DTGSS Review

In Level 3 of Indicator 1.3, how are differences related to background, identity, language, strengths, and challenges addressed in the classroom?

• Differences are acknowledged and affirmed

• Differences are not acknowledged

• Differences are acknowledged but not affirmed

• Differences are ignored

In Level 3 of Indicator 1.3, how are students encouraged to connect their academic work with their interests and perspectives?

• Students are not encouraged to connect academic work with interests

• Students are encouraged to connect academic work with interests

• Students are encouraged to connect academic work with perspectives

• Students are not encouraged to connect academic work with perspectives

In Level 3 of Indicator 2.1, how are assignments aligned to the standards and lesson objectives?

• 
  Partially aligned

• Fully aligned

• Not aligned

In Level 3 of Indicator 2.2, how are learning experiences designed?

• Primarily teacher-led

• Student-led activities

• Teacher-led with pacing

• Both teacher and student-led

What happens in Level 3 of Indicator 2.3 when checks for understanding occur frequently throughout the lesson?

• Data is not gathered

• Data is used to adjust instruction

• Data is not used

• Data is gathered from all students

In Level 3 of Indicator 2.2, what happens when learning experiences are logically aligned to the objective and coherently sequenced?

• Students don't engage

• Students engage more

• Students engage inconsistently

• Students engage less

What is the role of explanatory devices in Level 3 of Indicator 2.2?

• To assess prior knowledge

• To provide feedback

• To engage students

• To support student achievement

In Level 3 of Indicator 2.3, what are the expectations for student self-assessment?

• Students are expected to self-assess with guidance

• Students are not expected to self-assess

• Students are expected to self-assess independently

In Level 3 of Indicator 2.3, how is feedback provided to students?

• Feedback is not specific

• Feedback is not specific or timely

• Feedback is timely

• Feedback is timely and related to criteria

In Level 3 of Indicator 2.3, what opportunities do students have regarding assignments?

• Students can redo or be reassessed on assignments

• Students are given multiple options to demonstrate learning

• Students' self-evaluation becomes a grade