N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 2 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 2 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 2?
 Goal 2: What are the indicators for Standard 2?
Part II – Implications for Mathematics
 Goal 3: What student learning tasks would provide
evidence of the standard?
 Goal 4: What specific tasks can be designed and/or
adjusted to implement them?
NEPF – Standard 2
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Who is a “diverse learner?”
Can you tell by looking at students?
?
Through what lens do we look at
diversity?
What do you see?
And here you see….?
With a simple ‘rotation’…
Did your perception/focus change?
The same change may happen in classrooms. Our initial perception (by
observation) in the classroom may not provide the complete picture.
Diversity
What types of diversity
might we have in our
classrooms and schools?
Diversity
Definition of diversity
The concept of diversity encompasses acceptance and respect.
It means understanding that each individual is unique, and recognizing our
individual differences.
These can be along the dimensions of race, ethnicity, gender, sexual orientation,
socio-economic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies.
It is the exploration of these differences in a safe, positive, and nurturing
environment. It is about understanding each other and moving beyond simple
tolerance to embracing and celebrating the rich dimensions of diversity contained
within each individual.
http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
• Teaching to the wide range of diversities we find in our
classrooms is one of the hardest and most important aspects
of our job as instructors.
• Diversity comes in many forms: personality, race, gender,
class, ethnic background, sexual orientation, religion, class,
natural aptitude for and previous training in the subject matter,
the range and types of previous experience are among them.
• Students come to our material with many perspectives; tapping
into these can enrich everyone's understanding of the subject
at hand and, as well, prepare students for a 21st century in
which the ability to talk with people of other groups is requisite.
• Making learning possible for everyone is the goal, and is often
a challenge. At the very least, it is our professional
responsibility to make learning equally possible for all
students.
A Professional Motto
“Every student
in every classroom,
without exceptions,
without excuses.”
Pat Skorkowsky, Superintendent, Clark County School District
NEPF – Standard 2
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Tasks purposefully
employ all students’
cognitive abilities and
skills
Tasks progressively
develop all students’
cognitive abilities and
skills
Tasks place appropriate
demands on each
student
Teacher operates with a
deep belief that all
children can achieve
regardless of race,
perceived ability and
socio-economic status
Indicator 1
How can. . .
tasks purposefully
employ all students’
cognitive abilities and
skills?
What is meant by “tasks
that employ cognitive
abilities and skills”?
How can teachers use tasks to address….
various ability levels?
working pace?
experience?
backgrounds (e.g., language, culture, socio-economic
status)?
Where can teachers find relevant and worthwhile tasks?
Indicator 2
How can. .
tasks place appropriate
demands on each
student?
What is meant by “tasks
that place appropriate
demands”?
How do we create tasks requiring cognitive effort that challenge
students appropriately (not too easy, not too hard)?
How can tasks be redesigned so that they are not “one-size fits all”?
Indicator 3
How can. . .
tasks progressively
develop all students’
cognitive abilities and
skills?
What is meant by “tasks
that progressively
develop”?
How are tasks designed to allow for deep rather than superficial
learning?
How are tasks connected to overall goals of the unit?
How are tasks designed to develop the target concept for all students?
Are the tasks worth doing? Are they deemed (by the students) worth
the student’s time?
Indicator 4
How do we. . .
operate with a deep
belief that all children
can achieve regardless
of race, perceived
ability and socioeconomic status?
What is meant by “all
children can achieve”?
Is diversity addressed in the classroom? How?
Is student intelligence or ability level fixed (or can it change)?
A video example of a task that
seems to fit this standard . . .
 Discovering Angle Relationships in Reflections
 Grade 9, Math, Transformations
https://www.teachingchannel.org/videos/teachingtransformations
 Video goes here
Did this task address . .
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Different learning styles
Learning Tasks have
Varying grouping
High Cognitive
Pacing
Demand for
Diverse Learners
Making sense of problems
Using appropriate tools
Discovery of concept/rule
Cognitive demand
Progressively employing and developing cognitive
skills
 Responsibility for a part of the solution?
Summary
Learning Tasks
have High
Cognitive Demand
for Diverse
Learners
Next Steps . . .Part II
• What are some current learning tasks that can
be altered to effectively implement this
standard?
• What might this look like in your classroom?
• Where will evidence of Standard 2 be found in
our individual practice?
• How might effective implementation of Standard
2 affect student outcomes?
“Every student
in every classroom,
without exceptions,
without excuses.”
Because we recognize that
students bring diversity to the
class, we will strive to
know our students and
look at ways to address these differences by
providing students with various avenues to

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acquire content
process information
demonstrate what they have learned (product)
For additional NEPF
resources
rpdp.net
Select NEPF