A misconception exists among many that raising standards will improve achievement. Raising expectations through standards—without addressing instructional practices—will only widen achievement gaps that exist. One solution espoused by educational reformists is to increase student engagement; however, vague definitions of “student engagement” embedded in walk-through models and appraisal rubrics often create confusion and compromise best practices. To ensure student support systems are not overwhelmed, the general education setting must be addressed. Student engagement is crucial, but employing strategies that appear to be engaging—when, in fact, they are not—is actually counter-productive. It is possible to structure engagement so that every learner is active; it is also possible to have a clear, concrete definition of student engagement. In this session participants will learn the difference between having activity in a classroom and structuring engagement for all.