CROSS-WALK eleot™ WITH MARSHALL
eleot™
MARSHALL
A. Equitable Learning Environment:
1. Has differentiated learning opportunities and activities that meet
her/his needs
C-h Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students’
learning needs
2. Has equal access to classroom discussions, activities, resources,
technology, and support
A - j Organizes classroom furniture, materials, and displays to support unit and lesson goals.
3. Knows that rules and consequences are fair, clear, and consistently
applied
4. Has ongoing opportunities to learn about their own and other’s
backgrounds/cultures/differences
B-a Clearly communicates and consistently enforces high standards for student behavior
A-h Designs lessons that use an appropriate, multicultural mix of materials and technology.
B. High Expectations Environment:
1. Knows and strives to meet the high expectations established by the
teacher
C-a Conveys to students: This is important, you can do it, and I’m not going to give up on you.
2. Is tasked with activities and learning that are challenging but
attainable
C-g Has students actively think about, discuss, and use the ideas and skills being taught.
3. Is provided exemplars of high quality work
C-e Uses clear explanations, appropriate language, and examples to present material
D-a
Posts criteria for proficiency, including rubrics and exemplars of student work.
C-f Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
4. Is engaged in rigorous coursework, discussions, and/or tasks
5. Is asked and responds to questions that require higher order
thinking (e.g., applying, evaluating, synthesizing)
C-a Conveys to students: This is important, you can do it, and I’m not going to give up on you.
C. Supportive Learning Environment:
1. Demonstrates or expresses that learning experiences are positive
C-b Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and
will achieve at high levels.
2. Demonstrates positive attitude about the classroom and learning
C-d Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.
D-a Posts criteria for proficiency, including rubrics and exemplars of student work.
3. Takes risks in learning (without fear of negative feedback)
C-b Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and
will achieve at high levels.
4. Is provided support and assistance to understand content and
accomplish tasks
C-b Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and
will achieve at high levels.
5. Is provided additional/alternative instruction and feedback at the
appropriate level of challenge for her/his needs
C-a Exudes high expectations, urgency, and determination C-I Deftly adapts lessons and units to exploit teachable
moments and correct misunderstandings.
D-c Uses a variety of effective methods to check for
understanding; immediately unscrambles confusion and clarifies.
that all students will master the material.
D. Active Learning Environment:
1. Has several opportunities to engage in discussions with teacher and
other students
C-f Uses a wide range of well- chosen, effective strategies, questions, materials, technology, and groupings to
accelerate student learning.
2. Makes connections from content to real-life experiences
3. Is actively engaged in the learning activities
J-j Consistently has students summarize and internalize what they learn and apply it to real-life situations and
future opportunities.
C-g Gets virtually all students involved in focused activities, actively learning and problem- solving, losing
themselves in the work.
C-j Consistently has students summarize and internalize what they learn
and apply it to real-life situations and future opportunities.'
E. Progress Monitoring and Feedback Environment:
1. Is asked and/or quizzed about individual progress/learning
D-b Gives students a well- constructed diagnostic assessment up front, and uses the information to fine-tune
instruction.
D-c Uses a
variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
2. Responds to teacher feedback to improve understanding
D-c Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and
clarifies.
D-c Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and
clarifies.
D-a Consistently posts and reviews clear criteria for good work, with rubrics and exemplars of student work at
each level of proficiency.
D-c Uses
a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
3. Demonstrates or verbalizes understanding of the lesson/content
4. Understands how her/his work is assessed
5. Has opportunities to revise/improve work based on feedback
D-d Has students set ambitious goals, continuously self-assess, and take responsibility for improving performance.
D-g Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
F. Well-Managed Learning Environment:
1. Speaks and interacts respectfully with teacher(s) and peers
B-c Wins almost all students’ respect and discipline problems are few and far between.
B-b Is fair and respectful toward students and builds positive relationships.
2. Follows classroom rules and works well with others
B-d Fosters positive interactions among students and teaches useful social skills.
3. Transitions smoothly and efficiently to activities
B-e Teaches routines and has students maintain them all year.
B-h Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
4. Collaborates with other students during student-centered activities
B-d Fosters positive interactions among students and teaches useful social skills.
5. Knows classroom routines, behavioral expectations and
consequences
B-a Clearly communicates and consistently enforces high standards for student behavior.
G. Digital Learning Environment
1. Uses digital tools/technology to gather, evaluate, and/or use
information for learning
2. Uses digital tools/technology to conduct research, solve problems,
and/or create original works for learning
C-f Uses a wide range of well- chosen, effective strategies, questions, materials, technology, and
groupings to accelerate student learning.
A- -h Designs lessons that use an effective mix of high-quality, multicultural learning materials and
technology.
C-f Uses a wide range of well- chosen, effective strategies, questions, materials, technology, and
groupings to accelerate student learning.
3. Uses digital tools/technology to communicate and work
collaboratively for learning
C-f Uses a wide range of well- chosen, effective strategies, questions, materials, technology, and
groupings to accelerate student learning.