Handbook

OVERVIEW 3
LEAP as Part of the Broader
DPS Vision 4
What is LEAP? 6
Technology and LEAP 10
Research: The Development of LEAP 11

SUPPORTS AND RESOURCES 14

FRAMEWORK FOR
EFFECTIVE TEACHING 42
Behavior Characteristics in the
Framework for Effective Teaching 44
High-Level Indicators 45
Learning Environment 46
Instruction 53
Professionalism 71

OBSERVATION APPENDICES 79

STUDENT PERCEPTION SURVEY 143

STUDENT GROWTH 156

2
OVERVIEW
LEAP AS PART OF THE BROADER DPS VISION

INTRODUCTION TO LEAP

Denver Public Schools (DPS) is committed to establishing great schools in every neighborhood,
closing academic opportunity gaps and preparing all DPS students for success in college and careers.
We know that a great teacher in the classroom is one of the most important factors in helping our
students achieve in school, and that our teachers are critical to achieving the Denver Plan 2020 goals.
LEAP (Leading Effective Academic Practice) is the teacher growth and performance system developed
for teachers, by teachers and is a key component in improving classroom instruction and increasing
student growth.

Following is a brief summary of how LEAP supports the Denver Plan 2020.

The Denver Plan

The Denver Plan 2020 is DPS’s five-year strategic plan that guides the
district’s priorities and policies in service of five goals; Great Schools in Every
Neighborhood, A Foundation for Success in School, Ready for College and
Career, Support for the Whole Child and Close the Opportunity Gap.
The newly updated Denver Plan 2020 builds on past momentum by defining
key strategies such as Great Teaching and Leading, which are foundational to
achieving the district’s goals. LEAP is central to supporting and developing
great
teachers in order to make our vision, Every Child Succeeds, a reality.

NOTE: To read the Denver

Plan 2020, please visit
denverplan.dpsk12.org

Colorado Academic Standards and Common Core State

Standards
In creating the Denver Plan, DPS embraced the Colorado Academic Standards and Common Core State Standards
to ensure all students receive the academic knowledge, language, and skills they need to be successful in college,
career choices, and life. LEAP supports how the standards are taught using research-based instructional practices
and is aligned to the new standards.

4
Vision of DPS Classrooms
Joyful. Rigorous. Personalized.
These three words describe the common vision for excellence for every DPS
classroom. In our vision, DPS classrooms:
• Excite students to explore, think deeply, solve problems, create and have fun.
• Engage students in active discussions, rich debates, and deep learning about math, literature, science, social
studies, the arts and other compelling areas of study.
• Individualize content and instruction to meet the needs of each learner.
• Celebrate the diversity of our students.
• Ensure that every student is known and appreciated for the gifts he/she brings.
• Empower students to own their learning and challenge them to achieve goals they never dreamed possible.
• Ignite a passion for learning.

Joyful.
Learning is fun! At DPS, we nurture the joy that comes from engaging in “Teachers now play a
challenging content and mastering new skills. critical evolving role
in creating a joyful,
rigorous and personalized
Rigorous. classroom. They are
stepping out of the spotlight
Our world is changing fast. At DPS, we engage students in rigorous
and becoming facilitators
curriculum designed to prepare them for success in this new world.
to our students, or
learners, as the learners
navigate their way along an
Personalized.
educational journey.”
Every child is unique. At DPS, we tailor the learning experience to meet the
—Jeffrey McMahon,
backgrounds, interests, assets and needs of every learner.
Sabin World School

5
WHAT IS LEAP?

INTRODUCTION TO LEAP

District leaders, school leaders, teachers, members of the Denver Classroom Teachers Association
(DCTA) and other stakeholder groups collaborated on LEAP’s design to establish a clear set of
expectations to assess teacher performance, ensuring an excellent teacher in every classroom and
ensuring teacher support from highly effective school leaders.
LEAP helps teachers identify areas of both strength and growth by providing guidelines for meaningful
feedback conversations, well-designed and implemented coaching cycles, and professional learning
sessions. By making teacher evaluation more mean- ingful, LEAP enables teachers to continue to
develop as professionals in ways that ultimately improve student performance.

Measures of Effective Teaching (MET)

DPS and the Denver Classroom Teachers Association (DCTA) recognized
NOTE: For more on the
that the components of a successful growth and performance system must
MET study, please visit:
be informed by the ideas and experiences of experienced educators. It also
metproject.org
needed to be comprised of multiple measures to provide a comprehensive,
fair and reliable picture of a teacher’s performance. Consequently, LEAP was
designed with input from teachers, school leaders and national research. The
measures that contribute to LEAP were heavily informed by the Measures
of Effective Teaching (MET) study, which was conducted in multiple districts
across the United States (including Denver) from 2009–2011. The MET study
identified the importance of using multiple measures when evaluating a
teacher’s performance.

Additional Information on the Development of LEAP

To learn more about the development of the LEAP system, see the paper Beyond Buy-In: Partnering with
Practitioners to Build a Professional Growth and Accountability System for Denver’s Educators in The Commons
under Human Resources>Growth and Performance>Teachers>What is LEAP?

Understanding the Multiple Measures of LEAP

LEAP incorporates the following multiple measures:
• Observation
• Professionalism
• Student Perception Survey (SPS)
• Student Growth

6
Observation includes observations of, and feedback on, the classroom learning environment and instructional
practice. Using the first two domains of the DPS Framework for Effective Teaching, Learning Environment and
Instruction, school leaders and/ or peers observe a teacher’s classroom practice, collect evidence, align the
evidence to the Framework for Effective Teaching (FET), and arrive at a final score for each indicator. Then,
the observer reviews the evidence, aligns the evidence to the frame- work, constructs a meaningful feedback
conversation aligned to evidence and teacher’s goals, identifies next steps for the teacher’s growth, and suggests
further professional learning opportunities.
Professionalism includes observations of, and feedback on, each teacher’s contributions outside of classroom
instructional time; i.e. contributions to school teams, use of data and planning, collaboration with parents and
overall impact to the school culture. These assessments occur throughout the year by school leaders and through
teacher self-assessment.
Student Perception Survey (SPS) represents the voice of the students. The SPS includes three categories of
each teacher’s practice as perceived by their students: (1) Facilitates Learning, (2) Supports Students, and (3)
Communicates High Expectations.
Student Growth measures how teaching impacts student academic learning and growth. When taken into account
with other measures of teacher performance, student academic outcomes provide a more holistic picture of the
learning that results from teacher actions over the course of a year. The LEAP system utilizes multiple measures of
student academic growth, including:
• State Growth: Measures the growth of each teacher’s students on state tests. This applies to teachers who
instruct in the state-tested subject areas of English Language Arts and Math.
• Student Learning Objectives (SLOs): Measures students’ progress toward mastery of the Colorado Academic
Standards and includes multiple sources of evidence, such as interim assessments, performance tasks and
unit assessments.
• School Growth: Measures the academic growth of all students in a school using the district’s School
Performance Framework (SPF). This measure is a collective measure of academic growth that is applied to
all teachers within each school.
By assessing multiple areas of each teacher’s performance, LEAP creates a robust method for capturing a
teacher’s performance effectiveness. Rooted in the shared core value of “Students First,” the LEAP system
provides a framework for recognizing that, as professionals, teachers and school leaders require (and deserve)
clear standards of performance, honest assessments of their strengths and areas for growth, helpful feedback and
support for further development.
LEAP affords teachers and leaders the opportunity to reflect on practice and to make shifts in instruction and
support based on a variety of data, including observations, professionalism, student voice and student growth. The
system is designed to look holistically at multiple factors contributing to a teacher’s effectiveness, not just at one
dimension of teaching.

7
The graphic below shows how the multiple measures of LEAP come together to define and support effective teaching.

Student Voice
Captures student perception of a teacher’s classroom and
instruction.
10% for teachers with SPS, 0% for teachers without SPS

Classroom Observation
Measures a teacher’s classroom instruction and learning
environment.
30% for teachers with SPS, 35% for teachers without SPS

Professionalism
Assesses a teacher’s contributions outside the classroom.
10% for teachers with SPS, 15% for teachers without SPS

Student Growth
Measures student progress and academic growth and is
comprised of Student Learning
Objectives (SLOs), School Performance Growth (SPF), and
individual state test results if available.
If individual state test results available: 10% school SPF,
30% SLOs,10% individual state test results. If no individual
state test results available: 10% school SPF, 40% SLOs

8
Teacher GPS Timeline
While milestones are called out to help set expectations and provide structure for the year, the timeline is flexible to accommodate different coaching and
support needs across all Teachers within school and leadership contexts throughout DPS.

Ongoing observations, feedback and coaching conversations to support Teacher growth in Learning Environment, Instruction and Professionalism.
PROFESSIONAL

Reflect, Share feedback,

PRACTICE

discuss observations, final ratings and

End-of-Year
BOY Mid-Year Conversation strengths/growth strengths/growth
Conversation
Conversations Window Opens areas areas for next year
Window Opens
MOY Conversations EOY Conversations

SEPTEMBER N OV E M B E R JA N UA RY MARCH M AY
O CT O B E R DECEMBER F E B R UA RY APRIL JUNE
STUDENT
GROWTH

Review SLOs and

Determine Student Prior to End-of-Year
reflect on student
Learning Objectives Conversations finalize
progress during MOY
(SLOs) SLOs
conversations

9
TECHNOLOGY AND LEAP

The LEAP system incorporates the following three technology platforms. Guides to each are available in
the LEAP section of the Commons and on the Teacher and Principal Portals. The tools can be accessed
in the Teacher Portal under “My Applications.”

1. LEAP Application Tool (LAT)

2 Whetstone
3 Student Learning Objectives (SLO) Application

LEAP Application Tool

The LEAP Application Tool (LAT) is where the multiple measures of LEAP data, current and past, come together.
During the course of the year a school leader or teacher will use the LAT to enter:
• Ongoing Professionalism notes
• Mid-Year and End-of-Year Professionalism comments and ratings
• Mid-Year and End-of-Year Reflections on Practice (Areas of strength and growth)
• Viewing/Selecting Ratings (as applies)
Additionally, leaders and teachers are able to review:
• Completed observation data from Whetstone
• Student Perception Survey results
• Student Growth and SLO results at end-of-year
• Previous years’ LEAP data
• Printable reports
Quick Reference Guides on how to use the LEAP application tool are available in the LEAP section under Growth and
Performance on The Commons.

Whetstone
For LEAP, Whetstone is used by leaders to capture observations and enter goals and action steps. Teachers are able
to track/enter goals and actions steps and review completed observations.
Trainings are available in the Whetstone Resource Library which is found under “Learn” on the toolbar.

Student Learning Objectives (SLO) Application

The SLO application tool is used by teachers and leaders to enter, approve, update, and finalize Student Learning Objectives.
At the end of the year, finalized SLO performance data displays under the Student Growth tab in the LEAP Application Tool.
Extensive user guides cover the following key areas:
• Creating a Long-Term Goal
These user guides are available
• Submitting a Long-Term Goal for approval on the ARE website.
• Completing End-of-Course Command Levels
• Submitting End-of-Course Command Levels for approval
• Addressing Evaluator-Requested Revisions
10
RESEARCH: THE DEVELOPMENT OF LEAP

• Measures of Effective Teaching (MET) reports: metproject.org/reports.php

• District of Columbia Public Schools’ Impact rubric: dc.gov/DCPS/In+the+Classroom/
Ensuring+Teacher+Success/IMPACT+ (Performance+Assessment)/IMPACT+Guidebooks
• Tennessee Department of Education’s Teacher and Principal Evaluation System: tn.gov/firsttothetop/
programs-committee.html
• New Haven Public Schools’ Instructional Practice Framework: nhps.net/node/1082
• Houston Independent School District’s Instructional Practice and Professional Expectations Rubric:
hisdacademics.org/wp-content/uploads/gravity_forms/2-b18b158c2f279cf25b600c39bae04778/2013/08/
HISD-Teacher-IP-and-PE-Rubrics.pdf
• Protocol for Language Arts Teaching Observations (PLATO): platorubric.stanford.edu/Archived.html
• National Center for Teacher Effectiveness Mathematical Quality of Instruction (MQI) instrument: isites.
harvard.edu/icb/icb.do?keyword=mqi_training
• Abedi, J., & Dietel, R. (2004). Challenges in the no child left behind act for English language learners.
(CRESST Policy Brief No. 7). Los Angeles, CA: National Center for Research in Evaluation, Standards, and
Student Testing.
• NOTE: Retrieved from Web site: http://www.cse.ucla.edu/products/policy/cresst_policy7.pdf
• Anderson, K. M. (2007). Tips for teaching: differentiating instruction to include all students. Preventing
School Failure, 51(3), 49-54. Washington, DC: Heldref Publications.
• Beck, I., Kucan, L., & McKeown, M. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York:
Guilford Publications. Beyer, K. (1991). Teaching thinking skills: a handbook for elementary school teachers.
Boston, MA: Allyn and Bacon.
• Blackburn, B. (2008). Rigor is not a four-letter word. Larchmont, NY: Eye on Education, Inc.
• Brookhart, S. (2008). Feedback that fits. Educational Leadership, 65, 54-59. Alexandria, VA: Association for
Supervision and Curriculum Development.
• Brookhart, S., & Moss, C. (2009). Advancing formative assessment in every classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Chamot, A. U., & O’Malley, J. (1994). The CALLA handbook: implementing the cognitive academic language
learning approach.
• White Plains, NY: Addison-Wesley Publishing Co.
• Coiro, J. (2003). Reading comprehension on the internet: expanding our understanding of reading
comprehension to encompass new literacies. The Reading Teacher, 56, 458-464. Hoboken, NJ: John Wiley &
Sons, Inc.
• Costa, A. (2008). The thought-filled curriculum. Educational Leadership, 65, 20-24. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Costa, A., & Kallick, B. (2004). Launching self-directed learners. Educational Leadership, 62, 51-57.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Cotton, K. (1998). Monitoring student learning in the classroom. School Improvement Research Series
• Close-Up #4. School Improvement Program of the Northwest Regional Educational Laboratory.
NOTE: Retrieved from Web site: educationnorthwest.org/webfm_send/541
• Danielson, C. (1996). Enhancing professional practice – a framework for teaching. Alexandria, VA:
Association for Supervision/Curriculum Development.

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• Danielson, C. (2007). Enhancing professional practice: a framework for teaching (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
• Delli Carpini, M. (2006). Scaffolding and differentiating instruction in mixed ability ESL classes using a round
robin activity. NOTE: Retrieved from the Lehman College, The City of University of New York Web site:
• http://iteslj.org/Techniques/DelliCarpini-RoundRobin.html
• Dutro, S., & Moran, C. (2003). Rethinking English language instruction: an architectural approach. NOTE:
Retrieved from G. G. García (Ed.),
• English learners: reaching the highest level of English literacy (.227–258). Newark, DE: International Reading
Association.
• Educational Research and Improvement, Center for Applied Linguistics. Washington, DC.
• Fay, J., & Funk, D. (1995). Teaching with love and logic: taking control of the classroom. Golden, CO: The Love
and Logic Press, Inc.
• Feldman, K., & Kinsella, K. (2005). Narrowing the language gap institute: Academic language and vocabulary
development for all students PreK-12. San Diego, CA.
• Fisher, D., & Frey, N. (2007). Checking for understanding formative assessment techniques for your
classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
• Gage, N. L., & Berliner, D. C. (1991). Educational Psychology (5th ed.). Boston, MA: Houghton Mifflin Company.
• Garcia, G. ed. (2005). English Learners: Reaching the Highest Level of English Literacy. Boston, MA: Allyn &
Bacon.
• Garner, B. K. (2007). Getting to got it! Helping struggling students learn how to learn. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Hall, T. (2002). Differentiated instruction effective classroom practices report. National Center on Accessing
the General Curriculum. Wakefi ld, MA.
• NOTE: Retrieved from Web site: http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_
instruction_udl
• Hyerle, D. (1996). Thinking maps: seeing is understanding. Educational Leadership, 53, 85-89. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and
Curriculum Development.
• Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and
individualistic learning. Boston, MA: Allyn & Bacon.
• Kujawa, S. & Huske, L. (1995). The strategic teaching and reading project guidebook (Rev. ed.). Oak Brook, IL:
North Central Regional Educational Laboratory.
• Marzano, R. (2007). The art and science of teaching a comprehensive framework for effective instruction.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano, R. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research
Laboratory.
• Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: research-based
strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Mayer, R. (2002). The promise of educational psychology. Old Tappan, NJ: Pearson Education, Inc.
• Mayer, R. (2003). Learning and instruction. Old Tappan, NJ: Pearson Education, Inc.
• McVee, M.B., Dunsmore, K., & Glavelek, J.R. (2005). Schema Theory Revisited. Review Educational Research.
75, 531-566. Berkeley, CA: American Educational Research Association

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• Nunley, K. (2006). Differentiating the high school classroom: solution strategies for 18 common obstacles.
Thousand Oaks, CA: Corwin Press
• O’Neil, J. (1990). Making sense of style. Educational Leadership, 48, 4-9. Alexandria, VA: Association for
Supervision and Curriculum Development.
• Oaksford, L., & Jones, L., (2001). Differentiated instruction abstract. Tallahassee, FL: Leon County Schools.
• Pianta, R.C., LaParo, K.M., & Hamre, B. K. (2008) Classroom Assessment Scoring System Manual: Pre- K.
Baltimore, MD: Brookes.
• Pozzi, D.C. (2004). Forms and functions in language: morphology, syntax. NOTE: Retrieved from University of
Houston, College of Education, Web site: viking.coe.uh.edu/grn11.intr/intr.0.1.2.htm
• Proficiency Standards Prekindergarten through Grade 5. Madison, WI: World-Class Instructional Design and
Assessment: WIDA Consortium. NOTE: Retrieved from Web site: wida.wceruw.org/standards/PreK-5%20
Standards%20web.pdf
• Sarasin, L. C. (1999). Learning style perspectives, impact in the classroom. Madison, WI: Atwood Publishing.
• Scarcella, R. (2003). Academic English: A Conceptual Framework. The University of California Linguistic
Minority Research Institute. Technical Report 2003-1. Berkeley, CA.
• Snow, C.E., Burns, M.S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children.
Washington, DC: National Academy Press.
• Stahl, R. (1994). The essential elements of cooperative learning in the classroom. Bloomington, IN: ERIC
Clearinghouse for Social Studies/Social Science. NOTE: Retrieved from Web site: psam.pvschools.net/mod/
resource/view.php?inpopup=true&id=15240 Stahl, S. (1999). Vocabulary development. Cambridge, MA:
Brookline Books.
• Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Teaching what matters most: standards and strategies for
raising student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Tomlinson, C. A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Tomlinson, C. A. (1999). The goals of differentiation. Educational Leadership, 66, 27. Alexandria, VA:
Association for Supervision and Curric- ulum Development.
• Tomlinson, C. A. (2003). Differentiating instruction for academic diversity. NOTE: Retrieved from J. M. Cooper
(Ed.), Classroom teaching skills. (7th ed.). Boston, MA: Houghton Mifflin.
• Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: strategies and tools for
responsive teaching.
• Alexandria, VA: Association for Supervision and Curriculum Development.
• Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Upper Saddle
River, NJ: Pearson, Merrill Prentice Hall.
• Tomlinson, C. A., & Allan, S. D., (2000). Leadership for differentiating schools and classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Tomlinson, C. A., & McTighe J. (2006). Integrating differentiated instruction & understanding by design:
connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.
• Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
• Vygotsky, L. S. (1978). Mind in society (A. R. Luria, Trans.).Cambridge, MA: Harvard University Press.
• Wong Fillmore, L., & Snow, C. (2000). What teachers need to know about language. Madison, WI: World-Class
Instructional Design and Assessment: WIDA Consortium. (2007) English Language

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 SUPPORTS AND RESOURCES
Learning Cycle
Learning Cycle resources
Relay Feedback Template
Cognitive Coaching Planning and Reflecting Templates
PHoucuseD on Learning Feedback Session Planning Template
Playbook for Early Career Teacher Success: An Executive Summary
Early Career Teacher Playbook Coaching Steps
Classroom/Service Observation Form Delivering Quality and Meaningful Feedback
Questions and Consideration For Scoring And Documenting Observation Evidence
15
SUPPORTS AND RESOURCES

Why a Learning Cycle?

When every teacher succeeds, every child succeeds. Strong teaching practice is essential to achieving
the goals in the Denver Plan 2020. Effective teach-ing happens when teachers learn together, take risks
together, and strive to live and work with growth mind sets. This learning cycle, aligned to the LEAP
timeline, ensures teachers have opportunities to continue to grow their teaching practice in ways that
are timely, personalized and related to their personal goals as well as to school and district goals.

What are the elements of the Learning Cycle?

There are three phases in the Learning Cycle:

Phase 1: Set Intention
Phase 2: Engage in Learning
Phase 3: Reflect on Learning
Differentiated support from others (ie. school leaders, peers, team leads, teacher leaders and support partners) is
aligned to a teacher’s individual needs during each phase. Teachers have access to support at all phases of the Learning
Cycle in the forms of Observation, Feedback, Collaboration and Coaching.

How does the Learning Cycle Flow?

Each school year begins with teachers Setting Intention for their year-long indi- vidual growth plan that is
developed through the first phase of the Learning Cycle. As the year continues, teachers have opportunities
to engage in shorter Learning Cycles that align to their growth plan. Each Learning Cycle begins with Setting
Intentions for the timeline and goals for learning. Teachers then begin a shorter cycle of simultaneously learning,
applying and monitoring impact. Each Cycle ends with an opportunity to reflect deeply on learning and determine
progress towards year-long goals. The learning determined during this third phase then guides the intention for the
next cycle. During each phase of the Learning Cycle, supporters utilize Observation, Feedback, Collaboration and
Coaching to differen- tiate support for individual teacher needs. This will look unique for each teacher.

The following page defines each element of the Learning Cycle in greater detail.

16
17
Set Intention
Setting Intention for a personal Learning Cycle is critical to ensuring meaningful growth. A well-intentioned
Learning Cycle begins with three key considerations: (1) goal(s) determined from multiple data points, (2) clearly
defined success indicators and (3) a plan for monitoring progress towards learning goals. Setting Intention for a
learning cycle is teacher-directed with support through Feedback, Collaboration and Coaching.

1 USE MULTIPLE DATA POINTS TO SET MEANINGFUL GOALS

2 DEFINE SUCCESS
• What will it look like and sound like when I am successful?
• What might my peers and my support team notice in my instruction when I meet my goals?
• How can the multiple measures of LEAP help me define success (reference the three domains of the
Framework for Effective Teaching, Student Percep-tion Data, and Student Outcomes)?
• What changes will I see/hear in students’ knowledge, skills and attitudes?

3 PROGRESS MONITORING PLAN

• How long will this cycle take?
• What work products might I collect from students?
• What will I look/listen for as I observe students?
• How might I capture my own evidence?

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Engage in Learning
Once intention for the Learning Cycle has been set, the learning phase begins! This phase includes three
interconnected parts that interact over the time period defined during the Set Intention phase. The key to deep
growth is to participate in, apply, and assess learning in light of goals and success indicators. Engaging in Learning
balances being teacher-directed with support through Observation, Feedback, Collaboration and Coaching.

HOW WILL I PARTICIPATE?

Let the ideas begin! Learning in different ways sparks new ideas and strengthens thinking
about current practice. Participation might be synchronous, asynchronous or a mix of both.
e.g. Research, Professional Reading, Classes, Conferences, Independent and/or Guided
Practice, Professional Learning Communities, Learning Labs, Site Professional Development

HOW WILL I APPLY WHAT I AM LEARNING?

What is learning without playing with the ideas created? Applying Learnings means
intentionally implementing new learning.
• Design instruction in light of new learning
• Implement new ideas, skills and instructional moves with students and others.
• Monitor progress in the moment. (i.e. observation notes, video taping and collecting student
work).

HOW WILL I ASSESS THE IMPACT OF MY LEARNING?

Learning, applying and now…noticing! Assessing Impact along the way allows for continual
refinement.
• What evidence has been collected?
• What am I observing? What are others observing?
• What am I doing now that I wasn’t aware of doing before?
• What are my students doing now as a result of how I have applied what I learned?

19
Reflect on Self
In addition to formal reflection conversations for LEAP at mid-year and end-of-year, reflection organically takes
place in all parts of the learning cycle; however a more formal reflection is essential to understanding how goals
and growth align. Reflection may take place individually or through Coaching and Collaboration. The purpose of
reflection is to take structured time to analyze evidence, data, and feedback collected throughout the Learning
Cycle, to articulate overall learnings and new expertise gained, and to inform the next Learning Cycle.

REFLECT ON SELF
• What am I learning about my strengths, needs, interests and constraints?
• What things do I know now that I didn’t know before the cycle began?
• How does my new learning align with my goals?

REFLECT ON PROCESS
• How did the data feedback compare to my self-assessment?
• What strategies and key moments contributed to success?
• What did I learn from successes and failures? What will I repeat/delete?
• Now what? What are my learning needs for the next cycle?

REFLECT ON STUDENTS
• What am I learning about students’ strengths, needs, interests and constraints?
• How did my professionalism contribute to student learning?
• What would students say and/or what have students said about their learning or
service experience?

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Phases 1, 2, 3

DIFFERENTIATED SUPPORT

Observation Feedback Collaboration Coaching

Support systems and structures are essential components to ensuring successful teacher growth and performance,
both on and off stage. A well-supported Learning Cycle is grounded in the multiple measures of LEAP and
includes student voice as well as Observation, Feedback, Collaboration with others and opportunities for coaching
relationships. These supports are customized for teachers at school sites, and additional opportunities are
available through broader district support.

Both formal and informal Observation are important for reflection and growth because they offer
teachers new perspectives to consider and ways to see their practice through a lens other than
their own. Data and evidence collected during Observation is often the basis for feed-back. Highly
impactful feedback is specific, actionable, and aligned to the three domains of the Framework for
Effective Teaching and supports the Learning Cycle goal(s).
Ideally, Collaboration is evident during all phases of the learning cycle through data team processes,
collaborative planning structures and professional learning communities. During collaborative
time, peers, school leaders and/or teacher leaders make shared decisions, analyze data, determine
next steps aligned to Learning Cycle goals and track progress toward those goals. Additionally
colleagues work together to ensure alignment and progress of Student Learning Objectives. All
members share ideas and invite each other to think deeply. Collaborative partnerships and teams
continually revisit Feedback from individual and shared observations as well as elicit Feedback from
each other.
A Coaching relationship offers opportunities to plan, reflect and problem solve. These conversations
engage teachers in deep thinking about their practice, clarify high leverage next steps and explore
teachers’ values, beliefs, goals, strengths, needs, interests and constraints. A Coaching relationship
requires both teacher ownership and a coach’s ability to differentiate for individual teacher’s needs
through both thought partnering and consulting. During this conversation, a teacher might ask the
coach to observe and collect data to enhance future observations.
Differentiating these four support structures throughout the Year-Long Learning Cycle is important
for positively impacting teachers’ growth and performance.

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LEARNING CYCLE RESOURCES

During part of the Learning Cycle, teachers will experience differentiated supports:

Observation Feedback Collaboration Coaching

Many tools can support instructional planning and the hosting of effective feedback conversations.
The following pages include resources and templates that a school leader, teacher leader, and/or coach
could use to guide feedback and coaching conversations.

Included are templates and resources from:

UNCOMMON SCHOOLS—RELAY: SIX STEPS FOR EFFECTIVE FEEDBACK
This template highlights six steps that a facilitator would take in planning and hosting an effective feedback
conversation after an informal observation. This template is used to highlight strengths of the lesson, guide
teachers and the coach in creating action- able, bite-sized feedback, encourage planning of the feedback, and
determine when the follow-up to the feedback can take place.

THINKING COLLABORATIVE—COGNITIVE COACHINGSM: PLANNING AND REFLECTING CONVERSATION MAPS

These two templates highlight both the Planning Conversation and the Reflecting Conversation Maps, and can be
used to support planning with a teacher before a lesson or event, or to guide a teacher through reflecting after a
lesson/event. They can also be used together in one conversation that begins with the Reflecting Conversation and
moves into a Planning Conversation.

PHOCUSED ON LEARNING—FEEDBACK SESSION PLANNING TEMPLATE

This planning template is a general feedback protocol that offers both talking points and a menu of questions to be
asked throughout a feedback conversation. It provides an outline and a flow of an effective feedback protocol. This
template can be adapted by the school leader, teacher leader and/or coach to address the individual needs of each
feedback session.

DPS IN COLLABORATION WITH TNTP—EARLY CAREER TEACHER PLAYBOOK: COACHING ACTIONS & MOVES
This Playbook is designed to help early-career teachers “get better faster” by focusing on a narrow set of Gateway
Skills, which if mastered early in the process, will allow those teachers to tackle more advanced instructional
skills. The Playbook is intended to empower Team Leads, and others responsible for developing early-career
teachers, in exercising their professional discretion to support a teacher’s growth. These Coaching Actions can be
individualized for each teacher’s needs to ensure measurable progress toward the Gateway Skills. The Coaching
Actions complement other coaching supports already leveraged across DPS.

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DPS—CLASSROOM OR SERVICE OBSERVATION FORM DELIVERING QUALITY AND MEANINGFUL FEEDBACK
This document explains the purpose of the Classroom Observation Form (COF) and the components that should be
included in every COF.

DPS—QUESTIONS AND CONSIDERATIONS FOR SCORING AND DOCUMENTING OBSERVATION EVIDENCE

This document is intended to assist observers in understanding types of evidence to collect during an observation
(Potential Evidence) and in determining a score for each indicator (Questions/Considerations). This tool may also be
used to identify next steps for the teacher and can assist with school-based calibration conversations.

NOTE: If an evaluator is using any of these templates to support the feedback

conversation alongside formal LEAP observation scores, the following needs to
be considered:
• When and how to introduce the scored indicators and their evidence
• Which indicators might be drilled down into bite-sized action(s)
• How one might choose indicators connected to the learning cycle

For information regarding training and support in using any of these resources,
please email: [email protected]

23
RELAY FEEDBACK TEMPLATE

Beginning in 2014, the Chief Schools Office began a partnership with the Relay Graduate School
of Education to train school leaders to provide actionable feedback. Relay developed the following
template which can be used during an observation feedback conversation. (Bambrick-Santoyo, Paul
(2013). Leverage Leadership. San Francisco, CA: Jossey-Bass, a John Wiley & Sons,Inc.Imprint.)

Giving Effective Feedback: See it. Name it. Do it.

PREPARE

• Have your tools in hand:

PREPARE • Get Better Faster Scope & Sequence, teacher lesson plan, video tool, observation tracker
During • Select the highest leverage, measurable, bite-sized action step
observation • Plan your feedback while observing:
• Fill out planning template
• Videotape while you observe: mark the time stamps in your planning template

SEE IT: SUCCESS, MODEL, & GAP

See the Success:

• “We set a goal last week of ______and I noticed how you [met goal] by [state concrete positive actions teacher took.].”
• “What made that successful? What was the impact of [that positive action]?”

See the Model:

• Narrow the focus: “Today, I want to dive into [specific element of lesson, action step area].”
• Prompt the teacher to name the exemplar:
• “What are the keys/criteria for success to [action step/skill]? What is the purpose?”
• “What did you ideally want to see/hear when ?”
• “What was your objective/goal for [activity/lesson]? What did the students have to do to meet this goal/objective?”
• (If unable to name the exemplar) Show a model—choose one:
• Show video of effective teaching: “What actions did the teacher take to do ?”
SEE IT • Model: “What do you notice about how I ?” “What is the impact and purpose?”
• Connect to PD: “Think back to the PD on ; what were the keys required for ?”
2-8 mins • Debrief real-time feedback: “When I gave real-time feedback, what did I say? What did I do? What was the impact of
the real-time feedback?”
• Read a one-pager or prompting guide: “What are the essential elements of ?”

See the Gap:

• “What is the gap between [the model/exemplar] and class today? What keys were missing?”
• “What was the challenge in implementing [technique/content] effectively during the lesson/service?”
• (If unable to name the gap) Present the evidence:
• Present time-stamped video from observation: “What are the students doing? What are you doing?” “What is the gap
between what we see in this part of the video and the [exemplar]?”
• Present classroom evidence: “Two students in the front row had their heads down during independent practice. How
does this impact student learning?” “What is the gap between [the exemplar] and class today?”
• Present student work: “What is the gap between the [exemplar] and [student work] today?”

24
 ACTION STEP: WHAT & HOW

Name the Action Step:

• “Based on what we discussed today, what do you think your action step should be?”
• “What are the key steps to take to close the gap?”
NAME IT
Punch it:
2 mins • “So your action step today is ”--state clearly and concisely:
• What the teacher will work on (e.g., what-to-do directions)
• How the teacher will execute (e.g., “1.Stand still, 2.Give a what-to-do direction, and 3.Scan”)
• Have teacher restate the action step; then write it down

PLAN, PRACTICE & FOLLOW UP

Plan before Practice:

• Script the changes into upcoming lesson plans
• “Where would be a good place to implement this in your upcoming lessons?”
• “What are all the actions you need to take/want to see in the students?”
• “Take three minutes to write up your plan.”
• Push to make the plan more precise and more detailed
• “What prompts will you use with students that we can practice today?”
• “Now that you’ve made your initial plan, what will do you if [state student behavior/response that will be
challenging]?”
• (If struggling to make a strong plan) Model for the Teacher and debrief:
• “Watch what I do and say as I model .” “What do you notice about how I did ?”
• Perfect the plan
• “Those three steps look great. Let’s add to your [script/lesson plan].”

Practice:
• Round 1: “Let’s Practice” or “Let’s take it live.”
• [When applicable] Stand up/move around classroom to simulate the feeling of class
DO IT • Pause the role play at the point of error to give immediate feedback
• Repeat until the practice is successful.
Rest of • Additional Rounds: master it while adding complexity:
meeting • “Let’s try that again, but this time I will be [student x who is slightly more challenging].”
• (Once mastered) Lock it in:
• “How did what we practice meet or enhance the action step we named?”
• “Where did our practice fall short or meet the exemplar at the start of the meeting?”

Follow up:
• Plan for real-time feedback:
• Agree on a predetermined cue for next observation: “When I come in, I will observe for If I see you struggling
I will [give you a cue].”
• Set dates—both teacher and leader write them down:
• Completed Materials: when teacher will complete revised lesson plan/materials.
• Observation: when you’ll observe the teacher
• “When would be best time to observe your implementation of this?”
• “When I review your plans, I’ll look for .”
• (Newer Teacher): “I’ll come in tomorrow and look for this technique.”
• (When valuable) Teacher Observes Master Teacher: when they’ll observe master Teacher in classroom or via video
implementing the action step
• (When valuable) Self-Video: when you’ll tape Teacher to debrief in future meeting

25
COGNITIVE COACHINGSM PLANNING CONVERSATION MAP

The following Planning Conversation Map is used with permission from Thinking Collaborative,
Highlands Ranch, CO. This document includes examples of possible questions as well as planning space
for crafting additional questions for use during planning conversations within a coaching cycle.

PURPOSE EXAMPLES

• What are your goals/objectives/outcomes/purpose?

CLARIFY GOALS • How did you decide on the goals/objectives/outcomes/purpose?

SPECIFY SUCCESS INDICATORS • What might success look/sound like?

AND A PLAN FOR COLLECTING • What evidence will you collect?
EVIDENCE.

ANTICIPATE APPROACHES, • What are some strategies you have used before that might be successful with this group?
STRATEGIES, DECISIONS, AND • How might you sequence those strategies?
HOW TO MONITOR THEM.

ESTABLISH PERSONAL • What is an area of growth you might focus on as an Teacher this year? How might this
LEARNING FOCUS lesson be used to collect some data for yourself in that area?
AND PROCESSES FOR • If you could video tape this lesson/meeting*, what would you want to see/hear in yourself when
SELF-ASSESSMENT. you replay it?

REFLECT ON THE COACHING • As you reflect on this conversation, how has it supported your learning?
PROCESS AND EXPLORE • What are you now more aware of (after this conversation)?
REFINEMENTS.

(Costa, A. L., & Garmston, R. J. (with C. Hayes & J. Ellison). (2015). Cognitive Coaching: Developing self-directed
leaders and learners
(Christopher-Gordon New Editions, 3rd ed.). Lanham, MD: Rowman & Littlefield.).
* Videotaping requires Teacher consent.

26
COGNITIVE COACHINGSM PLANNING CONVERSATION MAP

The following Reflecting Conversation Map is used with permission from Thinking Collaborative,
Highlands Ranch, CO. This document includes examples of possible questions as well as planning space
for crafting additional questions for use during reflecting conversations within a coaching cycle.

PURPOSE EXAMPLES

SUMMARIZE IMPRESSIONS
AND RECALL SUPPORTING • How do you think went?
INFORMATION/DATA. • How would you say the lesson went?

• What comparisons might you make between the lesson you had planned/envisioned and the one
you taught?
ANALYZE CAUSAL FACTORS. • What effect did your decisions have on the results you achieved?
• What might success look/sound like?
• What evidence will you collect?

CONSTRUCT NEW LEARNING(S). • What are you learning that you want to take into future situations?
• What do you want to stay mindful of from now on?

COMMIT TO APPLICATION. • How might you apply your new learning?

• How might you ensure that you maintain focus?

REFLECT ON THE COACHING

PROCESS AND EXPLORE • As you reflect on this conversation, how has it supported your learning?
REFINEMENTS. • What are you now more aware of (after this conversation)?

(Costa, A. L., & Garmston, R. J. (with C. Hayes & J. Ellison). (2015). Cognitive Coaching: Developing self-directed
leaders and learners
(Christopher-Gordon New Editions, 3rd ed.). Lanham, MD: Rowman & Littlefield.).

27
PHOCUSED ON LEARNING™ FEEDBACK SESSION PLANNING
TEMPLATE

GUIDING QUESTIONS PLANNING

PLAN FOR AREA OF GROWTH

AREA OBJECTIVE: By the end of the session, the teacher will…

WHAT IS THE TEACHER’S AREA
FOR GROWTH?

• WHY? SELF-REFLECTION QUESTION (needs to tie to the area of relative strength you’ve selected for the
conversation):
• HOW COULD IT HAVE
BEEN MORE EFFECTIVE?

• WHY DOES IT MATTER (IMPACT)? SPECIFIC EXAMPLES FROM THE LESSON WITH MODEL FOR AREA FOR STRENGTHENING:

• ASSESS THE TEACHER’S

UNDERSTANDING.

• OBSERVER ELICITS FEEDBACK GUIDED PRACTICE (apply this model to your classroom):
FROM TEACHER ON NEXT STEPS
WHICH CAN BE IMPLEMENTED
IN AN UPCOMING LESSON.
APPLICABLE RESOURCES
ARE SHARED. NEXT STEPS AND WHETSTONE OR FEEDBACK TRACKING RESOURCES:

INTRODUCTION

Closing statement or question (suggestions below):

• As you think about what we discussed today, how will our conversation impact the sessions or
lessons you plan and provide in the future?
• Let’s talk about how we can use one of your areas of strength to support student learning.
WHAT QUESTIONS ASSESS • Knowing this is relative area of strength, how could you leverage this area to support your
THE TEACHER’S UNDERSTANDING growth in other areas of the framework?
OF THE OBJECTIVES?
Share with me your thoughts on this process. How will this affect your planning going forward?
• Consider one of the last questions to be… What are some of the positive things we discussed
today?*

28
PHOCUSED ON LEARNING™ FEEDBACK SESSION PLANNING
TEMPLATE

Teacher: Lesson:

Date:

GUIDING QUESTIONS PLANNING

INTRODUCTION

INTRODUCTION: Good afternoon. Our reason for meeting today is to discuss the lesson I observed
on . The purpose of including these conversations in GPS is to support \ Teachers
HOW DO I SET PURPOSE AND with thoughtful service or lesson observation and meaningful, reflective feedback. This session
PUT THE TEACHER AT EASE? is an opportunity for us to have a reflective discussion about your professional practice. We will
spend time talking about Teacher and student behaviors with a goal of developing ideas on how to
enhance student achievement.

HOW DO I START THE TEACHER’S GENERAL IMPRESSION QUESTION: Tell me how you think the session went. Did anything happen
REFLECTIVE PROCESS? differently from how you had planned or anticipated it would go?

PLAN FOR AREA OF RELATIVE STRENGTH/EFFECTIVENESS

STRENGTH AREA OBJECTIVE: By the end of the session, the Teacher will…

SELF-REFLECTION QUESTION (needs to tie to the area of relative strength you’ve selected for the
conversation):
WHAT WAS THE TEACHER’S AREA
OF RELATIVE EFFECTIVENESS?

• WHAT WAS IT? EVIDENCE (Specific examples from lesson of Teacher or student behaviors of what the Teacher
• HOW DID IT LOOK? did effectively):
• WHY WAS IT EFFECTIVE?
• ASSESS THE TEACHER’S
UNDERSTANDING
CONTINUED USE (Recommend action to continue doing in his/her practice):

ELICIT FEEDBACK:

29
Scoring Conversation:

Leave 10–15 minutes at the end of your feedback session to share and discuss all 12 of the teacher’s observation
indicator scores. Guiding questions/ideas you might use for ratings conversation:
• Based on our conversation, are there any scores you want to discuss further?
• Let’s look at the ratings for your areas of focus.
• If the teacher would like to discuss the scores further, suggest focusing on scores that have discrepancies
(of a category or more, not one number) between your scores and the teacher’s self-assessment.

*POTENTIAL FINAL QUESTION: I want to continue to improve my skill in these conversations, so what are some
things I could do better next time? This question shows that we are all in the learning process and that this
conversation benefits both the observer and the teacher—co-accountability.

30
PLAYBOOK FOR EARLY CAREER TEACHER SUCCESS:
AN EXECUTIVE SUMMARY
Teachers grow more during their first five years in the classroom than they do throughout the
rest of their careers. Therefore support targeted to early career teachers can enable them to enjoy
a strong start, make measurable progress in key skill acquisition, and lead thriving, culturally
responsive classroom communities in which students excel. Additionally, teachers who are effective
and satisfied in their classrooms are more likely to stay longer in Denver Public Schools (DPS)
classrooms.

Historically, support for early career teachers exposed them to a wide range of skills, which often left them feeling
overwhelmed and unfocused. To provide more effective and focused support for these teachers, DPS prioritized four
key Gateway Skills, mastery of which will build a strong foundation for early success in the classroom and set the
stage for acquisition of more advanced skills later.

Gateway Skills
The DPS Framework for Effective Teaching lists 12 indicators for effective teaching. The four Gateway Skills are
prioritized from these 12 indicators. We believe if teachers master the Gateway Skills first, they will be more
successful in mastering advanced skills. The Gateway Skills include:

LE.3 Implements high, clear expectations for students’ behavior and routines

1.1 Clearly communicates the standards-based content-language

objective(s) for the lesson, connecting to larger rationale(s)

1.3 Intentionally uses instructional methods and pacing to teach the

content-language objective(s)

1.5 Checks for understanding of content-language objective(s)

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Individualized Support
The Playbook for Early Career Teacher Success recognizes each early career teacher will have different emerging
strengths and unique growth areas; therefore, the Coaching Actions and Moves can be individualized to meet each
teacher’s needs. Team Leads will implement these actions during one to two week coaching cycles, and track
progress towards specific, measurable, and realistic goals. These actions complement the coaching supports
already in place in DPS and are aligned with the professional learning cycle.
The diagram on the following page contains an outline of how unique coaching moves could be incorporated into the
coaching cycle.
If you have questions or need additional support coaching your Early Career teachers, please reach out to
[email protected].

SHARE FEEDBACK &

DIAGNOSE & PRIORITIZE DEVELOP PROVIDE ASSESS PROGRESS
PLAN OF ACTION

Observe Teachers, review

Share the coaching goal and Identify resources and Observe the Teacher in action,
data, prioritize indicators and
aligned action plan, then coaching moves, begin to look for evidence of measurable
“look-fors”, and plan
provide clear bite-sized actively coach and progress on selected “look-
coaching strategy.
feedback early and often. develop the Teacher. fors” and provide feedback.

SAMPLE COACHING MOVES

“HONE IN” “MAP THE CONVERSATION” “MODEL IT” “WHAT’S NEXT?”

Use the data and essential Model effective service Determine whether the
questions to narrow the focus Set clear expectations for during one part of a lesson Teacher is on-track to
to one or two indicators and the coaching conversation by co-teaching with the meet the short-term goal.
“look-fors”, then select the and confirm the Teacher is in Teacher or model a discrete Immediately communicate
one to focus on. agreement. skill for the Teacher with progress and next steps with
his/her students. the Teacher.

32
EARLY CAREER TEACHER PLAYBOOK: COACHING STEPS
The DPS coaching model for early-career teachers is based on four key Coaching Steps. These steps
guide the coach in prioritizing a focus area for the teacher, guiding teacher development and practice,
providing feedback to the teacher, and assessing teacher progress.
While teacher support that results in measurable progress and student learning is vitally important, it is also
important that teachers feel empowered throughout the entire coaching process. Building strong, collaborative
relationships with teachers is essential throughout the entire process. A strong relationship helps teachers see the
coach as a supporter who has their best interests in mind.

DPS Coaching Steps

SHARE FEEDBACK &
DIAGNOSE & PRIORITIZE DEVELOP TEACHER ASSESS PROGRESS
PLAN OF ACTION

Observe teachers, review

Share the coaching goal and Observe the teacher in
data, prioritize indicators Identify resources and
aligned action plan, then action, look for evidence
and “look-fors”, and plan coaching moves, begin to
provide clear bite-sized of measurable progress on
coaching strategy. actively coach and
feedback early selected “look-fors” and
develop the teacher.
and often. provide feedback.

Coaching Moves
The table below contains a high-level summary of each Coaching Move within the corresponding Coaching Step. The
next section of the Playbook will provide more information about each Coaching Move and how to apply them. Please
refer to the full Early Career Teacher Playbook for further information.

COACHING STEP COACHING MOVES

• SETTING THE STAGE—Develop a clear vision for what excellent instruction/service provision
looks like at the teacher’s content area by reviewing targeted standards or practice keys before
STEP 1: DIAGNOSE observing a Teacher.
AND PRIORITIZE
• BE A SPONGE—Actively observe and take notes on teacher and student actions.
Observe teachers, review data, • HONE IN—Use the data and essential questions to narrow the focus to one or two in- dicator(s)
prioritize indicators and and “look-for(s)”, then select the one that would have the greatest impact on Teacher and
look-for(s), and plan student performance.
coaching strategy. • CREATE A COACHING PLAN—Set a short-term coaching goal for teacher development and
plan a collection of professional development activities that build upon one another to help the
teacher reach the goal.

33
 COACHING STEP COACHING MOVES

• CHECK THE TEMPERATURE—Open every conversation by asking the Teacher how he/she is
feeling in order to build a strong relationship and keep the Teacher inspired.
STEP 2: SHARE FEEDBACK AND • MAP THE CONVERSATION—Set clear expectations for the coaching conversation, and confirm
PLAN OF ACTION the Teacher is in agreement.

Share the coaching goal and • SHOW YOUR SCORE CARD—Connect feedback to the Framework when appropriate so that the
Teacher has a clear picture of his/her performance.
aligned action plan, then provide
clear bite-sized feedback • PAINT A PICTURE OF EXCELLENCE—Show the Teacher what it looks like to successfully execute
early and often. an aspect of service based on what content-area standards demand.
• CRAFT S.M.A.R.T. NEXT STEPS—Share next steps with the Teacher, including a time- line and a
plan to follow-up and monitor progress.

• MODEL IT—Model effective service provision during one part of a lesson by co-treating with the
Teacher, or model a discrete skill for the Teacher with his/her students.
STEP 3: DEVELOP TEACHER • PRACTICE IT—Create authentic opportunities by coaching as the Teacher practices a discrete
skill as if in front of students.
Identify resources and coaching • CUE IT—Actively cue the Teacher in real-time to prompt specific actions during a lesson or
moves, begin to actively coach and session.
develop the Teacher.
• COLLABORATE—Co-plan part of a lesson with a Teacher that the Teacher can apply to future
lessons.

STEP 4: ASSESS PROGRESS

• MONITOR PROGRESS—Observe the Teacher in action to identify evidence of progress made
Observe the Teacher in action, look towards goal.
for evidence of measurable • WHAT’S NEXT?—Determine whether the Teacher is on-track to meet the short-term goal.
progress on selected “look-fors”, Immediately communicate progress
and provide feedback. and next steps with the Teacher.

CLASSROOM OR SERVICE OBSERVATION:

DELIVERING QUALITY AND MEANINGFUL FEEDBACK

The written feedback from a LEAP observation is entered into the Classroom Observation Form (COF)
in Whetstone. It is a vital part of how a teacher gains insight into his/her instruction,and ultimately
increases their skills and capabilities as an instructional decision maker. Ideally, anyone should be
able to read the COF and understand the observer’s anaylsis of the teacher’s practice as it aligns to
the Framework for Effective Teaching; particularly how the teacher and student behaviors support the
resulting score.

The COF serves two essential purposes:

1. PROVIDES TIMELY AND RELEVANT FEEDBACK THAT SUPPORTS TEACHER GROWTH.
• Teacher understands how his/her instructional or service decisions impact students
• Teacher receives clear, actionable steps to improve
2. ENSURES A FAIR AND EQUITABLE PROCESS.
• All teachers receive quality performance feedback which they can reference With these outcomes in mind,
each observation should include:

34
With these outcomes in mind, each observation should include:
• Specific, scripted examples of teacher and student behaviors (evidence)
• Remember to capture quotes and quantitative data
• Framework descriptors (the bulleted phrases in each indicator) that are directly supported by evidence
• A score* for each indicator(s) or intended indicator(s)
• A comment summarizing area of strength and a prioritized area of growth based on teacher readiness and
which changes will have the biggest impacts on students

Additional elements to include as helpful:

• Rationale statements to further clarify ratings if provided
• Reflective questions to the teacher

REMINDERS: Reference all applicable appendices (available in the LEAP

Handbook and in the
LEAP section under Growth and Performance on The Commons)
The Framework of Effective Teaching is not a checklist. Feedback and scores
should reflect the
preponderance of evidence. In most cases, not every bulleted behavior within
an indicator is referenced.

35
QUESTIONS AND CONSIDERATIONS FOR SCORING
AND DOCUMENTING OBSERVATION EVIDENCE

This document is intended to assist observers in understanding what types of evidence to collect during an observation (Potential Evidence)
and in determining a score for each indicator (Questions/Considerations). This tool may also be used to identify next steps for the teacher
and can assist with school-based calibration conversations.

NOTE: This bank of suggested questions, considerations and potential evidence is not exhaustive.

POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• Note the culturally significant texts and • What teacher behaviors created equitable or inequitable access
examples teacher uses. • to content, participation, peer interaction, or teacher attention?
• Ways teacher does or does not connect with • If appropriate, what various cultural perspectives were examined through examples,
Demonstrates and ensure all students are engaged. resources, visuals or artifacts? Were there obviously missed opportunities?
knowledge of, interest • Evidence of students’ showing interest in • If cultural/diversity issues are raised or if negative/derogatory comments are made,
in and respect for topic, making connections, participating. how did the teacher respond? May not be appropriate/applicable to every lesson.
LE.1 diverse students’ • How the teacher responds to Ss who arrive to • To what extent did student’s participation and engagement indicate comfort in the
communities and class late.
cultures in a manner class? Consider nuances of age/students to indicate engagement.
that increases equity • Examples of asset or deficit-based teaching. • If applicable, how did students share their experiences, viewpoints, and interests
• Percentage of students engaged and having that indicate feeling comfortable in this classroom?
access at different times of lesson. • What percentage of student voices are heard?

• Number of students who are quiet and • What evidence indicates positive and respectful interactions among students and
listening when teacher and/or peers are between teacher and students?
speaking. • How are students encouraged by the teacher and other students?
• Ways teacher encourages students; prompts • How does the teacher communicate a belief that all students can achieve?
them to use strategies or resources.
• To what extent are students actively listening to their teachers and peers?
Fosters a motivational • Examples of students encouraging one
LE.2 and respectful another or cutting each other down. • What opportunities were students given to exercise leadership roles through sharing
classroom environment opinions, facilitating discussions, etc.?
• Times and examples of students taking
leadership roles (expressing opinions, making
choices, facilitat-ing academic discussions,
constructively and appropriately challenging
ideas and/or participating in class jobs).

CONTINUED TO NEXT PAGE

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 POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• The strategies teacher uses to get students’ • How do students’ behaviors impact other students’ learning?
attention and how students respond. • How does the teacher address inappropriate student behaviors in a respectful way?
• The class’s transition procedures and time • Were there inappropriate student behaviors that detracted from students’ learning
they take. that were not addressed? What were they?How often did they take place?
• Examples of teacher’s responses to disruptive • How/when did students change their behaviors in response to teacher redirection?
student behavior.
• What indicated that classroom rituals and routines were clear and students were
• Classroom rituals and routines (timer, call able to follow them? (Note: Routines may be internalized.)
and response, beginning and end of class).
• How did the teacher respond to misbehavior, minimizing impact on other students?
Implements high, • Distracting student misbehavior and specific
examples of impact on S learning. • How did the teacher positively recognize behavior? Which students did he/she
LE.3 clear expectations for recognize?
students’ behaviors • Students’ reactions to teacher redirect
and routines (compliance, noncompliance, hurt feelings,
smiling, apologizing etc.).
• No student misbehavior observed; teacher
not needing to address behavior, because few
instances of behavior detract from student
learning.
• Examples of teacher’s responses to positive
student behavior.

• A list of resources, supports, examples • How did the resources provided support students’ learning
teacher provides and how they are observed • (of content and/or language)?
supporting student learning.
• Did students know where to look for resources, what resources to access, or who to
Classroom resources • The ways students are observed utilizing ask if they needed support?
and physical texts, resources, technology.
LE.4 • How did the classroom arrangement support students’ movement, participation, and
environment support • The way students are seated, how they move facilitation of peer-to-peer conversation (if applicable)?
students and their for specific portions of class to enhance
learning learning.

CONTINUED TO NEXT PAGE

37
 POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• The ways teacher communicates CLO (Content • What were students supposed to learn today (content)?What words, structures, etc.
Language Objective). were they supposed to use to demonstrate that learning (language)?
• The ways teacher and/or students connect • What evidence do you have of students making (or not making) progress towards the
today’s CLO to other learning, real world. content objective?
• The CLO’s connection to a grade-level • What evidence do you have of students making (or not making) progress towards the
standard. language objective?
• How the instruction, tasks, activities, and • What did students walk out knowing that they didn’t walk in knowing?
discussions during class connect (or do not • What evidence shows students’ understanding of the content-language objective(s)?
connect) to the CLO.
• What is evidence that students made progress towards the content-language
Clearly communicates • The things students say about what they’re objective(s)?
the standards-based learning and why.
I.1 content-language • What connections were made between stated content-language objective(s) and
objective(s) for the • Evidence (what students wrote, said, tasks?
produced) that shows students met or
lesson, connecting to
progressed toward the objective(s). • What did you identify as the content objective and what did you identify as the
larger rationale(s) language objective? Or, if there is no observable objective, was there an implied
• The number of students who met or objective? If so, to what extent was that apparent to students?
progressed toward objective(s).
• Student responses to observer’s questions:
“What are you learning today? Why is that
important to learn?”
• In the event there is not an explicit content or
language objective, note the implicit content
or language objective and how it is implied.

• The level of Blooms in which students are • To what extent was the content and language rigorous?
engaged and for what amount of time they are • Considering rigor vs. differentiation: Was there too much support? Too little?
at that level. Appropriate amount?
• Evidence that students are in ZPD (Zone • In what ways does the task engage students in productive struggle towards
of Proximal Development) and engaged in mastering the objective?
productive struggle (thinking before writing/
speaking, consulting resources/teacher/
Provides rigorous tasks peers, revising work).
that require critical • What the tasks ask students to do
think- ing and creativity (summarize, provide one correct answer, give
I.2 with appropriate digital opinions, justify responses, evaluate ideas,
and other supports explain thinking).
to ensure students’
successes • Time students take to complete major tasks.
• Supports, scaffolding that help students
progress with rigorous tasks.
• The percentage of students engaged in
productive struggle.(Which students are
engaged in the highest level thinking?)

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38
 POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• The times and order of each component of • How did pace and sequence impact students’ learning?
class. • What evidence exists of accurate/inaccurate, sufficient/insufficient teacher content
• Instructional methods/strategies: GRR, knowledge?
Inquiry, Lab, Game, Read aloud, Collaborative • How did the students show that they understood what is said/written?
work, Socratic Seminar, Work Time, Exit
Intentionally uses
Ticket, etc. • Based on the chosen teaching methodology, is the balance of teacher/ student talk
instructional methods appropriate and does it contribute to students’ learning?
I.3 and pacing to teach • Accurate vs. inaccurate content information
the content-language taught.
objective(s) • The amount of student-centered vs. teacher-
centered time in a lesson.

• Examples of the language used and taught • Considering vocabulary to be less than half of academic language, what academic
by teacher (content vocab, academic vocab, language in the syntax and discourse levels were taught/practiced?
syntax, grammar, mechanics). • What academic words/language did the teacher use?
• How the teacher explicitly teaches language • What academic words/language did the students use?
functions in the context of content.
• What structures/resources supported students in using the academic language?
• Evidence of students’ knowledge of what
• In what ways did students sufficiently practice using academic lan-guage to an extent
language to use when.
that their ability to correctly use it improved?
• The resources and supports teacher provides
• How many students were using complete sentences?
Ensures all students’ for students to use in applying language.
active and appropriate • The teacher’s stated and written expectations • If the teacher occasionally accepts one word answers, was it appropriate to answer
I.4 using one word in that situation or should the teacher have pushed for complete
use of academic for students’ language use in writing and
speaking. sentences?
language
• The level of rigor and authenticity in student
use of academic language.
• Teacher’s expectations for students to use
complete sentences.
• Students’ use of complete sentences vs. one
word answers in writing and speaking.

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39
 POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• The questions that require all students to • What checks for understanding did the teacher use and what information could he/
respond in some way and the accountability she glean from these checks?
to do so. • To what extent was the information collected from the checks for understanding
• Times teacher calls on volunteers with raised sufficient for informing instruction?
hands vs. cold calls vs. choral response. • What did the teacher do with the information he/she gathered from the checks for
• The wait/think/write time teacher provides for understanding?
stu-dents to respond to questions. • What adjustments were made to instruction based on checks for understanding? Did
• Examples of students’ responses to questions adjustments need to be made that were not?
Checks for
(full sentences, one word, accurate content, • What difference did you see between checking for understanding and checking for
Ss adding to previous responses). completion of task?
I.5 understanding of
content-language • Instances of teacher adjusting instruction • What checks did the teacher make in connection to the learning target?
objective(s) (time provided, direct instruction, follow up
questions, providing resources, correcting
misconceptions) based on students’
responses.
• The methods the teacher uses to check
all students’ progress toward objective
(understanding vs. task completion).
• Note the times teacher circulates to observe
students’ work.

• The percentage of students who make • If it advanced student learning (for individuals, groups, or whole class), how did the
progress toward objective. teacher adjust any of the following: Content?Process? Product?
• A list of potential barriers for students who • What different ways did students engage in the processes or create different
struggle to make meaningful progress. products as they progressed toward the objective(s)?
• The different content, processes, products, • How did the teacher provide extensions for students who came in demonstrating an
expecta-tions for certain students/groups of understanding?
students. • What supports/practices did the teacher provide that allowed stu-dents to move
Provides differentiation • The supports available or provided to all further toward the objective than they would have gotten without those supports/
that addresses students. practices?
I.6 students’ instructional • Extensions provided for certain students/ • How was learning moved forward for students?
needs and supports groups of students (NOTE: If the extensions • What evidence do you have of students making progress towards the content-
mastery of content- move students to think more deeply regarding language objective(s)?
language objective(s) the objective/content vs. more/busy work).

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40
 POTENTIAL EVIDENCE
INDICATOR EXPECTATIONS QUESTIONS TO CONSIDER WHEN ALIGNING EVIDENCE FOR SCORING
(Examples of what to collect when scripting)

• The feedback teacher gives whole class, • What feedback did the teacher give students that advanced their progress toward the
groups of students, individual students content-language objective(s)? Or what feedback did the teacher give students that
(descriptive feedback vs. feedback on task was motivational or focused on task completion (not academic feedback)?
completion vs. motivational feedback). • What evidence demonstrated students moving toward the content-language
Provides students with • Concrete next steps teacher provides to objective(s) based on feedback?
academically-focused students. • Did students know what next steps to take in their learning?
I.7 descriptive feedback • Opportunities for students to compare their
aligned to content- work to other students.
language objective(s) • Evidence that students made changes after
receiving feedback.
• Students identifying their own next steps.

• Expectations that hold all group members NOTE: I.8 requires both communication AND collaboration.
accountable to collaborate.
• Note which students are communicating • What opportunities did students have to communicate (e.g., exchange thoughts,
(volunteers, cold called or all students). messages, or information, etc.)?
• The number of students who communicate • What opportunities did students have to collaborate in an effort to gain mastery
when directed to do so; number of students toward the objective (i.e., working together in a cooperative manner for a common
who collaborate when directed to do so. purpose or goal)?
• Meaningful vs. superficial collaboration (ex: • What structures/protocols did the teacher have in place to support student-to-
Promotes students’ turn and talk to discuss an abstract concept student communication/collaboration?
communication and vs. turn and talk to repeat directions).
I.8 collaboration utilizing • In what ways did you see students take responsibility in small groups/partners?
appropriate digital and
• Meaningful vs. superficial collaboration
• If a student had the above opportunities to communicate and col-laborate, how
(number of students with active roles vs.
other resources passive; individual and group accountability; did it impact students’ learning (e.g., communicating for purpose/learning vs. just
meaningfulness of task). communicating)?
• If students struggled to collaborate/communicate was it due to a lack of clear
expectations or did the task not lend itself to collaborate/communicate?

41
FRAMEWORK
for
EFFECTIVE TEACHING
FRAMEWORK FOR EFFECTIVE TEACHING

The Professional Practice side of the LEAP system is based strongly in the three domains of our
Framework for Effective Teaching: Learning Environment, Instruction and Professionalism. These
domains provide our holistic definition of effective instruction, both inside and outside the classroom.
This district-wide definition provides a roadmap for teachers to continually improve their practice and
provides a common language to assist teachers in their growth.

OBSERVATION PROFESSIONALISM
What? What?
Using the first two domains of the DPS Framework The third domain of the DPS Framework for Effective
for Effective Teaching, Learning Environment and Teaching, Professionalism, reflects the off-stage,
Instruction, school leaders and/or peers observe individual and collaborative teacher behaviors that
a teacher’s classroom practice, collect evidence, impact planning, instruction and student learning.
align the evidence to the Framework for Effective Professionalism is assessed by School Leaders
Teaching, arrive at an indicator score to help capture formally at Mid-Year and End-of-Year conversations.
the level of performance, and identify strengths and It is best practice for school leaders to identify
opportunities for growth. Then the observer reviews and communicate sources of evidence for the
the evidence, plans feedback, documents the professionalism indicators at the beginning of the
observation and feedback, conducts a meaningful year and to provide ongoing feedback and coaching
feedback conversation that provides teachers with throughout the year.
next steps for improvement, and suggests further
Who?
professional learning opportunities.
Rated by school-based evaluators (i.e., school
Who?
leaders, and Senior Team Leads and Team Leads).
Peer observers and school leaders who have been
Logistics & Timing:
trained and certified under the District’s system are
allowed to perform observations. School leaders School leaders enter Professionalism notes and
may include: Principals, Assistant Principals, ratings for each indicator at both mid-year and end-
Administrative Assistants, Senior Team Leads, Team of-year. School leaders are encouraged to provide
Leads, Deans, Principal Residents, Principal Interns evidence with each rating, either in written form or
and instructional support roles such as Instructional during conversations. Best practice is to holistically
Superintendent, or other designees. All observers assess the teacher’s practice on each indicator
are required to pass certification. rather than focus solely on isolated events. To assist
with this, leaders can capture notes regarding
Logistics & Timing:
Professionalism throughout the year using the quick
• Throughout the school year—observations note functionality in the LEAP Application Tool. Only
typically start in early September and must be the end-of-year ratings are used in the calculation
completed approximately one month prior to the for the overall performance rating.
last day of school.
Prior to both the mid-year and end-of-year
• Best practice is that teachers receive between conversations, teachers also rate themselves
4–6 scored observations throughout the year. on Professionalism and are also encouraged to
At a minimum, teachers must receive two capture ongoing notes in the LEAP Application Tool
observations each year, of which one must be a to reference at their mid-year and end-of-year
full observation. conversations.
BEHAVIOR CHARACTERISTICS IN THE FRAMEWORK FOR EFFECTIVE TEACHING
The behaviors within the three domains of the Framework for Effective Teaching (Learning Environment,
Instruction, and Professionalism) are written with characteristics for each category in mind so there is
consistency in the level of performance across all indicators. Below is the list of terms that generally describe
each of the four performance categories. This list can be used by a teacher for self-reflection on performance.
This list is also helpful for determining the best category fit for observation or professionalism evidence.

DISTINGUISHED IN ADDITION
NOT MEETING APPROACHING EFFECTIVE
TO EFFECTIVE ...

• Few or none • Limited • Consistently • Self-efficient

• Lacking or absent • Inconsistently • Frequently • Depth
• Negative examples • Occasionally • Connects • Student contributers and
• Few students • Somewhat • Explicitly designers

• Sometimes • Acknowledges • Executes

• Partially • Interacts • Meta-practices

• Infrequently • Supports • Student ownership

• Lacks intentionality • Demonstrates • Enables

• Teacher-directed • Evaluates • Choices (with parameters)

• No extensions • Intentional • Structures support students’

leadership/learning
• Lack of critical thinking • Purposeful
• Collaborates
• Teacher-facilitated
• Interdisciplinary
• Majority
• All students

HIGH-LEVEL INDICATORS
Key to Symbols: All indicators in the Framework for Effective Teaching apply to all classrooms in Denver
Public Schools (DPS) and represent our pledge to provide 21st-century-focused, high-quality education
for all students. Symbols have been incorporated to emphasize key instructional values and practices that
are effective for all learners, and are essential for particular groups of students.

CULTURAL COMPETENCY STUDENTS WITH DISABILITIES OR GIFTED AND

TALENTED
Culturally responsive teaching strategies that
Essential supports for students with disabilities
are effective for all learners and essential for
and students identified as gifted and talented (all
students of color (all classrooms)
classrooms)
MULTILINGUAL LEARNERS (MLLs) Effective
INFORMATION LITERACY AND TECHNOLOGY
instructional strategies for all learners and
essential for MLLs (all classrooms) Effective integration of technology and digital
resources in classrooms (all classrooms)
SPANISH NATIVE LANGUAGE INSTRUCTION
COMMON CORE
Essential Spanish native language instruction
The six common core instructional shifts to
(when observing Spanish native language
support rigorous learning (all classrooms)
instruction)
 MULTI- SPANISH STUDENTS INFORMATION
CULTURAL LINGUAL NATIVE WITH LITERACY COMMON
DOMAIN EXPECTATION INDICATOR COMPETENCY LEARNERS LANGUAGE DISABILITIES AND CORE.
(MLLs) INSTRUCTION OR GT TECHNOLOGY
ENVIRONMENT
Positive Demonstrates knowledge of, interest in and respect for
LE.1 diverse students’ communities and cultures in a manner
LEARNING

Classroom
that increases equity
Culture and
Climate LE.2 Fosters a motivational and respectful classroom environment
Implements high, clear expectations for students’ behavior
Effective LE.3
and routines
Classroom
Management Classroom resources and physical environment support
LE.4
students and their learning

Clearly communicates the standards-based content-language

I.1
objective(s) for the lesson, connecting to larger rationale(s)
Provides rigorous tasks that require critical thinking with
Masterful I.2
appropriate digital and other supports to ensure students’ success
INSTRUCTION

Content
Delivery Intentionally uses instructional methods and pacing to teach
I.3
the content-language objective(s)
Ensures all students’ active and appropriate use of academic
I.4
language
I.5 Checks for understanding of content-language objective(s)
Provides differentiation that addresses students’ instructional
High-Impact I.6
needs and supports mastery of content-language objective(s)
Instructional Provides students with academically-focused descriptive
Moves I.7
feedback aligned to content-language objective(s)
Promotes students’ communication and collaboration utilizing
I.8
appropriate digital and other resources

Essential P.1
Demonstrates and applies knowledge of students’
Knowledge of developments, needs, interests and cultures to promote equity
PROFESSIONALISM

Students and Uses students’ work and data to plan, adjust and differentiate
Use of Data P.2
instruction
Effective P.3 Collaborates with school teams to positively impact students’ outcomes
Collaboration Advocates for and engages students, families and the
and Engagement P.4
community in support of improved students’ achievement
Thoughtful P.5
Demonstrates self-awareness, reflects on practice with self
Reflection, and others and acts on feedback
Learning and Pursues opportunities for professional growth and contributes
Development P.6
to a culture of inquiry
Masterful Teacher Builds capacity among colleagues and demonstrates service
P.7
Leadership to students, school, district and the profession
LEARNING ENVIRONMENT
Positive Classroom Culture and Climate
Effective Classroom Management
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: POSITIVE CLASSROOM CULTURE AND CLIMATE

INDICATOR: LE.1 Demonstrates knowledge of, interest in and respect for diverse students’ communities and
cultures* in a manner that increases equity

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Does not facilitate students’ equitable • Inconsistently facilitates students’ • Consistently facilitates students’ • Encourages students to think critically
access to content, participation, peer equitable access to content, equitable access to rigorous content, about dissenting and diverse viewpoints,
interaction and teacher attention and participation, peer interaction, participation, peer interaction and equity and bias in society and/or
language of instruction. teacher attention and /or language of teacher attention and language of understand and question historic and
instruction. instruction. prevailing currents of thought.
• Does not demonstrate understanding
of differences between native and • Interacts with students in ways that • Interacts with students in ways that • Cultivates students’ ability to understand
schools’ cultures; native language is accept students’ cultural preferences validate, respect and encourage and openly discuss drivers of, and
discouraged and/or teacher insists and native languages that may be their cultural preferences and native barriers to, opportunity and equity in
on students’ assimilation to schools’ different from teacher’s own. languages that may be different from society.
cultures without support or respect teacher’s own.
TEACHER • Limited evidence of students’ cultures, • Utilizes visuals and artifacts representing
for native cultures.
BEHAVIORS the culture of disability, community, • Varied cultural perspectives (e.g., various cultures/world groups other than
• Does not provide representation family and/or background is present. students’ cultures, the culture, lived students’ own.
of students’ culture, the culture of experience, the culture of disability,
• Attempts to address cultural and
disability, community, family and/or community, family, background) are
diversity issues.
background. represented in the classroom through
lesson examples, curricular resources,
• Dismisses, ignores or inappropriately
visuals and/or artifacts.
handles cultural and diversity* issues.
• Addresses cultural and diversity issues in
ways that reduce the negative impact of
biased behaviors, should those situations
arise.

• Students display apathy, isolation, • The level of student participation • High level of student participation and • Students explore, share and apply their
embarrassment or fear, indicating and engagement indicates that some engagement (body language, attention, cultural perspectives.
they do not feel comfortable and/or students feel comfortable and/or safe interest) indicates that students feel
• Students demonstrate critical thinking
safe in this classroom. in this classroom. comfortable and safe in this classroom.
and appear comfortable questioning
• Students do not make positive • Students make occasional, positive prevailing currents of thought and
connections between school and connections between school and • Students are secure being themselves, expressing dissenting and diverse
STUDENT personal experiences. personal experiences. evidenced in sharing artifacts from home, viewpoints in respectful ways.
BEHAVIORS interests, viewpoints and/or personal
• Students raise cultural or diversity • Some Students recognize, discuss and/
experiences.
issues in a derogatory or dismissive or acknowledge cultural perspectives
way. other than their own. • Students recognize, discuss and/or
acknowledge cultural perspectives other
• Students utilize native languages.
than their own.
• Students intentionally utilize native
languages to enhance their learning.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 47
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: POSITIVE CLASSROOM CULTURE AND CLIMATE

INDICATOR: LE.1 Demonstrates knowledge of, interest in and respect for diverse students’ communities and
cultures* in a manner that increases equity

We believe that for all students to succeed, all students must experience classrooms where they are valued and have equitable
access to teachers, peers and content. Therefore, when evidence aligns to the bolded behaviors, LE1 should start to be scored at
the Effective level. Other behaviors may or may not be present during the observation depending on the content area.
REVIEW THE EVIDENCE YOU HAVE FOR THE BOLDED BEHAVIORS FIRST.
• If they are evident, start with an Effective (5) and consider additional evidence to reach the most accurate score from there.
• If you do not observe clear evidence that aligns to the bolded behaviors, LE1 is not Effective for students and the resulting score
cannot be higher than approaching (4).

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Demonstrating an asset-based perspective of • Using role models representing diverse cultures. • Parent and community member presence that
students from diverse backgrounds, using their contributes to the class experience.
• Using and/or delivering curriculum that describes
experiences as resources for learning vs. excuses
historical and/or political events from a range of • Using materials that honor students’ native/
or problems to overcome.
racial, ethnic, cultural and language perspectives. first language(s); these may provide a bridge
• Differentiating interactions based on knowledge from their cultural, vernacular, sign, or assistive
• Using a variety of multicultural materials (e.g.,
of cultural differences. technology, language to academic language.
literature, resources, toys/games, artifacts,
• Intentionally facilitating the engagement of all realia, current events) that reflect students’ • Using technology and digital resources (including
students (e.g., calling on students that do not cultures and/or other cultures for students to online databases) to research diverse cultures,
raise their hands). learn about. perspectives and opinions, and to engage in
appropriate social action.
• Having students engage in cooperative learning • Offering wide range of cultural books in the
and diverse forms of expression to include classroom library and encouraging students to • Accepting different registers of language and
students’ cultural preferences (e.g., storytelling, select a variety of books that reflect their own explicit teaching of their appropriate use in
co-narration, folktales, call-and-response, show cultures as well as others. different contexts.
and tell, autobiographies, music).
• Reading books that reflect students’ culture and • Addressing systems of power and privilege,
• Helping students understand personal sharing reading experiences and reflections with even in mono-cultural classrooms, in a way that
perspectives, or “self,” as one of many cultural students. decreases bias and increases equity.
perspectives.

*Culture is defined as a set of shared attitudes, values, goals and practices that characterizes a group.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 48
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: POSITIVE CLASSROOM CULTURE AND CLIMATE

INDICATOR: LE.2 Fosters a motivational and respectful classroom environment

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Suggests that there are innate • Communicates that effort-based • Communicates that effort-based • Reminds students of past challenges
limits to what students can learn; learning is the path to achievement, learning is the path to achievement and they have faced and overcome, pointing
does not communicate that effort- but demonstrates differing demonstrates a belief that all students to students’ self-efficacy.
based learning leads to increased expectations for students based on (including students of color, linguistically
• Models and acknowledges academic
achievement. perceived competence. diverse students and those with
risk-taking.
disabilities) are competent.
• Solicits or acknowledges little to no • Invites student input, but teacher may
student input. rush or be dismissive about it. • Regularly solicits, values and
acknowledges input from students
• Interactions between teacher/student • Interactions between teacher/student
(including students of color, linguistically
or student/student are not respectful. or student/student are generally
diverse students, those with disabilities
TEACHER respectful.
• Does not model encouragement and and those identified as gifted and
BEHAVIORS enthusiasm. • Inconsistently models encouragement talented).
and enthusiasm.
• Interactions between teacher/student and
• Encourages students to persevere in student/student foster mutual respect.
the face of difficulty.
• Models encouragement and enthusiasm
(e.g., verbal support, gestures, smiles) so
students feel supported.
• Provides strategies for students to
persevere in the face of difficulty
(academic or behavioral).

• Few students engage in lesson. • Some students engage in lesson. • Most students engage in lesson or become • Students encourage their peers to take
engaged when prompted by teacher. academic risks and persevere because it
• Students do not persevere with tasks • Students attempt to complete tasks
is established that effort-based learning
when they begin to struggle. when struggling but continually seek • Students persevere with tasks by seeking
leads to increased achievement.
confirmation from teacher that they out and using available resources*.
• Students are unsupportive of peers.
are completing it correctly. • Students encourage their peers to
Students ignore others when speaking • Students are consistently supportive
exercise classroom leadership.
or asking questions. • Students are sometimes supportive of of peers and offer assistance and
peers and offer assistance. encouragement.
STUDENT • Few students take leadership roles.
BEHAVIORS • Some students listen and focus on • Most students listen and focus on teacher
teacher or peers when they are or peers when they are speaking.
speaking.
• Most students take leadership roles
• Some students take leadership roles. through expressing opinions, making
choices, facilitating academic discussions,
constructively and appropriately
challenging ideas and/or participating in
class jobs.

* Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports, media,
technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 49
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: EFFECTIVE CLASSROOM MANAGEMENT GATEWAY SKILL
INDICATOR: LE.3 Implements high, clear expectations for students’ behavior and routines

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Expectations for students’ behavior • Expectations for students’ behavior are • High expectations for students’ • Provides minimal management or
are not stated and responses to either inconsistently stated or applied. behavior are clearly taught, consistently reminders to handle groups, transitions
misbehavior seem random. communicated, equitably applied to all and resources because students have
• Focuses on misbehavior of students
students. internalized procedures and routines.
• Focuses only on correcting but occasionally recognizes positive
misbehavior of students. behavior. • Focuses on the positive behavior of
students and intentionally recognizes
• Responses to misbehavior are • Some responses to misbehavior are
positive behavior to reinforce
ineffective or inequitable and do not ineffective or inequitable from student
expectations.
respect students’ dignity. to student but effort is made to respect
students’ dignity. • Responses to misbehavior are equitable,
• Instruction is frequently interrupted to
TEACHER respect students’ dignity/cultural
address misbehavior or misbehavior • Instruction is occasionally interrupted
BEHAVIORS that detracts from students’ learning to address misbehavior or some
differences and are sensitive to students’
needs (including any disabilities).
goes unaddressed. misbehavior that detracts from
students’ learning goes unaddressed. • Instruction is rarely interrupted to
• Rituals and routines do not exist,
address misbehavior, but misbehavior
resulting in mishandling of resources* • Rituals and routines are somewhat
that detracts from students’ learning is
and/or loss of instructional time. clear to students; teacher needs to
addressed.
remind students of these routines,
resulting in occasional mishandling of • Clear rituals and routines make
resources and/or loss of instructional transitions and handling of resources
time. efficient, maximizing instructional time.

• Students’ misbehavior consistently • Students’ misbehavior sometimes • Students’ misbehavior rarely detracts • Students self-manage their behavior and
detracts from others’ learning. detracts from others’ learning. from others’ learning. manage others’ behavior.
• Few students exhibit appropriate • Some students exhibit appropriate • Most students exhibit appropriate • Students prompt each other to follow
behavior and/or do not change their behavior while others change their behavior, while others immediately classroom rituals and routines.
STUDENT behavior when prompted by the behavior when prompted multiple change their behavior when prompted by
BEHAVIORS teacher. times by the teacher. the teacher.
• Students display anger, • Students follow classroom rituals and • Students follow classroom rituals and
embarrassment, sadness or fear due routines with teacher prompting. routines with minimal teacher prompting.
to teacher’s disrespectful or unfair
response to their behavior.

* Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports, media,
technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

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CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 50
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: EFFECTIVE CLASSROOM MANAGEMENT GATEWAY SKILL
INDICATOR: LE.3 Implements high, clear expectations for students’ behavior and routines

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Posted daily schedule to remind students • Providing precise directions. • Utilizing behavior charts to provide warnings and
of routines. equitably manage behavior.
• Using a variety of verbal and non-verbal cues to
• Explicitly communicating the roles, expectations, reinforce desired behavior. • Students self-managing independent reading
etiquette and ways of doing things in an academic so the teacher can fully engage in small guided
• Utilizing the proactive positive response model.
and/or professional context. reading groups.
• Utilizing restorative justice or conflict resolution
• Balancing rituals and routines with energy and
(e.g., during class meetings) techniques to foster
excitement.
positive classroom culture.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 51
 DOMAIN: LEARNING ENVIRONMENT EXPECTATION: EFFECTIVE CLASSROOM MANAGEMENT

INDICATOR: LE.4 Classroom resources* and physical environment** support students and their learning

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Classroom is not arranged to facilitate • Classroom is partially arranged • Classroom arrangement promotes • Posted relevant exemplars demonstrate
learning or students’ interaction. to facilitate learning and student learning and student interaction for all proficient/advanced work and specify why
interaction. (including students with disabilities). work is proficient.
• Students’ work is not posted or
accessible. • Students’ work is evident in the • Current and/or relevant students’ work • Explains why particular tools or
classroom, in students’ materials and/ (e.g., exemplars) is well-represented resources are best to help students
• Resources, when available, are not
or digitally. in a variety of formats and utilized in be savvy information consumers and
accessible and/or not utilized by
instruction. learners of specific disciplines.
TEACHER students. • Resources are accessible but do not
BEHAVIORS adequately support the objective(s). • Resources (including clear academic
• Does not provide Spanish materials
language supports***) are readily
when needed. • Provides limited Spanish materials
accessible to students and are utilized as
when needed.
needed throughout the class in support
of objective(s).
• Provides Spanish materials, including
digital resources, when needed.

• Students do not use resources for • Some students use resources for • Most students use resources for intended • Students add to the physical environment,
intended purposes. intended purposes. purposes. create and/or utilize self-generated
resources.
• Students maintain organization of • Students respect and/or maintain
personal materials (e.g., notebooks, organization of class-room resources
pencil cases, folders). (e.g., books, manipulatives, computers
and other digital tools).
STUDENT
BEHAVIORS • Students independently reference
examples of proficient or advanced work
and criteria for the work.
• Students are proficient and comfortable
interacting with classroom resources and
digital tools.

* Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports, media,
technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

**Structural constraints/configuration of the classroom space, room sharing and teachers traveling should be taken into consideration when collecting evidence.

*** Academic language supports are methodologies or activities that support understanding and practice of functions and forms. Supports may include one or more of the following:
visual, sensory, group supports and/or strategic use of native language.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 52
 INSTRUCTION
Masterful Content Delivery
High-Impact Instructional Moves
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY
GATEWAY SKILL
INDICATOR: I.1 Clearly communicates the standards-based* content-language objective(s)** for the lesson,
connecting to larger rationale(s)

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Content objective(s) are not evident • Objective(s) are evident at the • Clearly communicates the CLO(s), the • Invites students to collaboratively
or clear. beginning of the lesson, but teacher content the students will learn and generate CLO(s) with the teacher.
does not make connections to how they will demonstrate content
• Agenda may be used in place of
objective(s) throughout the lesson. using language, throughout the lesson
objective(s).
(using Spanish when applicable and
• Objective(s) are appropriate for
• Language objective(s) are not evident appropriate).
content, grade level and/or student
or clear.
needs. • CLO(s) are standards-based** and
• Objective(s) are unrelated to the appropriately rigorous for grade-level
• Connects content activities or tasks
TEACHER specific lesson and/or not appropriate. content and student needs.
to objective(s); but connections to big
BEHAVIORS • Missed opportunities to connect ideas, essential questions, unit goals, • Explicitly connects content activities or
content activities or tasks to the previous learning, standards and/or tasks to objective(s) and to discipline’s
objective(s); activities or tasks are real-world situations are not made. big ideas, essential questions, unit goals,
more lesson focused. previous learning, standards and/or real-
• Language objective(s) are not evident
world situations.
or do not support students’ practice
and application of the content. • Provides a meaningful connection
between the content-language
objective(s) that facilitates student
mastery of the content.

• Students struggle to articulate what • Students read or state objective(s), but • Students demonstrate understanding • Students expand on the larger picture
they are learning. They may be able to demonstrate limited understanding of of content-language objective(s) as that the teacher outlines for them (e.g.,
describe tasks, but not objective(s). the objective(s) as evidenced through evidenced through their questions, they make their own connections between
their questions, comments and work. comments and work. content-language objective(s) and units
• Few students demonstrate progress
or life).
STUDENT toward mastery of objective(s). • Some students demonstrate progress • Most students demonstrate progress
BEHAVIORS toward mastery of objective(s). toward mastering the objective(s).
• Students are unable to explain how
lesson tasks connect to objective(s). • Students explain how tasks connect • Students connect objective(s) to previous
to objective(s) but cannot connect to learning, unit goals and/or real-world
previous learning, unit goals and/or situations.
real-world situations.

* Standards include Common Core State Standards, English Language Development Standards and Colorado Academic Standards (including Health and Wellness Standards where appropriate).
** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).
Rigorous tasks require considerable cognitive effort and involve productive struggle for students as they solve problems and transfer their prior understanding to new situations.
Further, these tasks integrate multiple standards and demand that students monitor their cognitive process as they engage in the task. Rigorous tasks support robust student
learning of a lesson’s content-language objective(s).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 54
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY

INDICATOR: I.1 Clearly communicates the standards-based* content-language objective(s)** for the lesson,
GATEWAY SKILL
connecting to larger rationale(s)

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Previewing concepts with Multilingual Learners and • Using students’ native language to develop • Students demonstrating mastery of the language
students with disabilities to facilitate participation conceptual understanding. objective through anecdotal evidence during
and learning. independent work or an exit slip.
• Relating concepts to the content, including in
• Presenting visuals of content-language native language when applicable, so that students • In certain contexts to meet student needs, having
objective(s). can make connections to prior understanding individualized content-language objective(s) (e.g.
• Making functions and forms accessible to
(especially through student-created visuals or credit recovery, multiple pathways, Montessori,
students through use of a variety of sensory and small group discussion). Early Childhood Education (ECE), etc.).
visual supports (e.g., anchor charts, personal • Providing a variety of groupings that allow • Students demonstrating mastery of the language
sentence stems and accountable talk posters). students to access content. objective through practice of academic responses
• Referencing displayed unit goals to communicate using sentence frames, cloze paragraphs, or
• Modeling or demonstrating performance
a continuum of learning. advanced organizers.
expectations for what mastery will look like.
• Connecting objective(s) to a digital presence (e.g., • Students demonstrating concepts through
Web pages, video capture of lesson, tutorials) that differentiated verbal/written communication (e.g.,
develops connections to prior understandings drawings, words/phrases or complex sentences).
and/or concepts.

* Standards include Common Core State Standards, English Language Development Standards and Colorado Academic Standards (including Health and Wellness Standards where appropriate).

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 55
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY

INDICATOR: I.2 Provides rigorous tasks* that require critical thinking with appropriate digital
and other supports to ensure students’ success

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Tasks are not rigorous, as evidenced • Tasks are rigorous for some students, • Tasks are appropriately rigorous (increasingly • Provides opportunities for
by few students needing to think while others are not required to think complex,challenging and/or stimulating). all students to self-evaluate,
through their work, OR tasks may through the work or may be frustrated reflect and share their
• Tasks require students to extend their learning by
be rigorous, but the teacher does by the complexity of the task and lack problem-solving strategies
analyzing increasingly complex texts/data, orally
not provide scaffolding as evidenced of scaffolds. and/or new ideas.
in response to increasingly complex texts and/or
by majority of students exhibiting
• Tasks require students to use learning solving problems for real-world situations or multiple • Prompts students to evaluate
frustration/defeat.
to solve problems or complete work in contexts. peers’ arguments and/or
• Expects students primarily to one context only. reasoning.
• Tasks require students to justify reasoning and
remember and repeat facts/basic
• Tasks require students to justify their critique the reasoning of others, verbally and in • Provides digital resources/
information.
TEACHER own reasoning, but do not require writing. tools as an integrated
• Tasks do not require students to them to critique that of others. component of the rigorous
BEHAVIORS • Questions are aligned to the objective(s) and guide
justify their reasoning. tasks.
• Some questions guide students toward students to higher-level thinking by encouraging
• Few questions are aligned to the mastery of the objective(s). them to examine and explain various perspectives,
objective(s). evaluate and apply information or challenge routine/
conventional applications.
• Appropriate content and language support is provided,
and removed when no longer needed, as evidenced by
independent students’ success with tasks.
• Provides digital resources/tools as a support for
rigorous tasks when appropriate.

• Students learn facts and execute • Students may execute tasks and • Students (including students of color, linguistically • Students think in increasingly
tasks in rote ways, with little responses with some original thought diverse students, those with disabilities and those complex ways and are able to
connection to ideas and issues or connection to ideas and issues identified as gifted and talented) execute increasingly apply their knowledge to real-
beyond the classroom. beyond the classroom. complex tasks by formulating hypotheses, analyzing world situations.
data and/or solving real-world problems to deepen
• Students answer questions with • Students’ responses may include • Students think about systems,
their understanding of the CLO(s).
limited or single-word answers. some higher-level thinking but lack not just isolated parts, when
STUDENT sufficient evidence or contain flawed • Students use relevant evidence to construct written approaching tasks.
• Students do not share their
BEHAVIORS reasoning. and verbal positions that justify their conclusions
reasoning. • Students ask each other
• Students may acknowledge but do not • Students constructively evaluate others’ reasoning by questions aligned to the
• Few students demonstrate evidence
evaluate others’ reasoning. examining evidence, applying logic and/or considering objective(s) that exhibit
of productive struggle towards
diverse perspectives. higher-level thinking.
mastery of objective. • Some students demonstrate evidence
of productive struggle towards mastery • Students demonstrate evidence of productive struggle • Students provide support for
of objective. towards mastery of objective. one another to master the
objective(s).

* Rigorous tasks require considerable cognitive effort and involve productive struggle for students as they solve problems and transfer their prior understanding to new situations. Further, these tasks
integrate multiple standards and demand that students monitor their cognitive process as they engage in the task. Rigorous tasks support robust student learning of a lesson’s content-language objective(s).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 56
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY

INDICATOR: I.2 Provides rigorous tasks* that require critical thinking with appropriate digital
and other supports to ensure students’ success

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Tasks (in all disciplines) require students to • Students applying information inferred from text, • Providing multiple opportunities for students to
independently read increasingly complex texts, facts and/or new data. expand their thinking through talking (e.g., Think
then write and/or speak in response to the Pair Share, Turn & Talk, Small Group), drawing
• Students providing reasoning behind their
content. out their connections (student-made visuals) and
answers, regardless of whether answers are
using realia and graphics to understand concepts.
• Tasks require students to analyze information correct and typically before indicating if answers
(e.g., givens, constraints, relationships) and plan are correct or not.
a solution pathway. • Constructing and integrating reading, writing
• Students demonstrating the ability to apply skills
and listening tasks as students’ oral Language 2
• Tasks require students to integrate information or understanding in different contexts when
develops.
from various sources (e.g., oral, visual, media) presented with new, unfamiliar tasks.
and to evaluate these sources. • Utilizing a “Writing to Learn” strategy as a way to
• Providing sufficient time for all students to
scaffold mid- and high-stakes assignments.
• Tasks demonstrate the usefulness and value of independently engage in and make sense of
discipline (e.g., those that illustrate application (reason about) the task. • Recognizing that creativity may be presented in
and relevance of discipline beyond the various ways that reflect cultural learning styles,
• Appropriate cueing and/or wait time that requires
classroom). ingenuity in language usage and/or oral skills.
students to think through work, but not struggle
• Providing access to group, sensory, and visual to a level of frustration. • Students researching multiple perspectives and
supports to engage students and improve opinions using digital resources, including online
• Opportunities for students to transfer higher-
comprehension. databases.
level thinking from speaking and thinking aloud
• Students using prior learning and inquiry skills to writing, including: peer critiques, peer editing • Providing digital and non-digital (e.g. a pencil
when approaching increasingly complex texts, and online collaboration. grip, manipulatives, large print resources, etc.)
data sets, events, etc. supports to meet specific student needs.

* Rigorous tasks require considerable cognitive effort and involve productive struggle for students as they solve problems and transfer their prior understanding to new situations.
Further, these tasks integrate multiple standards and demand that students monitor their cognitive process as they engage in the task. Rigorous tasks support robust student
learning of a lesson’s content-language objective(s).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 57
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY
GATEWAY SKILL
INDICATOR: I.3 Intentionally uses instructional methods* and pacing to teach the content-language objective(s)**

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Instructional method(s), activities • Instructional method(s), activities and • Instructional method(s), activities and • Makes strong interdisciplinary
and materials are ineffective and materials either build on students’ materials effectively build on students’ prior connections, allowing students to
do not support students’ mastery of prior knowledge or support students’ knowledge and support students’ mastery of see the relationships among various
objective(s). mastery of objective(s), but not both. objective(s) and the use of language. content, concepts and ideas.
(A)
• Lesson structure is not coherently • Lesson structure is both coherently sequenced • Demonstrates deep content area
sequenced or appropriately paced. • Lesson structure is either coherently and appropriately paced. knowledge as evidenced by rich
sequenced or appropriately paced, but explanations and nuanced responses
• Demonstrates inadequate • Demonstrates accurate knowledge of content
not both. to questions.
knowledge of content areas, areas, key concepts, structures, standards and
key concepts, structures, • Demonstrates knowledge of some content-specific terminology. • Provides extension activities that
standards and/or content-specific combination of content areas, key allow students to explore essential
• Effectively addresses students’ challenges,
terminology; or content taught is concepts, structures, standards and/or questions.
misunderstandings and misconceptions and
sometimes inaccurate. content-specific terminology.
implements various strategies in the moment
• Does not address students’ • Inconsistently addresses students’ according to students’ needs including
TEACHER misconceptions during instruction. misconceptions during lesson. language needs.
BEHAVIORS
• Does not use oral and/or written • Uses oral and/or written language • Consistently uses oral and/or written
language that is comprehensible to comprehensible to some students. language that is comprehensible, including
students. strategic use of native language.
• Balance of teacher/student talk
• Balance of teacher/student talk sometimes contributes to students’ • Balance of teacher/student talk consistently
detracts from students’ learning learning and is appropriate for chosen contributes to students’ learning and is
and is not appropriate for chosen teaching methodology. appropriate for chosen teaching methodology.
teaching methodology.
• Use of media, technology and/or tools • Use of media, technology and/or tools
does not enhance the lesson. enhances the lesson.

* Instructional methods are the ways in which information is delivered to students. These may include, but are not limited to: gradual release model, workshop model, Socratic
Seminars, lecture, Collaborative Strategic Reading (CSR) and inquiry-based models.

** Content-language objectives indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 58
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY
GATEWAY SKILL
INDICATOR: I.3 Intentionally uses instructional methods* and pacing to teach the content-language objective(s)**

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list. The degree of
effectiveness is determined by the resulting impact on students.
• Using gradual release model, inquiry-based • Using materials and supports that address • Providing anchor charts, vocabulary charts, etc.
model, cooperative learning, investigation, educational disabilities (e.g., assistive that support students’ learning of objective(s).
Socratic Seminars, direct instruction/lecture, technology, visual schedules, etc.).
• Providing language-based clues such as:
Collaborative Strategic Reading (CSR), etc.
• Using document cameras or similar technology adopting slower speech rate, enunciating clearly,
• Lesson structure allows appropriate time to make small items visually accessible to the providing synonyms and antonyms for unknown
for students to grapple with and build whole class and enhance the lesson. words, modeling with think-alouds, avoiding
understanding of the content. unfamiliar idioms and using cognates when
• Referring students to appropriate resources
possible.
• Providing wait time based on students’ needs. to find answers to their questions or locate
additional information related to content- • Explicitly indicating relationships and
• Providing time for self-correction.
language objective(s). connections between Language 1 and 2,
• Integrating student use of digital tools and including: similarities and differences in sound
• Providing informed responses and/or
resources*** (e.g., Promethean boards, systems, word/phrase/sentence structures,
examples to address students’ questions or
LCD projectors and computers) to enhance, word/sentence meanings and effects of context
misunderstandings.
accelerate and/or differentiate student learning. on meanings.

* Instructional methods are the ways in which information is delivered to students. These may include, but are not limited to: gradual release model, workshop model, Socratic
Seminars, lecture, Collaborative Strategic Reading (CSR) and inquiry-based models.

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

*** Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports,
media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 59
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY

INDICATOR: I.4 Ensures all students’ active and appropriate use of academic language*

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Does not teach academic language. • Inconsistently and/or indirectly teaches • Consistently and explicitly teaches and models • Facilitates students’ recall and use
and models academic language. precise academic language connected to the of academic language from other
• Does not provide opportunities for
content-language objective(s) using the target contexts and/or personal experiences.
students to use academic language • Provides some opportunities for
language** (students’ Language 1 or 2, as
and/or does not do so in a rigorous, students to use academic language in
appropriate).
authentic way. rigorous, authentic ways. • Enables students’ transfer of academic
• Provides frequent opportunities within the language to real-world situations.
• Does not acknowledge students use • Inconsistently acknowledges students
content for students to use academic language
of academic language and/or does use of academic language and
TEACHER in rigorous, authentic ways through listening,
not address incorrect academic addresses some instances when
BEHAVIORS speaking, reading and writing.
language usage. academic language is not used and/or
is used incorrectly. • Acknowledges students’ use and attempts at
• Language expectations and
using academic language to develop concepts,
supports hinder academic • Language expectations and supports
and coaches students when academic language
conversations. inconsistently facilitate academic
is not used or is used incorrectly.
conversations.
• Language expectations and supports
consistently facilitate academic conversations.

• Few students use academic • Some students use academic language • Students use academic language (in their • Students are observed encouraging
language with the teacher, peers with the teacher, peers and/or their native language or English) with the teacher, one another to use academic
and/or in their writing. writing. peers and in their writing. language regardless of their language
development levels or formal English
• Students are not observed using • Students are observed using target • Students are observed using target language
background.
STUDENT target language. language, though use may not be in a variety of contexts and for cognitively
context-embedded and/or cognitively demanding tasks, often in collaboration with • Students appropriately transfer
BEHAVIORS • Students rarely use the language
demanding. other students. academic language skills from other
relevant to the objective(s) and/or
contexts or real-life experiences.
use it incorrectly. • Students attempt to use language • Students regularly and accurately use
relevant to the objective(s) but content vocabulary, syntax and discourse; the
sometimes use it incorrectly. language relevant to the objective(s).

* Academic language is the formal language of a given content area needed by students to access rigorous material and credibly interact in both academic and professional settings
(i.e. functions, forms and discipline-specific vocabulary).
• Language functions: the purposes of the communication (e.g., to classify, persuade, explain, describe, compare, sequence, etc.).
• Language forms: the conventions used to communicate (e.g., grammar, syntax, mechanics, vocabulary, etc.).

** The Target language is the language that we want students to learn, and is the primary—though not the exclusive—language of instruction (most commonly Spanish or English
in DPS). In English Language Acquisition-Spanish (ELA-S) classrooms, the target language is Spanish; in English Language Acquisition-English (ELA-E) classrooms, the target
language is English.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 60
 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY

INDICATOR: I.4 Ensures all students’ active and appropriate use of academic language*

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list. The degree of
effectiveness is determined by the resulting impact on students.
• Students explaining their thinking by using • Using sentence stems, cloze sentences and/or • Whenever students speak in incomplete
prompts such as: “Tell us more about that”; paragraphs to promote speaking and writing. sentences, reflecting concepts back in complete
“How do you know?”; “Why do you think that?”; sentences as appropriate.
• Utilizing a “Writing to Learn” strategy so
and “What evidence do you have of_____?”
students experiment often with written language • Having students utilize forms, functions and
to promote speaking, listening, reading and
to increase their fluency and mastery of written content vocabulary appropriately in written
writing.
conventions. responses to increasingly complex texts.
• Facilitating Classroom Talk (e.g., in pairs,
• Displaying and referencing visuals that show • Demonstrating explicit attention to vocabulary,
Collaborative Groups and as a whole class) to
academic vocabulary in words and graphic as evidenced by:
introduce, reinforce and encourage the use of
representations.
academic language. • Spending time defining, discussing and
• Using graphic organizers to clearly define clarifying vocabulary words unlikely
• Providing opportunities for structured and
vocabulary and/or concepts (e.g., Frayer models, to be familiar to students prior to
purposeful academic conversations (e.g.,
concept maps) that allow students to make tasks to promote reading, writing and
Cooperative Grouping, Collaborative Small
connections. understanding.
Groups, Think-Pair-Share, Turn and Talk, Talk a
Mile a Minute). • Providing methods for students to capture • Emphasizing vocabulary through
academic language (e.g., personal dictionaries, intonation, prior knowledge and visuals
• Explicitly using and holding students
learning logs, word walls, double-entry journals) (e.g., illustrations, photographs, Frayer
accountable for the use of content-specific
to promote listening, reading and writing. models, word wall).
language (e.g., angle instead of corner, staccato
instead of choppy). • Offering multi-sensory experiences to promote • Limiting the number of vocabulary items
listening and speaking. presented to students at any one time.
• Explicit modeling and labeling of academic
language. • Teaching “code switching” so that other forms • Modeling correct phonetic and fluent
of language are valued and students understand pronunciation through a slower pace and
• Linking vernacular to academic language to
the reasons to use different forms in different appropriate enunciation and intonation as
support listening and speaking.
settings. necessary.

* Academic language is the formal language of a given content area needed by students to access rigorous material and credibly interact in both academic and professional settings
(i.e. functions, forms and discipline-specific vocabulary).
• Language functions: the purposes of the communication (e.g., to classify, persuade, explain, describe, compare, sequence, etc.).
• Language forms: the conventions used to communicate (e.g., grammar, syntax, mechanics, vocabulary, etc.).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 61
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES GATEWAY SKILL
INDICATOR: I.5 Checks for understanding of content-language objective(s)*

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Checks for completion of tasks but • Monitors progress toward the • Monitors all students’ progress toward the • Provides criteria and structures for
not on student progress toward objective(s) but the checks for objective(s) throughout the lesson using students to assess their own and/or
mastery of objective(s). understanding are infrequent, not varied, frequent checks for understanding in peers’ mastery of both the content and
varied and/or do not assess some content and language. language objective(s).
• Does not adjust instruction or
students.
supports based on results of checks • Frequently adjusts instruction or supports • Provides opportunities for students to
for understanding. • Occasionally adjusts instruction or in real time based on results of checks for reflect on their learning.
supports based on results of checks understanding.
• Does not monitor student access to
for understanding.
TEACHER content. • Frequently monitors student access to content
BEHAVIORS • Adjusts instruction for content or and language and if necessary, determines the
• Questions hold few students
language in the objective, but not both. source (e.g., language) of misunderstandings
accountable for formulating
and/or misconceptions.
responses; predominately calls on • Sometimes monitors student access
volunteers and, at times, teacher to content but may not determine • Questions require most students to formulate
answers own questions. if misunderstandings are due to responses and be accountable for their
language. learning in both verbal and written responses.
• Questions hold some students
accountable to formulate responses.

• Few students respond to questions. • Some students respond to questions • Most students respond to questions (with the • Students correct misconceptions
and/or questions may be consistently use of communication devices, as needed). through peers’ critique and
• Students do not correct
answered by the same students. questioning.
misconceptions because teacher • Students frequently demonstrate correcting
does not provide feedback. • Students occasionally demonstrate content mistakes and address misconceptions • Students monitor their own progress
correcting content mistakes and based on teacher feedback/adjusted and reflect on their growth.
STUDENT address misconceptions based on instruction.
BEHAVIORS teacher feedback/adjusted instruction.
• Students frequently demonstrate correcting
• Students sometimes demonstrate mistakes in their language based on teacher
correcting mistakes in their language feedback/language supports.
based on teacher feedback/language
supports.

* Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

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 DOMAIN: INSTRUCTION EXPECTATION: MASTERFUL CONTENT DELIVERY GATEWAY SKILL
INDICATOR: I.5 Checks for understanding of content-language objective(s)*

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Questioning using varied levels (e.g., Bloom’s • Eliciting physical responses (e.g., thumbs up) to • Using native language to clarify concepts
Taxonomy, Marzano’s, Costa’s) to assess all monitor understanding. (through other adults or student peers).
students’ understanding.
• Regularly circulating throughout the room • Using checklists/rubrics; students applying
• Asking students to define or restate terms/ during the lesson to assess all students’ criteria to their work and/or to that of their
concepts. understanding of objective(s); teacher may take peers.
notes on student progress.
• Having students elaborate using prompts, such • Using exit tickets.
as: “Tell me more about _____” or “How do you • Conferencing.
• Using online polling, “clickers” or student
know that?”.
• Students communicate completion of the response systems to monitor student progress.
• Students explaining their thinking primary task using the identified language
• Students monitor their own progress with a wall
(metacognition). objective domain.
chart, in a notebook, online, etc.
• Explicitly asking students to identify their • Performance tasks (e.g., constructed responses,
misunderstandings. application tasks).

* Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 63
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.6 Provides differentiation* that addresses students’ instructional needs

and supports mastery of content-language objective(s)**

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Does not modify/extend • Modifies/extends instructional • Supports access to and/or extension of grade- • Provides modified content, process
instructional methods, content, methods, content, lesson processes, level content by adjusting content, lesson or product in response to reasonable
lesson processes products and/ products, and/or language, but processes and/or products to meet the diverse students’ requests.
or language to support students’ differentiation does not adequately academic and linguistic needs of individual
• Supports all students in identifying
needs. address some students’ individual students (including students with interrupted
how they learn best and in creating/
needs and/or access to grade-level formal education).
TEACHER • Questioning is not differentiated for utilizing strategies that support their
content.
BEHAVIORS students’ needs. • Questioning is consistently differentiated individual needs.
• Questioning is inconsistently (including clear enunciation, language choice,
differentiated for students’ needs. additional wait time, simplified sentence
structures, slower pacing/speech patterns,
level) to meet the academic and linguistic
needs of individual students.

• Few students are able to make • Some students are able to make • Students are able to make progress toward • Students provide support to one
progress toward mastery of the progress toward mastery of the mastery of the objective(s) as evidenced another based on individual needs.
objective(s) as evidenced by objective(s) as evidenced by their by their questions, comments, work
• Students know their learning
their questions, comments, work questions, comments, work products products,verbal interactions, academic
preferences and academic goals, apply
STUDENT products and class participation. and class participation. discussions and class participation.
strategies that support their learning
BEHAVIORS and self-advocate as needed.
• Students actively engage in the use
of technology tools to demonstrate
different levels of understanding.

* Differentiation may be based on individual students’ academic needs, language proficiencies, physical/social/emotional needs, interests and/or culture.

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 64
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.6 Provides differentiation* that addresses students’ instructional needs

and supports mastery of content-language objective(s)**

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Adjusting content according to students’ • Providing individualized academic supports to • Using assessments to guide students in
performance levels, language skills, knowledge learn information or complete tasks, such as selecting “just right” books for independent
and/or cultures. graphic organizers, math manipulatives and reading.
online resources.
• Adjusting process through grouping • Modeling use of resources around the room and
(homogeneously and heterogeneously by • Giving students multiple opportunities to answer on the walls to encourage independent student
languages and academic proficiencies, questions, including in collaborative pairs or use of those resources.
depending on tasks and objective) and learning groups.
• Utilizing visuals, realia, gestures and facial
styles (e.g., auditory, kinesthetic, verbal, visual-
• Providing access to one-on-one adult and/or expressions to explain content and/or
spatial, tactile).
peers’ support. vocabulary.
• Adjusting product by providing students multiple
• Designing collaborative groups so that students • Facing students when speaking to support
ways to demonstrate learning (e.g., acting
with diverse skill levels are supported as well as language production and understanding.
out knowledge, using physical objects, using
challenged by their peers.
visuals, providing other performance-based • Providing cross-language transfer feedback
opportunities) to accommodate academic/ • Utilizing various tools (e.g., technology/digital (e.g., teacher reminding students that they know
linguistic needs and/or interests. resources and assistive technology devices for pre in Spanish carries the same meaning as pre
students with disabilities) to meet students’ in English).
• Providing access to native language materials
learning needs.
and grade- or above-level texts, including
recorded audio texts, as appropriate.

* Differentiation may be based on individual students’ academic needs, language proficiencies, physical/social/emotional needs, interests and/or culture.

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 65
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.7 Provides students with academically-focused descriptive feedback*

aligned to content-language objective(s)**

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Provides feedback to only a few • Provides academically-focused • Provides academically-focused descriptive • Provides academically-focused
students. descriptive feedback to some students feedback to most students throughout the descriptive feedback to all students
and/or during some parts of the lesson. on both content and language in the
• Feedback is not descriptive or
lesson. objective.
timely; may be limited to evaluative • Provides timely academically-focused
or motivational (e.g., “good job”; “I • May provide timely descriptive descriptive feedback allowing students to • Intentionally provides opportunities
know you can do it”). feedback on students’ progress know their progress toward mastery of the for students to give one another
TEACHER toward mastery of objective(s), but content and language objective(s). academically-focused descriptive
• Does not provide next steps for
BEHAVIORS majority of feedback is focused on task feedback.
students. • Clearly identifies students’ next steps,
completion.
focusing on students’ strengths and areas for • Ensures that students can identify
• Feedback focused on either content or growth. next steps.
language in the objective, but not both.
• Feedback inspires further thinking and
• Identification of students’ next steps is can be transferred to other contexts.
not clearly evident.

• Few students are clear on steps • Some students are clear on steps • Most students apply academically-focused • Students provide academically-focused
needed to make progress towards needed to make progress towards descriptive feedback to their work in order descriptive feedback to each other
mastery of objective(s). objective(s). to take next steps and make corrections and/ on both content and language in the
or revisions that support them in mastering objective.
STUDENT content and language objective(s).
• Students explain how their work/
BEHAVIORS responses meet the expectations of
objective(s).
• Students are able to explain steps
needed to improve their work.

* Academically-focused descriptive feedback is specific to the learning tasks and/or objective(s) and focuses on students’ progress toward mastery of content-language
objective(s). The feedback can be posed in the form of a question as well as a statement.

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 66
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.7 Provides students with academically-focused descriptive feedback*

aligned to content-language objective(s)**

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list. The degree of
effectiveness is determined by the resulting impact on students.
• Defining deficiencies and highlighting next steps • Providing opportunities for students to self- • One-on-one conferencing, small- or whole-
when using non-proficient examples. assess and peer-assess (e.g., with rubrics). group tasks that result in students receiving
academically-focused descriptive feedback.
• Using think-alouds to model how students could • Providing opportunities for student action/
respond to the use of feedback. reflection based on feedback received. • Utilizing feedback loops to get additional
information from students (e.g., question→
• Circulating during the lesson to question • Supporting grades/marks with written
answer→ clarifying question→ answer→
students and provide academically-focused academically-focused descriptive feedback.
probing question→ answer).
descriptive feedback.
• Referencing anchor charts based on students’
• Providing feedback on students’ use of responses and/or work.
strategies and metacognitive processes.
• Using data charts that reflect progress toward
• Providing feedback by modeling corrections explicitly stated goals/objective(s) referenced
in the response to a student (recasting) and during lesson.
providing students(s) opportunities to attempt
corrections.

* Academically-focused descriptive feedback is specific to the learning tasks and/or objective(s) and focuses on students’ progress toward mastery of content-language
objective(s). The feedback can be posed in the form of a question as well as a statement.

** Content-language objective(s) indicate the standards-based content students will learn and how they will demonstrate mastery of that content using language. Teachers can and
should consider the following:
• How will students articulate their understanding? Writing, speaking, listening and/or reading (the domain).
• What is the purpose of the communication? To classify, persuade, explain, describe, compare, sequence, etc. (the function).
• What words and/or structures will students use to demonstrate their learning? Grammatical structures, patterns, syntax, mechanics and vocabulary or discourse (the form).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 67
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.8 Promotes student communication* and collaboration** utilizing

appropriate digital and other resources***

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Provides few opportunities for • Provides some opportunities for • Provides adequate opportunities for all • Facilitates students choosing how
students to communicate their students to communicate their students (including students of color, they will communicate and/or
ideas. ideas, but the opportunities do not linguistically diverse students, those with collaborate as a means of developing
promote progress toward mastery of disabilities and those identified as gifted and their progress toward mastery of the
• Provides few opportunities for
objective(s). talented) to communicate their ideas verbally objective(s).
students to collaborate.
or in written response to increasingly complex
• Provides some opportunities for
• Does not establish clear texts as a means of progress toward mastery
students to collaborate but the
expectations for communication of the objective(s).
opportunities are not effective in
and/or collaboration among
developing their progress toward • Provides frequent and intentional
students.
mastery of content and language opportunities for all students to collaborate as
• Does not pose questions that stated in the objective(s). a means of developing their progress toward
encourage accountable talk. mastery of content and language objective(s).
TEACHER • Establishes clear expectations for
BEHAVIORS communication and/or collaboration
among students, but only some • Establishes clear expectations for
students are held accountable. communication and/or collaboration among
students with protocols and tools, holding
• Occasionally poses questions that
most students accountable for participation
encourage accountable talk.
and the content of their conversations.
• Prompts students or poses questions to
facilitate accountable talk discussions
(listening, participating, clarifying and
elaborating).
• Utilizes assistive technology and
communication devices when needed.

* Communication is the exchange of thoughts, messages or information through reading, writing, speaking, listening and/or actions.

** Collaboration occurs when individuals are accountable to one another and work together in a cooperative manner for a common purpose or goal. Expectations for collaboration
should be based on the model of the class (e.g., mixed grade level, center programs, credit recovery, multiple pathways, blended learning, etc.).

*** Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports,
media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 68
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.8 Promotes student communication* and collaboration** utilizing

appropriate digital and other resources***

OBSERVABLE DISTINGUISHED (7)

NOT MEETING (1-2) APPROACHING (3-4) EFFECTIVE (5-6)
EVIDENCE In addition to “Effective”

• Few students effectively • Some students effectively • Students effectively communicate for the • Students set goals for their
communicate for the intended communicate for the intended intended purpose/audience in the target collaborative groups and evaluate their
purpose/audience in the target purpose/audience in the target language. progress toward meeting objective(s).
language****. language.
• Students ask teacher and peers questions, • Students independently engage in
• Few students ask questions. • Students ask the teacher questions expand on other’s thinking and construct oral accountable talk to challenge thinking,
and express opinions. and written arguments that are supported by push for evidence and/or refine
• Students interact inappropriately
evidence. arguments.
in diverse groups. • Students interact appropriately in
diverse groups, but do not attempt to • Students interact appropriately in diverse
• Few students assume personal
understand others’ perspectives. academic discussions (e.g., one-on-one,
responsibility for group work.
STUDENT small-group or whole class settings) and
• Some students assume personal
BEHAVIORS come to understand others’ perspectives.
responsibility for group work.
• Most students assume personal responsibility
• Missed opportunities for student-
for individual and collaborative work.
to-student talk because majority is
teacher-to-student talk. • Students collaborate to answer questions,
build understanding and solve problems.
• As appropriate, students use various
digital tools and resources for researching,
communicating and collaborating.

* Communication is the exchange of thoughts, messages or information through reading, writing, speaking, listening and/or actions.

** Collaboration occurs when individuals are accountable to one another and work together in a cooperative manner for a common purpose or goal. Expectations for collaboration
should be based on the model of the class (e.g., mixed grade level, center programs, credit recovery, multiple pathways, blended learning, etc.).

*** Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports,
media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

**** The Target language is the language that we want students to learn, and is the primary—though not the exclusive—language of instruction (most commonly Spanish or English
in DPS). In English Language Acquisition-Spanish (ELA-S) classrooms, the target language is Spanish; in English Language Acquisition-English (ELA-E) classrooms, the target
language is English.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 69
 DOMAIN: INSTRUCTION EXPECTATION: HIGH-IMPACT INSTRUCTIONAL MOVES

INDICATOR: I.8 Promotes student communication* and collaboration** utilizing

appropriate digital and other resources***

Examples of evidence for effective teacher and/or student behaviors aligned to this indicator include, but are not limited to, the following list.
The degree of effectiveness is determined by the resulting impact on students.
• Providing accountable talk protocol (e.g., “I know • Assigning group roles to promote student • Providing opportunities for students to use
this is the answer because on page _____” or leadership and group accountability. Web pages (e.g., Wikis) , webcams and other
“I agree/disagree with _____ because _____”). technology tools to communicate within and
• Students showing adaptability and work ethic in
outside the classroom.
• Students asking peers questions that require collaborative situations.
them to explain their thinking, including in • Promoting quality conversations surrounding
• Holding students accountable for contributing to
online forums. books and reading (e.g. book talks, book share,
collaborative group work.
student book recommendations, etc.).
• Facilitates while students ask/answer questions
• Student debates, role plays, simulations,
that guide the discussion. • Providing a Literacy Group collaborative
interviews, etc.
structure with specified student roles and a
• Providing adequate wait time for students to
• Tools evident in supporting oral language (e.g., defined group purpose to raise engagement with
process after questions are posed.
accountable talk poster, anchor charts, personal a variety of increasingly complex texts through a
• Structured peer assistance. sentence stems, digital resources). high level of discourse.
• Variety of grouping arrangements. • Word walls, anchor charts and other resources
in the room align to the content and are used by
teacher and students.

* Communication is the exchange of thoughts, messages or information through reading, writing, speaking, listening and/or actions.

** Collaboration occurs when individuals are accountable to one another and work together in a cooperative manner for a common purpose or goal. Expectations for collaboration
should be based on the model of the class (e.g., mixed grade level, center programs, credit recovery, multiple pathways, blended learning, etc.).

*** Resources can be anything that is utilized to assist students in progress toward mastery of the content-language objective(s), including: academic tools, language supports,
media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on students’ needs.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 70
 PROFESSIONALISM
Essential Knowledge of Students and Use of Data
Effective Collaboration and Engagement
Thoughtful Reflection, Learning and Development
Masterful Teacher Leadership
 DOMAIN: PROFESSIONALISM EXPECTATION: ESSENTIAL KNOWLEDGE OF STUDENTS AND USE OF DATA

INDICATOR: P.1 Demonstrates and applies knowledge of students’ developments, needs, interests
and cultures to promote equity

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Rarely values and/or acknowledges • Is aware that cultural/background/ • Takes steps to learn about individual student’s • Researches and plans experiences/
the impact that cultural/ other differences exist but may not diverse cultural and linguistic heritage, lessons to introduce students to global
background*/other differences can develop a deeper understanding of the interests, background, developmental stage, diversity and foster respect for all
have on students’ learning. impact on learning, emotional and/or and learning, emotional and medical needs. backgrounds and cultures.
medical needs.
• Rarely plans supports or supports • Leads Equity Team activities and
are inadequate. • Plans supports for some groups of • Plans appropriate lessons based on supports equity training to promote
students, and/or some sup-ports do knowledge of students’ cultural and school-wide cultural competence.
• Rarely plans based on students’
not adequately address students’ linguistic heritage, interests, backgrounds,
strengths. • Encourages students to self-advocate
needs. developmental stages, and learning,
for needed supports within the school
TEACHER • Individualized Education Plan emotional and medical needs.
• Identifies students’ areas of growth community.
BEHAVIORS (IEP) development is perfunctory
but inconsistently leverages students’ • Uses an asset-based approach that leverages
and compliance-based (Special • Supports the transitions of students
strengths when planning supports. students’ strengths to ensure all students can
Educators and/or Gifted and with IEPs/ALPs (to different grades,
learn at high levels, regardless of background,
Talented Educators only). • Develops IEPs in compliance with buildings, etc.) (Special Educators and/
developmental stage and/or needs.
the law and district policy (Special or Gifted and Talented Educators only).
Educators and/or Gifted and Talented • Collaboratively develops IEPs/Advanced
Educators only) and attempts to Learning Plans (ALPs) in a timely manner that
address students’ needs. is responsive to students’ needs. Provides IEP/
ALP documents to all professionals working
with students (Special Educators and/or Gifted
and Talented Educators only).

Sources of evidence may include:

• Teacher/team created parent/student survey results.
• Representation of students’ backgrounds, including languages, is present in the classroom.
• Schedules, notes and/or collaborative documents from consultation meetings with special educators, nurses, social workers, etc.
• Logs, journals, photographs, virtual field trips, etc., of students’ participation, speakers, cultural activities, etc.
• Students’ self-assessments, reflections, ePortfolios, etc.
• Reflective journal.
• Culturally and linguistically responsive education professional development, certificate/transcript, notes, artifacts, etc.
• Planning/facilitating school-wide events such as parent/family outreach efforts, international food day, heritage days, etc.

* Background is a generic term that can include many dimensions of a student’s life, for example: ethnicity, religion, language, sexual orientation, gender identity, disability,
citizenship status, family composition, living arrangements, etc.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 72
 DOMAIN: PROFESSIONALISM EXPECTATION: ESSENTIAL KNOWLEDGE OF STUDENTS AND USE OF DATA

INDICATOR: P.2 Uses students’ work and data to plan, adjust and differentiate instruction

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Rarely uses data inquiry cycles to • Uses multiple data inquiry cycles • Uses multiple data inquiry cycles to inform • Evaluates the quality of formative and
inform planning. to inform year-long planning, unit year-long planning, unit planning and weekly/ summative assessments in conjunction
planning and/or weekly/daily lesson daily lesson planning. with students’ performance to identify
• Collects but rarely reviews or
planning, but not all. additional data sources needed for
analyzes data. • Analyzes multiple sources of students’
instructional decisions.
• Reviews available data sources but learning data to identify students’ learning
• Takes few action steps and cohesive
has limited understanding of the needs relative to standards, gaps in students’ • Analyzes data to correctly identify
action plans* are absent.
implications of the data. understanding of content and gaps in learning multiple root causes of whole class
• Lesson plans are unrelated to between subgroups of students. Uses data and individual students’ learning needs
• Inconsistently uses sources of data in
students’ data/goals and are not to develop rigorous action plans that lead and aligns action plans accordingly.
TEACHER developing action plans.
rigorous.** Rarely uses data to students to growth and mastery of standards.
BEHAVIORS • Utilizes research-based strategies
tailor lessons to students’ needs. • Sometimes lesson plans are
and interventions to meet all students’
unconnected to students’ data/goals
• Rarely utilizes student support • Uses data to tailor interventions, content, needs.
and lessons may not be rigorous.
plans when planning instruction. process, and/or product to meet students’
• Plans and leads a process for students
• Inconsistently uses data to modify needs (including ELLs and students with
to collect and analyze personal data
lesson material and supports. disabilities and Gifted and/or Talented
to identify strengths/weaknesses
students).
• Inconsistently utilizes student support (academic, linguistic and behavioral)
plans when planning instruction. • Uses student support plans (that include and set goals.
baseline functioning, accommodations and
goals) to drive instruction and support.

Sources of evidence may include:

• Students’ learning data can include formative assessments, performance tasks, checks for understanding and summative assessments.
• Students’ performance measured against short- and long-term content and language instructional goals, including Student Learning
Objectives (SLOs) and/or Student Growth Objectives (SGOs).
• Organized data analysis (electronic and/or printed, such as: Google spreadsheets/forms, Excel spreadsheets, binders, Schoolnet reports, etc.).
• Progress monitoring reports (e.g., graphs/charts, students’ data binders/digital portfolios, etc.).
• Students’ work that has been scored and/or reviewed with other teachers.
• Formative language assessments.
• Minutes from data team meetings.
• Re-teaching plans and/or revised lesson plans.
• Action plans with notes/progress records.
• Flexible grouping records, charts, lesson plans, rubrics, etc.
• Schedules/notes regarding consultation meetings with special educators, interventionists, language acquisition experts, parents, etc.
• School Intervention Team (SIT) forms showing data analysis, plans, progress monitoring information, etc.

*Action plans may include the following: whole class reengagement learning activities for un-mastered standards and differentiated learning activities for small group and individual interventions.
** Rigor is present when students expend considerable cognitive effort and exhibit some level of struggle as they solve problems and transfer their prior understanding to new situations. Further,
rigor integrates multiple standards and demands that students monitor their cognitive process as they engage in a lesson. Rigor supports robust students’ learning of a lesson’s
content-language objective(s).

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 73
 DOMAIN: PROFESSIONALISM EXPECTATION: EFFECTIVE COLLABORATION AND ENGAGEMENT

INDICATOR: P.3 Collaborates with school teams to positively impact students’ outcomes

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• May attend meetings but • Attends team meetings; is attentive, • Consistently contributes to a team by • Builds team capacity and drives team
is indifferent/inattentive to conveys interest and sometimes setting shared goals, analyzing/comparing effectiveness.
information shared. contributes to team efforts. data, collectively solving problems, sharing
• Clear leader among peers and
successful strategies and implementing
• Works in isolation and/or rarely • Actively listens and receives stakeholders.
possible solutions.
shares information about students. information but may not make
• Creates and actively seeks
instructional changes. • Shares information about students with
• Infrequently collaborates with opportunities that contribute to a
colleagues in formal collaborative meetings
educational specialists when school • May collaborate when appropriate positive school climate and culture.
and informally as teachers discuss their
time is provided. or asked with some specialists to
work and leverages what is learned to make
meet the needs of some students by
• Regularly disregards school and/or instructional changes.
participating in scheduled meetings
district policies/procedures.
TEACHER and providing requested students’ • General education teacher and educational
BEHAVIORS • Rarely exemplifies the DPS Shared data. specialist (e.g., Special Educator, Gifted and
Core Values and/or demonstrates Talented (GT) teacher, English Language
• Generally adheres to school and
inflexibility in dealing with issues Acquisition (ELA) teacher, etc.) collaborate,
district policies/procedures.
and people. making adjustments to daily lessons where
• Typically acts professionally and applicable.
exemplifies DPS Shared Core
• Collaboratively examines and thoughtfully
Values, but occasionally expresses
implements school and district policies/
disagreement tactlessly.
procedures.
• Acts professionally, expresses disagreement
tactfully, and exemplifies DPS Shared Core
Values when engaging colleagues.

Sources of evidence may include:

• Co-planning documents (e.g., emails, Google docs with comments, co-written lesson plans, etc.).
• Cross-curricular/grade project plans (shown via Google sites, Wikis, bulletin board display, etc.).
• Vertical alignment documents for each grade by subject/skill.
• Meeting minutes, notes, emails, lesson plans, etc. showing collaboration among special and general educators.
• Meeting minutes, notes, schedules, online communities of practice, etc. from various school or community teams.
• Learning Labs documents.
• Participation in leadership development opportunities.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 74
 DOMAIN: PROFESSIONALISM EXPECTATION: EFFECTIVE COLLABORATION AND ENGAGEMENT

INDICATOR: P.4 Advocates for and engages students, families and the community in support of
improved students’ achievement

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Inconsistently communicates* with • Communicates with families about • Communicates in a timely, user-friendly • Facilitates meaningful stakeholder
families and/or communicates general classroom information. manner (including digitally and in a variety of participation by engaging in multiple,
about students in formats that may languages if feasible) to students and families diverse, collaborative opportunities to
• Presents school-related celebrations
be inaccessible to families. about instructional programs, assessments improve school climate, culture and
and/or concerns to families.
and students’ progress/achievement. academic learning.
• Contact with families limited to
• Invites families and community
conveying concerns. • Engages in meaningful, two-way dialogue with • Puts additional structures in place to
members but inconsistently fosters
families where information is respectfully regularly involve families in students’
TEACHER • Rarely displays understanding or a sense of belonging.
shared for the purpose of improving students’ learning and achievement.
BEHAVIORS empathy toward families that are
• Listens to students’ concerns but is growth.
not from the same background.** • Advocates for school-wide structural
inconsistently solution-oriented.
• Makes families and community members feel and/or process changes to meet the
welcome and valued. needs of a diverse student population
and achieve equity.
• Advocates for individual student’s needs
within the school community.

Sources of evidence may include:

• Teacher/team created parent and/or school culture surveys.
• Meeting minutes, notes, schedules from various after school activities, parent or community groups (e.g., family night, PTO/PTA, Collaborative School Committee (CSC), etc.).
• Online communications about homework, upcoming assessments/class projects, students’ progress, etc.
(e.g., texting, voicemail, social networks, online collaborations, open educational resources, etc.).
• Home visits.
• Classroom bulletins with calendar, upcoming events, information, etc. via class website, blog, twitter feed, handout, etc.
• Provides opportunities to meet with families at times convenient for parents.
• Home phone calls/conference logs and/or communications of how parents can support in and out of the classroom.
• Documented individual meetings with students and/or parents.
• Parent conference participation numbers.
• Is skillful and respectful when discussing sensitive topics with students/families.
• Special event creation and/or participation (e.g., Math Night).
• Assignments that respect and engage the greater community.
• Bringing in community resources and real-world connections to advance students’ career and college readiness
(e.g., Career Fairs, promoting internship programs, organizing tutoring, college visits, etc.).

* Communicates and when appropriate co-develops: IEPs, 504s, ALPs, READs, PEPs, behavior plans, etc.
** Background is a generic term that can include many dimensions of a student’s life, for example: ethnicity, religion, language, sexual orientation, gender identity, disability, citizenship status,
family composition, living arrangements, etc.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 75
 DOMAIN: PROFESSIONALISM EXPECTATION: THOUGHTFUL REFLECTION, LEARNING, AND DEVELOPMENT

INDICATOR: P.5 Demonstrates self-awareness, reflects on practice with self and others and acts on feedback

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Rarely reflects on the effectiveness • Reflects on the effectiveness of • Consistently reflects on the effectiveness • Models self-reflection for others,
of a lesson. lessons, but insights and/or changes of lessons (e.g., methodology, pacing, encouraging a culture of improvement.
in practice are limited. differentiation, etc.) to guide future lesson
• Unreceptive to feedback. • Actively solicits and acts on feedback
planning/delivery.
• Open to receiving valuable feedback from multiple sources.
• Demonstrates minimal
from others. • Asks for and is consistently open to feedback.
improvement despite valuable • Helps to lead or develop cultural
feedback/coaching. • Inconsistently shifts practice in • Consistently shifts classroom practice after competence practices.
TEACHER response to valuable feedback. receiving valuable feedback from others
• Rarely acknowledges, in a
BEHAVIORS (e.g., principal/Assistant Principal (AP),
safe environment, own biases/ • Examines own biases/perceptions/
peer observer, coach, specialist, colleagues,
limitations. pedagogical practices to understand
students) to increase her/his effectiveness.
their impact upon teaching and
learning. • Consistently reflects on own biases/
perceptions/pedagogical practices and
mitigates the negative impact on students
through culturally responsive practices.

Sources of evidence may include:

• Feedback from families and students.
• Lesson plan changes over time.
• Notes from observing other teachers.
• Data cycle forms/files.
• Reflection journal.
• Participation in a Professional Learning Community, Professional Development Unit (PDU), Learning Lab, Learning Walk, etc.
• Reflections from leadership development opportunities.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 76
 DOMAIN: PROFESSIONALISM EXPECTATION: THOUGHTFUL REFLECTION, LEARNING, AND DEVELOPMENT

INDICATOR: P.6 Pursues opportunities for professional growth and contributes to a culture of inquiry

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Rarely reflects on personal • Reflects on personal performance • Reflects on personal performance data • Contributes to a culture of inquiry
performance data. data when requested, but and takes ownership of professional by sharing effective, evidence-based
inconsistently prioritizes personal learning needs by self-identifying learning teaching strategies or professional
• Attends required professional
learning. opportunities that support personal growth. literature, conducting action research
TEACHER development activities but is
and engaging in collaborative inquiry
BEHAVIORS disinterested and/or rarely • May participate in professional • Actively participates in professional learning
around problems of practice.
participates. learning within the school, but activities within the school, district, and/
inconsistently applies beneficial or other organizations and implements the
strategies. learning from these opportunities.

Sources of evidence may include:

• Students’ learning data that connects to professional development activities.
• Evidence of new learning implemented in daily practice through observation.
• Professional Development (PD) certificates/transcripts from Schoolnet (e.g., English Language Development (ELD) trainings,
English Language Acquisition-Spanish (ELA-S) cohort work, Bridging Languages training, Creating Connections, etc.).
• Registrations/agendas from attendance at conferences.
• New qualifications that have a direct impact on instructional improvement (e.g., Masters, PhD, ELA certification,
National Board for Professional Teaching Standards certification).
• Leading PD with other teachers.
• Leading courageous conversations about difficult questions regarding inequity and change (e.g., deficit thinking,
color-blind racism, marginalized groups, etc.) with staff, families and students.
• Inviting marginalized groups to have a voice in planning classroom or school events.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 77
 DOMAIN: PROFESSIONALISM EXPECTATION: MASTERFUL TEACHER LEADERSHIP*

INDICATOR: P.7 Builds capacity among colleagues and demonstrates service to students,
school, district and the profession

OBSERVABLE DISTINGUISHED (4)

NOT MEETING (1) APPROACHING (2) EFFECTIVE (3)
EVIDENCE In addition to “Effective”

• Rarely takes an active part of • Role is clearly defined but impact is • Clearly defines her/his role for leadership • Support for colleagues has far-
defining her/his role and/or role is below that expected for the role. in collaboration with school or department reaching impact on other staff
not implemented. leaders to support relevant goals laid out in members throughout the school.
• Supports some peers in reaching their
the Unified Improvement Plan (UIP). Can point
• Rarely supports peers in reaching goals, or support for all peers is not • Models effective roll-out of school/
to evidence of impact with colleagues.
their goals. tied to their goals, school goals, etc. district initiatives and actively
• Supports peers in attaining goals set forth in encourages other teachers’ shared
• Rarely engages teachers in learning • Provides disjointed learning
TEACHER their PGPs and in the school’s UIP. ownership.
opportunities. opportunities that may not lead to
BEHAVIORS teachers’ growth. • Builds capacity by engaging new and veteran • Builds capacity among colleagues to
• Backs away from taking ownership
teachers in communities of practice that deconstruct and reconstruct social
on difficult issues. • Works sporadically with the school
utilize the data inquiry cycle. and cultural frameworks in order to
leadership team on systems with
promote greater equity.
limited outcomes. • Works in collaboration with the school
leadership team to design, implement and/or • Seeks opportunities to build a school
improve upon systems to affect school change. culture reflective of the DPS Shared
Core Values.

Sources of evidence may include:

• Schoolnet transcripts of attendance at Teacher Leader meetings and DPSAspire.
• Mentoring/support records.
• Meeting minutes, notes, schedules from after school activities.
• Blogs, articles, PD plans, presentations, professional organization membership, etc.
• Leading courageous conversations about difficult questions regarding inequity and change
(e.g., deficit thinking, color-blind racism, marginalized groups, etc.) with staff, families and students.
• Leading inquiry data cycle meetings to build peer capacity for inquiry cycle facilitation.
• For teacher leaders: conducting LEAP classroom observations and valuable feedback conversations.

* All teacher leaders serving in a formal teacher leadership role the expectation is that they provide evidence for P.7 during Mid- and End-of-Year Conversations. School leaders may also consider
rating other teacher leaders in their school for P.7.

CULTURAL COMPETENCY ELLS SPANISH NATIVE LANGUAGE INSTRUCTION STUDENTS WITH DISABILITIES OR GIFTED AND TALENTED INFORMATION LITERACY AND TECHNOLOGY COMMON CORE 78
OBSERVATION APPENDICES
OBSERVATION APPENDICES

Appendices provide clarity and awareness for observers

as they conduct observations in unique instructional
content areas/grade levels. They are NOT separate
Frameworks, but rather documents to assist observers in
understanding effective practices in particular contexts.

1. Prior to conducting an observation:

a. Determine if there is a relevant appendix.
b. Review the entire appendix, including the “Essential
Awareness” section and indicator chart.

2. During the observation, while collecting evidence, keep

the “Essential Awareness” information in mind.

3. After conducting the observation, when categorizing

evidence, refer to the indicator chart in conjunction with the
Framework for Effective Teaching Evidence Guide to inform
teacher ratings. The indicator chart contains information
that could:
a. Modify an existing teacher or student’s behavior in
the Evidence Guide.
b. Clarify an existing teacher or student’s behavior in
the Evidence Guide.
c. Add a necessary behavior to an indicator.
d. Where noted, add a contextual Example of Effective
Practice.

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OBSERVATION APPENDICES

Guidance for Observing Co-teaching 83

Balarat Outdoor Education 85

Career & Technology 87

Dance 97

Dedicated ELD (English Language Development) 100

Drama 102

Early Education 104

Edgenuity Credit/Unit Recovery 106

ELA-S and ELA-S/ELA-E Classroom Best Practices 107

Gifted Education 108

Intervention 110

Montessori 112

Music 116

Newcomer/Majority Access Levels 1&2 118

Pathway Schools 120

Physical Education 122

Special Education 124

Teacher Librarians 135

Technology 137

Visual Arts 139

World Languages 141

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GUIDANCE FOR OBSERVING CO-TEACHING

We often receive questions about how to observe when multiple teachers are in the classroom.
This section provides some recommended practices when you encounter this situation.

Co-teaching is utilized in many classrooms throughout Denver Public Schools (DPSs). The choice for co-teaching
models should be based on the needs of the students and can vary lesson to lesson depending on students’ needs.
Teachers working together within a co-teaching environment should have equal responsibility for all students
during the class period, though specialized [English Language Acquisition (ELA), Special Education, Gifted and
Talented, Intervention] teachers’ primary responsibility may be focused around a subgroup of students within the
class.

Dr. Marilyn Friend, a respected national special education expert, identifies on her website
(marilynfriend.com/ approaches.htm) the major types of co-teaching as follows:
• TEAMING: In teaming, both teachers share delivery of the same instruction to a whole student group. Some
teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-
teachers consider this approach the most complex but satisfying way to co-teach, but it is the approach that
is most dependent on teachers’ styles.
• STATION TEACHING: In this co-teaching approach, teachers divide content and students. Each teacherthen
teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a
third “station”could give students an opportunity to work independently. As co-teachers become comfortable with
their partnership, they may add groups or otherwise create variations of this model.
• PARALLEL TEACHING: On occasion, students’ learning would be greatly facilitated if they just had more
supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both
teaching the same information, but they do so to a divided class group. Parallel teaching also may be used
to vary learning experiences, for example, by providing manipulatives to one group but not the other or by
having the groups read about the same topic but at different levels of difficulty.
• ALTERNATIVE TEACHING: In most class groups, occasions arise in which several students need specialized
attention. In alternative teaching, one teacher takes responsibility for the large group while the other works
with a smaller group. These smaller groups could be used for remediation, pre-teaching, to help students
who have been absent catch up on key instruction, assessment, and so on.
• ONE TEACH, ONE OBSERVE: One of the advantages in collaborative teaching is that more detailed observation
of students engaged in the learning process can occur. With this approach, for example, co-Teachers can
decide in advance what types of specific observational information to gather during instruction and can agree
on a system for gathering the data. Afterward, the Teachers should analyze the information together. The
Teachers should take turns instructing and gathering data, rather than assuming that the special educator is
the only person who should observe.
• ONE TEACH, ONE ASSIST: In a final approach to collaborative teaching, one person would keep primary
responsibility for teaching while the other professional circulated through the room providing unobtrusive
assistance to students as needed. This should be the least often employed co-teaching approach.

It is important to understand the type of teaching model that is being implemented and to consider if the most
appropriate model is being used for the class. Denver Public Schools supports the following co-teaching models:
Teaming, Station Teaching, Parallel Teaching and Alternative Teaching. The One Teach, One Observe model would
likely be utilized less frequently as it is primarily used to inform instruction. Data gathered using the One Teach,
One Observe model may be utilized as evidence for
82
P.1 and P.2 in Professionalism to assess the teacher’s knowledge of students and use of student data. There are
rare situations that the One Teach, One Assist Model, is beneficial.
When observing an Teacher within a co-teaching/co-therapy model, we recommend considering:
• How does the school schedule affect the co-teaching? When measuring teacher effectiveness within a co-
teaching setting, observers should take into account school systems/structures that affect the teacher’s
performance within this context. Effective co-teachers have regular collaborative planning opportunities
scheduled within the school day. During this time, teachers review data and plan lessons reflective of student
needs.
• In DPS classrooms, co-teaching is most often seen in General Education classrooms that contain students
with ELA, Gifted and Talented and/or Special Education needs.
• Who is being evaluated? The same lesson evidence could be cited in two different Classroom Observation
Forms, but each teacher’s scores and evidence need to be considered separately. When completing a
Classroom Observation Form in a co-teaching setting, an observer may want to include some explanatory
context for the teacher that is being observed, such as: “This observation was conducted during a lesson
taught by multiple teachers. ‘T1’ in the evidence refers to the teacher who was observed and scored during
this lesson. ‘T2’ in the evidence refers to the co-teacher that was not scored for this lesson. T2’s comments
may be referenced as additional context for this observation.”
• The interpretation of the observational data is affected by the co-teaching model and instructional moves.
When scoring, an observer may consider: What are the co-teacher’s instructional moves that support the
content-language objective(s)? What instructional moves is the co-teacher making that are different from the
other teacher?How was students’ learning enhanced by the co-teacher’s efforts?

Here are some examples:

• If both teachers are delivering the same content (e.g., teaming, parallel teaching, etc.), then the observer
may notethe ways in which the observed teacher is supporting the Content-Language Objective(s) (CLOs)
during a lesson. Is the co-teacher communicating the CLOs in a different way with particular students or
breaking it down for a subgroup within the lesson?
• If a CLO isn’t clearly communicated, then is the teacher supporting students to understand the content-
language objective(s) and tasks as presented? Does the teacher bring additional language or visual
supports based on individual student’s needs? Does the teacher modify the tasks for particular students
based on students’needs?
• If the teacher is teaching different content (e.g., station teaching, alternative teaching, etc.), then
the observer should expect to see a clear CLO for content presented. If the content taught within the
subgroup is related to the overall lesson, then the teacher should connect the lesson back to the
original content or support students with transference of skills to the primary setting. (Distinguished
performance)
• The appropriate appendix/appendices should be use d when evaluating a co-teaching environment.
• The observation/feedback cycle is generally limited to one of the teachers in the co-teaching setting.
Observers are encour- aged; however, to invite both co-teachers to the feedback conversation if they feel
the combined conference would support the teaching environment and students’ outcomes.
• Additional resources around co-teaching:
• Barger-Anderson, R., Isherwood, R., & Merhaut Ed.D., J. (2013). Strategic co-teaching in your
school: Using the co-design model (1st ed.). Baltimore, MD: Paul H. Brookes Publishing.
• Friend, M. (2007). Co-Teaching Connection by Dr. Marilyn Friend. Retrieved April 9, 2015, from:
marilynfriend.com/.
• Villa, R., Thousand, J., & Nevin, A. (2013). A guide to co-teaching: New lessons and strategies to
facilitate student learning (3rded.). Thousand Oaks,CA: CorwinPress.

83
BALARAT OUTDOOR EDUCATION APPENDIX

Essential Awareness
Balarat provides DPS students and their teachers the opportunity to conduct hands-on, experiential
learning in the natural environment. The locales for learning include the district-owned Balarat site, Denver
Mountain Parks, Colorado State Parks and a bus, as used for transportation to an outdoor site. Balarat
teachers collaborate with classroom teachers, who are in attendance with their students during programs.
Participating students include class groups of third-grade, fifth-grade, middle and high school students. High
school student leaders may be present to serve as role models and/or activity facilitators during lessons for
elementary students.

Observers should be aware that:

• Balarat teachers are instructing students for short time periods, from a minimum of three hours to a
maximum of three days, depending upon the program and grade level.
• Balarat teachers in the program do not have access to students’ achievement data or other student
information prior to working with a group.
• Learning environments are continually changing and Balarat teachers must be aware of different
weather and trail conditions, as well as physically preparing students for these conditions.
• In addition to grade-level curricular standards, lessons may include environmental education content as
outlined in the Colorado Environmental Education Plan (cde.state.co.us/cosocialstudies/ceep).
• Due to the nature of the lessons and the environment, written responses are limited.
• Digital technology may be inaccessible so use may be minimal or nonexistent.

INDICATOR

LE.1

LE.2 • Teacher might give students descriptive feedback regarding how to be successful in all aspects of school (e.g., not just
academics, but also an intentional focus on behaviors and procedures to support social learning).

LE.3

• Area is safe for students and equipment is in good repair.

• Teacher instructs and monitors students on how to safely use equipment and space (e.g., appropriate use of harnesses,
helmets, archery equipment and team initiatives equipment).
LE.4 • Teacher may use students and instructor modeling to teach a movement or technique to the class. Students, teachers and
high school leaders themselves can be a resource and/or the proficient work example.
• Teacher ensures that relevant materials are available and can be easily seen by all students (e.g., historical artifacts, animal
evidence).
• Students’ work and examples may include visible actions and verbal reflections of experiential learning.

84
 INDICATOR

• Content may be an affective learning objective and/or could span multiple content areas.
I.1 • Personal/interpersonal skills may be the focus of the content-language objective(s).

• A rigorous task requires students to use complex physical skills, interpersonal skills and/or reflective observations.
I.2 • Students demonstrate critical thinking skills through physical and verbal responses.
• Students may focus on hands-on activities related to the content-language objective(s).

• Students are engaged in activities and/or are physically active at least 50% of the time.
I.3 • Balance of teacher talk with students’ participation.
• An effective teacher will have a contingency plan to continue instruction around the content-language objective(s) while
meeting the social/emotional needs of students.

I.4 • Students respond to academic language in verbal and/or physical ways; responses are rarely written.

• Amount of teacher questioning may be limited depending on the lesson.

I.5 • Responses to questions may be in physical form and/or by demonstration; responses are rarely written.
• Students’ physical responses can be a check for understanding.

• Lesson process modification may include verbal, visual, kinesthetic and sensory experiences to enhance learning.
I.6
• Differentiation adjustments may occur through one-on-one private conferencing with students.

I.7

• Verbal and non-verbal responses may be appropriate for specific lesson and activities.
I.8
• Students are accountable for contributing to collaborative group work through: cooperation, communication, compassion,
concentration and caution.
• Digital collaboration and communication is not an available resource.

85
CAREER AND TECHNOLOGY: BUSINESS, MARKETING
AND PUBLIC ADMINISTRATION APPENDIX

Essential Awareness
Career and Technology classes are designed to develop students’ abilities in utilizing Postsecondary and Workforce
Readiness skills to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
There are specific technology tools and resources that are utilized in Career and Technology classes. Students learn
the skills and explore the content while utilizing these tools/resources. It is also possible that assignments from
other classes could be completed while learning how to apply these tools and resources to those contexts.
Many CTE classes have extended time and/or block scheduling so the pacing may look different than a traditionally
scheduled class.
Lessons may have a project-based format, so direct instruction may not be observed in a given lesson.
Within this discipline, it is helpful to use the following definition of text: a text is anything that provides the student
information that requires interpretation.

INDICATOR

LE.1 • Teachers may bring awareness of different students’ cultural needs with regards to diverse populations (e.g., tax credit for
adult care workers).

• Teacher encourages and monitors appropriate digital etiquette and responsible social interactions related to the use of
LE.2 technology and information (e.g., commenting on a blog, shared online resources, using email, etc.).
• Teacher treats students the same way a professional would be treated in the industry.

• Teacher encourages and monitors safe, legal and ethical use of digital information and technology, including respect for
LE.3 copyright, intellectual property and the appropriate documentation of sources (e.g., citing sources in research and multim
edia projects).
• Teacher expects students’ behaviors to model the industry and addresses misconduct accordingly.

• Students’ work may not be visible in the classroom because it is stored digitally.
LE.4 • Students understand, use, manage and troubleshoot technology systems, applications and digital resources.
• Classroom environment may look more like a workplace (industry standard) than a traditional classroom.

INDICATOR

I.1 • Students may set their own objectives (SMART Goals) for the project they are working on as long as it connects to the larger
rationale/content-language objective(s).

• Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
I.2 • Core academic concepts and/or skills are embedded through applied learning with intentionality.

• Students may use a workstream or production schedule plan to track their progress/pacing on a given project.
I.3
• Instructor may serve as facilitator.

86
 INDICATOR

• Written responses may not always be a part of the lesson.

I.4 • Academic language mirrors industry standard terminology. If students can use the industry language with fluidity, it denotes
Distinguished behavior.

• Visual methods (e.g., screen shots) are used to check for skill development, but skill development is only one aspect of the
content. In a lab setting, students should be able to demonstrate the concept/skill in addition to discussing it (e.g., students
I.5 are able to discuss the purpose of a memo, clip art, etc. and demonstrate the technical concept/skill).
• If individual objectives are set, students can connect their objective to the larger rationale.

I.6 • Students may be working on various projects/modules at any given time in order to master the standards.

• Feedback is provided using industry standard terminology.

I.7
• Feedback may be provided in a digital format (e.g., e-mail, commenting on a shared document, blog, etc.).

• Students may demonstrate creative thinking, collaboration and communication through the use of digital tools (e.g.,
multimedia production, video conferencing, blogs, online presentations, webinars and podcasts).
I.8 • Depending on the objective, students may not be observed directly collaborating with each other and instead focused on their
individual project.
• Collaboration may include working with industry partners, actual clients, etc.

87
CAREER AND TECHNOLOGY: HEALTH SCIENCE, CRIMINAL
JUSTICE AND PUBLIC SAFETY APPENDIX

Essential Awareness
Career and Technology classes are designed to develop students’ abilities in utilizing Postsecondary and Workforce
Readiness skills to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
There are specific technology tools and resources that are utilized in Career and Technology classes. Students learn
the skills and explore the content while utilizing these tools/resources. It is also possible that assignments from
other classes could be completed while learning how to apply these tools and resources to those contexts.
Many CTE classes have extended time and/or block scheduling so the pacing may look different than a traditionally
scheduled class.
Lessons may have a project-based format, so direct instruction may not be observed in a given lesson.
Within this discipline, it is helpful to use the following definition of text: a text is anything that provides the student
information that requires interpretation.

INDICATOR

LE.1 • Teacher introduces an awareness of a continuum of services and resources available to special populations within the
industry.

• Teacher treats students the same way a professional would be treated in the industry.
LE.2
• Students may model industry attire.

• Teacher encourages and monitors safe, legal and ethical use of patient information as required by the Health Insurance
LE.3 Portability and Accountability Act (HIPAA).
• Teacher expects students’ behaviors to model the industry and addresses misconduct accordingly.

• Classroom environment may look more like a workplace (industry standard) than a traditional classroom.
• Industry tools are a critical part of the classroom and can include medical devices, operations manuals and consumable
supplies.
• Students’ work may not be visible in the classroom because it may be stored digitally, done as a demonstration or completed
LE.4
off-site.
• Students understand, use, manage and troubleshoot technology systems, applications and digital resources.

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 INDICATOR

I.1 • Students may set their own objectives (SMART Goals) for the project they are working on as long as it connects to the larger
rationale/content-language objective(s).

• Core academic concepts and/or skills are embedded through applied learning with intentionality.
I.2 • Students read and interpret complex information sources and select necessary tools based on the appropriateness to specific
tasks.

I.3 • Instructor may serve as facilitator.

• Teacher provides opportunities for students to use academic language in authentic ways through demonstration.
I.4 • Written responses may not always be a part of the lesson.
• Academic language mirrors industry standard terminology. If students can use the industry language with fluidity, it denotes
Distinguished behavior.

• Visual methods are used to check for skill development, but skill development is only one aspect of the content. In a lab
I.5 setting, students should be able to demonstrate the concept/skill in addition to discussing it.

I.6 • Students may be working on various projects/modules at any given time in order to master the standards.

• Feedback pertaining to skills, strategies, content knowledge, etc. may be in the form of a physical demonstration.
I.7
• Feedback is provided using industry standard terminology.

I.8 • Collaboration may include working with industry partners, actual clients, patients, etc.

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CAREER AND TECHNOLOGY: HOSPITALITY AND HUMAN
SERVICES APPENDIX

Essential Awareness
Career and Technology classes are designed to develop students’ abilities in utilizing Postsecondary and
Workforce Readiness skills to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
There are specific technology tools and resources that are utilized in Career and Technology classes.
Students learn the skills and explore the content while utilizing these tools/resources. It is also possible that
assignments from other classes could be completed while learning how to apply these tools and resources to
those contexts.
Many CTE classes have extended time and/or block scheduling so the pacing may look different than a
traditionally scheduled class.
Lessons may have a project-based format, so direct instruction may not be observed in a given lesson.
Within this discipline, it is helpful to use the following definition of text: a text is anything that provides the
student information that requires interpretation.

INDICATOR

LE.1 • Teachers may bring awareness of different students’ needs in hospitality for special populations (e.g., Multilingual
Learners (MLL), Deaf and Hard of Hearing (DHH), American with Disabilities Act (ADA), dietary restrictions, etc.).

• Teacher treats students the same way a professional would be treated in the industry.
LE.2
• Students may model industry attire.

LE.3 • Teacher expects students’ behaviors to model the industry and addresses misconduct accordingly.

• Students’ exemplars may not be visible in the classroom because they are consumable or a provided service.
LE.4 • Classroom environment may look more like a workplace (industry standard) than a traditional classroom.

INDICATOR

I.1 • Students may have individualized objectives.

• Students evaluate the situation and determine the appropriate tool or technique to complete a given task.
I.2 • Core academic concepts and/or skills are embedded through applied learning with intentionality.

• Students may use a workstream or production schedule plan to track their progress/pacing on a given project.
I.3 • Instructor may serve as facilitator.

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 INDICATOR

• Teacher provides opportunities for students to use academic language in authentic ways through demonstration (e.g.,
students “stir vs. fold”).
I.4 • Written responses may not always be a part of the lesson.
• Academic language mirrors industry standard terminology. If students can use the industry language with fluidity, it denotes
Distinguished behavior.

• Visual methods are used to check for skill development, but skill development is only one aspect of the content; teacher
I.5 checks for conceptual understanding as well.
• Written responses may not always be a part of the lesson.

I.6 • Students may be working on various projects/modules at any given time in order to master the standards.

I.7 • Feedback pertaining to skills, strategies, content knowledge, etc. may be in the form of physical demonstration.

• Collaboration may include working with industry partners, actual clients, etc.
I.8 • A potential example of effective student collaboration is students evaluating and critiquing their own and others’ products/
skills.

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CAREER AND TECHNOLOGY: SKILLED TRADES AND TECHNICAL
STUDIES APPENDIX

Essential Awareness
Career and Technology classes are designed to develop students’ abilities in utilizing Postsecondary and Workforce
Readiness skills to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
There are specific technology tools and resources that are utilized in Career and Technology classes. Students learn
the skills and explore the content while utilizing these tools/resources. It is also possible that assignments from
other classes could be completed while learning how to apply these tools and resources to those contexts.
Many CTE classes have extended time and/or block scheduling so the pacing may look different than a traditionally
scheduled class.
Lessons may have a project-based format, so direct instruction may not be observed in a given lesson.
Within this discipline, it is helpful to use the following definition of text: a text is anything that provides the student
information that requires interpretation.

INDICATOR

LE.1 • Teachers may include awareness of different building/structural requirements for special populations [e.g., American with
Disabilities Act (ADA)].

• Teacher treats students the same way a professional would be treated in the industry.
LE.2
• Students model safety procedures and may model industry attire.

LE.3 • Students understand safety requirements and use technology/tools appropriately.

• Teacher expects students’ behaviors to model the industry and addresses misconduct accordingly.

• Students’ work may be visible in the classroom as models or parts of a larger project.
• Industry standard tools are a critical part of the classroom and can include hand and stationary tools, operations manuals and
LE.4 consumable supplies (e.g., sheet metal, lumber, etc.).
• Students troubleshoot technical systems.
• Classroom environment may look more like a workplace (industry standard) than a traditional classroom.

INDICATOR

I.1 • Students may have individualized objectives.

• Students evaluate the situation and determine how to resolve any problems.
I.2
• Students read and interpret complex designs and select necessary tools based on the appropriateness to specific tasks.
• Students may focus on hands-on activities related to the objective(s).
• Core academic concepts and/or skills are embedded through applied learning with intentionality.

• A large portion of the class may be project-driven (e.g., building from plans), so students may pick up where they left off in
the previous class.
I.3 • Lab/shop time can be 60% or more of class time.
• Students may use a workstream or production schedule plan to track their progress/pacing on a given project.
• Instructor may serve as facilitator.
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 INDICATOR

• Teacher provides opportunities for students to use academic language in authentic ways through demonstration.
I.4 • Academic language mirrors industry standard terminology. If students can use the industry language with fluidity, it denotes
Distinguished behavior.

• Teacher checks for understanding and progress of skills in addition to concepts.

I.5
• Students’ responses may be by demonstration, not verbal or written.

I.6 • Students may be working on various projects/modules at any given time in order to master the standards.

I.7 • Feedback pertaining to skills, strategies, content knowledge, etc. may be in the form of a physical demonstration.

• A potential example of effective student collaboration is students evaluating and critiquing their own and others’ products.
I.8 • Collaboration may include working with industry partners, actual clients, etc.

93
CAREER AND TECHNOLOGY: STEM, DESIGN AND
INFORMATION TECHNOLOGY APPENDIX

Essential Awareness
Career and Technology classes are designed to develop students’ abilities in utilizing Postsecondary and
Workforce Readiness skills to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
There are specific technology tools and resources that are utilized in Career and Technology classes.
Students learn the skills and explore the content while utilizing these tools/resources. It is also possible that
assignments from other classes could be completed while learning how to apply these tools and resources to
those contexts.
Many CTE classes have extended time and/or block scheduling so the pacing may look different than a
traditionally scheduled class.
Lessons may have a project-based format, so direct instruction may not be observed in a given lesson.
Within this discipline, it is helpful to use the following definition of text: a text is anything that provides the
student information that requires interpretation.

INDICATOR

LE.1

• Teacher treats students the same way a professional would be treated in the industry.
LE.2
• Students may model industry attire.

• Students understand safety requirements and use technology/tools appropriately.

LE.3
• Teacher expects students’ behaviors to model the industry and addresses misconduct accordingly.

• Students’ work may not be visible in the classroom because it is stored digitally.
• Industry standard tools are a critical part of the classroom and can include hand and stationary tools, digital software,
operations manuals and consumable supplies.
LE.4
• Students troubleshoot technical systems (e.g., 3D printer).
• Students’ work may be visible in the classroom as models or parts of a larger project.

INDICATOR

I.1 • Students may set their own objectives (SMART Goals) for the project they are working on as long as it connects to the larger
rationale/content-language objective(s).

• Students read and interpret complex designs and select necessary tools (digital or industry specific) based on the
I.2 appropriateness to specific tasks.
• Core academic concepts and/or skills are embedded through applied learning with intentionality.

• Students may use a workstream or production schedule plan to track their progress/pacing on a given project.
I.3 • Instructor may serve as facilitator.

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 INDICATOR

• Teacher provides opportunities for students to use academic language in authentic ways through demonstration (may not be
verbal).
• In a lab setting, students should be able to demonstrate the concept/skill in addition to discussing it (e.g., students discuss
I.4 the purpose of rotating, gradients, etc. and demonstrate the technical concepts).
• Academic language mirrors industry standard terminology. If students can use the industry language with fluidity, it denotes
Distinguished behavior.
• Written responses may not always be a part of the lesson.

I.5 • Visual methods are used to check for skill development, but skill development is only one aspect of the content; teacher
checks for conceptual understanding as well.

I.6 • Students may be working on various projects/modules at any given time in order to master the standards.

I.7 • Feedback pertaining to skills, strategies, content knowledge, etc. may be in the form of a physical demonstration.

• Students primarily demonstrate creative thinking, collaboration and communication through the use of digital tools (e.g.,
multimedia production, video conferencing, blogs, online presentations, webinars and podcasts).
• Depending on the objective, students may not be observed directly collaborating with each other and instead focused on their
individual projects.
I.8 • A potential example of effective student collaboration is students evaluating and critiquing their own and others’ products and
skills.
• Collaboration may include working with industry partners, actual clients, etc.

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DANCE APPENDIX

Essential Awareness
• Observers should be aware that the frequency and length of classes varies widely throughout the district,
particularly at the elementary level. Teachers may see a given class as few as twenty class sessions for
the entire school year. Individual students may have gaps in knowledge due to the varying amounts of time
schools schedule dance instruction (e.g., School A’s students have dance every other year. A student from
School A transfers to School B, where dance is taught each year.)
• Dance as art represents creative expression through the medium of human movement. The essence of
dance is to create, compose, feel, interpret, perform and respond, all through movement. Dance is the
physical expression of an idea developed through a process of research, inquiry and movement discovery.
As students study dance, they gain skills and physical abilities which allow them to create, perform, view
and respond to works of dance. Improvisation and selection lead to the production of dance works using
traditional materials or the latest technologies.
• Mastery is often demonstrated through movement, rather than through speech or writing. However, dance
students should be able to communicate about the tools of dance (e.g., parts of their bodies, special
shoes, technology or instru- ments), the techniques of dance (e.g., jazz, tap, West African, ballet, etc.), the
characteristics of dance (e.g., space, time and energy), and the expressive features (i.e., how dance is used
to communicate meaning). Only a few of these may be explicitly discussed in any one class, and would be
expected to be appropriately simple or complex for students’ grade level and ability.
• The purpose of dance education, in all grades, is to broadly educate all students in dance as an art form
and to promote physical activity for fitness.
• During dance class, students should be participating in physical dance activity 50% or more of the time.
Observers should be aware that frequency and length of classes vary widely throughout the district.
• For the dance context, a “text” in the Framework for Effective Teaching may refer to anything that provides
the student information and requires interpretation (e.g., a recorded video performance of a master
choreographic work that the students respond to in writing, music to be interpreted kinesthetically, etc.).

INDICATOR

• Lesson allows time for students to reflect on cultures, background experiences and/or connections to other sports/activities;
however, the majority of class time should be spent in physical activity.
• While a teacher may be hired or required to teach a certain technique, each of which has its own connections to vari- ous
LE.1 world cultures (e.g., ballet is derived from Western European court traditions and has been shaped by various Western
powers over the past 300 years, while flamenco has roots in Spain and North African cultures, but has been shaped by many
South and Central American countries), a distinguished teacher would facilitate students’ connec- tions to their own cultures,
whether through music, texts, videos or guest artists.

LE.2 • Teacher encourages and demonstrates the belief that all students (regardless of gender, sexual orientation, ethnicity,
physical ability, etc.) can perform dance movements.

• Effective transition times can vary due to environmental or activity constraints. Class rituals for specific recurring activities
are in place (e.g., changing from street shoes to tap shoes, changing clothes, warm-up routines, moving barres, changing
LE.3 from center work (which often happens in one spot) to across the floor work (which often hap- pens in lines moving across the
floor), etc., but there may not be rituals in place for activities that happen irregularly (e.g., distributing costumes, clearing a
new classroom to be suitable for dance).

• Area is safe for students, void of any obstructions, when possible.

• School provides equipment that is in good repair when possible.
• Teacher instructs and monitors students on how to safely use equipment and space (e.g., personal space when performing,
types of floors that are appropriate for certain types of shoes).
LE.4 • Teacher arranges space for students to see and hear instructions, minimizing environmental disturbances.
• Students’ work and other supports on the walls may be minimal, especially if the dance lesson is conducted in a shared space.
• Technology may not be appropriate for every lesson or learning environment.
• Teacher may use students to demonstrate motion, movement, techniques, etc. to the class.

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 INDICATOR

I.1 • Long-term goals (unit goals, performance goals) are sometimes used to create and/or connect to daily objective(s) for classes.

• A rigorous task requires students to use complex physical skills (i.e., First grade: students move from one locomotor skill to the
next with little hesitation; Eighth grade: students perform prescribed and self-created choreographic work.)
• In some cases, lessons may be focused on repetitive practice, which is considered rigorous as research about cogni- tive
load during movement demonstrates that learning and mastering movement has a higher cognitive load than later in the
choreographic process, when refining movement carries a lighter cognitive load.
• Some lessons may include moderate to vigorous physical activity as evidenced by physical effects such as increased breathing
and sweating. Low intensity movements such as warm-up and cool-down can also be a part of the lesson.
I.2
• Responses to questions may be in physical form and/or by demonstration.
• Students may demonstrate critical thinking skills through movement, technique, dance skills, choreographic and/or
improvisational responses.
• Teacher facilitates problem solving and critical thinking through creative individual or group projects.
• A “text” may refer to anything that provides the student information and requires interpretation (e.g., a recorded video
performance of a master choreographic work that the students could respond to in writing, music to be interpreted
kinesthetically, etc.)

• Balance between teacher talk and student participation.

I.3 • Students are physically active more than 50% of class time.
• A distinguished-level teacher provides extension activities that allow students to explore essential questions through body
movement and skill repetition.

• In addition to verbal and/or written response, students may also demonstrate academic language in a kinesthetic way.
• Along with opportunities for students to verbalize language function and form (ex: Sequencing: “First I do, next I and finally.”)
I.4 academic language may also refer to vocabulary words for specific movements/concepts [which may be in another language
(e.g., ballet movement vocabulary is generally in French)], or synonymous words that have a discipline-specific meaning
(e.g., STEAM in a dance class refers to the elements of choreography: space, time, energy and mixture; rather than science,
technology, engineering and math).

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 INDICATOR

• Responses to questions may be in physical form and/or by demonstration; written responses may not always be a part of the
lesson.
I.5
• The majority of questioning should extend learning of skill acquisition, strategy and/or rule application.
• Observation of students’ physical responses can be a check for understanding.

• Teacher uses verbal, visual and kinesthetic experiences to enhance learning.

• Teacher makes content accessible through skill and form demonstration.
• Teacher differentiates physical activities to meet diverse needs of students (i.e., teacher proactively plans for students with
I.6 diverse physical capabilities).
• Differentiation adjustments may occur through individual correction and feedback given throughout the class.
• A distinguished teacher would provide scaffolded opportunities for peer-to-peer constructive criticism.
• Appropriate scaffolding is provided to allow most students (>75%) to accomplish the physical task.

• At more advanced levels, students should take individual corrections the teacher gives to others and apply it to their own
work.
• In addition to descriptive feedback about the content-language objective(s), feedback should be differentiated to include:
• kinesthetic cues (e.g., “Put all your weight on the right foot.”, etc.),
I.7 • musical cues (e.g., “Quick, quick, slow” or “Hold this position for four beats.”, etc.),
• numerical cues (e.g., “The waltz music is counted in threes, so there are three steps in each waltz meter.”, etc.),
• visuospatial cues (e.g., “Move upstage diagonally right.” or “Your port de bras should not cross the midline.”, etc.) and
• healthy body positioning and alignment (e.g., “Your knee should always be over your heel in a lunge.”, etc.).
• Feedback may include physical demonstration that addresses skills, strategies, content knowledge, etc.

• Teachers will provide students with opportunities to communicate toward the objective, while still honoring a mini- mum
of 50% physical activity. Student communication can include: coaching peers, small group critique, partners discussing a
prompt, etc.
• Examples of students’ collaboration can include: being a good audience member (for younger students), giving constructive
I.8 feedback on students’ performances (for older students), working in groups on choreographic or improvisational activi- ties,
etc. Some units may facilitate collaboration more than others (e.g., a unit with student choreography as an outcome may leave
more room for collaboration than a unit with a performance of teacher choreography as an outcome).

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DEDICATED ELD (ENGLISH LANGUAGE DEVELOPMENT)
APPENDIX

Essential Awareness
Dedicated ELD is a daily period of time devoted to explicit instruction in how the English language works,
the forms/ structures of English (i.e. morphology, vocabulary, syntax, conventions, functions, registers), as
well as the language stu- dents need to participate in academic discourse and conversational language. In
Denver Public Schools, Dedicated ELD is a minimum of 45 minutes daily. English is the primary language of
instruction during the Dedicated ELD time period.
Dedicated ELD is distinct from content-area instruction, most notably in the following 5 areas:
• Portability—Language taught during Dedicated ELD should be highly portable and should help students
participate in a variety of academic and social settings.
• Explicit Language Instruction—Language is the primary focus of the lesson. Direct instruction in the
functions and forms* of language should be evident.
• Rigor—Language rigor is defined as expanding students’ language in complexity (more sohphisticated)
and/or quantity (extending the length of discourse). The focus in ELD is on linguistic rigor, not rigor of
content.
• Metalingustic Awareness—There is a shift from thinking about thinking (i.e. metacognition) in content-
area instruc- tion, to thinking about language (i.e. metalinguistic awareness) in Dedicated ELD.
• 50% Student Talk—Students focus on all 4 language domains (reading, writing, speaking, and listening)
during the dedicated ELD block; however, speaking is emphasized and students should be engaged in
productive student talk 50% of the time. At the secondary level, all students should be engaged in
producing high-leverage and portable language for 50% of the ELD lesson, in order to enhance students’
ability to analyze target language in text and use target language to produce more sophisticated writing.

Acronym: PERMS
Additional resources regarding guidance in ELD programming, instruction, scheduling, and budget/staffing
requirements, as well as the ELD Instructional Sequence, is available at eld.dpsk12.org.
*Functions are the purpose for using language (i.e. describe/explain, cause/effect, sequence, compare/
contrast, etc.) and the forms are the language that we use to accomplish that purpose. For example, if the
language function is comparing/contrasting, the forms might include however, both, on the other hand, as
opposed to, etc. Or, if the function is cause/effect, the forms might include since, resulted in, due to, had an
impact on, etc.

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 INDICATOR

• Language drives ELD instruction, not content. Explicit Language Instruction

I.1 • Intentionally supporting students to make target language transferable to other real-world situations/other content areas
(Ex. “I can use this language in Literacy when we are comparing/contrasting two characters.”) Portability

• Language rigor may be evident in students displaying verbal and/or nonverbal processing cues including: Slowed rate of
speech, looking up or down, pausing, repeating part of the sentence, referencing posted language supports, etc.). Rigor
I.2 • Encouraging students to think about which language is most appropriate for various audiences and contexts. (Ex. When I’m
describing with my friends on the playground, I might say…(informal/general description); however, when I’m describing in an
essay for class, I might use…(formal/sophisticated descriptive language) Portability and Metalinguistic Awareness

• Pacing allows for the completion of the ELD Instructional Sequence (I do/We do/You do) so students have ample time to
produce language through interactive activities in small groups and/or pairs Explicit Language Instruction and 50% Student
I.3 Talk.
• When appropriate, teacher highlights connections between L1 and L2, (for example: similarities and differences in sound
systems, structures, word meanings and effects of context on meanings, etc.). Metalinguistic Awareness

I.4

I.5
• Making needed adjustments in language instruction, such as increasing complexity/sophistication of target language forms or
increasing language supports based on results of checks for understanding. Rigor

I.6

I.7 • Ensuring student produces corrected form after giving concrete feedback on language. Rigor and 50% Student Talk

• Student interaction routines are structured for ALL students to have equitable access to practice the target language.(Ex.
Students are invited to share what their partner said, students build on or paraphrase what partners shared, Partner A and
Partner B are asked different questions so that they both have to respond, etc.) 50% Student Talk
• At the elementary level, ALL students are engaging in purposeful talk for at least 50% of the lesson, and using oral language
I.8 to bridge to writing as appropriate. At the secondary level, all students should be engaged in producing high-leverage and
portable language for 50% of the ELD lesson, in order to enhance students’ ability to analyze target language in text and
use target language to produce more sophisticated writing. Refer to Newcomer Appendix, I.4 for what this may look like for
ACCESS Levels 1 and 2. 50% Student Talk

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DRAMA AND THEATER ARTS APPENDIX

Essential Awareness
• Observers should be aware that the frequency and length of classes varies widely throughout the district,
particularly at the elementary level. Teachers may see a given class as few as twenty class sessions for the
entire school year. Individual students may have gaps in knowledge due to the varying amounts of time schools
schedule drama instruction (e.g., School A’s stu- dents have drama every other year. A student from School A
transfers to School B, where drama is taught each year).
• Theatre arts benefit students because they cultivate the whole person, gradually building many kinds of
literacy while developing intuition, reasoning, imagination and dexterity into unique forms of expression
and communication. Theatre honors imagination and creativity, and students who engage in theatre benefit
from learning these skills and many others that prepare them for the 21st century, including innovations in
technology.
• Students grow in their ability to comprehend their world when they learn theatre arts. As they create dances,
music, theatrical productions and visual works of art, they learn how to express themselves and how to
communicate with others. Because theatre arts offer the continuing challenge of situations in which there is
no standard or approved answer, those who study the arts become acquainted with many perspectives on the
meaning of “artistic value.”
• For the drama context, “text” in the Framework for Effective Teaching may refer to anything that provides the
student information and requires interpretation (e.g., a script with stage directions, a theater performance, a
class improvisation exercise that the students are asked to analyze, etc.).

INDICATOR

• Teacher uses performance exemplars of characters and/or performers with whom the students identifies.
• Distinguished teachers will facilitate connections between the works studied and individual student culture (e.g., if a high
LE.1 school class is working on a Greek drama like Antigone, the teacher could ask about revenge stories in other cultures).
• Teacher reassures students and addresses concerns about performing in front of others by modeling ways to overcome stage
fright and providing adequate time for students to become comfortable in front of an audience.

• Teacher provides an emotionally safe environment when dividing students into groups/partnerships and when assigning roles/
LE.2 parts.
• Teacher creates positive audience environment (by teaching etiquette and critique norms) and fosters healthy actor/audience
relationships.

• Effective transition times can vary due to environmental or activity constraints.

LE.3 • Students are able to work independently either by themselves or in small groups

• Student work and other supports on walls may be minimal due to space constraints and/or space sharing with various school
activities.
• Teacher may use students as resources to demonstrate motion, movement, techniques, etc. to the class for instructional
LE.4 purposes.
• Students exhibit theatre safety through their respectful use of equipment and resources including props, costumes, scenery,
etc.
• Technology may not be appropriate for every lesson.

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 INDICATOR

• Rigorous learning around language may focus on different aspects of language (e.g., the cadence of the language, the inflection of the
language, etc.) than in other academic settings.
I.1 • Students are able to connect dramatic play to larger real life context.
• Students show concept mastery through performance-based tasks (e.g., use stage directions on stage, employ
characterization techniques, participate as actor and audience, etc.).

• A rigorous task may require students to use complex physical skills (e.g., blocking, stage movement, choreography, etc.).
Tasks of appropriate rigor may not be comfortably acquired in one class period.
• Responses to questions may be in physical form and/or by demonstration.
• Students demonstrate critical thinking skills through physical/vocal responses and performance.
I.2 • Teacher facilitates problem solving and critical thinking through performance activities (e.g., pantomime, scene work, etc.).
• Students provide performance rationale (for self and/or others).
• Teacher provides extension activities that allow students to explore essential questions through body movement and skills.
• A “text” may refer to anything that provides the student information and requires interpretation (e.g., a script, a theatre
performance, a class improvisation exercise that the students are asked to analyze, etc.).

I.3
• Balances teacher talk with students’ participation.
• Students are engaged in kinesthetic activities at least 50% of the class period

• In addition to verbal and/or written responses, students may also demonstrate academic language in a physical way.
I.4 • Academic language may include demonstration of vocabulary and or concepts (e.g., stage directions, pantomime,
improvisation, etc.).

• Responses to questions may be in physical form and/or by demonstration; written responses may not always be a part of the
lesson. Observation of students’ physical responses can be a check for understanding.
1.5 • For some performance-based tasks/objectives, checks for student understanding will take place over several lessons. Due to
time constraints, a teacher may not have the opportunity to check all students.
• The amount of questioning may be limited, but when it occurs, it should extend learning of skill acquisition and/or strategies.

• Teacher uses verbal, visual and kinesthetic experiences to enhance learning.

1.6 • Teacher makes content accessible through skill and form demonstration.
• Differentiation adjustments may occur through one-on-one private conferencing with students.

• Feedback may include demonstrations pertaining to skills, strategies, content knowledge, etc.
• Descriptive feedback is specific to the process (e.g., “project”, “cross stage right”, “use vocal infl project (Feedback may be
I.7 withheld until the end of a scene/act and then given all at once.).
• In addition to descriptive feedback regarding objectives, teacher provides feedback about movement and/or performance. This
may occur during scene work.

• Verbal and non-verbal responses are appropriate for specific lessons and activities.
• Students collaborate as they participate in whole-group, small-group and/or partner activities, as evidenced by exhibiting
collegiality, encouraging classmates, participating in performance activities and coaching peers.
I.8
• Students are able to critique their own work and the work of others in a positive and productive manner (e.g., discusses
activity, justifies answers, ask questions of others).

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EARLY EDUCATION APPENDIX

Essential Awareness
• The term early education technically refers to students in early childhood education through eight years
of age. This appendix is intended to be used for ECE age 3 years old through second grade classroom
observations.
• Much of the learning in preschool should be designed as high-level play. Student-driven choice time
is required for one- third of the preschool day as is best practice and program quality indicators tied
to preschool program funding. While not required, a daily scheduled choice time is best practice for
Kindergarten. Activities available during choice should be developmentally appropriate for the students
in the room and designed to be interesting to students. Choice should not be a rotation of small group,
teacher-driven tasks.
• Focused attention span for young children is approximately 1 minute x age+ 1. For example, a 3 year-
old can generally focus during a direct instruction lesson for 4-6 minutes. Effective and appropriate
small group and whole group lessons should last 6-30 minutes depending on students’ age or level of
development to optimize learning with the intent toward building appropriate stamina in ECE through
second grade.
• In mixed-age classrooms there will be an observable difference in students’ behaviors.
• There are a multitude of state compliance and quality indicators tied to funding sources that ECE teachers
must work within. Consult with each teacher to be fully aware of the constraints and guidelines in each
classroom.
• Like all students, for a task to be rigorous it must be in a student’s Zone of Proximal Development
providing opportunity for cognitive effort. Be aware that this does not mean doing more of the same task
or mastering a series of skills such as memorizing/copying sight words. Observation of students engaged
in both fine- and gross-motor development tasks is essential and can be considered rigorous because it
leads to cognitive development.
• When determining “progress toward mastery” of content and language it is crucial for observers to seek
understanding of developmental progressions that grow through experiences and intentional teacher
support. When in doubt, consult with the teacher or ECE Department.
• It is best practice to use transition time to facilitate oral language development, problem solving and
collaboration. Transitions (e.g., hand washing, toileting, snacking, cleaning up, lining up, walking in line,
etc.) are themselves learning opportunities.
• Observers should look for the student behaviors in Distinguished occurring and include that in observation
forms. However, Distinguished student behaviors will almost always require sustained support from the
teacher.

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 INDICATOR

• Because prereaders through emergent readers are unlikely to refer to written CLO or pull meaning from it, observers
should focus on the first Effective student behavior “Students demonstrate understanding of content-language objectives as
evidenced through their questions, comments and work.”
I.1 • During purposeful, student-driven choice time, objectives should be embedded and observable through descriptive feedback,
higher-level questioning, intentional selection of materials, facilitated use of oral language and checks for understanding
to promote ongoing students’ learning. Follow up conversations may be necessary in order for the observer to gain clarity of
these objectives.

• The use of digital media is limited to 15 minutes per child per day by compliance and quality measures for preschool only.
• While the FET is not intended to be a checklist, it is worth noting that the last student behavior in the Effective column rarely
I.2 applies to students in preschool through first grade.
• It typically requires significant support for students in preschool through first grade to constructively evaluate other’s
reasoning. Therefore, observers should capture when it is happening with appropriate teacher support and not penalize
teachers if it is not occurring during observations.

I.3

I.4

I.5
• Teacher will check for understanding of behavioral and procedural expectations in addition to academic expectations.
• Student responses may be oral, gestural or physical demonstrations.

I.6

• Teacher might give students descriptive feedback regarding how to be successful in all aspects of school (i.e., not just
I.7 academics). Descriptive feedback aligns to overlapping and intertwined objectives that includes an academic focus as well as
an intentional focus on behaviors and procedures to support learning.

• Teacher supports students as they progress from parallel play to independent play to play then to cooperative play and then
I.8 ultimately to collaboration. This means teachers are evaluating students’ readiness and supporting growth to the next stage.
Likewise, observers are evaluating students’ readiness and evaluating lessons accordingly.

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EDGENUITY CREDIT/UNIT RECOVERY APPENDIX

Essential Awareness
• Credit Recovery (CR) provides opportunities for students to retake classes and demonstrate competency
in specific content standards for the class(es) they previously failed. CR opportunities are available (using
standards-based Edgenuity Learning Digital Curriculum) during the traditional school year, at home, on
Saturdays, after school, etc.
• Unit Recovery (UR) provides opportunities for students to collaborate with the original teacher to retake a
unit previously failed. UR is also standards-based and available via Edgenuity Learning Digital Curriculum

INDICATOR

LE.1 • Cultural perspectives could include perseverance, graduation, attendance, high expectations, course completion or impact of
credit recovery on students’ futures.

LE.2

LE.3

LE.4 • Observer may not see students’ work posted; it may be online or in folders/notebooks.

INDICATOR

I.1 • Students often have individualized objectives (via the prescriptive pretest pathway). The content-language objective(s) domain, how
students demonstrate the content, will be through writing. (Speaking moves to the Distinguished performance category.)

• Teacher augments instruction with additional supports.

I.2 • Teacher augments instruction with additional activities/projects outside the digital learning curriculum to enhance students’
learning. (Distinguished performance category)

• Anticipatory sets guide students’ lessons, activities and units throughout the standards-based digital curriculum.
• Teacher/student talk will be evident as the teacher uses varied strategies within one lesson (e.g., guided inquiry/direct
I.3 instruction) in working with:
• Individual students (unit recovery/credit recovery).
• Groups of students (unit recovery, credit recovery, original credit).

I.4
• Opportunities for students to use academic language will be predominantly through writing (Distinguished performance category
would include planned opportunities for speaking.).

• Teacher gathers data about students’ learning through formative assessments, progress tracking and/or questioning. This data is
used to individualize instruction and ensure mastery-based learning of specific content-language objective(s)/standards.
• Teacher uses digital curriculum that allows for:
• Individual student learning experiences.
I.5 • Formative assessments/feedback.
• Progress tracking to identify needed remediation and/or intervention.
• Other supports necessary to enhance learning.
• Students demonstrate a clear understanding and mastery (80% or better) of content standards on computer- and teacher-scored
assessments while using digital learning curriculum and resources.

I.6
• Teacher uses technology (e.g., digital learning curriculum and resources) to provide a high level of flexibility and
differentiation in how students learn and show mastery of content-language objective(s).

• Teacher uses digital learning curriculum and resources to provide individualized instruction, making personalized
I.7 connections to standards.
• Next steps might include a revised assessment, a project or an additional assignment to demonstrate proficiency.

I.8 • Teacher augments instruction with additional opportunities for student communication and collaboration.(Distinguished
performance category)
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ELA-S AND ELA-S/E CLASSROOM BEST PRACTICES

Instruction is aligned to required components of district-approved

Language Allocation Guidelines (elementary & secondary)
(LEAP Framework P.2)
• In elementary ELA-S and S/E classrooms, the expected amount of Spanish literacy taught at the grade
level is reflected in anchor charts, visuals, and graphic supports (LEAP Framework P.2).
• While students may use English and Spanish to demonstrate understanding, teacher intentionally stays in
language of instruction (i.e. “target’ language) (LEAP Framework I.4).
• Methods that match how Spanish works are used to teach foundational Spanish literacy (primarily K-2)
(LEAP Framework I.3)
• Most differences are found in phonics instruction; comprehension is generally similar.
• See What’s Different About Learning to Read in Spanish?
• The teacher guides students in noticing how Spanish and English are similar (Metalinguistic Analysis,
Contrastive Analysis– e.g. cognates, plurals, punctuation, similar patterns, etc.) and how Spanish and
English are different (e.g. 5 vowel sounds in Spanish and 15 vowel sounds in English, gender in Spanish
and not in English, etc.)
• See Bridge and Metalinguistic Analysis Guidance (LEAP I.3).

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GIFTED EDUCATION APPENDIX

Essential Awareness or Teachers of Gifted and Advanced Students

(Classroom or “Pull-Out”)
• This appendix is for use by classroom teachers of students identified as Gifted and Talented (GT) or Highly
Gifted and Talented (HGT) as well as GT teachers.
• The learning needs of GT and HGT students can be accommodated with a variety of strategies, but
differentiation focusing on depth, complexity and/or pacing should be evident. A larger quantity of the same
work as other students and/or supporting other students is not adequate differentiation.
• Gifted/Talented thinkers are more likely to be engaged with learning when it is rigorous and challenging;
thus, higher- level, open-ended questions and learning activities related to real-world problems are effective
strategies for whole-group GT and HGT instruction.
• Extensions and/or independent or partner projects can be offered in lieu of classwork that is not sufficiently
rigorous. GT extensions are being developed for many curriculum materials and are appropriate for GT
students. HGT students may require more rigorous options.
• GT and HGT students should be offered frequent opportunities to work together.
• Some GT resource teachers work through a “push-in” model and the learning environment is less under their
control.

INDICATOR

LE.1 • Addresses affective issues of gifted students in a way that provides support for their unique actions/interactions with
teachers and peers.

• Responds appropriately to students who challenge ideas and opinions with persistence and insistence, demonstrating an
LE.2 understanding that such questioning is not a show of disrespect.

• Recognizes gifted students’ needs for clarity around issues of “justice”; teacher explains rationale behind discipline.
LE.3 • High expectations are appropriately differentiated for gifted students.

• Makes high-level materials available to students for whom grade-level work is not appropriate or has already been mastered.
LE.4 • Provides opportunities for acceleration beyond grade level content and standards.

INDICATOR

• Objectives may be intentionally open-ended to allow for rigorous and complex higher-level thinking.
I.1 • Objectives may be above the current grade level if students have mastered and would not be challenged by grade-level objectives.
• In a “push-in” setting, the classroom teacher’s content-language objective(s) may be modified by the GT teacher to meet the needs of
gifted/talented students.

I.2 • Adjusts instruction and/or support when it is recognized that students’ lack of engagement reflects inadequate rigor.

• Addresses academic needs of gifted/talented students by using appropriate methodologies and materials (e.g., pre-
assessment, compacting, tiered instruction, contract learning, independent projects, etc.).
I.3 • Uses alternate curriculum materials when appropriate to meet students’ needs (e.g., Junior Great Books, Hands-On Equations,
William and Mary curriculum materials, etc.).
• Paces instruction appropriately for gifted/talented students and/or releases them from whole-group instruction as soon as
they have grasped the new learning.

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 INDICATOR

I.4 • Uses appropriately challenging/advanced academic language, including above grade-level vocabulary when appropriate.

1.5

• Differentiates intentionally for gifted/talented students by adding depth and/or complexity to tasks.
I.6 • Encourages gifted/talented students to make progress toward an individual goal or interest area if they have mastered the
grade-level objective(s).

I.7 • Gifted/talented students set their own “next steps” in response to feedback.

• Utilizes heterogeneous and homogeneous grouping depending upon the explicit learning objective. Gives gifted/talented
I.8 students opportunities to collaborate specifically with one another.
• Clusters by academic need for instruction, as appropriate.

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INTERVENTION APPENDIX

Essential Awareness
• Interventions may be necessary for students who are performing below grade level. The goal is to
accelerate students’ learning in order to close the academic gap between them and their peers through
responsive, differentiated, direct instruction.
• Intervention delivery varies in intensity (group size), frequency and duration depending upon students’ needs
and the intervention program being used. Interventions may take place within a classroom or as a “pull-out.”
• To be effective, interventions should:
• Be explicit, well organized, structured and systematically integrated with the general education
practices of the standards-based core curriculum.
• As appropriate, include higher-order processes, even for students whose foundational skills are
below grade level.
• Use frequent progress monitoring to track growth and inform instruction.
• Teach self-regulation strategies. Planning, self-monitoring and self-correction of actions are taught,
prompted and reinforced by routines, explicit expectations and differentiated support.
• Be linguistically and culturally responsive to students’ needs.
• Guided Reading Plus is a district approved in-class or “pull-out” intervention resource for students
reading below grade level. Guided Reading Plus emphasizes problem solving strategies, comprehension,
fluency, word-soling strategies and reading and writing links during guided reading, word building
activities and shared writing. Each Guided Reading Plus lesson has specific components taught in an
intentional sequence for specific purposes.

INDICATOR

LE.1

LE.2 • Students taking leadership roles and making self-directed choices will rarely be observed.
• Teacher shows respect for and motivates students by making connections, building on strengths and targeting specific needs.

LE.3

LE.4 • Classroom is arranged to facilitate teacher-to-student interaction to the extent possible.

• Students’ work may not be posted due to limited space.

INDICATOR

• There may be multiple rigorous objective(s) that focus on foundational processes and strategies and/or spiral throughout the lesson
dependent on students’ needs. The objective(s) are still connected to a larger rationale
• (e.g., “We are going to because good readers .”).
I.1 • The objective(s) may change or vary within a given lesson since the teacher is responding to the students in real time.
• Guided Reading Plus Lessons: In an effort to develop student automaticity, content-language objective(s) may not be specifically
stated nor may students be asked to state the content-language objective(s) or their strategies. Evidence of Effective practice includes
students independently applying the strategies that the teacher is teaching, prompting and reinforcing toward.

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 INDICATOR

• In some cases, intervention lessons may be focused on solidifying what students already know, which is considered rigorous
because this supports new learning.
I.2 • Guided Reading Plus Lessons: Learning to read is, in and of itself, rigorous. The discussion of the text on the reading day
requires literal comprehension. Deep, high-level thinking is incorporated into the writing day.
• Guided Reading Plus Lessons: It may not be appropriate for students to identify exemplar work or critique each other.

• Instructional methods may serve to reinforce prior learning, rather than build, to solidify students’ foundational skills.
• Guided Reading Plus Lessons: The amount of student/teacher talk may look different than a traditional lesson. Some lessons
I.3 are more about comprehensible input (to ensure successful reading of the text and quality discussion afterwards), so
students may do more listening to the teacher than talking.

I.4

1.5
• Level of questioning will vary depending upon the skill being taught during the intervention; however, there should be
evidence of scaffolded questions.

• In an individual or small-group setting, the intervention period is the differentiation. While the task may be the same, the
teacher should respond differently to each student based on his/her needs.
I.6 • Teacher judgment is used to determine appropriate amount of wait time and answers may be provided to students for various
reasons (e.g., keep the lesson moving, keep students focused on their current needs).
• Teachers constantly guide, scaffold and respond to students’ strengths and needs throughout the lesson.

I.7

• In individual or small-group interventions intended to accelerate the learning of struggling students, cooperative group-work
may not be necessary, but is encouraged.
I.8 • Guided Reading Plus Lessons: Since this is small-group guided practice with a highly expert teacher, there may be limited
student collaboration.
• Students may demonstrate progress toward mastery through oral collaboration (e.g., interactive writing).

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MONTESSORI APPENDIX

Essential Awareness
• Montessori classrooms are physically designed to accommodate students’ choices, with different areas for
individual- , small-, and large-group work.
• Students work with specially designed learning materials that are displayed on open, easily accessible
shelves. Materials are arranged left to right (the way we read) in order of their sequence in the
curriculum, from the simplest to the most complex. Each material teaches a single skill or concept at a
time. As students progress, the teacher replaces some materials with others, ensuring that the level of
challenge continues to meet their needs.
• The teacher thoughtfully prepares a classroom environment with materials and activities that entice
students’ learning. The teacher is generally not the focus of attention and frequently leads a lesson or
confers with an individual student or a small group of students. Montessori teachers enthusiastically
probe and receive what original ideas students generate. Lessons are often experiential, with students
engaged in discovery and practice during their work time.
• In a given 45–60 minute observation period, the teacher will give at least one lesson. Observers may speak
to students to find out what they are learning.

INDICATOR

• Effective teaching behavior examples may include:

• Intentionally redirecting students who are wandering without purposeful work
• Using a variety of multicultural materials, prioritizing the students’ cultures
• Evidence of Grace and Courtesy:
• Student voices are quiet and peaceful
• Students speak next to each other quietly, not across the room
LE.1
• Students move carefully and calmly
• Students use steps of peaceful conflict resolution
• Students use a respectful tone
• Students use please and thank you with each other
• Students know how to offer an apology

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 INDICATOR

• Teacher intervenes with additional strategies after the lesson for students to persevere in the face of difficulty.
• Evidence of Procedures and Routines:
• Students get help from each other and the guide in the manner consistent with class protocol
• Students work independently
• Student exhibit persistence and confidence in their efforts
• Evidence of Grace and Courtesy:
• Students speak next to each other quietly, not across the room
LE.2 • Evidence of Work Habits:
• Students engaged in work individually, in a small group and in the whole group daily
• Students have opportunities for independent work choices daily
• Student behavior supports concentration in the classroom
• Evidence of Instructional Approach:
• Guide’s voice is quiet- not heard above others
• Guide approaches children at their level

• Evidence of Beauty and Order:

• Students assist in the maintaining of the room, as appropriate for their age
• Evidence of Procedures and Routines:
• Students and Guides open and close doors quietly
• Students follow directions cooperatively and in a timely manner
• Students and Guides handle materials with respect
• Students get help from each other and the guide in the manner consistent with class protocol
• Students transition independently from one activity to another
• Students respond to a bell or other signal to- stop, look and listen
• Students work independently
• Students clean up and put away work in proper location when complete
• Evidence of Grace and Courtesy:
• Student voices are quiet and peaceful
• Students speak next to each other quietly, not across the room
• Students move carefully and calmly
LE.3 • Students use steps of peaceful conflict resolution
• Students use a respectful tone
• Students use please and thank you with each other
• Students know how to offer an apology
• Evidence of Work Habits:
• Students engaged in work individually, in a small group and in the whole group daily
• Students have follow up-work
• Students have opportunities for independent work choices daily
• Student behavior supports concentration in the classroom
• Evidence of Instructional Approach:
• Guide follows the rhythm—present, circulate observe
• Guide’s voice is quiet- not heard above others
• Guide has drinks and snacks at snack area—not walking around the room
• Guide uses intentional movement, careful and calm
• Guide confers with other adults quietly

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 INDICATOR

• Area is safe for students, void of any obstructions, when possible.

• School provides equipment that is in good repair when possible.
• Teacher instructs and monitors students on how to safely use equipment and space (e.g., personal space when performing,
types of floors that are appropriate for certain types of shoes).
• Teacher arranges space for students to see and hear instructions, minimizing environmental disturbances.
• Students’ work and other supports on the walls may be minimal, especially if the dance lesson is conducted in a shared
space.
• Technology may not be appropriate for every lesson or learning environment.
• Teacher may use students to demonstrate motion, movement, techniques, etc. to the class.
• Evidence of Beauty and Order:
• Students assist in the maintaining of the room, as appropriate for their age
• Evidence of Procedures and Routines:
• Students and Guides open and close doors quietly
• Students follow directions cooperatively and in a timely manner
• Students and Guides handle materials with respect
• Students get help from each other and the guide in the manner consistent with class protocol
• Students transition independently from one activity to another
• Students respond to a bell or other signal to- stop, look and listen
• Students work independently
• Students clean up and put away work in proper location when complete
• Evidence of Grace and Courtesy:
• Student voices are quiet and peaceful
• Students speak next to each other quietly, not across the room
• Students move carefully and calmly
• Students use steps of peaceful conflict resolution
• Students use a respectful tone
• Students use please and thank you with each other
• Students know how to offer an apology
• Evidence of Work Habits:
• Students engaged in work individually, in a small group and in the whole group daily
LE.4 • Students have follow up-work
• Students have opportunities for independent work choices daily
• Student behavior supports concentration in the classroom
• Evidence of Instructional Approach:
• Guide follows the rhythm—present, circulate observe
• Guide’s voice is quiet- not heard above others
• Guide has drinks and snacks at snack area—not walking around the room
• Guide uses intentional movement, careful and calm
• Guide confers with other adults quietly
• Evidence of Work Habits:
• Students engaged in work individually, in a small group and in the whole group daily
• Students have follow up-work
• Students know the system for filing work in folders, binders, and bins
• Evidence of Organization and Maintenance of Space & Materials:
• Montessori Materials—a full spectrum of Montessori materials are available in every area representing the majority of
materials on each shelf
• Walls- attractive, current, relevant, appropriate amount, uncluttered
• Classroom library—organized by genres, author, topic, etc.; bins at student eye level or lower
• Seating—space is available for groups at tables, low tables, or on work rugs and for individual work with freedom of
seating as the norm
• Whole group area—designated area for whole group lessons, carpeted
• Small group area—designated area invitational groups
• Supply area—materials available to whole class as appropriate for each level– pencils, assorted paper, markers or
crayons, scissors, tape, hole punch, stapler etc
• Daily schedule posted—as appropriate for each level
• Observer’s Chair—a chair is designated for the purpose of daily observations, and for visitor use
• Evidence of Instructional Approach
• Guide presents lessons in various locations throughout the classroom
• Guide uses a lesson plan/ record keeping system
• Guide observes classroom regularly, has recording system
• Montessori materials are meticulously cared for and displayed in an orderly and inviting manner, representing the majority of
work available to students.

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 INDICATOR

• Teacher explicitly models the content activities/tasks connection to the content-language objective(s). Modeling is an
important part of the Montessori classroom.
• Montessori lessons often focus on one small component of a larger, standards-based objective.
• Teachers often spend more time reviewing relevant earlier lessons as opposed to connecting the lesson to the “unit goals”,
I.1 providing the opportunity for students to make those connections to the “larger unit goals” on their own throughout the
lesson and the unit.
• The daily practice of Montessori pedagogy is supported by a clearly defined Montessori scope and sequence.
• Faculty and staff at every level are familiar with the entire scope of the program and are able to articulate core concepts with
confidence.
• All of the school’s environments reflect three-year instructional cycles.

• Tasks require students to extend their learning by utilizing increasingly complex materials. Montessori materials are used in
almost all lessons and students are encouraged to master the physical materials until they are able to abstract the concept on
their own. Although students may seem proficient at manipulating the materials, the teacher still works with them because
they have not mastered abstraction.
• Questions tend to be minimal during a lesson. Students are shown how to use the materials during the lesson and then questions arise
during their independent work with the materials.
I.2
• Digital resources/tools may be minimally used in lower elementary grades due to the nature of the curriculum. In the upper
elementary grades, digital tools become more relevant in the students’ research projects and presentations.
• The daily practice of Montessori pedagogy is supported by a clearly defined Montessori scope and sequence.
• Faculty and staff at every level are familiar with the entire scope of the program and are able to articulate core concepts with
confidence.
• All of the school’s environments reflect three-year instructional cycles.
• Qualitative Assessment, in the form of observation and documentation, is ongoing, personalized, and drives all instructional
decisions.

• Montessori lessons are often short in order to focus on one small component of a larger standards-based objective.
• Pacing may seem slower than necessary because the Montessori lessons are deeply scaffolded so students can truly
internalize each part of the “unit of study”.
• During a sensorial lesson, oral and/or written language may not be observable due to the nature of the lesson’s purpose.
I.3 • Montessori materials are meticulously cared for and displayed in an orderly and inviting manner, representing the majority of
work available to students.
• Instruction is characterized by a high degree of student choice in what to work on, where to work, how long to work.
• Students have ongoing access to all materials, and are allowed to choose their work freely during extended work periods.
• Almost all instruction takes place in small groups (Elementary & Secondary) or one- on-one (Early Childhood).

• Some initial Montessori lessons may be done silently per the curriculum, so academic language use may not be observed
during the period of time the lesson is provided.
• Teacher acknowledges students’ use and attempts at using academic language, including original and invented language,
beyond the lesson’s prescribed academic language.
1.4 • Some early Montessori lessons in which nomenclature is the focus could only include the vocabulary word, so the word may or
may not be used in a complete sentence.
• The daily practice of Montessori pedagogy is supported by a clearly defined Montessori scope and sequence.
• Faculty and staff at every level are familiar with the entire scope of the program and are able to articulate core concepts with
confidence.
• All of the school’s environments reflect three-year instructional cycles.

1.5

• Instruction is characterized by a high degree of student choice in what to work on, where to work, how long to work.
1.6 • Students have ongoing access to all materials, and are allowed to choose their work freely during extended work periods.
• Almost all instruction takes place in small groups (Elementary & Secondary) or one-on-one (Early Childhood).

1.7

• Instruction is characterized by a high degree of student choice in what to work on, where to work, how long to work.
1.8 • Students have ongoing access to all materials, and are allowed to choose their work freely during extended work periods.
• Almost all instruction takes place in small groups (Elementary & Secondary) or one-on-one (Early Childhood).
• As students mature, they are increasingly involved in monitoring their own progress.

• NOTE: Includes Evidence from the National Center for Montessori in the Public Sector Environment and Essential Elements Rubrics.

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MUSIC APPENDIX

Essential Awareness
• Observers should be aware that the frequency and length of classes varies widely throughout the district.
Teachers may see a given class as few as twenty class sessions for the entire school year. Individual
students may have gaps in music knowledge due to the varying amounts of time schools schedule music
instruction (e.g., School A’s students have music every other year. A student from School A transfers to
School B, where music is taught each year.).
• At least 50% of any given lesson is performance-based (e.g., singing, playing, creating/composing, etc.).
• Music teachers focus on process and performance, promoting well-roundedness encompassed in the CAS:
Expression, Theory, Creation and Aesthetic Valuation of Music.
• Standards are taught through repertoire (seen mostly at the secondary level).
• Reading and performing notated music (traditional and non-traditional) is a rigorous task.
• For the music context, a “text” in the Framework for Effective Teaching may refer to anything that provides
the student information requiring interpretation (e.g., music notated by standard notation or non-
traditional symbols, recorded and/or live music performance, etc.).

INDICATOR

• Teacher selects music repertoire from a variety of cultures. When applicable and appropriate, repertoire is representative of
the students in the class.
LE.1
• Teacher selects vocal and instrumental repertoire from a variety of languages and cultures.
• Teacher uses performance exemplars of people whom students can identify with.

• Examples of leadership roles: students may lead warm-ups, serve as section leaders, provide input on music selection,
perform solos, serve as exemplars for classmates.
LE.2
• Teacher reassures students and addresses concerns about performing in front of others by modeling ways to overcome stage
fright and providing adequate time for students to become comfortable in front of an audience.

• Effective transition times can vary due to environmental or activity constraints.

LE.3 • Class rituals for specific activities are in place (e.g., moving from whole-group to small-groups, transitioning to and from
instruments, transitioning from audience to stage).

• Student work and other supports on walls may be minimal due to space constraints and/or space sharing with vari- ous
school activities. In addition, student work may be limited due the fact that music is a performance art wherein the work is the
students themselves creating sound.
• Physical classroom arrangement is conducive to large- and small-group activities, giving teacher access to all students.
• Musical instruments/equipment are used, cared for and stored appropriately (e.g., instruments are in cases, stored on shelves
or in cabinets, students play and carry instruments with proper care).
• Students store repertoire, folders and notebooks properly and know how to access them when needed.
LE.4 • Students serve as performance exemplars (solo or group).
• Academic tools in a music classroom can include students’ instruments and/or a student’s own voice.
• Academic resources in a music classroom can include: YouTube, a metronome, a tuner, software, etc.
• Academic supports in a music classroom can include: posted resources about fingerings, instrument families, composers,
rhythm charts, etc.
• Digital tools in a music classroom may include: Garage Band, electronic keyboards, computers, etc.

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 INDICATOR

• Long-term goals (unit goals) are used to create and/or connect to the daily objective(s) for classes.
I.1 • Particularly in Orff or Kodaly classrooms, effective questioning can lead to students’ discovery of the content-lan- guage objective(s) by
the end of the lesson, through exploration of new concepts and/or skills.

• Students provide solutions to performance problems and the rationale for their solutions.
• Students provide performance rationale (i.e., for self and others).
• Students may demonstrate critical thinking skills through performance responses.
I.2
• Reading and performing appropriately rigorous notated music (traditional and non-traditional) is a rigorous task (e.g., singing,
playing instruments, clapping patterns).
• Creative tasks such as composition and improvisation are examples of possible rigorous tasks.
• A “text” may refer to anything that provides the student information requiring interpretation (e.g., music notated by standard
and/or iconic notation (non-traditional symbols), song lyrics, recorded and/or music performance, etc.).

• Teacher uses musical instructional methods to support the standards (e.g., Orff, Kodaly, Dalcroze, Suzuki, Gordon, Alexander,
I.3 etc.).
• Teacher begins performance and non-performance classes with musical concept(s) aligned to warm-up activity. The warm-up
activity can be music, oral or written.

• In addition to verbal and/or written responses, the teacher provides opportunities for students to use academic language in
I.4 authentic ways through performance.
• Academic language may include rhythmic syllables (e.g., ta, ti ti, du ta de, tiri tiri, 1 2 3 + 4, etc.) or the demonstration of
melodic notation (e.g., note names, step numbers, solfege syllables such as do, re, mi, etc.).

• Students may respond to questions through performance execution.

• Observation may be a check for understanding (e.g., If the objective is proper singing technique, teacher may observe
1.5 students’ execution and then provide feedback.).
• For some performance-based tasks/objectives, checks for student understanding will take place over several lessons. Due to
time constraints, the teacher may not have the opportunity to check all students.

• Teacher uses verbal, visual and kinesthetic experiences to enhance learning.

• Teacher makes content accessible through skill and form demonstration.
1.6
• Differentiation adjustments may occur through one-on-one private conferencing with students.
• The parts assigned to students within the ensemble can indicate differentiation.

I.7 • Feedback may include but not be limited to correct posture, embouchure and instrument/mallet position in addition to descriptive
feedback about the content-language objective(s).

• Verbal and non-verbal responses are appropriate depending on the lesson and activities.
I.8 • Students collaborate as they participate in whole-group, small-group and partner performances, as evidenced by sharing
conversations, exhibiting collegiality, encouraging classmates, performance activities and coaching peers.

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NEWCOMER/MAJORITY ACCESS LEVELS 1 & 2 APPENDIX

Essential Awareness
• Newcomers/ACCESS Levels 1 and 2 students have deep funds of knowledge due to their rich cultural
and linguistic experiences and should therefore be viewed from an asset-based perspective. Teachers
who build strong relationships, tap into the students’ assets and connect to their background knowledge
and experiences, have the greatest potential to support students’ academic achievements. Many
aspects of the school may be new for these students: the language (e.g., students’ home languages may
have vastly different sounds/structures), the school setting, even classroom materials, as well as the
content knowledge itself. Literacy (e.g., language structure, text directionality, page orientation) may
look vastly different in the students’ home languages. Note that not all ACCESS Level 1 and 2 students
are Newcomers, and student needs and experiences will vary. Newcomer students can have extensive
needs, including social/emotional needs. Therefore, a positive, trauma-informed learning environment is
especially important for Newcomer students.
• The main focus of the class is English language acquisition through meaningful content. Sheltering is
essential to give students access to grade-level content. The observer needs to be aware that within the
class, different levels of rigor are appropriate for different students based on their varying language
levels. Newcomers’/ACCESS Levels 1 and 2 students’ next steps in learning may look different from native
English same-grade peers.
• Newcomer: A student who 1) has limited or interrupted formal schooling 2) scored 1.0-2.4 overall (NEP)
on WIDA Screener or ACCESS and may have limited native language literacy 3) been enrolled in a school in
the United States
• for fewer than two semesters throughout the course of their education.
• ACCESS Levels 1 and 2: Students born in the United States or from other countries with an ACCESS score
of 1 or 2 across some or all language domains (Reading, Writing, Speaking, Listening).
• Sheltering: Involves embedding content in context (e.g., making input comprehensible by using visuals,
gestures, etc.) and controlling the language register to focus on high-frequency words. Language register
is one of many styles of language determined by such factors as social occasion, purpose and audience.
Register is also used to indicate degrees of formality.

INDICATOR

LE.1 • Connections to students’ home cultures may be more obvious in the newcomer setting and should be asset-based.

• Teacher creates a warm, inviting classroom in order to lower students’ affective (i.e., emotional) filters so students feel safe
LE.2 in taking risks.
• Engagement and motivation may be expressed differently in a newcomer classroom; observers may not see students verbally
participating. Students in the “silent stage”, for example, may express engagement and motivation though non-verbal cues.

• There may be new students added to the classroom throughout the year who have never attended school.
LE.3
• Perceived off-task behavior may be due to unfamiliarity with school norms.

LE.4 • Supports (e.g., realia, pictures, songs, experiences and other visuals) may be important examples of academic tools that help
embed content into context.

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 INDICATOR

• Content-language objective(s) may be communicated in various ways based on language levels.

I.1 • Objective(s) are aligned to Common Core/ WIDA/language acquisition process.
• Due to students’ needs, lessons may be aligned to grade-level state standard and/or school readiness behaviors*.

• Rigor will be observed at the student’s Zone of Proximal Development. Observers should be aware of the balance between
content and language load. “Can-Do” descriptors and Performance Definitions can be used to determine linguistically
appropriate expectations.
I.2
• Visuals/graphics, manipulatives/sensory, grouping, interactive structures and other scaffolds are important supports for
newcomers to be able to access the rigor of the lesson aligned to academic standards.
• Time may be focused on learning the structure of the routine.

• Comprehensible input and student think time are extremely important. Pacing should be adjusted to support students’
I.3 learning. The teacher will apply instructional practices that support language development: extended time, using gestures,
facial expressions, increased student interactions, demonstrating with realia or utilizing visuals/graphic supports.

• Academic language may also include basic school vocabulary and high-frequency words.
• Academic language may be linked to phonics, letter sound awareness, decoding, then application; or a focus on metacognitive
strategies.
I.4 • There may be a focus on simple sentence structures or even basic words, mixed with harder words given in context.
• It is appropriate for ACCESS Level 1 students to demonstrate academic language through a variety of means [echo reading,
pointing, saying yes and no (one word responses), repeating, reading, completing sentences and/or beginning a sentence].
ACCESS Level 2 students can be expected to respond using complete sentences, sentence stems and expressing more than
one idea.

• Teacher will check for understanding of the content-language objective(s) and may also check for understanding of rituals/
routines.
1.5 • Determining whether misunderstandings stem from content or language is essential. If the check for understanding indicates
an adjustment in the lesson is necessary, the teacher will determine if the focus should be on language and/or content.
• Checks for understanding may include oral or physical responses.

• Differentiation must be based on language level and should account for skill-set and background knowledge.
I.6 • An effective support for ACCESS Levels 1 and 2 is the strategic use of the students’ home languages. This support may come
from adult or student native speakers.

• Feedback may focus on language, rituals and routines or task completion. Motivational feedback/encouragement is appropriate.
I.7 • Some feedback may be in the form of recasting (i.e., repeating what a student said in academic English). It may include visuals or
simplified language. Next steps may be geared toward repetition of the same concept.

• Opportunities to communicate and collaborate are essential for newcomers at all language levels. More collaboration may be
seen as students’ language levels progress, but at the beginning may include echoing and repetition with each other.
I.8 • During the silent period, students develop expressive language when actively listening as an audience member, even if they
are not verbally communicating/collaborating. Expectations are aligned with students’ language levels.
• Digital resources should be used to provide pictures and home language support.

• *School readiness behaviors refers to behaviors that need to be in place for students to grow and allow others to grow in the school setting. They include
both conduct (e.g., how to hold a pencil, sit in a chair, use western toilets, etc.) and social norms (e.g., taking turns, how to ask and answer questions, etc.).

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PATHWAY SCHOOLS: ENGAGEMENT CENTERS, MULTIPLE
PATHWAY SCHOOLS, INTENSIVE PATHWAY SCHOOLS
APPENDIX

Essential Awareness
• Each Pathway School targets a specific alternative population, based on students’ ages and number of
credits needed for graduation. Students at Pathway Schools (Contemporary Learning Academy, DC21,
Summit Academy and Vista Academy) and Engagement Centers (PUSH Academy, Respect Academy and
West Career Academy) have at least one at-risk factor. The Intensive Pathway Schools (Compassion Road,
Emily Griffith High School, Excel Academy, Florence Crittendon High School, Gilliam and PREP Academy)
also target a specific high-needs population.
• Each Pathway School offers students the opportunity to gain more than a year’s worth of credit in one
school year. As a result, school terms vary: some Pathway Schools are on trimesters, some are on
quarters and one is on hexters (six-week terms). Teachers adjust curriculum accordingly.
• Teachers address students’ social/emotional needs in addition to academic needs. Each school approaches
this in its own way.
• Cultural responsiveness is a critical component of Pathway classrooms due to the disproportionate
number of students of color and/or poverty being served in alternative schools. Relationships between
teachers and students are critical as well. Teachers who know students on a deep, personal level can
differentiate both instructional strategies and behavioral interventions.
• Class sizes are generally small, sometimes limiting opportunities for student collaboration but allowing
for deeper relationships to develop.

INDICATOR

• Differentiated supports may be necessary to promote engagement with reluctant students in order to increase equity and
access to the curriculum (e.g., A student may be reluctant to share cultural perspectives with the whole group, so the teacher
LE.1 utilizes a Turn and Talk procedure to facilitate engagement with another student.).
• Based on individual student profiles, body language and/or derogatory speech may not be indicative of level of comfort, safety
or engagement in class. Teacher responds to and engages individual students accordingly.

• Students taking leadership roles and making self-directed choices may require additional prompting and encouragement.
• Teacher shows respect for and motivates students by making connections, building on strengths and targeting specific needs.
• Overt cooperative efforts, academic risk-taking and/or peer interactions may require additional supports.
LE.2 • Students encouraging their peers for academic risk taking and perseverance may be indicative of Distinguished evidence for
students’ behaviors
(e.g., Students acknowledge academic and behavioral risk taking of other students.).

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 INDICATOR

• Positive behavioral interventions are consistently applied to support students’ behavioral and/or engagement needs.
• Some examples may include: proximity control, redirection, maintaining a neutral tone of voice in order to minimize power
struggles, prompting, caring gestures, directive statements or other language/actions aligned with schools’ behavioral
programs.
• Misbehavior and engagement issues are supported strategically and according to individual and school policy and
expectations. Teacher may be working for reduction, rather than elimination, of inappropriate behaviors.
LE.3
• Student body language may not be indicative of engagement level.
• Since students may have challenges with transitions, all transition rituals and routines are consistently emphasized and
taught through multiple repetitions. Teacher may use visual cues/strategies to support transitions.
• Teacher provides descriptive feedback about behavior to reinforce classroom expectations.
• Students can explain the behavioral and engagement expectations of the classroom and school environment (e.g., Students
take time at the end of class to rate themselves on academic and behavioral expectations.).

• Classroom is arranged to facilitate teacher-to-student interaction.

LE.4 • Additional areas designated for specific academic and emotional needs may be available within the classroom environment.

INDICATOR

• Students often have individualized objectives and are able to articulate them.
• There may be multiple objectives that focus on foundational processes and strategies and/or spiral throughout the lesson dependent
I.7 on students’ needs.
• Students have multiple opportunities to observe, discuss and rehearse (interact with) their understanding of the classroom content-
language objective(s).

• Rigorous tasks are within the context of the students’ Zone of Proximal Development, with grade-level standards as the goal
I.2 (e.g., Students may be working on precursor skills to prepare them for grade-level concepts and standards.).
• Rigorous tasks are appropriately designed with students’ social and emotional needs in mind. Students will critique thoughts
and ideas; however, critiquing one another may require additional scaffolds.

• Sequencing and/or instructional methodology will be dictated by the curriculum and/or the teacher’s focus on specific
1.3 students’ needs.
• Pacing ensures that multiple objectives can be addressed in short periods of time in order to finish the course within the
accelerated time frame.

• Students have multiple opportunities to observe, discuss and rehearse (interact with) academic language within the context
1.4 of the lesson.
• Rehearsal may require additional supports based on students’ behavioral needs and level of comfort (e.g., Students write responses for
Turn and Talk, then read as a script to one-another.).

1.5 • Teacher will check for understanding of behavioral and procedural expectations in addition to academic expectations.

• Teacher recognizes the strengths and needs of the group as well as individual students. Appropriate scaffolds are present
and function predominantly to support the content-language objective(s) as well as behavior management necessary within
1.6 the lesson.
• Additional scaffolds, expectations and opportunities may be needed to promote student questioning, comments and
participation.

• Overt cooperative efforts or peer interactions may need additional supports.

• In classes intended to accelerate the learning and acquisition of credits, students may be at separate points within the unit
curriculum. Collaboration may be project-based (not occurring daily) and is encouraged/appropriate.
• Students’ engagements in communication and collaboration are reflective of the emotional and social needs of students. When
students are reluctant, disengaged and/or defiant; the teacher communicates expectations and collaborates with the students to
create a strategic plan of re-engagement for the students within the classroom community.

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PHYSICAL EDUCATION APPENDIX

Essential Awareness
• The Society of Health and Physical Education (SHAPE) recommends that schools provide 150 minutes
of instructional physical education for elementary school children and 225 minutes for middle and high
school students per week for the entire school year. A quality physical education program provides:
• Learning opportunities.
• Appropriate instruction.
• Meaningful and challenging content.
• Student and program assessment.

• During physical education class, students should participate in moderate to vigorous physical activity
50% or more of the time. Observers should be aware that frequency and length of classes vary widely
throughout the district.
• NOTE: As recipients of grant funding, physical education teachers might see other observers who are not
part of LEAP. These observers use a tool called Systematic Observation of Physical Activity (SOFIT).

INDICATOR

LE.1 • Lesson allows time for students to reflect on culture, background experiences and/or connections to other sports/activities;
however, the majority of class time should be spent in physical activity.

LE.2 • Provides an emotionally safe environment when dividing students into teams/partnerships.

LE.3 • Effective transition times can vary due to environmental or activity constraints.

• Area is safe for students, void of any obstructions.

• Provides equipment that is in good repair.
• Instructs and monitors students on how to safely use equipment and space (e.g., protocol for waiting in line with rackets in
hand, personal space when performing, appropriate depth of water in swimming pool).
• Arranges space for students to see and hear instructions, minimizing environmental disturbances.
LE.4 • Provides adequate resources, as much as possible, for low student/equipment ratio to minimize student wait time.
• Students’ work and other supports on the walls may be minimal.
• Examples of technology and digital resources may include: pedometers, heart rate monitors, iPODs, DVDs, Dance Revolution,
GPS, iPADs, WiiFit, sport simulators, digital cameras and timing systems in pools and on tracks. Technology, however, may
not be appropriate for every lesson or learning environment.
• May use students to demonstrate motion, movement, techniques, etc. to the class.

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 INDICATOR

I.1 • Long-term goals (unit goals) are sometimes used to create and /or connect to daily objective(s) for classes.

• A rigorous task requires students to use complex physical skills (i.e., Kindergarten: combining movements to perform an
overhand throw; secondary; underhand badminton serve) and/or physical fitness components (cardiovascular endurance,
muscular strength, muscular endurance, flexibility, body composition).
• Lesson includes moderate or vigorous physical activity for 50% or more of class time, as evidenced by physical effects such as
increased breathing and sweating. Low intensity movements such as warm-up and cool-down can also be a part of the lesson.
I.2 • Responses to questions may be in physical form and/or by demonstration.
• Students demonstrate critical thinking skills through physical responses.
• Teacher facilitates problem solving and critical thinking through game situations (e.g., offensive and defensive strategies,
rules application) and/or creative group projects.
• A “text” may refer to anything that provides the student information and requires interpretation (e.g., performance of a skill
or routine that the student could respond about in writing, video a peer and give feedback.

• Uses grade-level curriculum appropriately, with skill progressions and supports.

• Balance of teacher talk and student participation.
1.3 • Students are physically active more than 50% of class time.
• Provides extension activities that allow students to explore essential questions through body movement and skill repetition.
(Distinguished category)

• In addition to verbal and/or written response, students may also demonstrate academic language in a physical way.
1.4 • Along with content-specific vocabulary (ex: step in opposition, aim, follow-through), the expectation is that students will be
provided opportunities to verbalize language function and form (ex: Sequencing: “First I do, next I and finally.”)

• Responses to questions may be in physical form and/or by demonstration; written responses may not always be a part of the
lesson.
1.5 • The majority of questioning should extend learning of skill acquisition, strategy and/or rule application.
• Student physical responses can be a check for understanding.

• Uses verbal, visual and kinesthetic experiences to enhance learning.

• Makes content accessible through skill and form demonstration.
• Differentiates physical activities to meet diverse needs of students (e.g., teacher proactively plans for students to move closer
1.6 and/or farther from target when throwing, adjusts size of target or manipulative density).
• Differentiation adjustments may occur through one-on-one private conferencing with students.
• Appropriate scaffolding is provided to allow most students (>75%) to accomplish the physical task.

• Feedback should include skill drill, body positioning and alignment (e.g., “Turn sideways”, “Elbow up”, “Follow through”,
1.7 “Use the instep, not the toe to kick.”) in addition to descriptive feedback about the content-language objective(s).
• Feedback may include physical demonstration that addresses skills, strategies, rules, content knowledge, etc.

• Teachers will provide students with opportunities to communicate toward the objective, while still honoring a mini- mum of
50% physical activity. Student communication can include: coaching peers, teams discussing strategies, partners discussing a
prompt, etc.
1.8
• Examples of student collaboration can include exhibiting sportsmanship, encouraging classmates, performance activities and
coaching peers.

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SPED: AFFECTIVE NEEDS APPENDIX

Essential Awareness
• This appendix is applicable for any special educator working with a student with affective needs,
regardless of whether the intervention is in a center program or provided through the mild moderate
special educator.
• Students with affective needs fall into two categories: social/emotional functioning and executive
functioning (see the Autism Appendix on page 63 for a better understanding of executive functioning). The
treatments are vastly different, but in either case, the students’ behaviors impact their ability to access the
general education classroom and/or social relation- ships. Students with mild/moderate affective needs
receive services from a mild/moderate teacher, while students with severe to profound affective needs
may receive services in an Affective Needs classroom. All students with affective needs have a functional
behavior assessment and behavior intervention plan.
• An Affective Needs classroom provides a continuum of services with inclusive opportunities. In
Affective Needs classrooms, students’ behaviors can be so severe that emphasis is typically on behavior
interventions. Academic instruction is still critical; however, behavior often has to be stabilized in order
for students to access academic instruction. When the student is not receiving academic instruction in the
general education classroom, then it is the expectation that the special educator is providing academic
instruction.
• Programming for students with social/emotional needs is centered on positive behavior supports. These
supports include a systemic incentive plan, individual reinforcement, group contingency, intermittent
reinforcement, scheduled reinforcement and clear/positive reinforcement. Systemic programs are
designed to teach pro-social skills. Such programs include personal and relationship success and pitfalls,
inter- and intra-expectations, restitution overcorrection, strategies to “read” situations, executive
functioning skills, action plans and evaluation of interactions, role plans and generalization of skills.
Social/emotional curriculum includes social skills training, character education, coping strategies,
empathy training, goal setting, anger management, emotional vocabulary and positive self-talk.
• Students with affective needs may have experienced traumatic situations in reference to their community
and culture.
• Cultural responsiveness is utilized within an effective Affective Needs classroom as well to consider the
issue of over- identification for some student populations.

• NOTE: During the Reflective Feedback Conversation, the observer may need to confer with the teacher
about Individualized Education Programs (IEPs) and behavior plans.

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 INDICATOR

• Differentiated supports are evident to promote engagement with reluctant students, depending upon a student’s behavior
intervention plan, in order to increase equity and access to the social emotional curriculum (e.g., A student may be reluctant
LE.1 to share their cultural perspectives within a whole group so the teacher utilizes a Turn and Talk procedure to facilitate
engagement with another student.).
• Lessons should include a component of skill transfer (e.g., How will you use this skill within your math class?, How will you use
this skill the next time you are triggered?, etc.).

• Teacher explicitly teaches behavior and respect skills as part of the curriculum.
• Teachers provide scaffolds that enable students to develop social and emotional skills (e.g., making eye contact with others,
LE.2 practicing receiving praise and giving compliments, etc.).
• Academic risk-taking needs to be scaffolded in order to support students’ needs.

• An effective teacher is proactive and strategic when supporting individual student behavior. Expectations are aligned with
students’ behavior plans. (Teachers and support staff are aware of each student’s individual behavior plan and are utilizing
strategies to ensure that students are learning appropriate behaviors.)
LE.3 • All transition rituals and routines are emphasized and taught through multiple repetitions. Teacher has supports in place to
address these behaviors (e.g., Teacher uses visual cues/strategies to support transitions.).
• Teacher may be working for reduction with the goal of elimination of certain behaviors in order to support the students’
successes outside of the Affective Needs classroom.
• Students can explain the level system as well as their personal behavior goals.

• Classroom includes strategic areas including a “cool down” area, small- and large-group instructional locations.
LE.4 • Observers should expect to see level systems clearly posted to meet the needs of these students.
• Observers should see clear classroom expectations and the classroom level system clearly posted.
• Paraprofessionals are being utilized throughout the lesson period to support learning and behavioral needs.

INDICATOR

• The content-language objective(s) are reflective of grade-level curriculum, social emotional goals and are supportive of Colorado
I.1 Academic Standards (e.g., Morning Meeting: identify feelings, identifying goals for the day tied to the behavior plan, etc. Social-
Emotional Intervention class: promoting positive interpersonal interactions, connections to real world experiences, etc.).

• All students need appropriate scaffolds and supports (e.g., visual, group and language) during rigorous tasks.
I.2
• The social/emotional curriculum should include critical thinking skills and may include opportunities for self-reflection and
reflection on the students’ awareness of their own social environment. Opportunities for practice and application should
be present in order to support students with transferring skills learned to the “real world” outside of the Affected Needs
center).

• An effective teacher will have a contingency plan to continue instruction around the content-language objective(s) while
I.3 meeting the social/emotional needs of students (e.g., paraprofessional takes over, dividing groups or classroom crisis plan).
• Paraprofessionals are utilized throughout the lesson period to support both learning and behavioral needs as appropriate.

• Teacher also uses academic language related to the social/emotional lesson objectives.
I.4 • Explicit modeling of academic language is often used to provide context for students. Additional supports are used (e.g.,
pairing an outline of steps with picture cues as a visual support when teaching new social skills).

• In addition to academic questioning, it is essential that the teacher uses questioning to help the students think through alternate or
more appropriate behavioral responses.
I.5 • Teacher should check for understanding within the context of the content-language objective(s) and may check for understanding with
behavioral learning goals.
• Opportunities for reflection include the content-language objective(s) and should include social and emotional learning.

I.6 • Behavior and crisis plans are evident within the classroom.

I.7 • Teacher should provide descriptive feedback on lesson content-language objective(s) and social/emotional goals (e.g., on a point
sheet).

• Intentional opportunities and additional scaffolds should be present to teach communication and collaboration among
students.
I.8 • Scaffolds and supports should be present within collaborative groups.
• Establishing clear expectations for communication and collaboration includes: teacher directed cooperation, scaffolded
conversations and scripted discussions with the ultimate goal of increasing students’ independence.

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SPED: AUTISM APPENDIX

Essential Awareness
• Students who fall within this category have executive dysfunction. Students with executive functioning
disorders have issues with normal cognitive functioning, usually localized in the pre-frontal cortex, and
include skills such as paying attention, shifting tasks in mid-stream and regulating behaviors. These
students struggle with social skills, abstract thinking, language comprehension, regulating senses and
problem solving. These disorders may include Autism, ADHD, traumatic brain injury, etc. Treatments for
executive functioning include applied behavior analysis and structured teaching.
• Students with executive functioning disorders respond to applied behavior analysis or structured teaching
techniques. Heavy emphasis is placed on hyper-structure and behaviorism. Examples of structured
teaching include: modeling, cues, ample opportunities for repetition, hyper-scaffolding of tasks and great
emphasis placed on rituals and routines. The appropriate use of visuals includes visual schedules and
transition objects, but over-stimulation is a concern so the use of visuals may be de-emphasized.
• Students with executive functioning disorders may or may not have a Functional Behavior Analysis/
Behavior Intervention Plan (FBA/BIP) depending on the severity of behaviors and their impact on social
and academic learning.
• If the Individualized Education Plan (IEP) team determined the students need a more restrictive
environment to meet their needs, they might be placed in: a Pragmatic Language Affective Needs (PLAN),
a Multiple Intensive-Autism (MI-AUT), Multiple Intensive (MI) or a Multiple Intensive Needs-Severe (MIS)
classroom. All center classrooms provide a continuum of services that include inclusive opportunities.
These center programs have highly specialized staff that provide more intensive services not provided by
generalist special educators (mild/moderate special educators).
• Programming for students with executive dysfunctions involves explicit teaching of skills and strategies
typically learned incidentally. This includes direct instruction in non-academic skills such as daily living
skills and communication/social needs. Academics are addressed based on the severity of needs. Students
with higher levels of functioning, such as students in a PLAN classroom, can access the grade-level core
curriculum with appropriate adaptations and modifications. Students in MI-AUT, MI and MIS classrooms
may be participating in functional academics based upon expanded benchmarks or extended evidence
outcomes. Extended Evidence Outcomes are alternative standards in mathematics, science, social studies,
reading, writing and communicating for students with significant cognitive disabilities who qualify for the
alternate assessment established by the Colorado Department of Education. They were formerly called
Expanded Benchmarks.
• Use of paraprofessionals is critical in these classrooms. Teachers need to model expectations for
paraprofessionals and provide corrective feedback as paraprofessionals work with students.
• NOTE: During the Reflective Feedback Conversation, the observer may need to confer with the teacher
about IEPs and behavior plans.

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 INDICATOR

• Students need specific and targeted supports in order to provide equitable access.
LE.1 • Scaffolds should be present to support peer interaction or teach interaction between students.
• Autism manifests differently for every student. Evidence of students’ engagements needs to be considered in conjunction with
each student’s individual needs.

• Motivation is often individualized and basic (i.e., tangible rewards); students might not respond to praise.
• Students may require one-on-one support to initiate tasks. Appropriate scaffolds should be present to increase students’
LE.2 time on task.
• Students should be working on appropriately scaffolded social skills (e.g., making eye contact with a peer, practicing praise,
etc.).

• Teacher addresses behavior in a very structured manner that emphasizes using tangibles to change behavior rather than
talking through emotions (i.e., reinforcement of desired behavior), or the teacher may use tangible objects while talking
through emotions. Behavior is addressed individually according to students’ needs.
LE.3 • Individual and group behavioral support plans are evident and clear. The teacher may be working on reduction of
inappropriate behavior instead of elimination (e.g., ignoring specific behaviors may be a part of the student’s behavior
intervention plan).
• Students with executive functioning needs often have challenges with transitions. Transition rituals and routines are greatly
emphasized and taught on an ongoing basis. Teachers should be responsive and supportive of these needs.

• Multi-Intensive Autism classrooms are highly specialized and may not look like typical classrooms. There may be individual
work-stations, “cool-down” areas, a purposeful lack of distractions on the wall (e.g., no word wall, pictures, students’ work,
etc.) and/or highly specialized equipment such as “shoe-box” tasks, large balls and adaptive equipment.
LE.4
• Assistive technology includes augmentative communication devices and computer programs. Low-technology devices are also
utilized including picture exchange systems.
• Paraprofessionals are resources that are utilized to assist students in progress toward mastery of skills.

INDICATOR

• The Content-Language Objective(s) (CLO) should be communicated in multiple modes, depending upon students’ needs (e.g., sign
language, oral expression, use of picture icons, gestures, etc.).
• Receptive/expressive language needs are taken into consideration when identifying function, form and supports of the content-
language objective(s).
• Non-verbal students use their alternative means of communication (e.g., picture exchange, eye gaze, etc.) to explain the expectation
or the purpose for what they are working on.
I.1 • Students demonstrate understanding of the content-language objective(s) as evidenced through their questions, comments and work
using a variety of modes such as alternative communication and student response systems.
• Standards-based content-language objective(s) may reference alternative standards. Alternative or modified standards can be found
on the Colorado Department of Education (CDE) website (cde.state.co.us/coextendedeo). Alternative standards address real-world,
life and adaptive functioning skills.
• Students will utilize their preferred mode of communication to express the objective(s) of the CLO (e.g., sign language, augmentative
communication, picture exchange, Spanish, etc.).

• Challenging tasks are within the students’ zone of proximal development.

• Students may need supports for rigorous tasks (e.g., modeling, positional readjustment, physical, verbal, visual and gestural
prompts). For a skills based lesson, students are expected to apply or transfer the skill to a generalized situation. For example, with
the “shoe box” task, sorting silverware can be transferred to a similar job or life skill.
• Students have varying needs depending upon their language (expressive and receptive) and executive functioning skills. You may see
evidence of complex tasks being scaffolded in order to meet the content-language objective(s).
• Instruction of students with autism may include over-learned concepts accompanied by strategic complexity of the skill including
I.2 transfer and application. Utilizing task analysis and backwards design is essential when planning lessons.
• Teachers will often present the same activity throughout a lesson or during the day to emphasize routine, creating a classroom
environment where students with autism are more likely to be successful.
• Some students can excel in a specific category but typically excel in a skill that is over-learned, not in creation of new content.
• Some classrooms focus on adaptive functioning skills (e.g., MI, MIS, MIA) that focus on practical life skills. Higher-level questioning
may include application of the skill (e.g., “Which type of utensil would you use for and why?”).
• Students may show originality, consider different perspectives or respond to others through a variety of modalities throughout the
lesson (e.g., verbally, sign, pictures, augmentative communication devices, etc.).

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 INDICATOR

• Examples of research based methodologies include strategies and/or approaches such as: Social Stories, Applied Behavioral Analysis
(ABA), Discrete Trial, Verbal Behavior (VB), Natural Environment Teaching (NET) and structured teaching (TEACCH).
I.3 • Assistive technology includes augmentative communication devices and computer programs. Low-technology devices, including
picture exchange systems, are also utilized.
• Teachers often embed functional skills into instruction that students may use in other settings (e.g., sharing, using “safe hands”,
teaching pencil grip, naming everyday items, toileting skills, etc).

• Academic language is typically tied to functional communication.

• Receptive/expressive language needs are taken into consideration and targeted within every lesson.
• Students develop academic language by using new vocabulary (e.g., a sign, pictorial representation, etc.) while interacting with school
I.4 materials, individual schedules and work programs.
• Explicit modeling of academic language is used to provide context for students. Additional supports may be used (e.g., teaching when
to cross the street at a cross-walk: teacher uses pictures, video and realia paired with the necessary academic language— “Step 1:
look at crossing signal .”, etc.).
• Teacher uses academic language related to the social/emotional curriculum in addition to content curriculum.

• Students who are non-verbal may respond to questions using students’ response systems or by demonstrating a behavior.
I.5 • Inquiry-based processes may be challenging for students who have autism. This requires abstract reasoning skills that can be
challenging for students; therefore, asking students to explain/reflect on their thinking may require additional scaffolds.

I.6

• Teacher provides descriptive feedback on behavior and behavior goals. Feedback may be presented using interactive low-tech tools
such as a visual schedule or picture exchange communication system.
I.7 • Feedback given to students with autism may include brief explanations or indications on feedback forms (e.g., pointing to pictures
indicating success, marking on a point sheet, etc.).
• Teacher may utilize tangible rewards in addition to academically-focused descriptive verbal and non-verbal feedback (e.g., discrete
trial training).

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SPED: DEAF AND HARD OF HEARING APPENDIX

Essential Awareness
• Students who qualify for an educationally significant hearing loss designation may be unable to access the
speech sounds of language that directly impact access to the spoken language.
• Most students have some access to speech sounds and do not require the use of sign language.
Nevertheless, language is greatly impacted. Specific therapy is needed over a long period of time to
become a sophisticated listener.
• The biggest impact of hearing loss is limited language development; students with hearing loss struggle
with phonology, semantics, syntax and pragmatics of the spoken language. Students with hearing loss
also have significantly fewer opportunities to experience incidental learning. As a result, background
knowledge is often limited. Teachers of the deaf and hard of hearing spend a great amount of time building
background knowledge and developing basic skills and vocabulary.
• Students with a significant hearing loss may require a visual language such as sign language. The most
common sign language is American Sign Language (ASL) which is NOT a representation of English. ASL
is made up of 6,000 signs with its own unique syntax, figurative language and vocabulary. Students using
sign language struggle with English language development.
• There are two types of programs for students who are deaf and hard of hearing: auditory oral and total
communication. Sign language is typically used in total communication. The teacher should be speaking
and signing at the same time, which is called simultaneous communication. In auditory oral classrooms,
the teacher’s face should be visible to students during communication.
• Students identified with a hearing loss come to the classroom with varied backgrounds. Some have never
heard before and receive their amplification for the first time at school. Some students have no language
skills or are at an emergent stage of language development. This parallels the language development of
a second language learner with one critical difference; the language of instruction becomes the students’
first language.
• NOTE: During the Reflective Feedback Conversation, the observer may need to confer with the teacher
about the Individualized Education Plan (IEP) and behavior plans.

INDICATOR

• Deafness comes with a unique culture called “deaf culture”. Culturally responsive education for students who are deaf and
LE.1 hard of hearing includes: access to peers and adults who are deaf and hard of hearing, reference to historical figures who are
deaf and hard of hearing, understanding deaf culture norms such as consistent eye contact, appropriate use of touch, use of
deaf culture storytelling and communication using accessible technology.

• Students may have challenges with social and academic language skills. Additional scaffolds, supports and supplemental
aids are utilized to support communication.
LE.2 • Examples of supports: visual schedules and calendars, students’ response systems, visual-kinesthetic groupings.
• Examples of scaffolds: task analysis of expected skills and direct instruction of each task.
• Example of supplemental aids: using live captioning devices for communication.

• Rituals and routines include teacher and students wearing hearing assistive technology at all times.
LE.3 • Some students require a sign language interpreter and the teacher allows the interpreter to be as close as possible to the
speaker so the student can see the speaker and access the language at the same time.

• Teachers may use preferential seating, line of sight, visuals and reduction of background noise to meet the needs of students.
• Assistive technology appropriate for students with a hearing loss include: sound field systems, FM systems and personal
LE.4 amplification (e.g., hearing aids, Inner Cranial Implants, Cochlear Implants). Additional tools might include live captioning
devices and smart pens.
• Students’ work and exemplars includes visuals, simplified language and typical language.

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 INDICATOR

• Speech, listening and language targets are embedded in all lessons.

• Content-language objective(s) are critical for students with a hearing loss, whose deep deficit is in language development. In some
situations the teacher of the deaf is also the speech teacher. Forms of language might include phonology as well as grammar and
vocabulary.
I.1 • The CLO should be communicated in multiple modes, depending upon the students’ needs (e.g., sign language, oral expression, use
of pictures, gestures, etc.).
• Teachers may use picture icons to represent the language function when communicating the content-language objective(s).
• Teacher uses alternative means of communication (e.g., picture exchange, eye gaze, etc.) to explain the expectation or the purpose
for what they are working on for students with limited language skills.

• Rigorous tasks are complex, challenging and simulating; designed to access grade-level content.
• Complex tasks are appropriately scaffolded (e.g., steps are broken into accessible parts; i.e., task analysis).
• Challenging tasks are within the students’ Zone of Proximal Development.
• Stimulating tasks are age/grade level appropriate (adapting/modified content) (e.g., providing adapted, abridged grade-level
I.2 literature that might include: graphic novels, visual media, use of closed captioning and appropriately interpreted through sign
language).
• Students with severe to profound language delays need tasks that are appropriately scaffolded in order to meet grade-level rigor.
• Syntax structures, vocabulary and background knowledge may need to be taught for a significant amount of time as a part of the
appropriate scaffolding. Higher-level questionings can still be a part of the instruction of lower-level skills.
• Multiple means to demonstrate learning are present (e.g., use of visuals, deaf culture storytelling, oral expression).

• Observer may see unique instructional methods commonly used in deaf education that include: strong use of visual supports (e.g.,
comics, pictures, symbols), drama and storytelling, hand signs and gestures.
• When addressing multiple modes of communication during instruction, an observer may see times when the teacher only uses
I.3 sign or oral language. The teacher needs to ensure that all students have language access to the content in their preferred mode of
communication during instruction.
• Balance of teacher/student talk will include the students using their preferred mode of communication (e.g., augmentative
communication, picture communication systems).

• Explicit modeling of academic language is often used to provide context for students. Additional supports are often used (e.g., pairing
an outline of steps with picture cues as a visual support when teaching new skills).
I.4 • Use of cooperative academic language techniques such as “Think, Pair, Share” are appropriately supported through the students’
modes of communication and use of educational sign language interpreters or paraprofessionals.

• Students who are non-verbal or in an emergent stage of their language development might use students’ response systems to respond
to questions (e.g., student points to the picture/choices, uses yes/no cubes or cards with smiley/frown faces to respond.
I.5
• Teacher checks for understanding using statements like: “Show me.” and “What did I just say?” rather than “Do you understand?”.

I.6

• Teacher encourages/models explicit opportunities for students to give feedback to each other.
I.7
• Feedback may be provided in the students’ preferred modes of receptive communication (e.g., sign language, gestures, etc.).

• Students who have limited expressive language or poor articulation tend to have difficulty speaking/signing with other students who
I.8 have similar language issues. Other adults in the room will serve as language models when verbal peers are not present.

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SPED: INTELLECTUAL DISABILITY (MI,MIS, MI-DHH) APPENDIX

Essential Awareness
• Students are identified with an intellectual disability only after rigorous testing to discern a learning
disability verses an intellectual disability. Students identified with an intellectual disability fall two
standard deviations below the mean in adaptive functioning, cognition and academics and can range from
moderate needs (MI) to severe to profound needs (MIS). Students with moderate needs struggle with
analytical thinking and may struggle with executive functioning and processing speed. Students with
severe to profound needs typically require around the clock care and are rarely capable of independence.
• Students with intellectual disorders have issues with normal cognitive functioning that includes skills
such as: analytical reasoning, paying attention, shifting tasks in mid-stream and self-regulating behaviors.
These students struggle with abstract thinking, language comprehension and problem solving.
• Students who are placed in any multiple intensive (MI) classroom or any of the specialty classrooms (i.e.,
Multiple Intensive Severe, Multiple Intensive Autism, or Multiple Intensive Deaf and Hard of Hearing (MI-
DHH)) need intensive instruction in adaptive functioning skills, including explicit teaching of skills and
strategies typically learned incidentally (e.g., daily living and communication/social skills).
• Students in MI classrooms might be able to learn functional literacy and math skills. All MI classrooms
participate in functional academics based upon Extended Evidence Outcomes (formerly called Expanded
Benchmarks). Extended Evidence Outcomes are alternative standards in mathematics, science, social
studies, reading, writing and communication for students with significant cognitive disabilities who qualify
for the alternate assessment established by the Colorado Department of Education.
• Heavy emphasis is placed on hyper-structure and behaviorism. Examples of structured teaching include:
modeling, cues, ample opportunities for repetition, hyper-scaffolding of tasks, great emphasis placed on
rituals and routines and opportunities to demonstrate skills in both school and the community.

INDICATOR

LE.1 • Teacher is aware of students’ individual cultures, languages, home experiences, backgrounds, etc. that works in conjunction
with the culture of the disability.

• Students may have challenges with social and academic language skills. Additional scaffolds, supports and supplemental
aids are utilized to support communication.
LE.2 • Examples of supports: visual schedules and calendars, students’ response systems, visual-kinesthetic groupings.
• Examples of scaffolds: task analysis of expected skills and direct instruction of each task.
• Example of supplemental aids: using live captioning devices for communication.

• Students with cognitive disabilities have varied skills in managing their own behavior. Some students need tangible rewards
systems to shape behaviors while other students can reason and reflect on their behavior. Evidence is present that teachers
proactively address students’ behaviors based on the students’ needs.
• Examples of Tangible Rewards: token systems paired with reinforcement statements and rewards, opportunity to practice the
LE.3 behavior to mastery.
• Examples of Reasoning and Reflection: reflections forms, reflective conversations.
• Students with intellectual needs typically have challenges with transitions. All transition rituals and routines are emphasized
and taught through multiple repetitions. Visuals support the transitions. Transitions can trigger behaviors; however, teacher
has supports in place to address these behaviors.

• Classroom environment is established in a way to support engagement of all students, thus supporting equity.
• Unique classroom structures are in place to support academic learning and physical needs. Examples include:
• Specialized equipment present based on needs: standers, cube chairs, diaper changing stations, large balls, assistive
LE.4 technology, etc.
• Academics Structures: individual work stations, “cool-down” areas, functional life skills stations for teaching hygiene,
dishes, etc. and highly specialized equipment such as “shoe-box” tasks.
• Students’ work and exemplars includes visuals, simplified language and typical language.

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 INDICATOR

• Standards-based content-language objective(s) may reference Expanded Evidence Outcomes (i.e., alternative standards for students
who are Co-Alt eligible). Teachers should reference the Colorado State Standards to obtain the alternative standards (i.e., Expanded
Evidence Outcomes) that are not present in the Common Core State Standards. Alternative standards address real-world, life and
adaptive functioning skills.
• Non-verbal students use their alternative means of communication (e.g., picture exchange, eye gaze, etc.) to explain the expectation
or the purpose for what they are working on.
I.1
• Students demonstrate understanding of the CLO as evidence through their questions, comments and work using a variety of modes
such as alternative communication and students’ response systems. This includes expanding on the larger picture. (Distinguished
performance category)
• The CLO should be communicated in multiple modes, depending upon the needs of the students (e.g., sign language, oral expression,
use of pictures, gestures, etc.).
• Teachers may use picture icons to represent the language function when communicating the content-language objective(s).
• Rigorous tasks are complex, challenging and simulating with design to access grade-level content.
• Complex tasks are appropriately scaffolded (e.g., steps are broken into accessible parts; i.e., task analysis).
• Challenging tasks are within the students’ Zone of Proximal Development.
• Stimulating tasks are age/grade level appropriate (i.e., adapting/modified content) (e.g., providing adapted, abridged grade-level
literature that might include graphic novels or visual media).
I.2 • Higher-level Bloom’s tasks are explicitly taught; uses scaffolds that have real world applications (e.g., analyzing a map to find the
efficient route: teacher breaks down the function “analyze” into subsequent tasks likes comparing and contrasting routes paired with
specific language that the students would use during the lesson).
• Teachers leverage the content-language objective(s) to teach the most appropriate function of language including: describe/explain,
compare and contrast, sequence, cause and effect and defend-propose-justify.
• With appropriate scaffolds, students are able to express their thinking in increasingly complex ways through the use of their preferred
communication modality.

• Inquiry-based learning may be evident within the context of life skills (e.g., determining the best buy for toilet paper, knowing the
consequences for paying bills late).
I.3 • Balance of teacher/student talk will include the students using their preferred mode of communication (e.g., augmentative
communication, picture communication systems).
• To effectively address students’ challenges and misconceptions, teachers utilize appropriate scaffolds that include additional visual-
kinesthetic and group supports.

• Academic language can be expressed through multiple modes of communication including: augmentative communication
devices, picture exchange systems, sign language, gestures, expressions and eye gaze.
• Academic language development includes scaffolds for receptive comprehension.
I.4
• Students with an intellectual disability have challenges with communication and language development regardless of second-
language learning. Strategies used for developing language with Multilingual Learners will also support students with intellectual
disabilities; however, additional supports and repetitions may be needed.

• Teacher checks for understanding include use of the students’ modes of communication. Students’ response systems might be the
most appropriate type of check for understanding.
I.5
• Varied checks for understanding might include students explaining their thinking using their mode of communication or teacher
circulating the room checking on their work.

I.6 • Typically differentiation occurs within the context of a lesson; however, differentiation might be needed for behavior, social and
adaptive skills.

• Teacher provides descriptive feedback predominantly within the context of a lesson, in addition to behavior or behavior goals that
I.7 might manifest during the lesson.
• Feedback may be demonstrated in the students’ preferred mode of receptive communication (e.g. sign language, gestures, etc.).

• Students share ideas, projects and work collaboratively on classroom tasks depending on communication modality.
• Non-verbal students use their alternative means of communication (e.g., picture exchange, eye gaze, etc.) to communicate and
collaborate with peers.
• With appropriate scaffolds, students are able to communicate and collaborate with peers in increasingly complex ways through the
I.8 use of their preferred communication modality.
• Examples of scaffolds for communication: task analysis of cooperative roles and skills and providing direct instruction of the roles
and skills (e.g., teacher assigns
roles to cooperative groups).

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SPED: SPECIFIC LEARNING DISABILITIES APPENDIX

Essential Awareness
• Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in
understanding or using spoken or written language that may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell or do mathematical calculations. These students may have hearing impairment,
vision impairment, medical needs, mild emotional needs and/or mild executive functioning needs.
• Students are served by mild/moderate teachers. A continuum of services must be available depending
on individual students’ needs, including “pull-out,” one-on-one and integrated instruction. When in an
integrated setting, the students’ primary teacher is the general education classroom teacher. The mild/
moderate teacher provides direct instruction that focuses on the psychological processing disorder and
what is needed to treat the deficit. Often the focus of instruction is based on specific skill development
designed to support the students in access to the core curriculum.
• In an integrated setting (e.g., “push-in”), mild/moderate teachers provide purposeful, planned, direct
instruction in the general education classroom and do not simply monitor the accommodations that are the
responsibility of the general education teacher. This might include pulling a group of students to the back
of the classroom, team teaching the concepts to a small-group or the whole classroom or sitting side by
side with students and providing instruction of concepts in class with specialized tools based on individual
needs. Purposeful and pre-planned instruction based on an Individualized Education Program (IEP) goal
is the cornerstone of integrated services in the general education classroom. Special educators should
intervene prior to a student’s obvious struggle.
• Mild/moderate special educators work with all students with mild/moderate needs including students with
hearing or vision loss, emotional needs and executive dysfunction. A teacher working with students who
have these disabilities should refer to the appropriate special education related appendix.
• The learning and IEP goals are determined through the Specific Learning Disabilities (SLD) qualification
process often using such tools as special education screeners and root cause analysis process (e.g., [root
cause] [qualification] [IEP Goals][Content-Language Objective(s)]).
• NOTE: During the Reflective Feedback Conversation, the observer may need to confer with the teacher
about IEPs and behavior plans.

INDICATOR

LE.1 • Co-Teaching: The observed co-teaching model supports students’ equitable access by addressing students’ educational
needs. (See Co-Teaching Guidelines.)

LE.2

• Co-Teaching: Teacher may develop and implement an individual behavior plan for a student that is independent of the
LE.3 classroom management system (e.g., point sheet or sticker chart). Co-Teacher should support the established classroom/
school behavior management system.

• Co-Teaching: Teacher clearly has established a learning environment in the general education classroom (e.g., at students’
desks or a work station in the classroom).
LE.4 • Co-Teaching (“Push-in”; Station Teaching): Teacher uses portable exemplar or rubrics for expectations or refers to classroom
materials and may provide additional tools based on individual needs.
• Assistive technology might include: recorded text, calculators, electronic manipulatives, etc.

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 INDICATOR

• Content-language objective(s) are aligned with specifically designed instruction and supportive of students’ learning goals. Connecting
to the larger rationale would include supporting students with transfer of skills to the general education classroom.
I.1
• Co-teaching: Observers evaluate the extent the Special Education Teacher is supporting the classroom content-language objective(s)
and promoting access to the general education curriculum through appropriate accommodations.

• Rigor for students working on specific skills may involve transfer of the skills to the general education classroom. There should be
evidence of instruction for the transfer of skills
I.2 (e.g., “Push in”: For students learning a skill in isolation the teacher prompts students to utilize the skill within their upcoming writing
class.).
• Co-teaching: Teacher prompts students to utilize skills from mini-lesson.

• In addition to demonstrating deep understanding of the content, the teacher also utilizes instructional strategies or methodologies
that address processing disorders through accommodations and modifications within the differentiated classroom environment (e.g.,
I.3 Instructional strategies/methodologies may include additional processing time (i.e., wait time), visual, auditory and group supports.).
• Co-teaching: The chosen co-teaching model (observed) is supportive of students’ needs.

• The special education teacher may provide additional supports for students to demonstrate understanding and to utilize targeted
academic language.
I.4
• Students’ receptive and expressive language needs may require additional supports including meaningful repetition, modeling and
practice of the specific language target.

I.5

I.6 • Extended wait time may be utilized for students with processing issues, especially processing speed issues.

• Teacher should provide descriptive feedback on lesson content-language objective(s) and social/emotional goals (e.g., on a point
I.7 sheet).

• When the teacher is working one-on-one with a student or small-group, intervention opportunities for cooperation might be limited,
but is encouraged in order to promote
transfer of specific skills to the general education classroom.
I.8 • When utilizing specially designed curriculums, the teacher incorporates targeted instructional moves and accountable-talk to promote
opportunities for communication and collaboration among students (e.g., with a partner, students justify rule identification of syllable
type within words).

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TEACHER LIBRARIANS APPENDIX

Essential Awareness
• Teacher Librarians collaborate with other disciplines and grade-level classroom teachers to enhance units
of study with appropriate research skills, tools and technology-driven projects that work with their unique
flex or fixed schedules.
• Teacher Librarians design and implement programs in their schools to facilitate literacy and promote a
love of reading.
• Teacher Librarians teach students to independently locate, select, evaluate, synthesize and use relevant
sources of information, both in print and digitally.
• Teacher Librarians offer instruction in the use of technology and equipment.
• Teacher Librarians ensure that culturally and academically diverse resources are available to all
communities of learners.

INDICATOR

• Develops and models cultural and global awareness employing a variety of resources at multiple reading levels, including
digital tools (e.g., shared online documents, websites, email and video).
LE.1
• Library Collection reflects students’ demographics and interests; varied cultural perspectives are represented in the
classroom through the library collection.

• Encourages students’ independent reading through avenues such as student choice, reader advisory (i.e., recommendations),
book talks and/or displays.
LE.2
• Observer may hear teacher encouraging and monitoring digital etiquette/responsible social interactions related to the use of
technology and information literacy.

• Instructs, supports and monitors students’ ethical and responsible use of print and media, including copyright and
appropriate use of electronic resources and tools.
LE.3 • Works in close communication with classroom teachers to ensure timely transitions and students’ responsibility for library
resources, including the timely return of materials.
• Routines are established for students to select and check out books.

• Provides print and digital resources that support classroom instruction.

LE.4
• Ensures that relevant materials (e.g., print, digital resources, etc.) are available and can be easily located by all students.

INDICATOR

I.1 • May connect library objectives to classroom lesson or unit content or focus on library-specific standards (AASL).

• Models effective use of research and production tools to locate, analyze, evaluate and use a variety of informational
I.2 resources.
• Provides opportunities for students to produce and publish innovative, creative learning products using digital tools.

I.3 • Due to schedules/rotations (time constraints) in the library environment, projects may take an extended period of time.

1.4

1.5

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 INDICATOR

• Provides print and digital resources that support the curriculum and the independent reading needs of all students.
I.6 • Designs effective activities (e.g., research and technology projects) that support classroom differentiation.
• Due to differentiation, students may be working individually, with partners, or in small groups depending on their learning
focus and progress.

1.7 • Academically-focused descriptive feedback may be provided both verbally and in digital formats.

• Depending on the objective and time available, students may not be observed directly collaborating with each other.
1.8 • Collaboration occurs during check-out when students locate books and help peers to find relevant books.
• Student collaboration could occur in an online platform (e.g., collaborative Google doc)

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TECHNOLOGY APPENDIX

Essential Awareness
• Technology teachers teach specific classes designed to develop students’ skills in utilizing technology and
digital resources to:
• Enhance their learning and understanding of concepts.
• Broaden their means of communication.
• Augment their modes of collaboration in all aspects of their personal and academic life.
• Students spend most of their time interacting with the technology and becoming familiar with its use and
will likely experience this while exploring various concepts or completing different school assignments
from other classes.

INDICATOR

• Develop cultural understanding and global awareness by engaging with learners of other cultures through digital tools (e.g.,
LE.1 video conferencing, email, etc.).
• Students are able to express their own cultural ideas/beliefs/thoughts etc. in various digital formats. Students have choice in
how they represent their learning.

• Observer may hear teacher encouraging and monitoring digital etiquette/responsible social interactions related to the use of
technology and information (e.g., commenting in collaborative documents, on a blog, using email, etc.).
LE.2 • School-wide and/or classroom norms for online behavior should be posted in class, or in a digital location.
• Digital citizenship should be evident in student-produced artifacts and classroom culture.

• Classroom management practices and strategies may be built in within the computer programs, there may not be verbal cues
for students from the teacher.
LE.3
• Due to configuration of lab a whole group space may not be available for instruction, however teacher has systems to address
whole group in various ways.

• Classrooms may not appear as typical classrooms; classrooms may be flexible, classrooms may be integrated within other
rooms.
• Evidence is visible that the teacher modified physical environment to support students and their learning.
• Students’ work may not be visible in the classroom as it may be published digitally.
• Digital tools are a critical part of the technology classroom and are used throughout each lesson. The digital tools are
LE.4 necessary and integral components of the lesson.
• If technology and digital applications are the lesson focus, observer may see students focusing on mastering use of digital
resources through explicit learning and practice of digital skills.
• Students understand and use technology systems and digital resources.
• Students troubleshoot systems and applications.

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 INDICATOR

I.2 • Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

I.3 • Due to time constraints in the technology environment, pacing of projects may occur over an extended period of time.

1.4 • Academic language should be evident in student-produced artifacts (written or oral).

1.5
• Questions require most students to formulate responses and be accountable for their learning in a digital format.
• Checks for understanding may occur over multiple class periods due to time constraints.

I.6 • Due to differentiation, students may be working individually, with partners, or in small groups depending on their learning
focus and progress.

1.7 • Academically-focused descriptive feedback may be provided both verbally and in digital formats.

• Students may demonstrate creative thinking, collaboration and communication through the use of digital tools (e.g.,
collaborative documents, video conferencing, blogs, online presentations, multimedia production, webinars, podcasts, etc.).
1.8 • Depending on the activity, observers may or may not see student collaboration (e.g., in a technology class, students may be
working independently on creating a digital project).
• Student collaboration could occur in an online platform (e.g., collaborative Google doc)

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VISUAL ARTS APPENDIX

Essential Awareness
• Observers should be aware that the frequency and length of classes varies widely throughout the district,
particularly at the elementary level. Teachers may see a given class as few as twenty class sessions for
the entire school year. Individual students may have gaps in visual arts knowledge due to the varying
amounts of time schools schedule arts instruction (e.g., School A’s students have visual arts every other
year. A student from School A transfers to School B, where visual arts is taught each year.)
• A high-quality Visual Arts program provides all learners the opportunity to develop and deepen their
conceptual and cognitive abilities while demonstrating artistic skills and techniques to successfully
communicate and express ideas and learning through artwork, speaking, reading and writing methods.
Exploration and experimentation of various visual arts and design processes instills invention, creativity
and independent lines of inquiry, introspection, collaboration and technical skill development.
• Visual Arts Colorado Academic Standards provide the instructional framework for teacher-developed units
of study and measures of formative assessment.
• Depending on the lesson objective, students are creating art to demonstrate their learning(independently
and/or collaboratively) for 60%–70% of the class time.
• For the Visual Arts context, a “text” in the Framework for Effective Teaching may refer to anything that
provides the student information requiring interpretation (e.g., a sculpture, media that asks students to
respond to an interpretive stimuli).
• Progression of a unit should demonstrate a continuum of student collaboration (e.g. students collaborating
in pairs, as a group, through the creation of artistic products, etc.).

INDICATOR

• Teacher pays special attention to students’ cultural preferences/perspectives as this has a large influence on the artistic
choices and creative expressions the student will communicate. Over the course of time, seemingly minor personal
preferences can have a great impact on the student and how they view themselves as an artist or creative problem solver
within their community.
LE.1 • Students are engaged in art-making processes and/or dialogue that reflect a diversity of student perspectives, and students
make artistic choices to convey real world connections.
• In developing a culturally responsive art lesson, the visual arts teacher utilizes big ideas in art which may include: social
justice, power, identify, and environment, and includes the students’ perspectives, experiences, and artistic interests in the
teaching of art content.

LE.2 • Students are observed taking expressive risks with their art making, conceptual thinking and idea development.
• Expressive risk taking can include: experimentation, playfulness and/or sharing imaginative ideas with others.

LE.3 • SEE MAIN LEAP FRAMEWORK

• Resources in a visual arts lesson can include: tools and materials for drawing, painting, collaging, fiber arts, ceramics, digital
arts, multimedia, printmaking, sculpture, etc
• Teacher provides visual exemplars for students (mentor artist’s work-in-progress, art history visuals or artifacts, student
LE.4 exemplar(s), teacher modeled exemplar, etc.). Students reference and interact with visual exemplars.
• Teacher instructs and monitors students on how to safely use tools and materials within the art room. Students may safely
explore inventive ways to use materials and tools (i.e. creating various textures with the angle and movement of a brush, etc.)

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 INDICATOR

• Studying art and design involves inquiry, posing and solving problems, perseverance, re-purposing, taking risks, and persuading and
inspiring*.
• Because students may be working on different stages of the creative process for visual art, observers should pay close attention to
the first Effective student behavior: “Students demonstrate understanding of content and language objective(s) as evidenced through
their questions, comments and work.”
• Content Language Objectives are embedded and observable through descriptive feedback, higher-level questioning, intentional
I.1 selection of tools and materials, modeled use of academic language and checks for understanding to promote on-going student
learning. Follow up conversations with teacher and/or students may be necessary in order for the observer to gain clarity of
objective(s).
• Long-term unit goals may be used to create and/or connect to the daily objective(s). The objective(s) may change or vary within a
given lesson as the teacher responds to the student(s) in real time. Objectives may be open-ended to allow for rigorous and complex
higher-level thinking.
• For further information on the Colorado Academic Standards for Visual Arts https://www.cde.state.co.us/coarts/visualartsintro

• Rigorous tasks can focus on any of the following: conceptual development, skills and techniques, inquiry, or experimentation.
• Higher-level thinking in a visual arts class can include innovation, divergent thinking, foresight, problem solving, imagination, and
I.2 visualization.
• “Text/Data” (found within the second Teacher Behavior and the first Student Behavior under the Effective category) is artifact based.
Artifacts can include: visual(s), artwork, and/or object(s) that provide the student with information as they move through the creative
process and evoke a creative response to a stimulus.

• Considering the amount of time students have to access art instruction, lesson structure is both coherently sequenced and
appropriately paced. For example, elementary school X offers visual arts lessons that are 45 minutes long, about 6 sessions per
month, while high school Y offers visual arts instruction for 90 minutes every school day for a trimester.
1.3 • Students may be working within various stages of the creative process in a given lesson period, therefore, instructional method(s),
activities, and materials effectively build on students’ prior knowledge and experiences.
• Teacher allows students to create visual art that demonstrates their learning (independently or collaboratively) for at least 60% of the
time.

• Teacher provides opportunities for students to use academic language in authentic ways throughout students’ creative process.
• Students use academic language as a means to communicate their learning experience through the creative process (examples may
include: reflections, artist statements, critiques, responses to creative prompts, poetic statements,etc.)
1.4 • Academic language includes the Language of Art and Design.*
• Additionally, the visual arts lesson may provoke opportunities for further language inquiry and development.
• *See Visual Arts Standards, Colorado Academic Standards for more information on the Language of Art and Design

• Teacher observes students’ execution of the creative process (not just the product) to assess student understanding.
• For some project-based tasks/objectives, checks for understanding will take place over several lessons. You may need to follow up
I.5 with student data analysis with the Teacher, as their Observer, Evaluator, or Coach.
• Teacher checks for the depth of knowledge the student is responding with as they move through the creative process.

• Teacher uses auditory, visual, and kinesthetic experiences to enhance the lesson for individual student needs.
• Teacher makes content accessible through visual example, demonstration, and experimentation based on students’ needs and
I.6 supports students’ expressive choice.
• Differentiation adjustments may occur through one-on-one private conferencing or through purposeful grouping.
• Teacher supports student access to various artistic tools and materials for differentiation in order to make progress toward to
objective(s).

• Teacher provides descriptive feedback on technique(s), studio habit(s), the creative process, and/or visual literacy as it aligns to
I.7 content and language objective(s) and responds to students’ learning needs.
• Feedback may be in the form of artistic demonstration that addresses technique and/or content knowledge.

• Teacher provides opportunity to collaborate and/or communicate as a means of developing their progress toward mastery of content
and language objective(s), while still honoring students’ creative process.
I.8 • Student communication can include constructive feedback, synthesis of ideas, small group/partner critique, partners discussing a
prompt, sharing multiple perspectives, etc.
• Examples of student collaboration may include: partners creating an artwork together, connecting and expanding on creative ideas
and/or techniques, etc.

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WORLD LANGUAGES APPENDIX

Essential Awareness
• The best practices highlighted in this appendix are based on the Colorado Academic Standards for World
Languages and the American Council on the Teaching of Foreign Languages (ACTFL) guidelines.
• The target language must be used at least 90% of the time. Students must be able to understand the
teacher’s message, which can be observed through students verbally responding to the teacher’s questions,
or responding through body language (e.g., TPR, laughing at the appropriate cue). Time spent in the target
language, and students’ demonstration of active listening/reading/viewing of the target language, both impact
all Instructional LEAP Indicators (I.1-I.8).
• Quoting the Colorado Academic Standards for World Languages: “Learners usually require more than one year
to progress from the novice-low to novice-mid range and may spend a significant amount of time within the
two adjacent ranges of novice-high and intermediate-low. Students’ level of language proficiency is dependent
on both the length of instruction and the quality of instruction, i.e. time spent in meaningful communication on
topics that are relevant to students’ cognitive and interest levels.
• While similarities exist, World Language classrooms differ in many important ways from ELD classrooms.
Expectations for teacher and student behaviors for Novice-Level World Language Classrooms (typically titled
Level 1, 2, 3) may be more consistent with “Newcomer.”
• The best environment for second-language acquisition is one in which the teacher uses the target language
instead of teaching about the target language in English (e.g., teaching grammar paradigms and rules).
• Acquisition of language occurs through comprehensible input, which is when students understand messages,
from listening to advanced or superior speakers (most often the teacher), or from reading and viewing a variety
of text types such as narratives, essays, informative/explanatory texts (such as letters, articles, journal entries,
dialogs and brochures) in the target language.
• Input is listening, reading and viewing. Input leads to the acquisition of the language with novice or
intermediate language students. The goal is for students to interact with language input provided by the
teacher or text, which is observable as students answer the teacher’s questions individually or in choral
response orally, in writing or through gestures.
• Output is speaking and writing. Because comprehension precedes production for language learners, too
much focus on out- put loses sight of true acquisition. Therefore the goal for teachers is to spend 95% of
lesson time on interactive input activities.
• Depending on students’ language proficiency levels and the focus of the lesson, written responses may or may
not be observed.
• Sheltering involves embedding content in context (e.g., making input comprehensible by using visuals,
gestures, etc.) and controlling the language register to focus on high-frequency words.

• NOTE: Depending on level, these bullets may or may not apply to Spanish Heritage Speaker classes.

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 INDICATOR

LE.1

• Engagement can be demonstrated through students actively listening, watching and responding appropriately with body
language and short answers. Novice-Level Students in the “silent stage” may express engagement and motivation through
non-verbal cues or one-word responses (gestures, pointing to image, yes-no, either-or, etc.). Other students in different
proficiency ranges may express engagement in simple sentences.
LE.2 • Distinguished teacher behavior “Acknowledging academic risk-taking” involves individual recognition of students who go
beyond classroom expectations, such as recombining or applying a learned structure in new ways or using the language
outside of the classroom.
• Distinguished student behaviors can include encouraging others to continue using the target language and/or performing
classroom jobs responsibly such as acting, time-keeping, tallying, quiz writing, illustrating, etc.

LE.3

• Academic tools in the form of wall posters of the following types are essential in all World Languages classrooms and should
be observed:
• Question words, high-frequency vocabulary structures (e.g., verb structures, common adjectives and adverbs, common
adjectives and adverbs), numbers, colors, rejoinders (e.g., “Oh really?”, “You’re kidding!”, “That’s great.”, “I don’t know.”,
“That’s too bad.”, “I’m sorry.”, “How do you say?”).
LE.4 • Reading strategies are used to instruct novice learners in how to select and read independently in the target language
(e.g., “three-finger rule”, reading in context, picture cues).
• Rubrics for writing and speaking in the target language are provided for students as a resource in preparation for
assessments.
• World Language classrooms should have a classroom library with a variety of literature in the students’ target languages
(e.g., picture books, chapter books, novels, fiction and nonfiction).
• Distinguished student behaviors can include: acting, consistently doing the gestures, giving creative details for the text, etc.

INDICATOR

• Conversation/discussion in English about objectives does not contribute to language acquisition and should be limited to only a few
seconds.
• Distinguished teacher behavior “Invites students to collaboratively generate learning goals” can be observed when students
demonstrate knowledge of best practices in language acquisition and suggest methods of input (e.g., gestures, scaffolded questioning,
I.1 personalized questions, text-asking, reading, etc.).
• Distinguished student behavior “students expand on the larger picture” can be observed when students make connections to the
ACTFL “Can-Do” statements (from the DPS Scope and Sequence).

• NOTE: Supplemental materials can be found at http://tinyurl.com/CanDoACTFL and http://tinyurl.com/BloomsForWL

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 INDICATOR

• Rigorous tasks include active listening, focused reading of comprehensible text and oral translation. The amount of time a teacher
spends in the target language impacts rigor. The number of students demonstrating active listening and the amount of time (how
many students, for how long) also impacts rigor. The ACTFL guidelines recommend 90% of class be conducted in the target language.
• Rigorous tasks are appropriately designed with students’ language proficiency ranges in mind. Students may or may not be observed
justifying reasoning and/or critiquing the reasoning of others; when this occurs it may be highly scaffolded, and may or may not be
limited to some students.
• Depending on language proficiency level and on focus of lesson, justifying/critiquing/problem solving may be verbal only. Written
justification and critique may or may not be observed.
• Rigor can be observed in the use of a variety of questions and the students’ responses to those questions: low- to high-order.
• “Problem solving” is acquiring the target language; students acquire the language when they comprehend the message.
• In addition to the above, rigorous tasks and critical thinking may be observed in one or more of the following ways:*
• Circumlocution
• Analysis:
• Answering why questions (e.g., when the answer may be either indirectly stated or implied in a text).
• Breaking down the main actions of the text.
I.2 • Using a Venn diagram to compare and contrast characters (e.g., physical description, personalities, likes/dislikes).
• Synthesis:
• Writing an original text.
• Composing a class text.
• Inventing new details for a text.
• Generating/inventing answers to hypothetical questions.
• Rewriting a text adding details/characters that were not in the original.
• Evaluation:
• Evaluating appropriate and inappropriate actions of characters.
• Comparing cultures.
• Predicting what will happen next in reading or a text.
• Distinguished student behavior, “Students think about systems, not just isolated parts .”. The teacher indicates a variety of tenses and
perspective with phonemic awareness, consistent gestures and/or aural cues that lead students to develop a high-level of accuracy
can be evidence of Distinguished behavior.

• NOTE: Supplemental materials can be found at http://tinyurl.com/CanDoACTFL and http://tinyurl.com/BloomsForWL

• Teacher speaks in the target language at least 90% of the class time. Target language is 100% comprehensible; students are observed
responding appropriately.
I.3 • Distinguished teacher behavior: Teacher utilizes the target language more than 95% of the time and it is 100%comprehensible to
students.
• Teacher uses repetition and questioning as strategies for language acquisition.

• *Depending on level, these bullets may or may not apply to Spanish Heritage Speaker classes.

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 INDICATOR

• The target language is the academic language.

• The target language is the academic language. The amount of time a teacher spends in the target language impacts academic language.
The number of students demonstrating active listening and the amount of time (how many students, for how long) also impacts academic
language. The ACTFL guidelines recommend 90% of class be conducted in the target language.
• Teacher should emphasize mastery of high-frequency words using the target language and spend little time explaining grammar
concepts in English during a lesson.
• It is appropriate for Novice Level students (typically in Level 1, 2, or 3) to demonstrate academic language through a variety of means
(echo reading, pointing, saying yes/no/one word responses, completing a sentence. Intermediate Level students (typically in levels
4 and higher) may respond using complete sentences, sentence stems, and expressing more than one idea. Please see ACTFL for
Performance Descriptors and Can-Do Statements for guidelines and descriptions of language use in each Mode of Communication
I.4 and Proficiency Ranges within each Mode.
• Students’ interpretive use of target language may be observed in gestures, responses to yes/no, either/or questions, single-word
responses, etc.
• Students’ interpersonal use of target language may be observed in whole group and/or individual response to and interaction with the
teacher.
• In regards to bullets in the FET that call out use of academic language “with peers” and/or “in collaboration with other students”: The
teacher models proficient language. When appropriate to students’ proficiency ranges, group work, cooperative learning, and paired
practice may or may not be observed.
• Distinguished teacher behavior “enables students’ transfer of academic language to real world situations” may be observable in
Personalized Question and Answer (PQA), free writes, etc.

• Determining whether misunderstandings stem from language is essential.

• Frequent checks of all students for understanding of the comprehensibility of target language use by the teacher/in a text/etc., are
observable in choral and individual response to yes/no, either/or, who, what, where, when, how questions, etc.; asking students to
translate; students use of gestures in response to teacher language; etc.
• Whole-group questioning and response is appropriate, necessary and optimal; individual questioning occurs, but with less frequency.*
I.5 • Teacher adjusting instruction based on checks for understanding may be observed in reminding students of the expectation for 100%
choral response, offering support to students who cannot/do not answer by restating/showing word wall or visuals/providing peer
assistance/circling target structure again/offering either/or etc.
• One way that progress monitoring may occur is when students indicate they do not understand or need the teacher to slow down.
• Distinguished teacher behavior: Utilizes student reflection document and/or ACTFL “Can-Do” statements.

• Observer will most likely see whole-group, teacher-led differentiated activities based on students’ proficiency ranges
• Examples of effective differentiation evidence can include: supporting students who cannot answer by repeating the questions, word
I.6 wall supports, using gestures, using visuals, providing peer assistance, classroom “jobs” (e.g., text writer, quiz writer, tallier, actor,
etc.).

• Motivational feedback/encouragement is appropriate. Some feedback may be in the form of recasting (restating what student said in
accurate academic language). Next steps may be geared toward repetition of the same vocabulary structures.
I.7 • Distinguished teacher behavior: Consistently uses ACTFL Can-Do statements to encourage students to identify next steps.
• Distinguished student behavior: Students consistently use ACTFL Can-Do statements to explain how their work/responses meet the
expectations of content-language objective(s).

• Students acquire language through comprehensible input (viewing/listening/reading language from a fluent speaker or
comprehensible source). Collaboration most often occurs between the teacher and whole group/teacher and individual students.*
• Teacher encourages students to answer questions (e.g., when cued by the teacher, students’ collaboration is observed in choral
response, orally or in gestures).
• More student-to-student collaboration may be seen as students’ proficiency ranges progress, but at the Novice Level (typically Level
1, 2, 3) collaboration may include echoing and choral repetition.
I.8 • During the silent period, students develop expressive language when actively listening as an audience member even if they are not
communicating/collaborating with other students. Expectations are aligned with students’ proficiency ranges.
• Digital resources should be used to provide pictures and language support.
• Novice Level students (typically levels 1, 2, 3) may or may not yet possess enough vocabulary, structure or control to act as facilitators
and may or may not initiate/create questions for each other or the teacher.
• Scaffolded questioning also involves differentiation of questions for students who process language at different rates. In the case of a
high-level question (e.g., synthesis, inference, “Why?”), only a few students may be observed responding.

• *Depending on level, these bullets may or may not apply to Spanish Heritage Speaker classes.

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STUDENT PERCEPTION SURVEY
Student Perception Survey Overview
Administering the SPS
Using SPS Results
SPS Scoring and Reporting
Research and Resources
STUDENT PERCEPTION SURVEY

STUDENT PERCEPTION SURVEY OVERVIEW

Student Perception Surveys (SPS) ensure that students have a confidential way to provide meaningful
feedback to their teachers. Why is student feedback important? Although teachers are the experts at
teaching, students are the experts at learning. The most successful classrooms are those where students
and teachers work together in partnership!
According to recent research, much of which is listed in the Research and Resources section at the end
of this handbook, Student Perception Surveys highly correlate with student achievement. This means
that the SPS results align with measures of student academic success. Feedback from the SPS helps
teachers and administrators identify areas of strength and growth in order to provide students with the
best learning experience possible.
The Student Perception Survey provides teachers and school leaders with a unique perspective on
teachers’ educational practice as experienced by students. Teachers and school leaders can reflect
on SPS data to better understand student experiences, and then reflect on strength and growth areas
aligned to LEAP to improve practice and ensure that every child succeeds.

The SPS is:

• A measure of each student’s viewpoint of the functionality of their teacher’s classroom.
• A valuable coaching and professional development tool for teachers and school leaders, best utilized when
preparing Professional Growth Plans (PGPs), individualized coaching sessions and professional learning
opportunities that are aligned to specific areas of strength and growth.
• An objective, research-based tool that has been refined based on data analysis and feedback from the field.

The SPS is not:

• A popularity contest. The SPS questions focus on teachers’ instructional behaviors in the classroom and
measure the extent to which students feel supported when learning.
• An opportunity for students to manipulate teachers’ performance ratings. The SPS includes specific items
that are designed to ensure students respond authentically. Denver Public Schools (DPS) removes student
data from a teacher’s effectiveness rating if a student responds to questions with one universal answer
(“Always” or “Never”) when the cross-check question requires the opposite response.

Administering the SPS

The SPS is administered online in the late fall and early spring (the second (spring) administration is optional for
teachers who administered in the fall). Students in grades 3–12 participate. Early Childhood Education-2nd grade
students do not participate in the SPS.
Why do we administer in the fall? Based on internal DPS research on SPS data and research from the Measures
of Effective Teaching (MET) project, it was found that student responses do not vary significantly between the fall
and the spring. In fact, the MET study concluded that surveys done only a few weeks into the school year can be
considered valid and are consistent with survey responses captured at various times throughout the year.
A late fall survey is also ideal given the heavy workload and assessment schedule facing many teachers in the
spring. Another benefit of the fall administration is that it allows teachers more time to use their SPS results to
adjust and improve instructional practices in the classroom over the course of the school year.
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Using SPS Results
The SPS was designed to capture key aspects of student-teacher interactions as they are perceived by students.
The SPS provides teachers with a different viewpoint on instruction within the classroom compared to classroom
observations. Student feedback is a powerful tool for reflection and professional learning. The Student Perception
Survey gives teachers a unique way to under- stand students’ experiences in the classroom. Combined with daily
observations of students and their work, these results provide actionable feedback on instructional practice that
can help teachers build upon strengths and identify areas for growth.
This section includes tools and strategies that teachers can use to understand their results and create action plans
based on them, including:
• How the questions are organized when reporting on results of the SPS.
• The Teacher Self-Assessment Tool that teachers can use to compare their perceptions of their classroom
with those of their students.
• Guiding questions and strategies for reflecting on SPS results.
• The SPS Reflection Tool to help teachers unpack their SPS results.
• Guidance about how teachers can share their SPS results with their students.

How is the SPS Organized?

The SPS questions fall into the following categories:

Facilitates Learning
The teacher supports students’ understanding of academic content and encourages students to think critically and
explain their ideas.
Examples:
• My teacher is good at explaining things that are hard to understand.
• My teacher helps me understand my mistakes so that I can do better next time.

Supports Students
The teacher supports students emotionally and creates an engaging classroom learning environment.
Examples:
• I like the way my teacher treats me.
• My teacher listens to me.

High Expectations of Students

The teacher communicates and demonstrates high expectations for student behavior and academic effort.
Examples:
• My teacher makes sure that students in this class behave well.
• My teacher makes sure I do my best in school.

Students respond to each of the items on the survey using a common frequency scale:

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Teacher Self-Assessment Tool
One helpful strategy you can employ to help interpret and use SPS results is to compare student perceptions to your
own perceptions by using the self-assessment tool. The self-assessment tool questions align to the SPS questions
that students answer. Answering the self-assessment tool questions allows you to compare your own perceptions of
practice directly to student perceptions.
The self-assessment tool can be found on the LEAP website in the Student Perception Survey section. The self-
assessment tool questions mirror the SPS questions and allow you to reflect on your performance on the same
response scale that students use.

SPS ITEM SELF-ASSESSMENT ITEM

• My teacher listens to me. • I listen to my students.

• My teacher explains what we are learning and why. • I explain to my students what we are learning and why.

How to Use 7he Self-Assessment Tool

• If possible, you should do this self-assessment prior to reviewing SPS results—although it’s still very
insightful to do it after receiving results.
• You should answer the questions honestly and not overthink them. The initial answer is often the best one.
• After completing your self-assessment and reviewing student responses, think about the following questions:
• How similar or how different were your responses from your students? What surprised you?
• On questions where there were differences between you and your students, what do you think
might account for those differences? How might you gather more feedback from your students to
give you more insight into these differences and identify ways to address them?

Reflecting on SPS Results

Set aside sufficient time to review and reflect on the SPS results from your students. Your SPS results encompass
questions grouped into three categories. The SPS report, located in the LEAP Application Tool, includes breakdowns
of students’ responses to each question and category, as well as breakdowns by student demographics and
comparisons to teachers in your peer group and school. There is a wealth of information, so ensure you have
sufficient time to review and understand it.
When reviewing your SPS results, think about the following questions: (The following SPS Reflection Tool section
can also guide you through this process.)
• What are your initial thoughts about your results? Does anything surprise you? What are you most proud of?
• What do students seem to be saying? What trends do you notice?
• How do your students’ responses confirm or change your instructional choices?
• How can you incorporate this information in developing your teaching practice? How do these results inform your
progress toward your Professional Growth Plan?
• How do your results compare to your own perceptions of your classroom? (The SPS teacher self-assessment tool
can be informative here.)
• What support do you need to grow based on these results?
Collaborate with a trusted colleague or with your team to help you think about your results and how to use them in
your practice. Discussing similarities and differences in your results with colleagues is a powerful way to identify
common strengths as well as strategies for improvement.
Consider sharing and discussing your results with your students. Your students are the best people to clarify
results that are confusing or to elaborate on your strengths. Your students can also help you create effective
strategies to address areas for growth. By sharing your SPS results with your students, you demonstrate that you
take their feedback seriously and value their input and their role in the learning process.
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SPS Reflection Tool
The SPS Reflection Tool gives you a framework for reviewing and reflecting on the SPS results from your students.
The tool guides you through a series of steps:
• Analyze—What are my results?
• Interpret—What do my results mean?
• Connect—How do my results compare to other information about my instructional practice?
• Reflect—How might these results have come about in terms of my strategies and practice?
• Plan—What are the next steps for developing my practice?

How to Use the SPS Reflection Tool

Start with some of the “big picture” reflection questions outlined in the Reflecting on Your SPS Results section of
this guide (above). Then move to some additional reflection questions such as:
• How do your results compare to your own perceptions of your classroom? (The SPS teacher self-assessment
tool can be informative here.)
• Connect SPS results and observation feedback based on the DPS Framework for Effective Teaching. Do you see
any connections in the feedback you have received between these two separate measures?

After completing your reflection, create an action plan to identify next steps for your professional growth that
includes the following:
• What are your next steps?
• What are your goals?
• Who will you need support from?
• How will you know if you have met your next steps?
• How and when will you monitor and assess progress?

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 SPS REFLECTIONS: AREAS OF STRENGTH

STEP EXAMPLE YOUR RESPONSES

ANALYZE

• Which category had the highest • Supports Students—88% positive

“percent positive” score? Is your score • My teacher cares about me (90%
in this category higher or lower than positive).
your school peer group and district
average? • My teacher listens to me (89% positive).
• Which questions in this category had • My Hispanic students responded
the highest “percent positive” scores? somewhat less favorably (80R% positive
versus 88%).
• Did all groups of students respond in
the same way?

INTERPRET

• What do these responses mean to • My students know that I’m interest- ed

you? Why do you think your students in them and their perspectives.
responded favorably to these questions? • My Hispanic students may not feel as
• Was this the same category you rated confident about my interest in them as
yourself highest on my other students.
in your SPS self-assessment? • I rated myself highest in High
Expectations.

CONNECT

• How do the results compare to other data, • These results align with feedback from
such as my Assistant Principal (AP) based on
feedback from observations? observations that my practice in LE.2
is consistently effective, specifically in
demonstrating caring about students as
individuals.

REFLECT

• Which instructional practices may • Weekly journal writing

have contributed to these favorable • Beginning of year student interest
responses? surveys
• Greeting students at the door daily

PLAN

• How can I build upon this strength in • Take the strategies I’ve used to build
future work to improve my teaching relationships with students and ask
practice and student learning? students to do those things with each
other, such as interviewing each other
or partnering up based on interests.
• Direct more questions to my Hispanic
students to make sure I engage with
them as much as other students.

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 SPS REFLECTIONS: AREAS FOR GROWTH

STEP EXAMPLE YOUR RESPONSES

ANALYZE

• Which category had the lowest • High expectations - 47% positive

“percent positive” score? Is your • My teacher only accepts my best effort (40%
score in this category higher or positive)
lower than your school peer group
and district average? • In my teacher’s class, I have to work hard
(45% positive)
• Which questions in this category
• My female students responded somewhat
had the lowest “percent positive”
scores? less favorably (40% positive vs. 47% )
• Did all groups of students respond in
the same way?

INTERPRET

• What do these responses mean to • My students don’t think that I challenge

you? Why do you think your students them enough.
responded less favor- ably to these • I may be assuming that the girls in my class
questions? don’t need to be motivated because they
• Was this the same category you rated tend to perform well.
yourself lowest on in your SPS self- • I rated myself highest in this category.
assessment?

CONNECT

• How do the results compare to • My AP has shared that my ability to explain

other data, such as feedback from things clearly is a strength (I.3), but that
observations? my learning activities don’t always offer
enough cognitive challenge (I.2). This aligns
to the feedback from my students.

REFLECT

• Which instructional practices can I • I may explain too much and don’t let
adjust to improve this area? students engage enough in a productive
struggle.
• Inquiry-based lessons and Socratic
seminars might allow students to wrestle
more with questions and concepts.
• I can focus on making sure that I push the
girls in my class to go beyond their usual
work.

PLAN

• What are my next steps for developing • I will talk with my AP about setting up
this area of my practice? a learning community to develop skills
in inquiry-based lessons and Socratic
seminars.
• I will talk with colleagues about strategies
to keep my female students motivated and
engaged.

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Sharing SPS Results with Students
Student Perception Surveys are much more useful if you share (and use) the results to improve your teaching
practices. Once you receive your SPS results, be sure to examine them to determine what is working well and to
identify areas for growth. Do not take anything on the SPS personally, but instead use the results to create deeper
conversations with your students, colleagues and administration. Tell your students that you plan to incorporate
their feedback into your teaching, and be sure to tell them exactly when you are using one of their suggestions.

Tips for talking with your students about the SPS before it is administered.
• Start with the WHY—Let students know that you value their opinions and that you recognize that they are the
experts on their own learning. Explain that the Student Perception Surveys are a way for them to give helpful
feedback on what is working and not working for them.
• Let students know that the surveys are confidential—teachers do NOT see individual student responses.
• Encourage students to provide honest and specific feedback to help you become the best teacher you can be.
• Explain and demonstrate the difference between criticism and helpful, actionable feedback.
• Tell students that you plan to take the feedback seriously and use their suggestions to help improve the
classroom experience for everyone.
• Let students know when the results will be available and promise to share your results with them.

Tips for talking with your students about your SPS results.
After you receive your results and have had the chance for reflection, discuss your results with your students and
create the space for follow-up, and perhaps more in-depth feedback.
Some questions you can ask are:
• In what ways could I improve
• What works well in this classroom?
• What could we do differently in this classroom?
• What can I do to improve your experience in this class?
There are Student Perception Survey online resources available on the LEAP website to collect more frequent,
formative data to help with this, and to structure activities for students to gain additional insight from them.

SPS Scoring and Reporting

The SPS reports in the LEAP Application Tool were designed to include
information to help teachers identify areas of strength and growth. The
reports include the following:
• Overall SPS Score—The overall SPS score provides information that indicates how well the teacher performed
across all SPS items and categories. The overall score is a “percent positive,” or the percent of responses that
are “Most of the Time” and “Always.”
• Category-level SPS Scores—The category-level results provide information to help teachers identify areas
of strength and growth. Category-level scores are also reported as “percent positive” scores. Categories are
Facilitates Learning, Supports Stu- dents and High Expectations of Learning.
• Item-level SPS Results—The item-level results provide teachers with a more detailed picture of how students
perceive them in the classroom. Item-level results are reported as the percent of responses in each response
option (“Never,” “Some of the Time,” “Most of the Time,” “Always”).
• Demographic Breakdowns—The report includes breakdowns of student responses by characteristics such as
gender, ethnicity, English Language Acquisition (ELA) status, disability status and grade. These demographic
breakdowns allow teachers and school leaders to identify specific sub-groups of students on which the teacher
may want to focus instructional efforts. How the questions are organized when reporting on results of the SPS.
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It’s helpful to review SPS results in relation to average scores for the teacher peer group (e.g., teachers of a similar
type or instructing at a similar education level) and the teacher’s school. Although SPS scores can range from 0%
to 100% positive, most teachers score between 70% and 100% positive. Knowing how each teacher’s score relates
to scores of other teachers in similar assignments can help teachers and school leaders to better understand and
interpret the SPS results. Averages for the school and the teacher peer group are provided in the SPS reports.
In order to ensure SPS results are a reliable and valid source of teacher
performance, DPS applies additional requirements prior to calculating an
SPS score for a teacher:
• Teachers are required to have at least ten “complete” surveys in order to receive a score; a complete survey is
defined as a survey where the majority of survey items are complete. Surveys that are found to be inauthentic
are removed from the analysis. DPS has built in checks to ensure student responses are genuine.
• Students and teachers must have valid IDs entered on the survey so survey authenticity can be verified and
responses for different student demographic groups can be reported. Students must also be assigned to
teachers in Infinite Campus in order to complete the survey for that teacher.

RESEARCH AND RESOURCES

The DPS Data Culture Inquiry Cycle provides a framework for using a variety of data to improve the effectiveness
of instructional practice. You can find an overview of the Inquiry Cycle and resources for implementing it here:
standardstoolkit.dpsk12.org/data-culture/
You can find resources for Professional Learning aligned to SPS categories and the Framework for Effective
Teaching indicators in the LEAP section under Growth and Performance on the Commons.

Measures of Effective Teaching

Research findings from the Measures of Effective Teaching (MET) project—a multi-year, multi-school district study
in which DPS participated—found that teachers’ student survey results were moderately predictive of students’
achievement gains, as measured by standardized tests. In other words, students are able to not only recognize
effective teaching and respectful, learning-focused, classroom environments, but also benefit from that teaching. In
addition, the MET project also found that inclusion of student surveys with classroom observations and achievement
gains in teacher effectiveness measures produced more reliable results than classroom observations and
achievement gains used alone. Learn more about the MET findings at: metproject.org.

Asking Students about Teaching Practitioner Brief

A 24-page resource for practitioners on student perception surveys and their implementation in feedback and
evaluation systems.
metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf

Asking Students about Teaching Summary

A two-page summary on the benefits of student perceptions surveys and on key implementation challenges that
must be addressed.
metproject.org/downloads/Asking_Students_Summary_Doc.pdf

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Student Survey Teacher Q&A
A one-page interview with National Teacher of the Year Sarah Brown Wessling on how student perception surveys
have helped her and her students.
metproject.org/downloads/Asking_Students_Summary_Doc.pdf

John W. Gardner Center at Stanford University

Researchers at the Gardner Center at Stanford have found that caring classroom environments increase students’
motivation to learn, and that students’ perceptions of their classroom environments are predictive of their
motivation and achievement. The following briefs explore the relationship between caring classroom practices,
students’ motivation to learn and academic achievement.

Caring and Motivating Middle School Classrooms

jgc.stanford.edu/resources/publications/Motivation%20-%20Feb%202012.pdf

Practices that Promote Middle School Students’ Motivation and

Achievement
jgc.stanford.edu/resources/publications/JGC_IB_Motivation2010.pdf

Colorado Education Initiative

The Colorado Education Initiative’s Student Perception Survey is used by numerous districts in Colorado. Their
Teacher
Reflection Toolkit contains resources for understanding and using student perception results.
coloradoedinitiative.org/toolkit/teacher/

Tripod
Tripod’s Teacher Toolkit has useful resources for using student perception results to improve instruction.
tripoded.com/teacher-toolkit/

Edutopia
Teacher-focused resources for engaging and utilizing student voices in your classroom to improve student
engagement and learning.
edutopia.org/article/engaging-student-voices-resources

Project Voyce
Programs and resources to empower students to be active participants in their learning. Project Voyce is based in
Denver and works with DPS students and schools.
projectvoyce.org/

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STUDENT GROWTH

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STUDENT GROWTH OVERVIEW

When taken into account with other measures of teacher performance, measures of student academic
growth provide a more holistic picture of the learning that results from teacher actions over the course
of a year than does Professional Practice alone.

The goal is to ensure that the measures being used provide meaningful information about students’ academic
learning and that the LEAP system overall includes multiple measures of student academic growth. This provides
teachers with more comprehensive data and feedback to support their practice and their students’ learning.
Student Growth in LEAP consists of a variety of measures, including:
• Student Learning Objectives (SLOs)—Measures students’ progress toward mastery of the Colorado Academic
Standards and includes multiple sources of evidence, such as interim assessments, performance tasks and
unit assessments.
• School Measures—Measures the academic growth of all students in a school using the academic growth
measures of the district’s School Performance Framework (SPF). This measure is a collective measure of
academic growth that is applied to all teachers within each school. For more information on how SPF growth
is calculated, and the information that is included, please visit http://www.dpsk12.org/spf/.
• State Measures—Measures the growth of a teacher’s own students on state tests over the previous three
school years. This applies to teachers who instruct in the state-tested subject areas of English Language Arts
and Math.

Teachers with State Measures Teachers without State Measures

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Requirements of Colorado Law
The Student Growth component of LEAP is 50% of teachers’ overall ratings in accordance
with Senant Bill 10-191 and State Board of Education Rules

• Individual Measure: Each educator is required to haveat least one measure of student learning that is
individuallyattributed. At DPS these are the SLOs.
• Collective Measure: Each educator is required to haveat least one measure that is collective(defined as“more
than one educator”). At DPS this is the School’sSPF growthmeasure.
• State Assessments: Results from statewide assessments must be included, when available and appropriately
connected to the subject, grade or course for each educator. At DPS this is individually attributable CMAS growth
and SAT (as applicable).
• Growth:Results from the Colorado Growth Model must be included for subjects with statewide results in two
consecutive years. At DPS this is included inindividually attributable CMAS growth and in the School’s SPF
growth measure.

Student Learning Objectives

Student Learning Objectives (SLOs) are course-long learning objectives set by teachers to identify and then monitor
student progress along a learning progression towards critical learning outcomes. Based on the Colorado Academic
and Common Core State Standards, the goal of SLOs is to focus teachers on setting ambitious, realistic and
measurable objectives towards student mastery of the standards.
SLOs allow teachers to start in the right place—determining what students need to know by the end of each course
to graduate college and be career-ready. Teachers then plan backwards in an aligned, thoughtful way to ensure
that instruction and assessment are working in tandem toward our common goal of Every Child Succeeds. By
implementing SLOs, DPS seeks to maximize student growth by making effective teaching practices a part of every
teacher’s planning.
To learn more about SLOs click here

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School Measure
School measure is a collective measure for teachers which is defined by the Colorado Department of Education
(CDE) as student information attributed to more than one educator. The School Performance Framework (SPF)
Growth Indicator rating from the previous academic year – ranging from Does Not Meet to Exceeds – represents the
teacher’s School Measure.
To learn more about the SPF please click here.

State Measures
State measures provide information regarding how teachers impact the academic growth of their students. State
measures examine the average growth of a teacher’s students on CMAS, PSAT and SAT assessments in math and
literacy. Because academic growth is measured by the state only in math and literacy, many teachers in DPS will not
have state measures data.
State measures are based on Student Growth Percentiles (SGPs) that are calculated by the CDE. Therefore, the
following applies to state measures in LEAP:
• Only teachers in grades and content areas with available SGPs will receive state measures scores, which
includes teachers in grades 4–8 in CMAS English Language Arts and Math content areas (NOTE: Although
CMAS assessments are administered in third grade, growth percentiles are not calculated for students
until fourth grade) and grades 9-11 om the PSAT and SAT Evidence-Based Reading and Writing as well as
Math content areas (NOTE: PSAT and SAT Student Growth Percentiles (SGP) will be calculated by CDE as the
assessment data becomes available.)
• CMAS assessments in science and social studies are not included because these assessments are not
administered in consecutive years, therefore growth percentiles are not calculated for those content areas.
• Student growth data is attributed to teachers using our Teacher Student Data Link (TSDL). TSDL links
assessment and course information across content areas so teachers and students can be appropriately
connected. Accurate linkages of students to teachers in TSDL requires accurate scheduling in Infinite
Campus. To ensure accurate student schedules, teachers complete the roster verification process in Infinite
Campus. The student growth information in TSDL is used to determine a teacher’s state measure score in
math and literacy.
Teachers must have at least one year of student growth data linked to them to receive a state measures score.
Therefore, new teachers will not receive a state measure score. The state measure score includes up to three years
of combined student SGPs, as available, to calculate a Mean Growth Percentile (MGP) and Confidence Intervals that
are used to calculate a teacher’s state measure score. In addition those students linked to a teacher must meet set
criteria and must be together at least 80% of a course-term duration to be included in a teacher’s calculated state
measure score.
Please visit this page on The Commons for more information about Student Growth.

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Roster and Content Area Verification
Reflecting on Your
Student rostering and course enrollment within Infinite Campus provides the Student Growth Results
information needed to link students to teachers for the purpose of LEAP Student
Growth. For example, state growth is calculated by aggregating state assessment Set aside sufficient time to
growth results for a teacher’s own students. To ensure the correct students are review and reflect on the
assigned to teachers in Infinite Campus, teachers are asked to do Roster and student growth results for
Content Area Verification several times throughout the school year. your students. Your student
growth results encompass
• The Roster Verification process provides teachers with the opportunity to questions grouped into
confirm they are accurately tied to three categories: SLOs,
the students they teach and/or support on each of their rosters. School measures, and State
measures (if applicable).
• Content Area Verification is the process of reviewing the content area tied You may recall that your SPS
to the course to ensure it aligns results are found in the LEAP
with the content area taught in that course. It is important that teachers Application Tool.
conduct this verification to ensure
they are tied to their students’ growth in the content area they teach. When reviewing your results,
think about the following
questions:
Roster Verification is conducted during the roster verification windows during What are your initial
the two weeks at the end of each term before the grading window opens. thoughts about your results?
Content Area Verification takes place in the first roster verification window, and Does anything surprise you?
is conducted only once in a school year. Why? What are you most
proud of?
District communications will be sent to each school to notify teachers when the
roster verification window opens. Below is a visual of the Roster and Content
What trends do you notice?
Area Verification windows for each term.
What are some ways you
might adjust your instruction
based on this information?
Which of the strategies
you used seemed most
impactful? Why? What
evidence do you have to
support your impact?

How do your results compare

to your own perceptions of
student growth?

What support do you need to

For additional information, visit the LEAP section under Growth and grow based on these results?
Performance on the Commons or the DOTS training page:
thecommons.dpsk12.org/dotstraining

For additional information, visit the LEAP section under Growth and
Performance on The Commons.

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 DPS EQUITY STATEMENT:

“Racial and Educational Equity is our collective responsibility. We will achieve

equity when we dismantle deeply rooted systems of oppression that have historically
resulted in inequitable access and distribution of opportunities and resources
for those who represent marginalized identities, including race, ethnicity, gender
identity, sexual orientation, language and ability. We will create conditions where we
all belong, are included, have clear purpose (why) and have the autonomy to lead in
our respective areas. By creating these conditions, we will eliminate the predictability
of success or failure for our students and team members.”