The teacher continually adapts the lesson to address student understanding.
The teacher scaffolds instruction and tasks for various students allowing students to access grade-level content and demonstrate independent understanding without reducing the rigor of the standards.
The teacher pre-teaches, re-teaches, or reinforces important skills and concepts through teacher-led small group instruction.
The teacher differentiates activities for use in groups or learning areas to provide targeted practice of previously taught skills/concepts.
Students’ home languages and dialects are accepted, while also teaching literacy skills and conventions.
Teachers leverage technology to meet the needs of individual students (e.g., BPS online programs, audio/video recordings)

1 In science classes, exceptions include well-designed experiments. In Social Studies, texts may be comprised of a variety of grade-appropriate materials, including political cartoons, speeches, source documents, textbooks, etc.

2 Student writing opportunities include both longer, process writing (e.g. brainstorming, outlining, drafting, revising, editing) pieces and/or shorter on-demand writing (e.g., In the page you just read from Romeo and Juliet, use evidence to draw and support one conclusion about Romeo’s character traits). Exceptions to writing in response to texts include lessons targeting foundational skills of reading and writing and narrative writing.

BUFFALO

BPS Instructional Priorities

Instructional Priorities: Literacy

Instructional Priorities: Mathematics

Culture of Learning: Are all students involved in the work of the lesson with the appropriate level of support?

Culture of Learning: Are all students involved in the work of the lesson with the appropriate level of support?

District Materials: Are District materials and curriculum being used effectively and with skilled fidelity?

District Materials: Are District materials and curriculum being used effectively and with skilled fidelity?

Foundational Skills: Are foundational skills being taught explicitly, sequentially, and systematically?

All Students Engage in Grade-Level Math: Do all students engage in daily independent work with grade level math at the appropriate level of depth?

All Students Read: Do all students read anchor texts independently on a routine basis?

All Students Explain Their Thinking:Do all students consistently explain and justify their thinking?

All Students Write: Do all students write to demonstrate deep understanding of the anchor text on a regular basis?

Differentiations: Do all students have the support they need to access and engage deeply with rigorous, culturally responsive, grade-level content?

Differentiation: Do all students have the support they need to access and engage deeply with rigorous, culturally responsive, grade-level content?