IE1. Educator Language & Interaction During Instruction

Students show limited responsiveness to variation in instructional delivery; engagement remains flat or inconsistent throughout the session

Student-to-educator exchange is largely absent or one-directional during instruction

Student contributions, when present, occur without consistent acknowledgement within the instructional flow 

Students show little evidence of feeling seen, heard, or affirmed within the learning environment

Some variation in student responsiveness or interaction patterns is evident during instruction, though not sustained throughout  

Student-to-educator exchange occurs intermittently and is not yet a reliable feature of the instructional flow 

Student contributions are acknowledged intermittently or with limited specificity within the instructional flow 

Students show some evidence of feeling affirmed within exchanges, though this is not consistent throughout the session

Variation in student responsiveness and interaction patterns is regularly evident and supports ongoing engagement during instruction 

Student-to-educator exchange is a consistent feature of the lesson, with students actively contributing to the instructional flow

Student contributions are consistently acknowledged and occasionally expanded upon within the instructional flow 

Affirming or responsive language within educator-student exchanges is regularly evident throughout instruction 

Students demonstrate sustained engagement throughout the session, responding actively to dynamic instructional delivery

Student-to-educator exchange is a defining feature of the lesson; students are vocal, responsive, and integral to the instructional flow

Student contributions are consistently acknowledged and extended upon within instructional interactions 

Students show clear and sustained evidence of feeling affirmed, valued, and safe within the learning environment throughout instruction