Engagement

Student Engagement

Goal Setting

Advocacy

• Students’ classroom work embodies substantive intellectual engagement (reading, thinking, writing, problem-solving and meaning-making).
• Engagement strategies capitalize on and build upon students’ academic background, life experiences, culture and language to support rigorous and culturally relevant learning.
• Engagement strategies encourage equitable and purposeful student participation and ensure that all students have access to learning, as well as, academic and behavioral support.

• Students participate in establishing personalized learning goals that are connected to end of year outcomes.
• Students regularly monitor, reflect upon, and discuss progress in order to understand their learning needs to maximize growth.
• Teachers provide students with multiple opportunities to track and interact with their personalized goals and data.
• Teachers meet with individual students for goal setting and support.

• Students engage in academic discourse as well as advocating for his/her own needs.
• Students reflect on their learning and explain what they understand and concepts and/or skills with which they are still struggling.
• Teachers provide students a voice and choice in tasks designed to accelerate their learning.

Student Engagement

Goal Setting

Advocacy

• How do teachers incorporate student collaboration?
• How can teachers ensure that all students in the classroom can relate at some level to the material?
• What background information are teachers building for students in each lesson/unit?
• What strategies and structures are in place to facilitate academic discourse?

• How are students involved with the goal setting?
• How are students keeping track of their data?
• How do students use assessment data to set learning goals and gauge progress to increase ownership in their learning?

• Where is the focus of control over learning?
• What questions, statements, and actions does the teacher use to encourage students to share their thinking with one another, to build on one another’s ideas, and to assess their understanding of one another’s ideas?
• What is the frequency of teacher talk, teacher-initiated questions, student-initiated questions, student-to-student interaction, student presentation of work, etc?

Student Engagement

Goal Setting

Advocacy

• 2a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
• 3d: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

• 2c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
• 3b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

• 2a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
• 2b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
• 2c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
• 2d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.