Jan 20, 2016 - The teacher's feedback to students encourages them to continue building on each other's ideas.

Jan 20, 2016 - The teacher's feedback as she helps students search for evidence in the text is timely and of consistently high quality.

Jan 20, 2016 - The teacher's feedback to students is timely and based on high quality questions that guide student thinking.

Jan 20, 2016 - Students assess and monitor the quality of their own work against the assessment criteria and performance standards using an exit ticket.

Jan 20, 2016 - The teacher smoothly makes a minor adjustment to a lesson based on an identified need to clarify understanding.

Jan 20, 2016 - The teacher persists in finding new ways to assist a student who is struggling with a concept, providing multiple opportunities for understanding.

Jan 20, 2016 - The teacher uses varied approaches for students who have difficulty learning the concept, using concrete models and guided directions to help clarify their understanding.

Jan 20, 2016 - Instructional groups are productive, focused and appropriate to the instructional purposes of the lesson.

Jan 20, 2016 - Students in the established instructional groups are productive and engaged in the task set before them.

Jan 20, 2016 - The teacher's explanation of content is appropriate and connects with the student's prior knowledge by stepping him from hands-on materials to the abstract (written numbers).

Jan 20, 2016 - Instructional materials and resources are suitable to the instructional purposes and hands-on, thereby engaging the students mentally.