CTESS ebook

engagement),

• teachers offering frequent and specific feedback on student work, • and lesson content that is rigorous and linked to important standards. These same indicators are reflected in the evidence-based instructional priorities embedded within the CSD MTSS Framework, which the IPOP aligns with. In short, the IPOP was designed to: • measure the use of CSD’s Instructional Priorities fairly and as objectively as possible, • provide relevant indicators across grade-levels and subject areas, and • provide teachers with actionable feedback on key indicators of quality instruction that increase the probability of student learning. • Targeted Observation Protocols - Observation tools that provide additional supports to teachers on a specific instructional priority within the CSD MTSS Framework. The specific targeted observation tools include: • Explicit instruction: Explicit Instruction Observation (EIO) • Explicit vocabulary: Explicit Vocabulary Observation Collection Tool (EVOCT) • Feedback: Classroom Observation: Feedback Form (COFF) • Opportunities to respond: Opportunities to Respond: Data Collection, Observation & Reflection Tool (OTR-DORT) • Scaffolded instruction and grouping: Scaffolded Instruction and Grouping (SIG) Observation Form • Classroom PBIS: Teacher PBIS Observation Tool (T-POT) • Cognitive rigor: Teaching for Robust Understanding: Canyons Observation Rubric (TRU-COR) Opportunities to Respond (OTR) A teacher presents students with opportunities to respond, which are a means for students to show what they know by saying, writing, reading, or doing. The teacher creates an opportunity for student thinking to be visible. OTRs can be given to an individual or a group: • Individual OTR Examples: • Teacher asks questions of the whole class and then selects one student to answer • “Michelle, show us all how you work this algebra problem.” • Group OTR Examples: • "Group A, thumbs up if you agree with Group B’s response.” (Non-verbal) • “Let’s read this sentence together. Begin.” (Choral Reading) • Teacher asks all students to hold up their answers (Non-verbal) • Teacher asks all students to write briefly in response to a prompt (Quick Write) • Teacher asks students to share their Quick Write with a partner (Pair-Share) • Teacher directs students to take notes during a presentation (or there is an implied expectation of note-taking) (Writing Response) • Teacher has students turn to their partner and explain the questions they will be answering during their Science Lab (Pair Share) • The whole class responds verbally, all at the same time (Choral Response) Professional Learning Statement - The professional learning statement describes to the administrator whether or not the teacher attended all required professional development and how they have implemented the learned techniques in their classrooms. Additional (non-required) professional learning may also be included in the statement. • Required Professional Learning - Faculty meetings, district curriculum meetings, PLCs, late-start meetings, and other principal-directed professional learning are considered required professional development. • Participates in professional learning courses - The educator completes one or more professional learning Professional Learning •

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