TeachBoost
● Teach Lesson ● Complete Lesson Effectiveness
Reflection ● Self-rate based on Lesson
Observation Script ● Reflect on lesson in Post-
Conference
● Schedule Long Observation Cycle (Pre-Conference, Lesson Observation, Post-Conference)
● Review teacher Lesson Plan ● Tag and rate teacher Lesson Plan ● Facilitate Pre-Conference with
teacher ● Script Lesson Observation ● Tag and rate Lesson Observation
script (Domain 2 & 3) ● Share Lesson Observation
evidence with teacher ● Facilitate Post-Conference
reflection with teacher ● Rate Domain 4 using Teacher
Reflection & Post-Conference notes.
May
Summative Evaluation Conference ● 15 minutes ● Overview of final ratings
● Upload evidence for SMARTe Goals progress prior to Summative Conference
● Reflect on growth and development across TGDS Evaluation Cycle and establish next steps
● Rate SMARTe Goals using teacher and observation evidence
● Schedule Summative Evaluation Conference to share teacher ratings (SMARTe Goals, Classroom Observation & Overall Professional Practice)
2015-2016 TGDS Handbook & OETF
26
Instructional Conferencing Guide
Instructional conferences provide opportunities to develop teachers’ practice through the use of effective feedback. This guide provides the purpose and process for conducting effective conferences.
Pre-Observation Conference Post-Observation Conference
The purpose of the pre-conference is to bring focus to an area of growth in the teacher’s planning process, and to clarify or improve an aspect of the lesson before it is taught.
The purpose of the post-observation conference is to provide a high-level view on the teacher’s practice, bring focus to a high-leverage area of improvement, and determine concrete next steps.
Instructional Conference Phases
Phase 1: Activating and Engaging
Provide high-level view of strengths and areas for growth based on collected evidence.
Provide opportunity to share contextual information or raise concerns that are relevant to the areas of growth.
Phase 2: Exploring and Discovering
Determine focus area of growth tied to a framework indicator: What will the focus of the conference be?
Establish shared criteria for success: What will it look like when practice improves in this indicator?
Discuss strategies: What tools, resources, or strategies can be used to improve practice?
Provide choice points: What one or two actions can move practice forward?
Phase 3: Organizing and Integrating
Teacher reflects on what he or she is taking away from the conversation.
Teacher and observer Determine concrete next steps.
Best practice: Use conversation stems that promote reflective thinking and collaboration. Consider the developmental needs of the teacher and the relationship between teacher and observer as you plan for the conversation.
Reflective Stems Collaborating Stems Consulting Stems:
What did you notice…
What’s your thinking about…
How have you addressed this before in a similar situation?
Let’s brainstorm together…
Let’s think about…
Let’s generate…
How might we...
Here are some options you might consider...
One idea I have is…
Here’s how I think about…
It’s important to…
Keep in mind that…
Pay attention to…
Share with me what you...
2015-2016 TGDS Handbook & OETF
27
TGDS Evaluation Calendar 2015-16
November 2015 December 2015 January 2016 Nov/Dec/Jan
S M T W T F S S M T W T F S S M T W T F S Dec. 18 Long Obs.
1 2 3 4 5 6 7 1 2 3 4 5 1 2 Jan. 29 Short Obs.
8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9
15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16
22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23
29 30 27 28 29 30 31 24 25 26 27 28 29 30
31
February 2016 March 2016 April 2016 Feb/Mar/Apr
S M T W T F S S M T W T F S S M T W T F S Feb. 1-29 Peer Obs.
1 2 3 4 5 6 1 2 3 4 5 1 2 March 24 Alt. Obs.
7 8 9 10 11 12 13 6 7 8 9 10 11 12 3 4 5 6 7 8 9 April 29 Long Obs.
14 15 16 17 18 19 20 13 14 15 16 17 18 19 10 11 12 13 14 15 16
21 22 23 24 25 26 27 20 21 22 23 24 25 26 17 18 19 20 21 22 23
28 29 27 28 29 30 31 24 25 26 27 28 29 30
May 2016 June 2016 May/June
S M T W T F S S M T W T F S May 26 Sum. Conf.
1 2 3 4 5 6 7 1 2 3 4
8 9 10 11 12 13 14 5 6 7 8 9 10 11
15 16 17 18 19 20 21 12 13 14 15 16 17 18
22 23 24 25 26 27 28 19 20 21 22 23 24 25
29 30 31 26 27 28 29 30
Alternate Observer Trainings TGDS Teacher Trainings Color Key
September 15 Sept 12 OETF and TeachBoost Deadlines
October 20 Oct 24 SMARTe Goals Trainings
November 17 Nov 14 Long Observations Holidays
December 15 Jan 9 Short Observations First/Last day of school
January 19 Feb 6 Peer Observations Window opens/closes
February 16 Mar 12 Alternate Observer Ob.
March 15 May 7 Summative Conferences
April 19
August 2015 September 2015 October 2015 Aug/Sept/Oct
S M T W T F S S M T W T F S S M T W T F S Sept. 18 Opt In Deadline
1 1 2 3 4 5 1 2 3 Oct. 16 Informal Obs.
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 Oct. 30 SMARTe Goals
9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24
23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31
30 31
2015-2016 TGDS Handbook & OETF
28
Thank you to the teachers, principals, parents, students and community members who helped us build the
Teacher Growth and Development System as members of the Oakland Effective Teaching Task Force & PEC
Oakland Effective Teaching Task Force.
Thank you to the members of the Oakland Effective Teaching Framework tuning team who helped us develop
and align the OETF to the needs of Oakland’s students and teachers.
Thank you to the members of the Joint Study Committee who have documented the experiences of TGDS
pilot participants and shared recommendations to help us improve TGDS.
Thank you to the principals and teachers at our 2014-2015 TGDS Pilot Schools who helped us to test, improve
and refine the Teacher Growth and Development System evaluation pilot, so that all teachers and students in
Oakland can grow and develop.
