Students evaluate and reflect on what y y y n n n n y y y 6 60% they learned and how they learned it. Check if Classrooms Observed Total D. Learning engages students in % of less # of higher-order thinking Ys than Ys 1 2 3 4 5 6 7 8 9 50% Relevant, thought-provoking questions are posed to stimulate student thinking beyond recall in order to n n n n n n n n y y 2 20% engage learners in inquiry, challenging their own assumptions and encouraging problem-solving. Students are consistently expected to elaborate on and justify their n n n n n n n n y y 2 20% responses. Students participate in activities that require suspending judgment, coming to consensus, discussing alternatives, y y y y y y n n y y 8 80% prioritizing, negotiating, evaluating, and other skills. Students are encouraged to voice ideas and opinions without fear of negative y y y y y y y y y y 10 100% consequences. All or most students display y y y y y y y y y y 10 100% persistence with challenging tasks. Check if Classrooms Observed Total RLA Lesson Indicators (CCR SIA % of less # of English) Ys than 1 Ys 1 2 3 4 5 6 7 8 9 50% Lesson clearly reflects the concepts and skills of a mixture of CCR reading, y y y y y 5 100% writing, speaking and listening, and language standards. A majority of class time is spent reading, writing, or speaking directly y y y y y 5 100% about a text or multiple texts. a The text(s) central to the lesson displays exceptional craft and thought y y y y y 5 100% and/or provides useful information. Questions and tasks consistently or often stimulate student thinking beyond recall and ask them to draw n n n n y 1 20% evidence from the text(s) to support their ideas and inferences. Questions are sequenced to support students’ delving deeper into text(s) to n n n n y 20% build their understanding of the big
Students evaluate and reflect on what they learned and how they learned it. y y y n n n n y y y 6 60% D. Learning engages students in higher-order thinking Classrooms Observed Total # of Ys % of Ys Check if less than 50% 1 2 3 4 5 6 7 8 9 Relevant, thought-provoking questions are posed to stimulate student thinking beyond recall in order to engage learners in inquiry, challenging their own assumptions and encouraging problem-solving. n n n n n n n n y y 2 20% Students are consistently expected to elaborate on and justify their responses. n n n n n n n n y y 2 20% Students participate in activities that require suspending judgment, coming to consensus, discussing alternatives, prioritizing, negotiating, evaluating, and other skills. y y y y y y n n y y 8 80% Students are encouraged to voice ideas and opinions without fear of negative consequences. y y y y y y y y y y 10 100% All or most students display persistence with challenging tasks. y y y y y y y y y y 10 100% RLA Lesson Indicators (CCR SIA English) Classrooms Observed Total # of Ys % of Ys Check if less than 50% 1 2 3 4 5 6 7 8 9 Lesson clearly reflects the concepts and skills of a mixture of CCR reading, writing, speaking and listening, and language standards. y y y y y 5 100% A majority of class time is spent reading, writing, or speaking directly about a text or multiple texts. y y y y y 5 100% The text(s) central to the lesson displays exceptional craft and thought and/or provides useful information. y y y y y 5 100% Questions and tasks consistently or often stimulate student thinking beyond recall and ask them to draw evidence from the text(s) to support their ideas and inferences. n n n n y 1 20% Questions are sequenced to support students’ delving deeper into text(s) to build their understanding of the big n n n n y 1 20% a
7AggregationSummaryObservationDataSample.docx