C1.5
Fostering Equitable Access to Learning 

Integrating

The teacher maintains the cognitive demand of the activities and ensures access for all students by including recommended and additional structures that support multiple means of engagement, representation, action, and expression.

The teacher uses structures that support student access to learning by maximizing student work time for all students.

Implementing

The teacher maintains the cognitive demand of the activities and ensures that students have access to learning by using recommendations for English learners (ELs) and students with disabilities (SWD).

The teacher uses structures that support student access to learning (e.g., gives clear directions to transition students from activity to activity, provides opportunities for movement, ensures adequate levels of student work time, uses structures such as Think-Pair-Share to provide students with opportunity to process and formalize their thinking).

Progressing

The teacher uses scaffolding that reduces the cognitive demand of the activity in a way that no longer meets the learning goal (e.g., recommends a specific approach for problem solving, replaces problems in a manner that detracts from grade-level focus).

The teacher uses structures that limit student access to learning (e.g., excessive transition time between activities, physical transitions interfere with the flow of the lesson).

Emerging

The teacher may modify or replace activities in a manner that detracts from grade-level focus

The teacher may inhibit equitable access to learning by spending too much time with individual students, creating excessive downtime for others (e.g., students who have completed the activity, students who are awaiting support).

⬜ Indicator not observed