CTESS ebook

Quality of Engagement Strategies

B1. The teacher effectively uses Opportunities to Respond (OTRs) to impact student learning and/or adjust instruction. Observer considers the Instructional Hierarchy (Acquisition, Automaticity, Application), group vs. individual responding, and response strategies (e.g., verbal, nonverbal, writing, reading), when determining the level of effectiveness. Teachers adjust instruction based on student responses or engagement. OTRs impacted student learning by providing a check for student understanding. AND • I nstruction was validated or adjusted as a result of the OTR (i.e. students’ responses informed the teacher’s instruction). Evident • OTRs impacted student learning by providing a check for student understanding. AND • Instruction was validated or adjusted as a result of the OTR (i.e. students’ responses informed the teacher’s instruction). BUT • There were a few missed OTRs. Partially Evident • OTRs were not effective in impacting student learning. OR • OTRs provided a check for understanding but instruction was not adjusted as a result of the OTR. Not Evident • No OTRs were provided. B2. Engagement is universal: All students have multiple Opportunities to Respond (OTRs) that increase student learning (group or individual). Universal engagement means that at least 90% of the students responded by saying, writing, reading, or doing. OTRs increase student learning by requiring students to demonstrate what they know (e.g., students use whiteboards to complete a multiplication problem, students use a quick write prompt to summarize what they read, students use iPads to take a short quiz). Highly Evident • Two or more Universal OTR strategies (at least 90% of the students responded by saying, writing, reading, or doing) were used effectively for students to demonstrate what they know. Evident • At least one Universal OTR strategy (at least 90% of the students responded by saying, writing, reading, or doing) was used effectively for students to demonstrate what they know. Partially Evident • Less than 90% of the students responded to attempts at Universal OTR strategies by saying, writing, reading, or doing. Highly Evident •

Not Evident •

No Universal OTR(s) were attempted.

*B3. Cognitive rigor of the task was appropriate for skill or knowledge being taught (as defined by the Instructional Hierarchy: Acquisition, Automaticity, Application). The teacher uses questioning and learning tasks that ensure the highest level of cognitive rigor.

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