Data Collection & Coaching Tool
Date: ____________________ Grade/Content:_______________________
Instruction addresses standards and
maximizes opportunities for all students
to access the lesson content and exhibit
disciplinary academic practices (e.g.
SMP, College and Career Ready
Descriptors)
HIGH QUALITY QUESTIONS/TASKS/
TEXTS
Expectations
1.
The teacher uses
high quality
questions/tasks/t
exts that prompt
students’
engagement and
thinking about
the content of the
lesson
Lesson Focus: __
_____ ______________ _ ______________________________
(Check  if Evident; Leave Blank if Not):
A.  The lesson focuses on grade-level cluster(s), grade-level content standard(s) or part(s) thereof.
B.  The lesson has clear, measurable, and observable outcomes related to the learning goal/objective.
C.  The classroom is a positive, safe, and engaging environment
D.  The lesson provides opportunities for students to develop the SEL competencies  Self Awareness Self-Management  Social Awareness
Stage 1
Stage 2
Stage 3
Tasks and questions are/have:
 Primarily lower level Blooms and DOK Level
1
Tasks and questions are/have:
 Cognitively demanding (Upper Level Blooms and
DOK Level 2 and 3)
Task and questions are/have:
 Cognitively demanding (Upper Level Blooms
and DOK Level 3 and/or 4)
 Closed, one correct answer or answer is
obvious
 Open ended, more than one possible response,
require textual evidence
 Requires students to connect their response to a
larger idea, principle or concept within the
discipline; requires textual evidence
 Mathematically relevant
 Mathematically relevant; situated in authentic
and/or real-world context
 Requires students to extend and apply
understanding of concepts, processes, and/or
relationships to authentic and/or real world
problems/issues/situations
 Texts are functional and appropriate to task
 Texts are appropriate to tasks and compel
students to think about the “so whats” of the text
 Texts are appropriate to the task, compelling,
and sufficiently complex
1
Data Collection & Coaching Tool
Instruction addresses standards and
maximizes opportunities for all students to
access the lesson content and exhibit
disciplinary academic practices (e.g. SMP,
College and Career Ready Descriptors)
Notes
(ACADEMIC CONVERSATION AND WRITING)
ACADEMIC DISCOURSE
Expectations
4. The teacher structures
opportunities for
students to engage in
academic discourse
(conversations//writing)
, and teaches students
facilitation skills to
enhance their own
conversations
(Check  if Evident; Leave Blank if Not):
A.  The lesson focuses on grade-level cluster(s), grade-level content standard(s) or part(s) thereof.
B.  The lesson has clear, measurable, and observable outcomes related to the learning goal/objective.
C.  The classroom is a positive, safe, and engaging environment
D.  The lesson provides opportunities for students to develop the SEL competencies  Self Awareness Self-Management  Social Awareness
Stage 1
Stage 2
Stage 3
 Teacher is the primary driver of the
conversation; most exchanges are teacher to
student or student to teacher
 Teacher initiates the conversation; students
begin to engage in pairs, small group etc.
 Students initiate and drive the conversation;
teacher may use students’ thinking to
propel discussions
 Instruction is structured so that few students
are actively engaged and contributing ideas
 Instruction is structured so some or most
students are actively engaged and
contributing ideas
 Instruction is structured so all students are
actively engaged and contributing ideas
 Teacher explicitly teaches and uses scaffolds
(e.g., sentence frames, discussion protocols)
to build language and behaviors for academic
conversations (active listening, questioning,
clarifying, negotiating, etc.) Students rely on
scaffolds and use is stilted
 Teacher coaches students on how to use
academic language and participate in
discussions conversations (active listening,
questioning, clarifying, negotiating, etc.)
Students use scaffolds as needed
 Students fluidly participate in conversations
using internalized protocols for academic
language and behavior conversations
(active listening, questioning, clarifying,
negotiating, etc.)
 Students construct arguments and share
them with peers, but rarely engage each
other’s ideas; students may use evidence
(e.g., explanations, diagrams, graphs, tables,
examples, texts, etc.) to support an idea
 Students challenge and ask for clarification
from their classmates and use evidence (e.g.,
explanations, diagrams, graphs, tables,
examples texts, etc.) to support an idea
 Students critique each other’s thinking and
negotiate understanding using evidence
(e.g., explanations, diagrams, graphs,
tables, examples texts, etc.) to support an
idea. They create new ideas or revise their
thinking.
Data Collection & Coaching Tool
Date: ____________________ Grade/Content:_______________________
Instruction addresses standards and
maximizes opportunities for all students
to access the lesson content and exhibit
disciplinary academic practices (e.g.
SMP, College and Career Ready
Descriptors)
HIGH QUALITY QUESTIONS/TASKS/
TEXTS
Expectations
2.
The teacher uses
high quality
questions/tasks/t
exts that prompt
students’
engagement and
thinking about
the content of the
lesson
Lesson Focus: __
_____ ______________ _ ______________________________
(Check  if Evident; Leave Blank if Not):
A.  The lesson focuses on grade-level cluster(s), grade-level content standard(s) or part(s) thereof.
B.  The lesson has clear, measurable, and observable outcomes related to the learning goal/objective.
C.  The classroom is a positive, safe, and engaging environment
D.  The lesson provides opportunities for students to develop the SEL competencies  Self Awareness Self-Management  Social Awareness
Stage 1
Stage 2
Stage 3
Tasks and questions are/have:
 Primarily lower level Blooms and DOK Level
1
Tasks and questions are/have:
 Cognitively demanding (Upper Level Blooms and
DOK Level 2 and 3)
Task and questions are/have:
 Cognitively demanding (Upper Level Blooms
and DOK Level 3 and/or 4)
 Closed, one correct answer or answer is
obvious
 Open ended, more than one possible response,
require textual evidence
 Requires students to connect their response to a
larger idea, principle or concept within the
discipline; requires textual evidence
 Mathematically relevant
 Mathematically relevant; situated in authentic
and/or real-world context
 Requires students to extend and apply
understanding of concepts, processes, and/or
relationships to authentic and/or real world
problems/issues/situations
 Texts are functional and appropriate to task
 Texts are appropriate to tasks and compel
students to think about the “so whats” of the text
 Texts are appropriate to the task, compelling,
and sufficiently complex
3
Data Collection & Coaching Tool
Instruction addresses standards and
maximizes opportunities for all students to
access the lesson content and exhibit
disciplinary academic practices (e.g. SMP,
College and Career Ready Descriptors)
Notes
(ACADEMIC CONVERSATION AND WRITING)
ACADEMIC DISCOURSE
Expectations
5. The teacher structures
opportunities for
students to engage in
academic discourse
(conversations//writing)
, and teaches students
facilitation skills to
enhance their own
conversations
(Check  if Evident; Leave Blank if Not):
A.  The lesson focuses on grade-level cluster(s), grade-level content standard(s) or part(s) thereof.
B.  The lesson has clear, measurable, and observable outcomes related to the learning goal/objective.
C.  The classroom is a positive, safe, and engaging environment
D.  The lesson provides opportunities for students to develop the SEL competencies  Self Awareness Self-Management  Social Awareness
Stage 1
Stage 2
Stage 3
 Teacher is the primary driver of the
conversation; most exchanges are teacher to
student or student to teacher
 Teacher initiates the conversation; students
begin to engage in pairs, small group etc.
 Students initiate and drive the conversation;
teacher may use students’ thinking to
propel discussions
 Instruction is structured so that few students
are actively engaged and contributing ideas
 Instruction is structured so some or most
students are actively engaged and
contributing ideas
 Instruction is structured so all students are
actively engaged and contributing ideas
 Teacher explicitly teaches and uses scaffolds
(e.g., sentence frames, discussion protocols)
to build language and behaviors for academic
conversations (active listening, questioning,
clarifying, negotiating, etc.) Students rely on
scaffolds and use is stilted
 Teacher coaches students on how to use
academic language and participate in
discussions conversations (active listening,
questioning, clarifying, negotiating, etc.)
Students use scaffolds as needed
 Students fluidly participate in conversations
using internalized protocols for academic
language and behavior conversations
(active listening, questioning, clarifying,
negotiating, etc.)
 Students construct arguments and share
them with peers, but rarely engage each
other’s ideas; students may use evidence
(e.g., explanations, diagrams, graphs, tables,
examples, texts, etc.) to support an idea
 Students challenge and ask for clarification
from their classmates and use evidence (e.g.,
explanations, diagrams, graphs, tables,
examples texts, etc.) to support an idea
 Students critique each other’s thinking and
negotiate understanding using evidence
(e.g., explanations, diagrams, graphs,
tables, examples texts, etc.) to support an
idea. They create new ideas or revise their
thinking.