Rocketship Education

Vision of ExcellenceWhat is the Vision of Excellence?The Vision of Excellence (VOE) captures our best thinking on what it takes to be a successful beginning and veteran teacher at Rocketship Education. For beginning educators and experienced teachers new to Rocketship, we have developed the Rocketship Top Ten which outlines the most foundational teaching practices in the areas of instructional planning and classroom management and culture necessary for success at Rocketship. We believe that reaching proficiency in these ten areas helps teachers develop the necessary skills and experiences to then tackle more advanced teaching practices and to integrate fully into the Rocketship school community.

The Vision of Excellence captures the ideal student outcomes that Rocketship teachers strive to achieve with their Rocketeers, the student evidence that tells our teachers when they are on the right track towards reaching these outcomes, and the instructional best practices they’ll need to employ to reach this vision. This serves as the aspirational vision for all teachers once a teacher has mastered the Rocketship Top Ten.

The Vision of Excellence is student-centered because it is Rocketship Education’s belief that exceptional teaching is fundamentally not about what specific actions teachers take, but about what outcomes teachers achieve. In short, we know that there are many paths that lead to the student outcomes we seek and our approach of evaluating teacher actions through student outcomes allows for maximum flexibility, decision-making and innovation on the part of our teachers and teacher coaches to define their unique path to reaching the desired student outcomes. We also think our focus on student actions and outcomes helps us answer the two questions that guide all of our work: 1) To what extent are Rocketeers mastering rigorous content necessary for success now and into the future? and 2)To what extent are Rocketeers developing the enduring drive, habits and beliefs necessary for success now and into the future?

The VOE serves four primary functions:

To provide a roadmap for new teachers by explicitly naming the most foundational teacher actions necessary for success at Rocketship Education. To provide direction for teacher coaches by highlighting the greatest priorities for new teachers as well as the highest leverage teacher actions for all

teachers. To provide a common language and shared vision of excellence for teaching and learning To create and reinforce a shared expectation for instructional practice to facilitate teacher coaching, professional development and evaluation.

How is the Vision of Excellence organized?Terminology

Rocketship Top Ten: the foundational teacher actions required for success at Rocketship Education. Teachers must first become proficient in these ten practices before moving on to additional focus areas.

Rocketship Recommendations: these are the high-yield teacher actions experience has shown most impact student outcomes at Rocketship Education. These are bolded throughout the VOE.

Teacher Competency Model: The full menu of teacher actions and practices that impact student actions and student outcomes. Domain: one of the two areas of professional practice that comprise the teacher competency model (e.g. “Culture of Achievement”) Pillar: a sub-area of instructional practice within any of the two VOE domains (e.g. “Establish Rigorous Classroom Expectations and Routines”) Element: a component of instructional practice within a pillar (e.g. “Design and Internalization”). Teacher Action: a specific instructional practice within an element that experience has shown most often leads to the student outcomes we’ve

articulated (e.g. “Internalizes classroom procedures, rules, consequences, rewards and behavior tracking systems outlined in the Rocketship Top 100”) Student Evidence: a specific action students would take, knowledge they would possess and beliefs they would hold as indicators that our vision for

student outcomes has been realized Synthesis: a narrative that conveys our highest aspirations for students and what we expect to be true if we’ve reached our vision of excellence

M odel At-a-Glance

Rocketship Top TenThe ten foundational teacher skills for all Rocketship teachersVision of Excellence & Teacher Competency Model

Domain 1: Culture of Achievement Invest Rocketeers in Vision and Goals Establish Rigorous Classroom Expectations and Routines Create a Rocketeer Learning Environment Invest in Rocketship Families and Rocketeer CommunityDomain 2: Rigorous Instruction and Mastery Facilitate Rigorous Instruction Employ an Outcomes-driven Approach

Appendix: Glossary of StrategiesIncludes descriptions of key instructional strategies highlighted in the VOE

While the Vision of Excellence is divided into a series of domains, pillars, elements and teacher actions, it is our belief that all of these outcomes we’re driving towards are mutually reinforcing and therefore the divisions between and within each domain should rightfully be blurred. For example, students’ internalization of their classroom goals serves to increase their investment in the learning. Similarly, deepening investment should enhance a student’s understanding of the content of their goals. Likewise, students’ ability to self-regulate their behavior will allow them to engage with a lesson more deeply. Correspondingly, students who are truly challenged and engaged in a lesson are more likely to make wise choices about their behavior so that they can continue to fully participate in the lesson.

Rocketship Top Ten

This tool serves to highlight the key teacher actions we prioritize for all Rocketship teachers because these ten actions lay the foundations for a successful Rocketeer classroom by creating an environment that is efficient, focused on the achievement of all students, and reflective of Rocketship culture. Rocketship teachers must become proficient in these ten areas before prioritizing other areas of teacher practice to focus on with their coach. We use the descriptions contained in the Vision of Excellence below to deepen our understanding of the Top Ten.

Teacher Actions

Internalizes and implements classroom procedures, rules, consequences, rewards and behavior tracking systems outlined in the Rocketship Top 100

Sweats the details to ensure smooth, predictable, and effective outcomes in everything that is done.

Implements all components of Strong Voice (economy of language, do not talk over, do not engage, square up/stand still, quiet power, self-interrupt, and “register”) as necessary to maintain a commanding, respectful, and purpose-driven presence

Designs intuitive procedures regarding instructional routines, student organization and transitions (Change the Pace, Brighten Lines, All Hands, Every Minute Matters, Look Forward, and Work the Clock) that ensure that every minute in class is effectively used

Ensures that 100% of Rocketeers follow 100% of the directions and procedures 100% of the way 100% of the time

Responds to significant breaches in classroom culture swiftly and fairly and creates a “teachable moment” to reinforce the desired culture

Designs student work displays, tracking systems and incentive systems that all work to reinforce the message that through hard work and persistence, all goals are attainable for all students

Crafts daily objectives that meet the following criteria: Measureable: Teachers can discern whether students have mastered the objective or not Manageable: The objective is “bite-sized” enough to be covered in one lesson but not so small that is allows for any down time Meaningful: The objective is tied to a broader goal and purpose

Create a lesson plan with all five standard lesson components: opening, direct instruction, guided practice, independent practice and closing

Is regularly implementing differentiated instruction (i.e. 1 hour per day of Guided Reading or targeted mathboard/math meeting)

Domain 1: Culture of Achievement

Pillar 1: Invest Rocketeers in Vision and Goals

Synthesis: Rocketeers and their teacher share a common vision of success that, if achieved, will radically transform these students’ lives. Students treat their class and personal goals as a public declaration of what must be true for them by the end of the year and this serves as the engine that drives all of their choices and actions. Rocketeers’ determination and desire to achieve is palpable. Students believe they can achieve great things together and are doing everything possible to do so. Rocketeers are fundamentally motivated by the goals themselves and the sense of personal accomplishment they receive from reaching them and not by promises of rewards. Students believe that setting and reaching goals defines them as Rocketeers both inside and outside the classroom.Student Evidence Teacher Actions

For both academic and personal growth goals, Rocketeers can articulate in their own words:o WHAT their class goals are and what it would mean to reach themo WHY these goals are important to them individually and to the class as

a wholeo HOW these goals connect to their personal motivations and interests

Set individual goals for behavior, academic performance, and/or personal development aligned to their personal priorities

--------------------------------------------------------------------------------------------------------

Express a deep belief in their ability to reach class goals

Express a deep desire to reach their class goals. Rocketeers rely on intrinsic motivation and don’t require extrinsic supplements to motivate them

View assessments as opportunities to demonstrate and celebrate their learning

Know where they stand relative to their goals, their academic strengths and weaknesses, and what they will need to do to improve their work and

Setting Vision and Goals Internalizes academic SMART goals by analyzing their ambitiousness,

attainability and alignment to make them personally meaningful and motivating

Articulates a clear and compelling vision for what Rocketeers should be able to say and do as evidence of the knowledge, skills and mindsets students will have gained by the end of the academic year

Establishes goals for students’ personal growth aligned with Rocketship’s core values of respect, responsibility, persistence and empathy that meet the following criteria:o Enduring: goals focus on developing students’ mindsets and habits

that they will carry forward for years to come (themes might include sense of self, relationships and social skills, commitment to learning, etc.,)

o Observable: a teacher and/or observer can see and hear the extent to which Rocketeers have internalized these mindsets and habits.

--------------------------------------------------------------------------------------------------------“I Can” and “I Want” Builds a sense of “I can” in Rocketeers by messaging that, with hard work,

all students can reach the class goals and reinforces this often.

Builds a sense of “I want” in students by messaging the value of class goals and connecting them to Rocketeers’ interests and motivations.

Messages the value and importance of assessments as opportunities to “show what you know” and actively works to eliminate test anxiety

Reinvests students in class and individual goals by making Rocketeers aware of their progress towards their goals and by praising students’

reach their goals.

Express pride in their personal accomplishments and those of their peers

effort toward the class goals

Designs student work displays, tracking systems, data walls and incentive systems that all work to reinforce the message that through hard work and persistence, all goals are attainable for all Rocketeers

Monitors individual students’ “I can” and “I want” and deploys multiple strategies to increase students;’ investment. Strategies include:o communicating progress towards goals’o using role modelso building personal relationshipso tailoring messages to individual Rocketeers

Pillar 2: Establish Rigorous Classroom Expectations and Routines

Synthesis: The Rocketship 100 Culture Items are well-established and function without teacher prompting. Students thrive in the security created by shared expectations, consistency and a culture of purposeful and organized urgency.Student Evidence Teacher Actions

Know what is expected of them and believe that rules and procedures are established to maximize their learning and create a positive and safe classroom environment

Self-regulate to exceed well-established behavioral expectations and procedural routines and encourage peers to do the same

Internalizes and faithfully follows directives

Internalizes and accept s consequences without debate and eagerly seek to correct misbehavior

Maintain all the above actions across campus even when their teacher is not present

Design and Internalization Internalizes classroom procedures, rules, consequences, rewards and

behavior tracking systems outlined in the Rocketship 100 Culture Items

Designs intuitive procedures regarding instructional routines, student organization and transitions that ensure that every minute in class is effectively used. Strategies include Change the Pace, Brighten Lines, All Hands, Every Minute Matters, Look Forward, and Work the Clock

Communication Provides explicit instructions on and rationale for the Rocketship 100

Culture Items focused on what to do rather than what not to do and is able to do so with decreasing regularity as Rocketeers internalize these expectations

Reinforcement Sweats the details to ensure smooth, predictable, and effective

outcomes in everything that is done

Implements all components of Strong Voice (economy of language, do not talk over, do not engage, square up/stand still, quiet power, self-

interrupt, and “register”) as necessary to maintain a commanding, respectful, and purpose-driven presence

Offers precise praise to reinforce positive choices and behaviors

Redirects inappropriate or off-task behavior using precise language and a variety of strategies (proximity, group reminder, anonymous reminder, signaling, quick word, lightning-quick public correction, consequence)

Ensures that 100% of Rocketeers follow 100% of the directions and procedures outlined in the Rocketship 100 Culture Items 100% of the way 100% of the time

Pillar 3: Create a Rocketeer Learning Environment

Synthesis: The learning environment fully embodies all facets of Rocketeer culture and core values which allows all Rocketeers to operate as a team working urgently to achieve their collective goals. In this culture built upon the foundation of shared expectations and rituals of the Rocketship 100 Culture Items, the class emanates warmth and positivity and every member of the team is valued and celebrated for their contributions to the class. Students challenge themselves and their peers to be better students and teammates. Instructional time is sacred and students make the most of every minute.Student Evidence Teacher Actions

Class Culture Take responsibility for sustaining the culture of the learning environment

through their own actions and by holding their peers accountable for actively promoting and advancing the class culture. Rocketeers exhibit pride in the behavior and efficiency of their class

Express a sense of responsibility for their own learning and that of their peers. Rocketeers share ideas and participate eagerly and don’t hesitate to offer support to a peer who needs it.

Self-regulate to maximize their own learning. This includes coming to class prepared, eliminating distractions that may compromise their learning, working urgently, and finding productive ways to engage when they finish an assignment early or even when the teacher is not present

Dare to take risks by admitting uncertainty and asking for help. Students are persistent eager to “get back on the horse” when they make an academic or behavioral misstep

Class Culture Creates a classroom that embodies the Rocketship core values of

responsibility, respect, empathy and persistence (built on the foundation of the Rocketship Top 100)

Creates a positive and welcoming classroom environment that celebrates students’ backgrounds and differences

Responds to significant breaches in classroom culture swiftly and fairly and creates a “teachable moment” to reinforce the desired culture

Heightens students' urgency and desire to complete assignments, learn new materials and succeed in school

Infuses a culture of teamwork, collective purpose, responsibility and urgency into daily activities and messages

Celebrates Rocketeers who take academic risks and capitalizes on mistakes as learning opportunities for the class

Maintain all the above actions when their teacher is not present

--------------------------------------------------------------------------------------------------------Interpersonal Relationships Display genuine interest in learning more about and developing

relationships with their peers and teacher

Demonstrate sensitivity, empathy and interpersonal awareness in interactions with peers and adults

--------------------------------------------------------------------------------------------------------Interpersonal Relationships Builds authentic personal relationships with Rocketeers

Models appropriate and respectful communication skills

Reinforces and praises productive and supportive peer interactions and relationships

Pillar 4: Invest in Rocketship Families and Rocketeer Community

Synthesis: Rocketeers see their school and family working seamlessly to support their development as scholars and citizens. This web of support further invests students in their success as they consistently hear similar messages at school, at home and in their community.Student and Parent Evidence Teacher Actions

Students: See alignment between academic and personal goals and feel supported

by a network of people at inside and outside the classroom who are working to help them achieve their goals

Strive to meet and exceed the shared expectations set forth by both their school and their family

Parents: Can articulate their Rocketeer’s progress towards all goals and reinforce

these at home

Are acutely aware of what their Rocketeer is learning each day in school

Actively participate in school activities and events including community meetings, exhibition night, teacher conferences and complete parent volunteer hours

Actively engage in the movement of Rocketship to ensure that all schools are great schools and that all parents are informed and empowered

Seek out and speak openly with teachers and school leaders to discuss

Builds trusting relationships with Rocketeers’ parents/families and devotes time and energy to continuously developing those relationships throughout the year while regularly connecting with the greater community. Strategies include:o Home visits (100%)o Parent/family meetingso Parent-teacher conferenceso School-wide eventso Exhibition night

Engages parents and families in reinforcing and monitoring progress towards class goals and in setting, reinforcing and monitoring progress towards personal goals at home

Engages parents and families in the larger movement of Rocketship and great schools throughout their neighborhood, city, and region so that we can ‘Eliminate the Achievement Gap Within Our Lifetimes.’

their Rocketeer’s progress or any other relevant matters

Are capable, confident and dedicated advocates for their Rocketeers, demonstrated by their ability to seek out opportunities for their Rocketeers including a suitable middle school and to engage with teachers and school leaders in an effort to improve the learning environment

Domain 2: Rigorous Instruction and MasteryPillar 1: Facilitate Rigorous Instruction

Synthesis: Students are intensely engaged in the lesson and ready to take on the challenge it presents. It’s clear that the wheels are turning in all students’ heads as they ask pointed questions, make connections between the lesson and prior material or experience and engage in rich discussion. The classroom is abuzz with instructionally-focused conversation. Students enthusiastically share what they’re learning and take advantage of opportunities to dig deeper and more fully express their thoughts. The bar is high and students expect to reach it with the support of their teacher and peers. All lesson activities and assessments confirm that an instructionally transformative experience has occurred for all students.Student Evidence Teacher Actions

Mastery of Rigorous Content Achieve desired learning and create the expected products through each

stage of the lesson

Share what they are learning and why they believe it to be critically important to their success that day and into the future

Lesson Cycle Crafts daily objectives that meet the following criteria:

o Measureable: Teachers can discern whether students have mastered the objective or not

o Manageable: The objective is “bite-sized” enough to be covered in one lesson but not so small that is allows for any down time

o Meaningful: The objective is tied to a broader goal and purpose

Designs and delivers lesson openings that immediately “hook” students onto the material, activates prior knowledge and explains the importance of the objective and how it relates to previous and upcoming lessons

Designs and delivers direct instruction that meets the following criteria:o succinctly, efficiently and captivatingly explains new materialo models the required skills, cognitive processes and desired student

end productso employs student-centered activities

Designs and delivers guided practice that meets the following criteria:o helps to reach lesson objectives in the most efficient and

instructionally rigorous wayo releases increasing responsibility to students throughout guided

--------------------------------------------------------------------------------------------------------

Feel “on the hook” for their learning and display evidence of significant progress towards mastery of the objective

Respond to and build upon the thoughts of their peers

Respond clearly, compellingly and coherently

Take feedback in stride. Rocketeers are able to incorporate their teacher’s feedback and produce a better response as a result of this feedback

practice timeo provides multiple opportunities for all students to practice the

objective in different contexts

Designs and delivers independent practice that meets the following criteria:o helps to reach lesson objectives in the most efficient and

instructionally rigorous wayo fully releases responsibility to studentso provides multiple opportunities for all students to demonstrate

learning

Designs and delivers lesson closings that allow students to summarize their learning, make connections to upcoming lessons and explain the significance of their learning

Provides the greatest “bang for the buck” by optimizing the depth of student learning, the balance of teacher talk to student talk and the number of Rocketeers actively engaged at any one time

Allocates an appropriate amount of time for each lesson component within or across instructional days to maximize efficiency and optimize time spent on student practice, discussion and application of material. Pacing strategies include change the pace, brighten lines, all hands, every minute matters, look forward, and work the clock

Anticipates both conceptual and procedural misunderstandings and proactively addresses them throughout the lesson

--------------------------------------------------------------------------------------------------------Gather Feedback and Adjust Is acutely aware of who knows what at all times in the lesson

Employs checks for understanding throughout the lesson and at the end of a lesson that meet the following criteria:o Consistently focus on the most important ideaso Accurately measure student learningo Efficiently gauge the learning of all students or a strategically selected

subset of students

Adjust to course corrections seamlessly. Rocketeers aren’t “thrown” when the lesson deviates from the plan or norm

------------------------------------------------------------------------------------------------------- Work vigorously at all times without waiting for further instruction or

oversight

Carry a significant portion of the work load throughout all parts of the lesson. Students are working harder, thinking more deeply and talking more than their teacher

Enjoy the challenge of material and eagerly accept more responsibility throughout the lesson without getting frustrated or demotivated

Engage in deep analysis and discussion to fully comprehend the lesson

Ask questions that demonstrate a clear grasp of the material and a desire to learn more

Apply learning from lesson to new and unfamiliar scenarios and situations

Capitalize on student mistakes as opportunities to dig deeper and develop a more complete understanding of the content. The teacher holds Rocketeers accountable for producing accurate and well-presented responses. Strategies include:o Right is Right: Teacher makes student aware when answer is

incomplete or partially incorrecto No Opt Out: Students who answer incorrectly or incompletely at first is

supported until they can answer the question correctlyo Format Matters: Students respond in complete and thoughtful

sentenceso Stretch it: Students are required to support or prove their answers

Adjusts in real time to students’ needs as appropriate. This may mean increasing the pace or rigor of instruction, re-teaching a challenging concept or capitalizing on a teachable moment

--------------------------------------------------------------------------------------------------------Rigor and Differentiation

Capitalizes on opportunities to pass the cognitive work load to students without frustrating or demotivating them. Strategies include:o Customizing the lesson content for individual Rocketeers based on

students’ readinesso Customizing the instructional processes for individual Rocketeers to

allow for increased independenceo Customizing desired products for individual Rocketeers to allow

students to demonstrate mastery at varying levels of Bloom’s Taxonomy.

o Tipping the scales of teacher talk time to student talk time and teacher work to student work in favor of students.

Differentiates lesson materials and instructional strategies during both whole group and small group instruction (e.g. guided reading, math meeting/math board) to ensure that 100% of students can access the material and meet the lesson objective. Strategies include:o Customizing the lesson content for individual Rocketeers based on

students’ interestso Customizing the instructional processes for individual Rocketeers

including use of GLAD strategies such as CCD, Sentence Patterning,

Input Charts, Expert Groups, Songs and Chants, Mind Maps, etc.o Customizing desired products for individual Rocketeers to allow

students to demonstrate mastery in multiple forms

Seamlessly integrates a wide variety of strategies to address the varied needs of all ELLs in the classroom at all times and offers a daily center with differentiated ELL activities and Academic Language instruction during guided reading time

Pillar 2: Employ an Outcomes-driven ApproachSynthesis: The stakes are high and students are confident and eager to take on the challenge. Students view every moment of every lesson and every assessment as an opportunity to work harder, acquire more knowledge and inch closer to their goals. Students have a productive and goal-oriented view of assessments. They are keenly aware of what they know, what they don’t and what they’re going to do about it.Student Evidence Teacher Actions

Know what they are working towards and how they will be assessed

Can accurately describe what they are learning, why they are learning it and how it connects to their larger goals

Most of the student evidence plays out during the lesson cycle. See Pillar 1 for more details.

Assessments & Student Data* Thoroughly understands the data analysis process and DAF tool at

Rocketship and is able to independently analyze data in appropriate manners while identifying and applying appropriate interventions that results in Rocketeers realizing student achievement outcomes

Internalizes suite of diagnostic, formative and summative assessments that meet the following criteria:o Varied: the teacher uses pen and paper tests, portfolios and

performance assessments to get a full picture of students’ learning. Pen and paper assessments incorporate several tasks such as multiple choice and open-ended response

o Efficient: assessment are thorough enough to accurately assess students’ learning while showing concern for time spent testing and grading

o Reliable: assessment items reveal true mastery by testing only one idea at a time, using plausible “distractors” and avoiding “leading” question stems

o Fair: the assessment only assesses standards that have been taught (with the exception of pre-tests and diagnostics) and provides multiple opportunities for students to demonstrate mastery

o Scaffolded: assessment items can discern the extend of student readiness and student mastery by pinpointing where student learning has broken down

Daily, Unit and Long-term Planning* Employs a backwards-planning approach at the lesson-level to ensure that

all instructional choices lead towards mastery of objectives, standards and ultimately the class’ academic goals

Plans well ahead of time and is able to flexibility adjust plans in response to emerging priorities

Internalizes long-term plans, unit plans and SSMs that meet the following criteria:o Well Grouped and Sequenced. Standards and objectives are logically

grouped and sequenced such that the material builds upon itself conceptually over time

o Well Paced: The pacing of the units and long-term plans allow for contingencies, remediation and enrichment

*Rocketship provides many assessments and planning tools to our teachers as part of our investment in instructional quality and teacher sustainability. Excellent teachers must still internalize these tools and make the appropriate adjustments to best suit the needs of their Rocketeers.

Appendix: Glossary of Strategies

Lemov—Sweat the Details

Teacher notices small, minor details (un-tucked shirt, student off-task, student sitting crooked, etc.) and immediately addresses them prior to the culture of the class being affected.

Lemov—Strong VoiceTeacher maintains effective control of the classroom 100% of the time through a calm presence that initiates all seven components of Strong Voice (economy of language, do not talk over, do not engage, square up/stand still, quiet power, self-interrupt, and ‘register’).

Lemov—100%100% of the time students meet the goal of the lesson, follow 100% of the directions, and 100% of the students create the expected product.

Lemov—Precise Praise100% of the time, teacher strategically uses positive recognition and effectively differentiates between acknowledgment and praise.

Lemov—PacingAll minutes in class are used effectively and all six components of Pacing are effectively implemented (change the pace, brighten lines, all hands, every minute matters, look forward, and work the clock).

Lemov—Format Matters…When responding to a question, students always use complete sentences, stretch their answers, and prove their work/responses.

Lemov—No Opt Out100% of the time that a question is asked of a student, the sequence ends with that same student responding to the question through whatever scaffolding is necessary.

ELL InstructionOn a daily basis, teacher purposefully interweaves ELL instruction into guided reading, other sections of the day, and daily ensures that there is an ELL center provided during guided reading as well.

GLAD CCDThis strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the vocabulary and word analysis skills.

GLAD Farmer in the DellThis strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master sentence patterns and structures with the application of taught vocabulary.

GLAD Input ChartsThis strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the content (vocabulary and concepts) of the lesson and includes active student participation.

GLAD Expert GroupsThis strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the content by applying note taking skills through reading material while also working in a positive, collaborative group experience.

GLAD Songs and ChantsThis strategy is used on a consistent basis, when it is most relevant, in thoughtful ways with purposeful chants and songs, and is executed in an incredibly effective manner that ensures all students master the vocabulary, content, and language art skills of a lesson.

GLAD Process Grid and Mind Map

This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the ability to utilize advanced organizers with reading material for content and academic vocabulary.

GLAD Cooperative Strip Paragraph or Group FrameThis strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the writing process.