Modeling Independent Practice Co- teaching Model Lesson Adaptation Academic Vocabulary Guided Instruction Inviting classrooms Summarizing / Note Taking Benchmark- Aligned Tasks and Questions PBIS and AVID Strategies Implemented High Expectations Interventions Focusing on Foundational Skills Evidence of Purposeful Common Planning Depth of knowledge Inquiry- Based Learning Data posted Learning Goals Peer Teaching / Collaboration Scaffolding Evidence of consistent processes and procedures Calming Corner Targeted feedback Evidence of Hands- on Learning Appropriate Wait Time Informative Anchor Charts Building background knowledge Positive Learning Environment Evidence of Oral Language Sentence Starters Evidence of Math MTPs Conferencing Proximity Small Group Instruction in ELA and Math Daily evidence of exit tickets Shared Instruction Technology Usage Name tags on desks Clear processes and procedures Modeling Independent Practice Co- teaching Model Lesson Adaptation Academic Vocabulary Guided Instruction Inviting classrooms Summarizing / Note Taking Benchmark- Aligned Tasks and Questions PBIS and AVID Strategies Implemented High Expectations Interventions Focusing on Foundational Skills Evidence of Purposeful Common Planning Depth of knowledge Inquiry- Based Learning Data posted Learning Goals Peer Teaching / Collaboration Scaffolding Evidence of consistent processes and procedures Calming Corner Targeted feedback Evidence of Hands- on Learning Appropriate Wait Time Informative Anchor Charts Building background knowledge Positive Learning Environment Evidence of Oral Language Sentence Starters Evidence of Math MTPs Conferencing Proximity Small Group Instruction in ELA and Math Daily evidence of exit tickets Shared Instruction Technology Usage Name tags on desks Clear processes and procedures
(Print)
Modeling
Independent Practice
Co-teaching Model
Lesson Adaptation
Academic Vocabulary
Guided Instruction
Inviting classrooms
Summarizing / Note Taking
Benchmark- Aligned Tasks and Questions
PBIS and AVID Strategies Implemented
High Expectations
Interventions Focusing on Foundational Skills
Evidence of Purposeful Common Planning
Depth of knowledge
Inquiry-Based Learning
Data posted
Learning Goals
Peer Teaching / Collaboration
Scaffolding
Evidence of consistent processes and procedures
Calming Corner
Targeted feedback
Evidence of Hands-on Learning
Appropriate Wait Time
Informative Anchor Charts
Building background knowledge
Positive Learning Environment
Evidence of Oral Language Sentence Starters
Evidence of Math MTPs
Conferencing
Proximity
Small Group Instruction in ELA and Math Daily
evidence of exit tickets
Shared Instruction
Technology Usage
Name tags on desks
Clear processes and procedures
