The Core Decision Points

During the PROCESS phase, teachers are asking:

What reflection questions am I asking to help students process their thinking?
Strategic questions don't just check for understanding - they teach students how to think about their own thinking. When teachers model metacognitive routines, they're building students' capacity to monitor comprehension, identify confusion, and problem-solve independently.

How am I structuring opportunities for students to engage in meaningful discourse with appropriate language supports?
Academic discussion isn't just about participation. It's about using language to clarify thinking, build on others' ideas, and deepen understanding. When teachers structure discourse with sentence frames, thinking stems, and collaborative protocols, multilingual learners can engage in grade-level conversations while developing academic language.

What formative assessment strategies am I using to gauge learning and adjust instruction in the moment?
Checking for understanding isn't just about knowing who gets it. It's about knowing what to do next. When teachers gather evidence of student thinking during PROCESS, they can adjust in real time - providing more scaffolding where needed, pushing thinking further where appropriate, and ensuring all students are making progress toward the learning target.