NEPF Evidence Tool - Instructional Standards (Sample)
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StandardIndicatorDateDateDateDateDate
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S1 - New Learning is Connected to Prior Learning and ExperienceS1.I1 - Teacher activates all students’ initial understandings of new concepts and skills
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S1 - New Learning is Connected to Prior Learning and ExperienceS1.I2 - Teacher makes connections explicit between previous learning and new concepts and skills for all students
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S1 - New Learning is Connected to Prior Learning and ExperienceS1.I3 - Teacher makes clear the purpose and relevance of new learning for all students
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S1 - New Learning is Connected to Prior Learning and ExperienceS1.I4 - Teacher provides all students opportunities to build on or challenge initial understandings
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S2 - Learning Tasks have High Cognitive Demand for Diverse LearnersS2.I1 - Tasks purposefully employ all students’ cognitive abilities and skills
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S2 - Learning Tasks have High Cognitive Demand for Diverse LearnersS2.I2 - Tasks place an appropriate demand on each student.
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S2 - Learning Tasks have High Cognitive Demand for Diverse LearnersS2.I3 - Tasks progressively develop all students’ cognitive abilities and skills
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S2 - Learning Tasks have High Cognitive Demand for Diverse LearnersS2.I4 - Teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socio- economic status
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S3 - Students Engage in Meaning-Making through Discourse and Other StrategiesS3.I1 - Teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students.
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S3 - Students Engage in Meaning-Making through Discourse and Other StrategiesS3.I2 - Teacher provides opportunities for all students to create and interpret multiple representations.
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S3 - Students Engage in Meaning-Making through Discourse and Other StrategiesS3.I3 - Teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships.
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S3 - Students Engage in Meaning-Making through Discourse and Other StrategiesS3.I4 - Teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students.
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S4 - Students Engage in Metacognitive Activity S4.I1 - Teacher and all students understand what students are learning, why they are learning it, and how they will know if they have learned it.
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S4 - Students Engage in Metacognitive Activity S4.I2 - Teacher structures opportunities for self- monitored learning for all students.
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S4 - Students Engage in Metacognitive Activity S4.I3 - Teacher supports all students to take actions based on the students’ own self-monitoring processes.
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S5 - Assessment is Integrated into InstructionS5.I1 - Teacher plans on-going learning opportunities based on evidence of all students’ current learning status.
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S5 - Assessment is Integrated into InstructionS5.I2 - Teacher aligns assessment opportunities with learning goals and performance criteria.
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S5 - Assessment is Integrated into InstructionS5.I3 - Teacher structures opportunities to generate evidence of learning during the lesson of all students.
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S5 - Assessment is Integrated into InstructionS5.I4 - Teacher adapts actions based on evidence generated in the lesson for all students.
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