1 | Instructional Practice Strand 1: Practice and Interactions | |||||
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2 | Instructional Practice Strand 1: Practice and Interactions | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
3 | 1.1 Lesson Progression and Pacing | Teacher frequently facilitates the progression of the lesson to support student understanding of the identified objective(s). Teacher moves the lesson at a pace that supports student understanding of the identified objective(s). | Teacher consistently facilitates the progression of the lesson to support mastery and ownership of the identified objective(s). Teacher moves the lesson at a pace that supports mastery of the identified objective(s), and adjusts in real-time when needed. | Teacher consistently facilitates the progression of the lesson to support mastery and ownership of the objective(s) and beyond. Teacher moves the lesson at a pace that supports and extends beyond mastery of the identified objective(s), and adjusts in real-time when needed. | ||
4 | What This Might Look Like | The lessons include an entry to the material, delivery of content, and exit from the lesson. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. The teacher takes cues from students (i.e. verbal, eye gaze, hand gestures, switch activation, or communication devices, avoidance behavior, body posturing, etc) and makes adjustments to instruction and activities in real time. Student frequently demonstrates understanding of the learning objectives might look like the student explaining the objectives in their own words (use of eye gaze for communication and choice making, use of object or picture symbols, use of communication devices, authentic skill demonstration, etc) or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences, with few or no exceptions. Lesson pace is adjusted (increase pace, slow down pace to meet unique student needs and processing time) so that the student remain on task and are provided meaningful extension activities related to the objective and/or enrichment opportunities (e.g., Choice Boards, Learning Menus, roles and responsibilities, authentic opportunities to practice skills, etc.) so the student is rarely disengaged and have choice. | With few or no exceptions, teacher structures lessons to include an entry to the material, delivery of content, and exit from the lesson. The activities included in each portion of the lesson build learning so the student is able to progress toward mastery of the lesson content. The teacher takes cues from students (i.e. verbal, eye gaze, hand gestures, switch activation, or communication devices, avoidance behavior, body posturing, etc) and makes adjustments to instruction and activities in real time. With few or no exceptions, student demonstrates ownership of the learning objectives might look like students explaining the objectives in their own words (use of eye gaze for communication and choice making, use of object or picture symbols, use of communication devices, authentic skill demonstration, etc) or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences. Lesson pace is adjusted (increase pace, slow down pace to meet unique student needs and processing time) so that student remains on task and rarely have any down time. Teacher uses engaging, interactive and meaningful learning activities or student-centered lessons so the student is rarely disengaged (e.g., Choice Boards, Learning Menus, roles and responsibilities, authentic opportunities to practice skills, etc.) | With few or no exceptions, teacher structures lessons to ensure all lessons include an entry to the material, delivery of content, and exit from the lesson. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. The teacher monitors and takes cues from student (i.e. verbal, eye gaze, hand gestures, switch activation, or communication devices, avoidance behavior, body posturing, etc) and makes adjustments to instruction and activities in real time and extends beyond mastery, or provides reinforcement of the objective throughout the lesson. With few or no exceptions, student demonstrates ownership of the learning objectives might look like student explaining the objectives in their own words (use of eye gaze for communication and choice making, use of object or picture symbols, use of communication devices, authentic skill demonstration, etc) or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences, with few or no exceptions. Lesson pace is adjusted (increase pace, slow down pace to meet unique student needs and processing time) so that the student remains on task and rarely have any down time. Teacher uses engaging, interactive and meaningful learning activities or student-centered lessons so student is rarely disengaged and has choice (e.g., Choice Boards, Learning Menus, roles and responsibilities, authentic opportunities to practice skills, etc.). The student is provided opportunities to deepen their understanding of identified lesson objectives. | ||
5 | 1.2 Differentiation | Teacher frequently delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher frequently addresses individual student needs. | Teacher consistently delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher consistently addresses individual student needs. Teacher ensures students are aware of their individual needs and guides them to take opportunities to challenge themselves. | Teacher systematically delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher systematically addresses individual student needs. Teacher ensures students are aware of their individual needs and independently take opportunities to challenge themselves. Teacher creates structures to ensure students' final products are indicative of their individual needs. | ||
6 | What This Might Look Like | Teacher often ensures the student has access to the lesson and is appropriately challenged. For example, teacher often adjusts depth, pace and delivery of content or design content or processes to address needs. Teacher modifies activities, provides extra time to complete activities, and collaborates with school staff and families. Teacher ensures lesson content has been adapted to meet the needs of all students (e.g., SpEd, 504, GT, ELL, etc.). Teachers expose students to a variety of strategies and choices to address student needs (e.g., sentence stems, visual brainstorming, open-ended activity, tiered activity, learning menus, authentic activities, activities of daily living, games, role playing, choice boards, etc.) open-ended activity, tiered activity, learning menus, authentic activities, activities of daily living, games, role playing, choice boards, etc.). Lesson is aligned to lesson goals, sequenced, and paced to provides appropriate time for a clear opening, lesson execution and closure. | With few or no exceptions, teacher ensures the student has access to the lesson and is appropriately challenged. For example, teacher consistently adjusts depth, pace and delivery of content or design content or processes to address needs. Teacher modifies activities, provides extra time to complete activities, and collaborates with school staff and families. Teacher ensures lesson content has been adapted to meet the needs of all students (e.g., SpEd, 504, GT, ELL, etc.). Teacher exposes students to a variety of strategies and choices that address student needs (e.g., sentence stems, visual brainstorming, open-ended activity, tiered activity, learning menus, authentic activities, activities of daily living, games, role playing, choice boards, etc.). Lesson is consistently aligned to goals, IEP/504 goals, sequenced, and paced to provide appropriate time for a clear opening, lesson execution and closure. Teacher confers with the student to share the student's scores/progress and needs and a plan for growth. | Teacher creates routines to ensure students have access to the lesson and students take ownership of challenging themselves. For example, teacher has a system in place to adjust depth, pace and delivery of content or design content or processes to address needs. Teacher modifies activities provides extra time to complete activities, and collaborates with school staff and families. Teacher ensures lesson content has been adapted to meet the needs of the student (e.g., SpEd, 504, GT, ELL, etc.). Teacher uses technology and tools such as manipulatives, videos, websites with multiple reading levels, communication devices, switches, math charts, visuals, object and symbol choice boards and calendars, etc, and offers enrichment activities to meet the needs of the learner. Teacher exposes the student to a variety of strategies and choices that address student needs (e.g., build a phrase, sentence stems, visual brainstorming, open-ended activity, tiered activity, learning menus, authentic activities, activities of daily living, games, role playing, choice boards, etc.). Teacher may provide choice boards, learning menus and extension menus to differentiate learning so students take ownership of challenging themselves. Students initiate challenging themselves and seeking out opportunities to challenge themselves. Student might advocate for support in areas of need. Lesson is aligned to lesson goals, logically sequenced, and paced and provides relevant and enriching extensions. Teacher confers with individual students to share the student's scores and needs and helps students plan opportunities for growth. | ||
7 | 1.3 Student Engagement | Teacher solicits and incorporates a variety of viewpoints and responses. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in discussions/activities with teacher support. | Teacher consistently solicits and incorporates a variety of viewpoints and responses. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in questions, discussions, and/or activities with minimal teacher guidance. | Teacher creates structures in order to systematically solicit and incorporate a variety of diverse viewpoints and resources. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in questions, discussions, and/or activities authentically through student-led dialogue. | ||
8 | What This Might Look Like | Teacher asks the student for their point of view during the lesson (e.g., verbal conversations, choice boards, communication and technology devices, object or picture symbol systems, feeling picture choices, student body language or vocalizations, etc.). Teacher includes learning materials (videos, blogs, websites, content readings, pictures, social stories, etc) with authors, characters, or content from a variety of backgrounds (differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, abilities and differing abilities and strengths such as persons with visual impairments, physical challenges, etc.). During class discussions and activities, students respond when the teacher directly asks students, and/or prompts for an answer (responses may include, eye gaze, gestures, pointing or selecting pictures, communication boards, object or picture symbol choices, change in body posturing, etc). Students complete instructional tasks, answer questions, and complete projects/activities. Students follow teacher given directions. Students participate in discussions with teacher support/prompts (e.g., progress and interactions in BLEND, sentence stems, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2, progress charts, communication devices, choice boards, object or picture symbols and calendar or choice systems, responsive body language or activity participation, eye gaze, etc.). During the lesson and independent work time, students are actively engaged with the lesson activities (Chunking, object or picture symbol calendars, authentic activities, visualizing, etc.) and can be seen working on the task, participating in discussion about the task or lesson topics, participation or partial participation depending on student skill level in the activity, signing or signaling for continuation of the activity, reflecting on their work, or asking questions about the lesson content and activities. etc. | With few or no exceptions, teacher asks the student for their point of view during the lesson (e.g., verbal conversations, choice boards, communication and technology devices, object or picture symbol systems, feeling picture choices, student body language or vocalizations, etc.). Teacher includes learning materials (videos, blogs, websites, content readings, pictures, social stories, etc) with authors, characters, or content from a variety of backgrounds (differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, abilities and differing abilities and strengths such as persons with visual impairments, physical challenges, etc.). During class discussions and activities, students respond and participate (with fading support by teacher determined by student ability level skill demonstration), when the teacher directly asks students for an answer (responses may include, eye gaze, gestures, pointing or selecting pictures, communication boards, object or picture symbol choices, change in body posturing, etc). Students complete instructional tasks, answer questions, and complete projects/activities. Students follow teacher given directions. Students participate in discussions with minimal teacher guidance (e.g., progress and interactions in BLEND, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2, progress charts, communication devices, choice boards, object or picture symbols and calendar or choice systems, responsive body language or activity participation, eye gaze, etc.). During the lesson and independent work time, students are actively engaged with the lesson activities (Chunking, object or picture symbol calendars, authentic activities, visualizing, etc.) and can be seen working on the task, participating in discussion about the task or lesson topics, participation or partial participation depending on student skill level in the activity, signing or signaling for continuation of the activity, reflecting on their work, or asking questions about the lesson content and activities. etc. | Teacher creates intentional structures or routines to ensure the student expresses their point of view during the lesson (e.g., verbal conversations, choice boards, communication and technology devices, object or picture symbol systems, feeling picture choices, student body language or vocalizations, etc.). Teacher includes learning materials (videos, blogs, websites, content readings, pictures, social stories, etc) with authors, characters, or content from a variety of backgrounds (differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, abilities and differing abilities and strengths such as persons with visual impairments, physical challenges, etc.). During class discussions and activities, students respond (with fading support by teacher determined by student ability level skill demonstration), when the teacher directly asks students for an answer (responses may include, eye gaze, gestures, pointing or selecting pictures, communication boards, object or picture symbol choices, change in body posturing, etc). Students complete instructional tasks, answer questions, and complete projects/activities. Students follow teacher given directions. Students participate authentically through student led discussions (e.g., progress and interactions in BLEND, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2, progress charts, communication devices, choice boards, object or picture symbols and calendar or choice systems, responsive body language or activity participation, eye gaze, etc.). During the lesson and independent work time, students are actively engaged with the lesson activities (Chunking, object or picture symbol calendars, authentic activities, visualizing, etc.) and can be seen working on the task, participating in discussion about the task or lesson topics, participation or partial participation depending on student skill level in the activity, signing or signaling for continuation of the activity, reflecting on their work, or asking questions about the lesson content and activities. etc. Activities are relevant and meaningful to the student's life and culture. | ||
9 | 1.4 Student-Centered Learning | Teacher effectively provides an appropriate balance of direct instruction and student-centered learning. Teacher provides opportunities for students to take an active role during the lesson to develop conceptual understanding. | Teacher effectively provides an appropriate balance of direct instruction and student-centered learning. Teacher provides student choice in activities that focus students toward mastery of relevant standards. Teacher guides students to take an active role during the lesson to develop conceptual understanding. | Learning is predominately student-centered with teacher acting as a facilitator of learning. Direct instruction is provided when appropriate. Teacher creates systems to ensure students know their levels and make choices in activities that focus students toward mastery of relevant standards and beyond. Teacher creates structures for students to take an active role during the lesson to develop conceptual understanding. | ||
10 | What This Might Look Like | Teacher ensures that lesson activities are not wholly teacher-led, and divides the time so that some activities are teacher-led and other activities are student-centered. For example, in a lesson, for a student with multiple impairments, the beginning of the lesson may include alerting or calming activities, review of object calendar activities to include student SEL/feelings, activity choices, and sequence review of lesson, review and building on student skills, student choice activities, and review of lesson with the schedule/calendar box, followed by calming or alerting activities and preparation for transition to a new lesson or activity. Another example might be starting a lesson with yoga or choice of movement activity, followed by teacher directed lesson, student choice of activities for application of skills, followed by a collaborative teacher/student recap of concepts. Providing opportunities for students to take an active role might look like the teacher providing opportunities to share, the teacher creating a role for the student to take on during the lesson activities, the teacher providing time for students to discuss lesson topics with the teacher before, during, or after the lesson, the teacher providing time for students to reflect on their learning/performance and make adjustments or share their thoughts/understanding with the teacher. | Teacher ensures lesson activities are not wholly teacher-led, and divides the time so that some activities are teacher-led and other activities are student-centered. For example, in a lesson, for a student with multiple impairments, the beginning of the lesson may include alerting or calming activities, review of object calendar activities to include student SEL/feelings, activity choices, and sequence review of lesson, review and building on student skills, student choice activities, and review of lesson with the schedule/calendar box, followed by calming or alerting activities and preparation for transition to a new lesson or activity. Another example might be starting a lesson with yoga or choice of movement activity, followed by teacher directed lesson, student choice of activities for application of skills, followed by a collaborative teacher=student recap of concepts. Teacher adjusts and supports student centered activities throughout the lesson based on student ability level and progress during the lesson. Guiding students to take an active role might look like the teacher modeling strategies and stepping back to allow for greater independence in the student engaging in strategies, providing opportunities to share, the teacher creating a role for the student to take on during the lesson activities, the teacher providing time for student to discuss lesson topics with the teacher before, during, or after the lesson, the teacher providing time for the student to reflect on their learning/performance and make adjustments or share their thoughts/understanding with the teacher. Teacher consistently provides student choice in tasks that connect to the students' lived experiences. For example when teaching a lesson about money, a teacher might provide the student with the choice of using real money, ads and a few items from the local grocery store, looking up desired items to purchase on the internet, budgeting activities, etc. to support student understanding, or when teaching about life cycles a teacher might work with students to plant and take care of a garden, student choice in seeds to plant, etc. when teaching functional skills a teacher might incorporate eating skills with the student's snack or lunch time, including student choice making for desired snacks, etc. | Teacher ensures that lesson activities are not wholly teacher-led, and divides the time so that some activities are teacher-led and other activities when appropriate are student-centered. For example, for a student with multiple impairments, the beginning of the lesson may include alerting or calming activities, review of object calendar activities to include student SEL/feelings, activity choices, and sequence review of lesson, review and building on student skills, student choice activities, and review of lesson with the schedule/calendar box, followed by calming or alerting activities and preparation for transition to a new lesson or activity. Another example might be starting a lesson with yoga or choice of movement activity, followed by teacher directed lesson, student choice of activities for application of skills, followed by a collaborative teacher=student recap of concepts. Teacher adjusts and supports student centered activities throughout the lesson based on student ability level and progress during the lesson. Creating structures for students to take an active role might look like students leading discussions around lesson topics, students engaging in inquiry-based activities, students having choice in the lesson activities, use of choice boards, communication devices for student choices and student initiated requests, choice of activities via object/symbol/picture materials, etc. Teacher systematically provides student choice in tasks that connect to the students' lived experiences. For example when teaching a lesson about money, a teacher might provide the student with the choice of using real money, ads and a few items from the local grocery store, looking up desired items to purchase on the internet, budgeting activities, etc. to support student understanding, or when teaching about life cycles a teacher might work with students to plant and take care of a garden, student choice in seeds to plant, etc. when teaching functional skills a teacher might incorporate eating skills with the student's snack or lunch time, including student choice making for desired snacks, etc. The teacher creates intentional structures and routines to provide students with or allow students to track their own data and use the data to reflect on their strengths and needs to decide which activities/skills to focus on and enhance to mastery or beyond. For instance, in a SBS: students collaborate with the teacher on a skill they struggled with the previous week and write a smart goal for targeting that skill for the upcoming week. Students then return to their smart goals each day to reflect and track. In a reading setting, students know their reading level and can pull books from their leveled section. Another example might be students actively recording data and tracking progress on their IEP/504 plan goals. Teacher provides activity options in class for the student to choose from to practice/extend their learning on these skills/TEKS/IEP/504 plan goals. | ||
1 | Instructional Practice Strand 2: Standards and Alignment | ||||
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2 | Instructional Practice Strand 2: Standards and Alignment | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 2.1 Academic Expectations | Teacher communicates high expectations for academic achievement for all students. Teacher provides problem-solving opportunities that are relevant, meaningful, and aligned to objective(s). Teacher frequently uses relevant and aligned tasks with real-world applications. | Teacher communicates high expectations for academic achievement for all students. Teacher guides students to engage in problem-solving opportunities that are relevant, meaningful, and aligned to objective(s), with minimal teacher support. Teacher consistently uses relevant and aligned tasks with real-world applications. | Teacher communicates high expectations for academic achievement for all students. Teacher creates structures to engage students in problem-solving opportunities that are relevant, meaningful, and aligned to objective(s). Teacher systematically uses a variety of relevant and aligned tasks with real-world applications. | |
4 | What This Might Look Like | Communicating high expectations for academic/functional skills achievement for all students might include posting/sharing/discussing classroom behavior and academic rules in the classroom and holding students to those rules, reviewing their data, discuss the student's learning, setting goals, and progress monitoring with students, working with students to refine skills that didn't initially meet the standard, encouraging students to do their best, take risks, make mistakes, reflect, and try again. Teacher creates activities that allow students to problem-solve in relation to the lesson and directs students through the activities. For example, if a lesson is about using voice to text, the student might identify safe people to contact via text, practice and role play activating a smartphone and dictating text messages, practice sending authentic text messages, student problem solving issues with messaging, such as calibrating voice to the phone settings, slowing down speech, etc. Another example might be problem solving handling a confrontation with another student, via discussion of topic or issue, student feelings, student shares how they tried to solve the problem and guided reflection on outcome, role playing with the teacher to practice, reflection on activities by student, student generated plan of action, etc. Often using a variety of aligned tasks appropriate for diverse learners might look like the teacher frequently providing a video, website, article for students to use, demonstrations and modeling, hand under hand modeling, games, role playing, etc, to learn about the lesson topic before discussing/applying their learning, creating several tasks for students to apply their new learning in different ways (writing, hands-on activities, discussion, scavenger hunt, webquest, video, authentic experiences, student partial participation according to ability, choice making, etc), etc. Teacher frequently chooses tasks that connect to the students' lived experiences, for example when teaching a lesson about money, a teacher might include real money, ads and a few items from the local grocery store to support student understanding, or when teaching about life cycles a teacher might work with students to plant and take care of a garden, when teaching functional skills a teacher might incorporate eating skills with the student's snack or lunch time, etc. | Communicating high expectations for academic/functional skills achievement for all students might include posting/sharing/discussing classroom behavior and academic rules in the classroom and holding students to those rules, reviewing their data, providing a system for the student to track their progress on their lesson/IEP/.504 plan goals and/or student needs, discuss the student's learning, setting goals, and progress monitoring with students, working with students to refine skills that didn't initially meet the standard, encouraging students to do their best, take risks, make mistakes, reflect, and try again. Teacher creates activities that allow students to engage in problem-solving in relation to the lesson and directs students through the activities. Teacher fades supports for student directed choice and activities during the lesson as appropriate based on student responses and performance. For example, if a lesson is about using voice to text, the student might identify safe people to contact via text, practice and role play activating a smartphone and dictating text messages, practice sending authentic text messages, student problem solving issues with messaging, such as calibrating voice to the phone settings, slowing down speech, etc. Another example might be problem solving handling a confrontation with another student, via discussion of topic or issue, student feelings, student share how they tried to solve the problem and guided reflection on outcome, role playing with the teacher to practice, reflection on activities by student, student generated plan of action, etc. With few or no exceptions, the teacher uses a variety of aligned tasks appropriate for diverse learners which might look like the teacher providing a video, website, article for students to use, demonstrations and modeling, hand under hand modeling, games, role playing, etc, to learn about the lesson topic before discussing/applying their learning, creating several tasks for students to apply their new learning in different ways (writing, hands-on activities, discussion, scavenger hunt, webquest, video, authentic experiences, student partial participation according to ability, choice making, etc), etc. | Communicating high expectations for academic/functional skills achievement for all students might include posting/sharing/discussing classroom behavior and academic rules in the classroom and holding students to those rules, reviewing their data, providing a system for the student to track their progress on their lesson/IEP/.504 plan goals and/or student needs, discuss the student's learning, setting goals, and progress monitoring with students, working with students to refine skills that didn't initially meet the standard, encouraging students to do their best, take risks, make mistakes, reflect, and try again. Teacher creates intentional structures that allow students to problem-solve in relation to the lesson and directs students through the activities. Teacher consistently fades supports for student directed choice and activities during the lesson as appropriate based on student responses and performance. For example, if a lesson about using voice to text, the student might identify safe people to contact via text, practice and role play activating a smartphone and dictating text messages, practice sending authentic text messages, student problem solving issues with messaging, such as calibrating voice to the phone settings, slowing down speech, etc. Another example might be problem solving handling a confrontation with another student, via discussion of topic or issue, student feelings, student share how they tried to solve the problem and guided reflection on outcome, role playing with the teacher to practice, reflection on activities by student, student generated plan of action, etc. The teacher creates structures to use a variety of aligned tasks appropriate for diverse learners which might look like the teacher providing a video, website, article for students to use, demonstrations and modeling, hand under hand modeling, games, role playing, etc, to learn about the lesson topic before discussing/applying their learning, creating several tasks for students to apply their new learning in different ways (writing, hands-on activities, discussion, scavenger hunt, webquest, video, authentic experiences, student partial participation according to ability, choice making, etc), etc. | |
5 | 2.2 Lesson Objectives | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Teacher explains what students are learning, why it is important, and guides students to make connections to prior knowledge, real-world experiences, and/or their own lives. | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Teacher supports students to be able to clearly explain what they are learning, why it is important, and how it connects to prior knowledge, real-world experiences, and/or their own lives. | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Students can clearly explain what they are learning, why it is important, and how it connects to prior knowledge, real-world experiences, and/or their own lives. | |
6 | What This Might Look Like | Objectives and success criteria are explicitly communicated at a developmentally appropriate level and in an accessible format or discussed throughout the lesson. Before, during, and at the end of the lesson, the teacher refers to the learning objectives to ensure students know what they should be learning or be able to do by the end of the lesson. Teacher takes the time to explain each learning objective, to explain why the strategies and/or skills are important, and to guide students understanding as to how the learning from each lesson can apply to their own lives and to the real world. Example: working on suffixes teacher provides examples of words ending in ed and ing, and guides the student find their own examples. | Objectives and success criteria are clearly shared at a developmentally appropriate level and in an accessible format or discussed throughout the lesson. Before, during, and at the end of the lesson, the teacher refers to the learning objectives to ensure students know what they should be learning or able to do by the end of the lesson. Teacher connects the lesson content to the objectives across lesson activities and scaffolds explanations in a developmentally appropriate manner to help students connect to prior knowledge, real-world applications, and their own lives. Teacher is able to support students so they are able to articulate or respond to activites (eg: demonstrated through eye gaze, choice making, object or symbol selection, etc), the lesson objectives and the connections they make. | The teacher creates structures to ensure all lessons include an entry to the material, delivery of content, and exit from the lesson. Objectives and success criteria are explicitly explained/referenced throughout the lesson in a manner functionally appropriate to the student. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. The teacher takes cues from students and makes adjustments to instruction and activities in real time. Student consistently demonstrating ownership of the learning objectives might look like student clearly explaining the objectives in their own words or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences. For other students this might look like use of choice boards, authentic demonstration of skills, functional application of skills (ie: using a spoon), use of object or picture symbol calendars, as they progress through a lesson, etc. | |
7 | 2.3 Intervention and Extension | Teacher applies content knowledge to accurately address student misunderstandings and misconceptions and responds with appropriate scaffolding. Teacher frequently provides relevant and aligned, targeted intervention, content delivery, and extension, for all students as needed. Teacher frequently provides opportunities for students to engage in discussions/extensions that are relevant to the lesson objectives. | Teacher applies extensive content knowledge to proactively anticipate, plan for, and preemptively address common student misunderstandings and misconceptions. Teacher consistently provides relevant and aligned, targeted intervention, content delivery, and extension, for all students as needed. Teacher supports students to engage in discussions/extensions that are relevant to the lesson objectives and extend on prior understanding. | Teacher addresses/uses misconceptions to facilitate deeper learning and/or inspire further exploration and discovery. Teacher systematically provides relevant and aligned targeted intervention, content delivery, and extension, for all students as needed. Students initiate and engage in discussions/extensions that are relevant to the lesson objectives and extend on prior understanding. | |
8 | What This Might Look Like | Teacher frequently chooses content delivery methods (videos, mini-lesson, hands-on activities, etc) in accordance with the student IEP/504 plan accommodations and modifications, intervention activities (reteach with manipulatives, online activities, hand under hand demonstrations, teacher modeling, physical and verbal cues and supports, partial participation activities. answering verbally, speech to text, etc), and extension activities (inquiry activities, critical thinking activities, etc.) to the lesson objectives being taught and to students' instructional needs. Teacher frequently provides opportunities during the lesson for students to engage in discussions around the lesson topics in their preferred form of communication. Teacher frequnetly provides activities for students to further their understanding of the lesson topics by setting up opportunities where students can further research specific aspects of the lesson topic that interested them, games/puzzles related to the lesson topic so students can think creatively to problem-solve. Extended practice on key concepts should be provided to meet the student's unique educational needs. Teacher applies content knowledge to accurately address student misunderstandings might look like the teacher using formative assessments, and knowledge of unique student needs to determine student misconceptions and gaps in prerequisite skills, and then using the teacher's knowledge of their content to address those misconceptions through discussions, feedback, or reteaching. Some options for formative assessment tools include: observations, teacher created tests, student work samples, functional skills checklists, developmental checklists, behavior tally charts, parent feedback, exit tickets, etc. | Teacher consistently chooses content delivery methods (videos, mini-lesson, hands-on activities, etc) in accordance with the student IEP/504 plan accommodations and modifications, intervention activities (reteach with manipulatives, online activities, hand under hand demonstrations, teacher modeling, physical and verbal cues and supports, partial participation activities. answering verbally, speech to text, etc), and extension activities (inquiry activities, critical thinking activities, etc.) to the lesson objectives being taught and to students' instructional needs. Teacher supports student engagement in discussions around the lesson topics in their preferred form of communication. Teacher provides activities for students to further their understanding and engagement in the lesson topics by setting up opportunities where students can further research/practice specific aspects of the lesson topic that interested them, games/puzzles related to the lesson topic so students can think creatively to problem-solve. Extended practice on key concepts should be provided to meet the student's unique educational needs. Teacher applies extensive content knowledge in order to proactively anticipate, plan for, and preemptively address student misunderstandings and misconceptions might look like the teacher using formative assessments, and knowledge of unique student needs to determine student misconceptions and gaps in prerequisite skills, and then using the teacher's knowledge of their content to address those misconceptions through discussions, feedback, or reteaching. Some options for formative assessment tools include: observations, teacher created tests, student work samples, functional skills checklists, developmental checklists, behavior tally charts, parent feedback, exit tickets, etc. | Teacher creates a system or routine to provide content delivery (videos, mini-lesson, hands-on activities, etc) in accordance with the student IEP/504 plan accommodations and modifications, intervention activities (reteach with manipulatives, online activities, hand under hand demonstrations, teacher modeling, physical and verbal cues and supports, partial participation activities. answering verbally, speech to text, etc), and extension activities (inquiry activities, critical thinking activities, etc.) to the lesson objectives being taught and to students' instructional needs. Students initiate and engage in discussions around the lesson topics in their preferred form of communication. Teacher plans time and activities for students to further their understanding of the lesson topics by setting up opportunities where students can further research/practice specific aspects of the lesson topic that interested them, games/puzzles related to the lesson topic so students can think creatively to problem-solve. Extended practice on key concepts should be provided to meet the student's unique educational needs. Teacher applies extensive content knowledge in order to proactively anticipate, plan for, and preemptively address student misunderstandings and misconceptions might look like the teacher using formative assessments, and knowledge of unique student needs to determine student misconceptions and gaps in prerequisite skills, and then using the teacher's knowledge of their content to address those misconceptions through discussions, feedback, or reteaching. Some options for formative assessment tools include: observations, teacher created tests, student work samples, functional skills checklists, developmental checklists, behavior tally charts, parent feedback, exit tickets, etc. Teacher highlights misconceptions to inspire further exploration and discovery. | |
9 | 2.4 Content-Specific Language | Teacher frequently uses accurate, content-specific language and tools to convey critical information. Teacher directs students to use accurate, content specific language and tools. | Teacher consistently uses accurate, content-specific language and tools to convey critical information at a high level of rigor. Students to use accurate, content specific language and tools, with minimal teacher support. | Teacher systematically and effectively uses accurate, content-specific language and tools to convey critical information at a high level of rigor. Students independently use accurate, content specific language and tools. | |
10 | What This Might Look Like | Effectively using accurate, content-specific language and tools might look like a teacher using the terms "denominator" and "numerator" instead of top number and bottom number, using the term "setting" instead of "when and where the story takes place", referring to genres of writing by the genre - "realistic fiction", "fairy tale", "news article" - instead of calling all of these stories. In addition using appropriate social emotional language such as "frustrated" verses sad or mad, using picture symbol cards to respond to prompts, use of choice boards, object symbols, "now" and "then", finished baskets, etc. Using appropriate tools might look like using a ruler to measure length instead of using fingers, an abacus for calculation, a talking calculator for calculation, object symbols, etc. Teacher directs students to use accurate, content specific language and tools in accordance to student abilities, communication modalities, and documented accommodations and modifications. Sources of evidence: word walls, vocabulary charts/notebooks, student-created dictionaries, lesson plans and presentation materials, accommodations and assistive technology as indicated in the IEP or 504 plan unique to the student. | Effectively using accurate, content-specific language and tools might look like a teacher using the terms "denominator" and "numerator" instead of top number and bottom number, using the term "setting" instead of "when and where the story takes place", referring to genres of writing by the genre - "realistic fiction", "fairy tale", "news article" - instead of calling all of these stories. In addition using appropriate social emotional language such as "frustrated" verses sad or mad, using picture symbol cards to respond to prompts, use of choice boards, object symbols, "now" and "then", finished baskets, etc. Using appropriate tools might look like using a ruler to measure length instead of using fingers, an abacus for calculation, a talking calculator for calculation, object symbols, etc. Content specific language and tools utilized to convey critical information is at a high level of rigor. Information and language is appropriately challenging for the student based on unique student needs and functioning level. For example, for one student, a high level of rigor may be partial reaching or gesturing towards and object, eye gaze, approximating relevant vocalizations, hand gestures, etc. Teacher guides students to use accurate, content specific language and tools in accordance to student abilities, communication modalities, and documented accommodations and modifications. Sources of evidence: word walls, vocabulary charts/notebooks, student-created dictionaries, lesson plans and presentation materials, accommodations and assistive technology as indicated in the IEP or 504 plan unique to the student. | Systematically using accurate, content-specific language and tools might look like a teacher using the terms "denominator" and "numerator" instead of top number and bottom number, using the term "setting" instead of "when and where the story takes place", referring to genres of writing by the genre - "realistic fiction", "fairy tale", "news article" - instead of calling all of these stories. In addition using appropriate social emotional language such as "frustrated" verses sad or mad, using picture symbol cards to respond to prompts, use of choice boards, object symbols, "now" and "then", finished baskets, etc. Using appropriate tools might look like using a ruler to measure length instead of using fingers, an abacus for calculation, a talking calculator for calculation, object symbols, etc. Content specific language and tools is systematically utilized to convey critical information is at a high level of rigor. Information and language is appropriately challenging for the student based on unique student needs and functioning level. For example, for one student, a high level of rigor may be partial reaching or gesturing towards and object, eye gaze, approximating relevant vocalizations, hand gestures, etc. Students independently use accurate, content specific language and tools in accordance to student abilities, communication modalities, and documented accommodations and modifications. Sources of evidence: word walls, vocabulary charts/notebooks, student-created dictionaries, lesson plans and presentation materials, accommodations and assistive technology as indicated in the IEP or 504 plan unique to the student. | |
11 | 2.5 Anchors of Support and Student Work | Teacher frequently incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is evidence of class collaboration in the creation of anchors of support and teacher directs student use of supports. Student work and exemplars are clearly aligned to current objectives. | Teacher consistently incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is evidence of class collaboration in the creation of anchors of support and students engage with supports with teacher guidance. Student work and exemplars are clearly aligned to current objectives. | Teacher consistently incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is clear evidence of class collaboration in the creation of anchors of support and students independently engage with supports. Student work and exemplars are clearly aligned to current objectives and integrate and build on/reinforce prior or future learning. | |
12 | What This Might Look Like | Student work and exemplars or assignments are frequently posted in the classroom, or provided to the student in an accessible medium. Anchors of support such as reference material, anchor charts, word walls, charts, maps, graphs, choice boards, picture symbols, object symbols, object calendars and other supplemental aids are frequently available in an accessible format at student work spaces and the teacher refers to these frequently when teaching. Students may also have access to other supplemental aids and references such as interactive notebooks, student-created dictionaries, word banks, picture cues, tactile cues, real objects, and/or assistive technology that are designed to support students in meeting the learning goals of the lesson. Bulletin boards, anchor charts, word walls, charts, graphs, object or picture symbol calendars, etc. show evidence of teacher and student creation and are aligned to the objectives for the unit. The teacher directs students in use of these supplemental aids as they work. Student might collaborate with teacher in the creation of anchor charts, word walls, etc. Student work, anchors of support, and supplemental aids clearly align with the learning objectives of the current lesson or unit, IEP or 504 goals and objectives, and are in a format accessible to the student. | Student work and exemplars or assignments are consistently posted in the classroom, or provided to the student in an accessible medium. Anchors of suport such as reference material, anchor charts, word walls, charts, maps, graphs, choice boards, picture symbols, object symbols, object calendars and other supplemental aids are consistently available in an accessible format at student work spaces and the teacher refers to these consistently when teaching. Students may also have access to other supplemental aids and references such as interactive notebooks, student-created dictionaries, word banks, picture cues, tactile cues, real objects, and/or assistive technology that are designed to support students in meeting the learning goals of the lesson. Bulletin boards, anchor charts, word walls, charts, graphs, object or picture symbol calendars, etc. show evidence of teacher and student creation and are aligned to the objectives for the unit. With teacher guidance, students engage in use of these supplemental aids as they work. Student might collaborate with teacher in the creation of anchor charts, word walls, etc. All of the student work, anchors of support, and supplemental aids clearly align with the learning objectives of the current lesson or unit, IEP or 504 goals and objectives, and are in a format accessible to the student. | Student work and exemplars or assignments are consistently posted in the classroom, or provided to the student in an accessible medium. Anchors of suport such as reference material, anchor charts, word walls, charts, maps, graphs, choice boards, picture symbols, object symbols, object calendars and other supplemental aids are consistently available in an accessible format at student work spaces and the teacher refers to these consistently when teaching. Students may also have access to other supplemental aids and references such as interactive notebooks, student-created dictionaries, word banks, picture cues, tactile cues, real objects, and/or assistive technology that are designed to support students in meeting the learning goals of the lesson. Bulletin boards, anchor charts, word walls, charts, graphs, object or picture symbol calendars, etc. show clear evidence of teacher and student creation and are aligned to the objectives for the unit. Students independently engage in use of these supplemental aids as they work a fucntionally appropriate for unique student needs. Student collaborate with teacher in the creation of anchor charts, word walls, etc. All of the student work, anchors of support, and supplemental aids clearly align with the learning objectives of the current lesson or unit and integrate and build on/reinforce prior or future learning, IEP or 504 goals and objectives, and are in a format accessible to the student. | |
1 | Instructional Practice Strand 3: Assessment and Feedback | ||||
|---|---|---|---|---|---|
2 | Instructional Practice Strand 3: Assessment and Feedback | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 3.1 Checks for Understanding and Adjustment | Teacher frequently uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher frequently collects, analyzes, and reflects on student input to monitor and adjust instruction. Teacher provides opportunties to engage in self assessment, goal setting, and progress monitoring. | Teacher consistently uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher consistently collects, analyzes, and reflects on student input to monitor and adjust instruction to effectively respond to unique student needs. Teacher guides students to understand and apply their knowledge and skills to engage in self assessment, goal setting, and progress monitoring. | Teacher systematically uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher systematically collects, analyzes, and reflects on student input to monitor and adjust instruction to effectively respond to unqiue student needs that ultimately increase academic growth. Students apply their knowledge and skills to engage in self assessment, goal setting, and progress monitoring. | |
4 | What This Might Look Like | Frequently using discrete and explicit checks for understanding might look like a teacher asking questions and student responses, requesting student responses via assistive technology, choice boards, object/picture/symbol systems, verbal, writing, or authentic performance of a task. Teacher frequently analyzes student responses to make instructional decisions. For example, while student analyzes or breaks apart a word, teacher and student refer to and/or chart. Teachers may utilize check sheets, tally marks, frequency counts to collect and analyze and reflect on student responses during a lesson in order to monitor and adjust instruction. The teacher frequently gives students access to their data and supports students to self-assess, set learning goals, and monitor their own progress. For example, when using class Dojo, students can see where they struggled and determine a goal for the upcoming week. At the end of the week the student would reflect on progress towards the goal. Another example might be students self-evaluating progress by choosing a pictorial/symbolic example of how they felt about progress on a goal. Students might complete a self-evaluation ticket for each lesson. Student utilizing a chart to document and self-monitor progress. | Consistently using discrete and explicit checks for understanding might look like a teacher asking questions and student responses, requesting student responses via assistive technology, choice boards, object/picture/symbol systems, verbal, writing, or authentic performance of a task. Teacher constantly analyzes student responses to make instructional decisions. For example, while student analyzes or breaks apart a word, teacher and student refer to anchor chart. Teachers may utilize check sheets, tally marks, frequency counts to collect and analyze and reflect on student responses during a lesson in order to monitor and adjust instruction to effectively respond to unique student needs. The teacher consistently gives students access to their data and supports students to self-assess, set learning goals, and monitor their own progress. For example when using class Dojo, students can see where they struggled and determine a goal for the upcoming week. At the end of the week the student would reflect on progress towards the goal. Another example might be students self-evaluating progress by choosing a pictorial/symbolic example of how they felt about progress on a goal. Students might complete a self-evaluation ticket for each lesson. Student utilizing a chart to document and self-monitor progress. | Systematically using discrete and explicit checks for understanding might look like a teacher asking questions and student responses, requesting student responses via assistive technology, choice boards, object/picture/symbol systems, verbal, writing, or authentic performance of a task. Teacher systematically analyzes student responses to make instructional decisions. For example, while student analyzes or breaks apart a word, teacher and student refer to anchor chart. Teachers may utilize check sheets, tally marks, frequency counts to collect and analyze and reflect on student responses during a lesson in order to monitor and adjust instruction to effectively respond to unique student needs. Teacher and student collaboratively apply data collection to target unique student needs in areas for academic/functional skill growth. The teacher and student collaboratively apply their data and support in order to engage students in self-assessment, setting learning goals, and monitoring their own progress. For example when using class Dojo, students can see where they struggled and determine a goal for the upcoming week. At the end of the week the student would reflect on progress towards the goal. Another example might be students self-evaluating progress by choosing a pictorial/symbolic example of how they felt about progress on a goal. Students might complete a self-evaluation ticket for each lesson. Student utilizing a chart to document and self-monitor progress. | |
5 | 3.2 Questioning | Teacher frequently asks, and students answer questions, that support a deeper understanding of the learning objective(s) and reteaches content when necessary. Teacher frequently uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply, and communicate. Teacher consistently provides problem-solving opportunities that are relevant and aligned to the learning objective(s). | Teacher asks, and students answer questions, at the creative, evaluative, and/or analysis levels that support mastery of, and broader connections to the learning objective(s) and reteaches content when necessary. Teacher consistently uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply, and communicate. Teacher consistently provides problem-solving opportunities that are relevant, aligned to the learning objective(s), and meaningful to students. Students engage in higher-order thinking both independently and with peers with teacher guidance. | Teacher consistently plans for, asks, and students answer questions at the creative, evaluative and/or analysis levels that support mastery of, and broader connections to, the learning objective(s) and reteaches content when necessary. Teacher systematically uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply and communicate. Teacher consistently provides problem-solving opportunities that are relevant, aligned to the learning objective(s), and meaningful to students. Students engage in higher-order thinking, both independently and with peers. | |
6 | What This Might Look Like | Teacher uses a variety of strategies or techniques to engage students in thinking around high-level questions. High level questions are those that are based on unique student abilities and functioning levels. Teacher frequently uses a variety of questioning strategies and techniques (sentence stems, authentic performance of tasks, visual charts and supports, wait time, tactile charts and specially designed and formatted supports, verbal questioning, KWL charts, etc) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher to communicate their ideas and understanding. Response platforms should be in an appropriate format to meet unique student needs (braille, voice output devices, speech, gesturing, text to speech, object or picture symbols, eye gaze, etc.) Teacher consistently creates activities that require students to problem solve, and/or draw conclusions; role-playing, authentic experiences, structured problem solving charts and supports, social stories, etc. | Teacher uses a variety of strategies or techniques to engage students in creative, evaluative and/or analysis level thinking that support mastery. Creative, evaluative and/or analysis level thinking activities that support mastery are those that are based on unique student abilities and functioning levels. Teacher consistently uses a variety of questioning strategies and techniques to create an environment where the students have the ability to set goals, reflect, evaluate, apply and communicate (sentence stems, authentic performance of tasks, visual charts and supports, wait time, tactile charts and specially designed and formatted supports, verbal questioning, KWL charts, etc) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher to communicate their ideas and understanding. Response platforms should be in an appropriate format to meet unique student needs (braille, voice output devices, speech, gesturing, text to speech, object or picture symbols, eye gaze, etc.) Teacher consistently provide activities that require students to problem solve, and/or draw conclusions; role-playing, authentic experiences, structured problem solving charts and supports, social stories, etc. Activities are meaningful to student lives, culture, and have real world applications. | Teacher consistently plans for, asks and student uses a variety of strategies or techniques to engage in creative, evaluative and/or analysis level thinking that support mastery. Creative, evaluative and/or analysis level thinking activities that support mastery are those that are based on unique student abilities and functioning levels. Teacher systematically uses a variety of questioning strategies and techniques to create an environment where the students have the ability to set goals, reflect, evaluate, apply and communicate (sentence stems, authentic performance of tasks, visual charts and supports, wait time, tactile charts and specially designed and formatted supports, verbal questioning, KWL charts, etc) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher to communicate their ideas and understanding. Response platforms should be in an appropriate format to meet unique student needs (braille, voice output devices, speech, gesturing, text to speech, object or picture symbols, eye gaze, etc.) Teacher consistently provide activities that require students to problem solve, and/or draw conclusions; role-playing, authentic experiences, structured problem solving charts and supports, social stories, etc. Activities are meaningful to student lives, culture, and have real world applications. Students engage in higher order thinking both independently and with the teacher (student provided supports, accommodations and modifications as appropriate) | |
7 | 3.3 Feedback | Teacher frequently provides relevant and timely feedback. Feedback affirms, clarifies, and advances understanding of the learning objective(s). | Teacher consistently provides relevant and timely feedback. Feedback affirms, clarifies, and advances understanding/mastery of the learning objective(s). | Teacher systematically provides relevant and timely feedback that affirms, clarifies, and advances understanding/mastery of the learning objective(s). | |
8 | What This Might Look Like | Teacher frequently provides confirmation of understanding and clarifies students’ misunderstanding at specific times during the lesson; This might be done through any number of formative assessments such as Model Making, exit tickets, student self evaluations and checksheets, written work, student teacher discussions, teacher check-ins and gestures, verbal confirmation of student success, questioning student, rubrics, observation feedback and discussion based on student performance, student and teacher review video of student performance and collaboratively evaluate and discuss, etc. | Teacher consistently provides confirmation of understanding and clarifies students’ misunderstanding at specific times during the lesson; This might be done through any number of formative assessments such as Model Making, exit tickets, student self evaluations and checksheets, written work, student teacher discussions, teacher check-ins and gestures, verbal confirmation of student success, questioning student, rubrics, observation feedback and discussion based on student performance, student and teacher review video of student performance and collaboratively evaluate and discuss, etc. | Teacher systematically provides confirmation of understanding and clarifies students’ misunderstanding at specific times during the lesson; This might be done through any number of formative assessments such as Model Making, exit tickets, student self evaluations and checksheets, written work, student teacher discussions, teacher check-ins and gestures, verbal confirmation of student success, questioning student, rubrics, observation feedback and discussion based on student performance, student and teacher review video of student performance and collaboratively evaluate and discuss, etc. | |
1 | Instructional Practice Strand 4: Routines and Procedures | ||||
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2 | Instructional Practice Strand 4: Routines and Procedures | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 4.1 Established Expectations | Teacher supports/reminds students to apply established behavior expectations and/or behaviors independently. | Teacher provides minimal support for students to be able to apply established behavior expectations and/or behaviors independently. | Teacher creates structures to ensure students are self-directed and apply established behavior expectations and/or behaviors. | |
4 | What This Might Look Like | Teacher models expected behaviors for students and reminds students to follow the communicated behavior expectations. Expectations may be in written format, pictorial, timers may be used, an alternate time method such as beads on a string may be used, etc. Teacher defines behavioral expectations, expectations are posted/shared/discussed. Teacher is consistent with expectations and consequences. Teacher uses the prompt hierarchy when addressing behaviors. Support should be determined by unique student needs as well as documented supports/accommodations and modifications for the student. Support may include the prompt hierarchy: verbal cuing, physical prompting, hand under hand partial cueing and support, gestures, etc. Teacher reinforces expectations frequently (then fades as students become more independent). Teacher prompts before transitions and reminds of expectations. Students can verbally tell you or demonstrate the expectations/consequences and model for the teacher. | Students are able to follow the communicated behavior expectations with little support from the teacher. Disruptions are addressed in a calm and respectful fashion. Students are allowed tools to aid in behavior and are aware of the expectations for these tools. Break space is clearly established and pre-taught to the students. Students can take a break upon request from the teacher. Teacher allows for a private discussion about behavior if needed. For example, students may complete activities in a structured object calendar box or now and finished basket prior to requesting breaks. Students have a fidget and uses it appropriately while while remaining engaged in required tasks. In some situations, students may choose a particular type of seat to encourage focus on an activity (wobbly chair, straight back chair, yoga ball, etc) Minimal support should be determined by unique student needs as well as documented supports/accommodations and modifications for the student. Minimal support may include the prompt hierarchy: verbal cuing, physical prompting, hand under hand partial cueing and support, gestures, etc. Teacher reinforces expectations consistently (then fades as students become more independent). Teacher prompts before transitions and reminds of expectations. Students can verbally choose or demonstrate the expectations/consequences and model for the teacher. | Teacher creates systems that enable students to be self-directed and follow the communicated behavior expectations in developmentally appropriate ways. For example, the teacher has set up the daily opening routine for students to greet the teacher at the door, then walk into the classroom, collect their interactive notebook from the crate, and get started on the warm up. When the bell rings, the student is seated or ready to take their seats with their notebooks. Student begins work on the warm up without minimal teacher reminders. Another example might be the student completing a self-check in via their picture symbol or object symbol systems, students moving from previous activity on their calendar box to the representation of the current activity, etc. Break space is clearly established and pre-taught to the students. Student can self-select when they need a break. Student can take a break and return to work with minimal distractions. Teacher makes a reasonable, good faith effort to ensure that classroom routines and procedures are displayed via multimodal and multilingual methods. For example, the routines are displayed/provided/shared with corresponding images on a bulletin board/calendar box/braille document in the child's preferred language. | |
5 | 4.2 Shared Responsibility | Teacher frequently provides opportunities for students to share the responsibility for the maintenance of classroom expectations and an inclusive environment. | Teacher and students share responsibility for the maintenance of classroom expectations and an inclusive environment with minimal teacher support. | Students demonstrate a sense of ownership for the management of classroom expectations and maintaining an inclusive environment. | |
6 | What This Might Look Like | Teacher frequently provides functionally appropriate opportunities for students to share in the responsibilities of maintaining the classroom expectations; students participate in class jobs/roles to ensure that classroom expectations are followed with teacher support. Students can utilize and share supplies and manipulatives. Students are able to return space/materials in an orderly fashion. Teacher prompts as needed per the student's accommodations. Example: putting puzzle pieces in the box, returning markers to the bin, putting the activity in the finished basket, hand under hand wiping the table | Teacher and students share in the functionally appropriate responsibilities of maintaining the classroom expectations; students participate in class jobs/roles to ensure that classroom expectations are followed with teacher support. Students can utilize and share supplies and manipulatives. Students are able to return space/materials in an orderly fashion. Students need minimal prompts and will self-start to clean up after themselves. Teacher prompts student as per student's accommodations. Teacher fades prompts as the student become more independent. Example: student notices his hands are sticky and asks to wash them on his own, initiates moving object to a finish basket on the table, requests help for a broken supply or retrieves replacement as needed | Students lead in functionally appropriate responsibilities of maintaining the classroom expectations; students participate in class jobs/roles to ensure that classroom expectations are followed with teacher support. Students can utilize and share supplies and manipulatives. Students are able to return space/materials in an orderly fashion. Teacher prompts student as per student's accommodations. Teacher fades prompts as the student become more independent. Student needs minimal prompts and will self-start to clean up or set up for themselves. Example: student notices the floor around him is messy and cleans it up, upon entering the room the student is able to set up his own space as per routine activities, student reaches/directs gaze towards the calendar system, student requests materials for routine opening activities | |
7 | 4.3 Monitoring Behavior | Teacher frequently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher frequently uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, and respectful with little disruption to the lesson momentum. | Teacher consistently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher consistently uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, and respectful without disrupting the lesson momentum. | Teacher consistently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher systematically uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, respectful, proactive, and preventive without disrupting the lesson momentum. | |
8 | What This Might Look Like | Teacher frequently monitors behavior in a way that respects student's privacy, for example any redirection is done privately and in a manner such that other students are not aware of the interaction or the purpose of the interaction. Teacher frequently follows district and BIP behavior expectations and consequences, IEP/504 accommodations and modifications frequently, conferring privately with the student, making phone calls to parents/guardians/caregivers, using restorative practices, and documents behavior Teacher frequently addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through individual reminders, redirection, proximity, etc. Behavior redirection has little impact on the lesson momentum. Example: If a student is off-task/refusing while they should be engaging in activity, the teacher prompts the student and reminds them to join the activity, teacher might prompt the student to use a fidget for focus tool. When a student takes out a cellphone in the middle of an activity, teacher may use non-verbal cues, verbal cues or gestures to remind the student of the expectations. Teacher might initiate a physical activity/sensory break. Teacher might calmly remove the distraction from the work area or from the student's line of sight. | Teacher consistently monitors behavior in a way that respects student's privacy, for example any redirection is done privately and in a manner that other students are not aware of the interaction or the purpose of the interaction. Teacher consistently follows district and BIP behavior expectations, consequences, IEP/504 accommodations and modifications and documents consistently, conferring privately with the student, making phone calls to parents/guardians/caregivers, and using restorative practices Teacher consistently addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through individual reminders, redirection, proximity, etc. Behavior redirection has little impact on the lesson momentum. Teacher consistently keeps detailed notes regarding behavior. Teacher consistently addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through individual reminders, redirection, proximity, etc. Example: If a student is off-task/refusing while they should be engaging in activity, the teacher prompts the student and reminds them to join the activity, teacher might prompt the student to use a fidget for focus tool. When a student takes out a cellphone in the middle of an activity, teacher may use non-verbal cues, verbal cues or gestures to remind the student of the expectations. Teacher might initiate a physical activity/sensory break. Teacher might calmly remove the distraction from the work area or from the student's line of sight. | Teacher systematically monitors behavior in a way that respects student's privacy, for example any redirection is done privately and in a manner that other students are not aware of the interaction or the purpose of the interaction. Teacher systematically follows district and BIP behavior expectations, consequences, IEP/504 accommodations and modifications, and documents systematically, conferring privately with the student, making phone calls to parents/guardians/caregivers, and using restorative practices Teacher systematically addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through individual reminders, redirection, proximity, etc. Behavior redirection has little impact on the lesson momentum. Teacher systematically keeps detailed notes regarding behavior and implements a data collection systems to monitor behavior for struggling student. Systems have been collaboratively developed with the student and are practiced within the classroom routine. Students are very familiar with and respond to the non-verbal, verbal, gestural cues/ strategies. Example: Teacher notices student frequently hands his hands on others, so teacher sets up a tracking system with the student and parent, teacher and student collaborate on goal and rewards in order to create a behavior contract. | |
9 | 4.4 Acknowledgements | Teacher frequently reinforces positive behaviors in a way that meets district standards/expectations. Teacher frequently provides process-centered feedback to all students for their accomplishments and efforts. Teacher provides opportunities for students to self-reflect and acknowledge each other's accomplishments and efforts. | Teacher consistently reinforces positive behaviors in a way that meets district standards/expectations. Teacher consistently provides process-centered feedback to all students for their accomplishments and efforts. Teacher support needed is minimal for students to self-reflect and acknowledge each other's accomplishments and efforts. | Teacher systematically finds and reinforces specific positive behaviors in a way that meets district standards/expectations. Teacher and/or students are able to consistently provide process-centered feedback to students/peers for their accomplishments and efforts. Teacher creates systems to ensure students independently self-reflect and acknowledge each other's accomplishments and efforts. | |
10 | What This Might Look Like | Teacher frequently follows district standards and student's accommodations/modifications/BIP to reinforce positive behavior. Teacher provides frequent verbal, gestural, picture cue in order to provide feedback in communication style appropriate for the student. Teacher frequently provides opportunities for students to self-reflect on their own behavior depending on the students ability level (e.g.in writing, in discussion, with picture feeling cards,ect.) Example, at the end of each class, the teacher may say ask, "What did you do well today? what are you going to do better tomorrow?" with prompting the student self-reflects and charts their behavior or progress (e.g. written, picture symbols, bar graphs, picture graphs etc.) | Teacher consistently follows district standards and student's accommodations/modifications/ BIP to reinforce positive behavior. Teacher consistently provides verbal, gestural, picture cue in order to provide feedback in communication style appropriate for the student. Teacher consistently provides opportunities for students to self-reflect on their own behavior depending on the students ability level (e.g.in writing, in discussion, with picture feeling cards,ect.) Teacher prompts student as per student's accommodations. Teacher fades prompts as the student becomes more independent. Example, at the end of each class, the teacher may say ask, "What did you do well today? what are you going to do better tomorrow?" with prompting the student self-reflects and charts their behavior or progress (e.g. written, picture symbols, bar graphs, picture graphs etc.) | Teacher systematically collaborates with the student to determine motivators that are highly reinforcing to the the student. Teacher systematically follows district standards and student's accommodations/modifications/BIP to reinforce positive behavior. Teacher systematically provides feedback: verbal, gestural, picture cues in the communication style appropriate for the student. Teacher creates systems in which the student can attempt to self-reflect/ monitor. Teacher systematically provides time for students to self-reflect on their own behavior depending on the student's ability level (e.g.in writing, in discussion, with picture feeling cards,ect.) Teacher prompts student as per student's accommodations. Teacher fades prompts as the student becomes more independent. Example: during the activity the teacher might have feeling cards on the table and student is able to label what he is feeling several times during the activity. The teacher provides time for the student to self-reflect and chart their behavior or progress (e.g. written, picture symbols, bar graphs, picture graphs etc.) system was previously established and student is familiar with the routine | |
11 | 4.5 Physical Environment | Teacher creates a safe and accessible physical environment that allows for transitions with minimal disruption between learning activities. Teacher directs students to transition in an orderly, efficient manner to maximize instructional time. | Teacher creates a safe and accessible physical environment that allows for transitions with minimal disruption between learning activities. Teacher direction/reminders needed are minimal for students to transition in an orderly, efficient manner to maximize instructional time. | Teacher creates a safe and accessible physical environment that allows for seamless transitions between learning activities. Teacher creates systems to ensure students independently transition in an orderly, efficient, and seamless manner to maximize instructional time. | |
12 | What This Might Look Like | Teacher frequently follows district standards and student's accommodations/modifications/BIP to implement transitions. The classroom environment is physically safe for activities and movement to occur. Materials needed for classroom activities are accessible and set up prior to the student arriving. The classroom/space is neat, organized, and free from clutter. Teacher sets up the classroom/space in order to minimize distractions. Transition routine has been pre-taught and is practiced for multiple activities. Transitions might look like the teacher using a timer, calendar system, now and finished basket, countdown, reminders, and/or explicit directions to ensure the student is able to move from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. | Teacher consistently follows district standards and student's accommodations/modifications/BIP to implement transitions. The classroom environment is physically safe for activities and movement to occur. Materials needed for classroom activities are accessible and set up in advance of the student arriving. The classroom/space is neat, organized, and free from clutter. Alternative seating, behavioral supports, accessibility tools are available. Teacher consistently sets up the classroom/space in order to minimize distractions. Transition routine has been pre-taught and is practiced. Transitions might look like the teacher using a timer, calendar system, now and finished basket, countdown, reminders, and/or explicit directions to ensure that students are able to move from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. Prompt fading as appropriate for the skill level of the individual child. | Teacher systematically follows district standards and student's accommodations/modifications/BIP to implement transitions. The classroom environment is physically safe for activities and movement to occur. Materials needed for classroom activities are accessible and set up prior to the student arriving. The classroom/space is neat, organized, and free from clutter. Alternative seating, behavioral supports, accessibility tools are available. Teacher sets up the classroom/space in order to minimize distractions. Transition routine has been pre-taught, practiced and is consistent across multiple activities. Student is familiar with and responds to transition routine. Transitions might look like the teacher using a timer, calendar system, now and finished basket, countdown, reminders, and/or explicit directions to ensure the student is able to move from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. Prompt fading as appropriate for the skill level of the individual child. | |
1 | Instructional Practice Strand 5: Classroom Climate and Culture | ||||
|---|---|---|---|---|---|
2 | Instructional Practice Strand 5: Classroom Climate and Culture | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 5.1 Identity Safe Classrooms | Teacher frequently communicates and promotes an identity-safe classroom where all students are celebrated. Teacher fosters mutual respect and collaboration that demonstrates empathy and promotes acceptance. | Teacher consistently promotes an identity-safe classroom where all students are celebrated. Teacher provides guidance in order for students to foster mutual respect and collaboration that demonstrates empathy and promotes acceptance. | Teacher systematically promotes an identity-safe classroom where all students are celebrated. Students lead a classroom with mutual respect and collaboration that demonstrates empathy and promotes acceptance. | |
4 | What This Might Look Like | The teacher frequently demonstrates a welcoming and inclusive environment where the student feels safe to be themselves regardless of their culture, identity, gender, sexual orientation, language, socio-economic status, ability level, etc. This may look like the teacher creating opportunities for the student to share their perspectives and highlighting the diverse experiences and ideas of the student. The teacher makes intentional efforts to be open, warm, and caring with the student to create positive relationships, and the teacher ensures the environment focuses on students' emotional and physical comfort (e.g. putting student work up, include posters and images that include people who look like their students, utilize lesson materials that include people who look like and share cultures/identities with the student). The teacher fostering mutual respect and collaboration that demonstrates empathy and promotes acceptance might look like teachers ensuring the student's voice is welcomed and heard, showing interest in what the student has to say, showing gratitude for shared opinions, being encouraging to student, and showing support by using students' feedback to make suggested changes to instruction or the classroom environment. Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. | The teacher consistently promotes a welcoming and inclusive environment where the student feels safe to be themselves regardless of their culture, identity, gender, sexual orientation, language, socio-economic status, ability level, etc. This may look like the teacher creating opportunities for the student to share their perspectives and highlighting the diverse experiences and ideas of the student. The teacher makes intentional efforts to be open, warm, and caring with the student to create positive relationships, and the teacher ensures the environment focuses on students' emotional and physical comfort (e.g. putting student work up, include posters and images that include people who look like their students, utilize lesson materials that include people who look like and share cultures/identities with the student). The teacher providing guidance in order for the student to foster mutual respect and collaboration that demonstrates empathy and promotes acceptance might look like teachers ensuring the student's voice is welcomed and heard, showing interest in what the student has to say, showing gratitude for shared opinions, being encouraging to student, and showing support by using students' feedback to make suggested changes to instruction or the environment. Example: student utilizes a picture/symbol/assistive tech for sharing feelings or making a request. Teacher provides activities that allow for further investigation into the student's identity/culture/ability. Example: teacher structures lesson to learn more about their own medical condition/learning needs/ details of their IEP, promoting self-advocacy, providing practice and role playing on requesting accommodations and modifications, providing content about other cultures unfamiliar to them in order to gain understanding of other beliefs, providing practice and role playing on disagreeing respectfully. Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. | The teacher systematically promotes a welcoming and inclusive environment where the student feels safe to be themselves regardless of their culture, identity, gender, sexual orientation, language, socio-economic status, ability level, etc. This may look like the teacher creating opportunities for the student to lead conversations on their perspectives and highlighting the diverse experiences and ideas of the student. The teacher makes intentional efforts to be open, warm, and caring with the student to create positive relationships, and the teacher ensures the environment focuses on students' emotional and physical comfort (e.g. putting student work up, include posters and images that include people who look like their students, utilize lesson materials that include people who look like and share cultures/identities with the student). The teacher provides structure for the student to initiate and demonstrate mutual respect and collaboration that exhibits empathy and promotes acceptance might look like teachers ensuring the student's voice is welcomed and heard, showing interest in what the student has to say, showing gratitude for shared opinions, being encouraging to student, and showing support by using students' feedback to make suggested changes to instruction or the environment. Example: student leads activity about family traditions/culture/identity/ability/ self-advocacy through unique forms of communication like assistive tech/pictures/drawings/hand gestures, student lead daily check-ins Student leads activities that allow for further investigation into the student's identity/culture/ability. Example: teacher structures lesson to enable the student to initiate investigations about their own medical condition/learning needs/ details of their IEP promoting self-advocacy, providing practice and role playing on requesting accommodations and modifications, providing content about other cultures unfamiliar to them in order to gain understanding of other beliefs, providing practice and role playing on disagreeing respectfully, within the communication system used by the student, the student has an option to disagree with the task or the teacher Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. | |
5 | 5.2 Diverse Learning Opportunities | Teacher frequently incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher incorporates students’ unique needs into learning opportunities including culturally relevant/responsive practices and aligns methods and techniques to unique socio-cultural student needs. | Teacher consistently incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher incorporates students’ unique needs into learning opportunities and practice and provides opportunities for students to incorporate their own cultural, linguistic, social emotional, and developmental diversity into learning opportunities. | Teacher systematically incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher and students systematically incorporate students’ cultural, linguistic, social emotional, and developmental diversity into learning opportunities. | |
6 | What This Might Look Like | The teacher frequently uses their knowledge of students from conversations, educational records, anecdotal notes, or interest surveys to create learning activities that include students' interests and experiences and match students' abilities. Interest surveys might include physical objects/ pictures/ symbols for the students to select. Teachers work closely with the parents/guardians to determine student interests and preferences. The teacher incorporates students' cultures, languages, social-emotional needs, etc. into learning activities. This might look like the teacher asking students about own cultural and linguistic traditions and including ideas into classroom readings, word problems, or other activities. Source of evidence: student interest surveys, student choice making activities, community building activities, pictures/ symbol object preference menu, assistive technology for communication and choice making, body language, hand gestures | The teacher consistently uses their knowledge of students from conversations, educational records, anecdotal notes, or interest surveys to create learning activities that include students' interests and experiences and match students' abilities. Interest surveys might include physical objects/ pictures/ symbols for the students to select. Teachers consistently work closely with the parents/guardians to determine student interests and preferences. The teacher consistently provides activities to allow the student to incorporate cultures, languages, social-emotional needs, etc. into learning activities. This might look like the teacher providing structures for the student to share own cultural and linguistic traditions and ideas into classroom readings, word problems, or other activities. Source of evidence: student interest surveys, student choice making activities, community building activities, pictures/ symbol object preference menu, assistive technology for communication and choice making, body language, hand gestures | The teacher systematically uses their knowledge of students from conversations, educational records, anecdotal notes, or interest surveys to create learning activities that include students' interests and experiences and match students' abilities. Interest surveys might include physical objects/ pictures/ symbols for the student to select. Teacher systematically works closely with the parents/guardians to determine student interests and preferences. The teacher and student systematically incorporate cultures, languages, social-emotional needs, etc. into learning activities. This might look like the teacher and student utilizing systemic structures for the student to share their cultural and linguistic traditions and ideas into classroom readings, word problems, or other activities. Source of evidence: student interest surveys, student choice making activities, community building activities, pictures/ symbol/object preference menu, assistive technology for communication and choice making, body language, hand gestures | |
7 | 5.3 Student Contributions | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Teacher provides opportunities for students to contribute their opinions/ideas and value the contributions of their peers. | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Teacher guides students to contribute their opinions/ideas and value the contributions of their peers. | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Students take the initiative to contribute their opinions/ideas and value the contributions of their peers. | |
8 | What This Might Look Like | Teacher creates an environment that embraces the voice of the student and ensures student contributions. Teacher checks to see and ensure the student is offered the opportunity to add to the dialogue in the student's preferred form of communication. When the student shares, the teacher listens with an open mind and asks specific questions to clarify, provide feedback or respond, if needed, and/or thanking the student for their contribution to the dialogue. The teacher provides opportunities during lessons for the student to share their ideas on lesson topics or ask questions. The teacher encourages the student to share their thoughts about the topic. Example: might be the teacher prompting the student to share his feelings about bullying with pictures emotions, a student might be encouraged to use his assistive tech device to contribute to the conversation or topic. | Teacher creates an environment that embraces the voice of the student and ensures the student contribution. Teacher frequently checks to see and ensure the student is offered the opportunity to add to the dialogue in the student's preferred form of communication. When the student shares the teacher listens with an open mind and asks specific questions to clarify, provide feedback or respond, if needed, and/or thanking the student for their contribution to the dialogue. The teacher guides the student to share their ideas on lesson topics or ask questions. Example: might be the teacher provides sentence stems, partial completed picture/symbol sequences. | Teacher creates an environment that embraces the voice of the student and ensures student contribution. Teacher frequently checks to see and ensure the student is offered the opportunity to add to the dialogue in the student's preferred form of communication. When the student shares the teacher listens with an open mind and asks specific questions to clarify, provide feedback or respond, if needed, and/or thanking the student for their contribution to the dialogue. The teacher implements systems for the student to initiate sharing their ideas on lesson topics, ask questions, student generated topics, make connections to real life. Example: might be the teacher provides several choices of sentence stems, several partial completed picture/symbol sequences, students might participate in the development of their own IEP goals/ accommodations. | |
9 | 5.4 Collaboration and Communication | Teacher frequently provides opportunities for students to collaborate. Teacher establishes classroom practices that encourage students to communicate effectively with the teacher and their peers. | Teacher support needed is minimal for students to collaborate. Students are able to communicate effectively with the teacher and their peers, with minimal teacher support. | Teacher creates systems to ensure students are independently collaborating. Students independently communicate effectively with the teacher and their peers. | |
10 | What This Might Look Like | Communicating safely and effectively might look like students taking turns talking with the teacher and not interrupting, accepting something the student does not agree with, talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. Teacher frequently collaborates with the GE teachers to ensure accommodations are implemented in all settings. Teacher provides strategies and facilitates brainstorming for challenges the student might face in the GE setting or community. Teacher facilitates communication between the student and their general education teacher/setting. Example: teacher facilitates a conversation between the student and the GE teacher about an accommodation during math lessons. Teacher supports the student in explaining their unique abilities and challenges to another adult or peer. | Communicating safely and effectively might look like student taking turns talking with the teacher and not interrupting, accepting something the student does not agree with, talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. Teacher consistently collaborates with the GE teachers to ensure accommodations are implemented in all settings. Teacher provides strategies and facilitates brainstorming for challenges the student might face in the GE setting or community. Teacher fades support as necessary for student ability and comfort level. Teacher facilitates communication between the student and their general education teacher/setting. Example: teacher supports the student as he leads a conversation with the GE teacher about an accommodation during math lessons, Teacher supports the student in explaining their unique abilities and challenges to another adult or peer | Communicating safely and effectively might look like students taking turns talking with the teacher and not interrupting, accepting something the student does not agree with, talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. Teacher consistently collaborates with the GE teachers to ensure accommodations are implemented in all settings. Teacher provides strategies and facilitates brainstorming for challenges the student might face in the GE setting or community. Teacher fades support as necessary for student ability and comfort level. Teacher facilitates communication between the student and their general education teacher/setting. Teacher fades support as necessary for student ability and comfort level. Example: collaboratively developed cue cards, scripts, getting to know me binders, create outline before conversation, create a powerpoint about themselves and their needs | |
11 | 5.5 Growth Mindset | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates an environment where students are encouraged and feel safe to take risks and challenge themselves and each other. | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates structures and guides students to feel safe to take risks and challenge themselves and each other. | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates structures that lead students to feel safe and independently take risks and challenge themselves and each other. | |
12 | What This Might Look Like | Teacher creates a safe space so students feel comfortable taking risks and trying new or difficult tasks. Teacher reinforces the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher posting work from the student on the walls, ensuring that posters and images in the classroom include people that look like the student in the classroom, and praising the student for their efforts while still encouraging the student to make corrections. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher provides opportunities for students to take risks; the teacher encourages the student to challenges themself. Example: trying a new way to make a friend, attempting to play with someone they might not have thought to play with | Teacher creates a safe space so students feel comfortable taking risks and trying new or difficult tasks. Teacher creates structures that guide the student through the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher posting work from the student on the walls, ensuring that posters and images in the classroom include people that look like the student in the classroom, and praising the student for their efforts while still encouraging the student to make corrections. Students might self-reflect and share progress or share challenges. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher provides opportunities for students to take risks; the teacher encourages the student to challenge themself. Example: trying a new way to make a friend, attempting to play with someone they might not have thought to play with | Teacher creates a safe space so the student feels comfortable taking risks and trying new or difficult tasks. Teacher creates structures that guide the student through the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher posting work from the student on the walls, ensuring that posters and images in the classroom include people that look like the student in the classroom, and praising the student for their efforts while still encouraging the student to make corrections. The student might self-reflect and share progress or share challenges. The student might document their growth. Student might self-report at an IEP on their own strengths and weaknesses and share progress towards their goals. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher provides opportunities for the student to take risks; the teacher encourages the student to challenge themself. | |