campus support plans: strengthening relationships and ... · prerequisite skills and activities...

Campus Support Plans: Strengthening Relationships and Building

Instructional Capacity

Gerard Cortez, Katy Davis and Kristen Williams, North East ISD

CAMPUS SUPPORT PLANSStrengthening Relationships

and Building Instructional

Capacity

GUIDING PRINCIPLES: SUPPORT MATRIX

Collaboration Quality Instruction

Compliance Monitoring Professional Development

Student Achievement

COLLABORATION

Special Education personnel will engage in collaborative relationships across content areas, amongst campus leadership, and stakeholders within the community.

Accepting mutual responsibility and accountability for identifying and addressing the needs of all students.

QUALITY INSTRUCTION

Special Education personnel will engage in instructional support processes:

• Development of critical component documents…

• Modeling curricular planning expectations…

• Development of program rubrics…

• Ongoing professional development via face to face & e-courses…

• Repurposed staff positions to maximize instructional support…

PROFESSIONAL DEVELOPMENT

Special Education personnel will provide quality, aligned professional development by:

Utilizing assessment and classroom observational data to organize professional learning experiences that strengthen core instruction and enhance inclusive educational practices.

Providing embedded professional development pertaining to instructional modeling, co-teaching, and instructional facilitation.

COMPLIANCE MONITORING

Special Education personnel will implement consistent and effective compliance monitoring processes and procedures by:

Establishing quarterly review activities that measure progress pertaining to the District Instructional Improvement Plan (DIIP).

Developing a yearly program evaluation process to ensure overall program effectiveness.

CAMPUS SUPPORT PLAN (CSP)

• Emphasizes the support matrix…

• Documents specific support activities…

• Serves as a collaborative leadership tool…

CAMPUS SUPPORT PLAN

Role of the Program Coordinator and/or Program Specialist

Documentation of Support

Ongoing Communication

EOY Summary and Use for Future Planning

QUESTIONS & COMMENTSGerard G. CortezExecutive Director of Special EducationNorth East Independent School District8961 Tesoro Drive, Suite 500San Antonio, Texas [email protected]

Catherine “Katy” DavisDirector of Special EducationNorth East Independent School District8961 Tesoro Drive, Suite 500San Antonio, Texas [email protected]

Dr. Kristen E. WilliamsDirector of Special EducationNorth East Independent School District8961 Tesoro Drive, Suite 500San Antonio, Texas [email protected]

mailto:[email protected]



Campus Support Plan (CSP)

Campus (CSP) GGC

06/2017 Page 1 of 4

Date:

Campus:

Collaboration:

Special Education personnel will engage in collaborative relationships across content areas, amongst campus leadership, and stakeholders within the community. Specific emphasis will be placed on the following:

Accepting mutual responsibility and accountability for identifying and addressing theneeds of all students.

Developing partnerships with core content specialists, campus instructional leaders, andcommunity stakeholders that facilitate improved student achievement.


Campus (CSP) GGC

06/2017 Page 2 of 4

Please utilize the menu below to select options that you feel will provide effective and efficient support alternatives for your campus: Collaborative Support:

Behavioral Support (PBIS) Data Analysis

Master Scheduling Review of Staffing Patterns

Quality Instruction: Special Education personnel will engage in instructional support processes that:

Encourage teachers and support personnel to design and facilitate authentic learning activities.

Communicate instructional expectations and support teachers in implementing differentiated instructional models.

Collaborate with core content specialists to model curricular planning expectations for special education and general education teachers.

Please utilize the menu below to select options that you feel will provide effective and efficient support alternatives for your campus: Instructional Support:

Behavioral Support (PBIS) eSped Training Standards Based IEP

Re-Direction Framework ALE Framework Models of Co-Teaching Resource Framework

Professional Development: Special Education personnel will provide quality, aligned professional development by:

Utilizing assessment and classroom observational data to organize professional learning experiences that strengthen core instruction and enhance inclusive educational practices.

Designing professional development protocols that enable teachers to develop learning structures that integrate accelerated instruction activities and effective progress monitoring.


Campus (CSP) GGC

06/2017 Page 3 of 4

Partnering with core content specialists to provide embedded professional development pertaining to instructional modeling, co-teaching, and instructional facilitation.

Please utilize the menu below to select options that you feel will provide effective and efficient support alternatives for your campus: Professional Development Options:

Instructional Planning for specially designed instruction Instructional Modeling for specially designed instruction Progress Monitoring

Compliance Monitoring: Special Education personnel will implement consistent and effective compliance monitoring processes and procedures by:

Engaging in ongoing compliance monitoring that targets specific IDEA Mandates, Performance Based Monitoring Analysis System (PBMAS) and State Performance Plan (SPP) indicators.

Establishing quarterly review activities that measure progress pertaining to the District Instructional Improvement Plan (DIIP) and System Safeguards.

Developing a yearly program evaluation process to ensure overall program effectiveness.

Please utilize the menu below to select options that you feel will provide effective and efficient support alternatives for your campus: Compliance Monitoring Activities:

Sped Audit Case Management

ARD Observation Student Placement Review ARD Document Review


Campus (CSP) GGC

06/2017 Page 4 of 4

Alternate Learning Environment (ALE) Rubric

Prepared by K. Williams, 7-20-17 1

Definition of ALE: Instruction provided in a special education setting by a special education

teacher, with the assistance of a trained paraprofessional, actively

supporting students by providing specially-designed instruction,

accommodations, and supports as identified in the IEP. This support is

designed to assist students in accessing grade enrolled TEKS through pre-

requisite, vertically-aligned skills. This support is designed specifically for

students with significant intellectual and cognitive disabilities.

Purpose of ALE: Ensure students receive TEKS-based instruction using vertically aligned

prerequisite skills and activities differentiated to meet individual student

needs. Ensure students are cognitively engaged in learning. Ensure that

students receive the specially-designed instruction agreed upon in their

IEPs. Facilitate increased student independence and self-advocacy.

Student Criteria for this

level of support need:

1. Data indicating that the student would be unsuccessful without the

support.

2. Student performs significantly below grade level across all content and

skills.

3. Student requires access to grade/course enrolled TEKS through pre-

requisite, vertically aligned skills. NOTE: Pre-requisite skill level

instruction indicates that the TEKS is accessed at such a modified level

from the original student expectation that it can no longer be

implemented in a general education setting or in a resource setting.

4. Student requires accommodations that cannot be accessed

independently.

Documentation in the IEP:

1. FIE must indicate that the student has an intellectual disability or other

cognitive impairment with a global IQ measure of <70.

2. PLAAFP includes data indicating need.

3. IEP must specify instruction at the pre-requisite skill level (TEKS), in a

smaller setting/lower adult to student ratio, and requiring intensely

specially designed instruction that can only be provided in this setting.

4. Evidence of progress monitoring.

Priority subjects:

1. All core subjects (Reading/ELA, Math, Science & Social Studies),

communication, social skills, and daily living skills

2. Each subject considered individually, with consideration of student need

and where the IEP is best implemented

3. Work-based learning, CBVI, and other skills needs driven by student

transition goals

Alternate Learning Environment (ALE) Rubric


Priority tasks:

1. Individualized work tasks are data-driven and align with the IEP

2. Individualized communication systems, supported through the use of

visuals and augmentative or alternative devices.

3. Support instruction and assessment accommodations, including the use

of prompting and cueing

4. Data gathering

5. Collaboration with related service providers for planning and

implementation of instruction

Staff/Structure

Requirements:

Certified special education teacher with appropriate general education

generalist certification and special training

Paraprofessional support as determined by need

Individualized instructional and supervision ratios delineated in IEP, if

needed

Prioritized

Recommendations:

1. Frequent and open communication, including instructional plan and

expectations, amongst all stakeholders

2. Professional development for paraprofessionals. i.e., Para should have

general content knowledge as well as skills to implement the IEP,

including basic knowledge of the critical components of ALE

3. Progress monitoring through weekly data collection

Coteach Rubric

Prepared/updated by K. Williams, 7-20-17 1

Definition of Coteach: Equal collaboration between the general education and special education

teachers to provide intensive support, including modification of the TEKS,

as well as design, implement and monitor instruction of students with IEPs

receiving content instruction and ensuring access to the grade level

curriculum in a general education setting.

Purpose of Coteach: Access to and progress in grade level curriculum through scaffolding,

modifications, and specially designed instruction at the same level and

alongside peers without IEPs.




support. Degree of student need requires instruction by two certified

teachers.

2. Student requires reteaching, preteaching, or modification of content,

instruction, or assessment, as specified in the PLAAFP/IEP.

3. Student requires smaller group instruction frequently.

4. Student skills may be multiple years below grade level, as measured on

multiple tools.

5. Student requires specialized monitoring or assistance navigating the

classroom.


1. Need reflected in the PLAAFP

2. A goal specifically identifying the needed specially designed instruction

for each content area

3. Coteach identified in the IEP

4. Clearly defined modifications and accommodations required for the

individual student

Priority subjects:

1. All core subjects (Reading/ELA, Math, Science & Social Studies)

2. Provision to student is based on need for each subject considered

individually

3. At HS, focus on courses needed for Foundations Graduation Program

Priority tasks:

1. Implementation of all modifications and accommodations as outlined in

the IEP (modify lesson plans, materials, and instructional support based

on student needs)

2. Provision of specially designed instruction focused on the

goals/objectives

3. Data collection and progress monitoring

Coteach Rubric


Staff/Structure

Requirements:

Both certified teachers with competence in the content

Prioritized

Recommendations:

1. Clearly identified expectations

2. Professional development

3. Collaboration and shared planning

4. Individualized provision of services

Instructional Facilitation Rubric


Definition of Instructional

Facilitation:

Support provided in a general education setting by a special education

teacher or trained paraprofessional actively supporting students by

providing accommodations as identified in the IEP. This support is designed

to assist students in mastering grade level TEKS curriculum. This support

is not designed to address modification.

Purpose of Instructional

Facilitation:

Ensure students are cognitively engaged in learning.

Assist the general education in implementing the IEPs.

Facilitate increased student independence and self-advocacy.




support.

2. Students performing on or near grade level.

3. Students requiring organizational support.

4. Student requires accommodations that cannot be implemented

independently.


1. PLAAFP includes data indicating that the student would be

unsuccessful without additional support

2. IEP must specify accommodations clearly

3. IEP must specify in-class support

4. Evidence of progress monitoring

Priority subjects:

1. All core subjects (Reading/ELA, Math, Science & Social Studies)


individually

3. At HS, focus on courses needed for Foundations Graduation Program

Priority tasks:

1. As determined collaboratively with general education teacher and

special education teacher

2. Support instruction and assessment accommodations

3. Data gathering

4. Communication with teacher prior to instruction

Staff/Structure

Requirements:

1. Certified special education teacher or paraprofessional with certification

or special training

2. Not more than 30% of class has IEPs (recommended, adjustable based

upon student needs)

Instructional Facilitation Rubric


Prioritized

Recommendations:


expectations


basic content knowledge as well as skills to implement the IEP

3. Access to IEPs

4. Progress monitoring by content teacher

Preschool Programs for Children with Disabilities (PPCD) Rubric

Prepared by K. Williams, 7/20/17 1

NOTE: Preschool Programs for Children with Disabilities (PPCD) comprise a continuum of special education services for eligible students with disabilities between the ages of 3-5. PPCD refers to the services provided by the school district, not to the place where they are provided. Eligible children may receive PPCD services in a variety of settings such as speech-language therapy, pre-kindergarten, resource, and self-contained classrooms. Services are typically provided to a student via either 1. Walk-in speech-language therapy, or 2. Classroom instruction. For the purposes of this rubric, PPCD here refers to classroom services for 3 & 4 year olds.

Definition of PPCD: Classroom instruction is provided in an inclusion or special education

setting by a special education teacher, typically with the assistance of a

trained paraprofessional, actively supporting students by providing

specially-designed instruction, accommodations, and supports as identified

in the IEP. This support is designed to assist students in accessing pre-

kindergarten curriculum through prerequisite, vertically-aligned skills.

Purpose of Classroom

PPCD:

Ensure students receive instruction using vertically aligned prerequisite

skills and activities differentiated to meet individual student need. Ensure

students are cognitively engaged in learning. Ensure that students receive

the specially-designed instruction in the IEP. Facilitate increased student

independence and self-advocacy.

Student criteria for this



support.

2. Student performs significantly below age-appropriate peers.

3. Students requires access to pre-kindergarten curriculum through

specially-designed instruction.

4. Student requires accommodations that cannot be implemented

independently.

5. Student may require intensive support through related services in order

to gain skills necessary for success in K-12 instruction.


1. FIE must indicate that the student has a disability that prevents

acquisition of age-appropriate skills necessary for success in K-12

instruction.

2. PLAAFP includes data indicating need.

3. IEP must specify instruction at the pre-requisite skill level (Pre-K

curriculum guidelines), which may include a smaller setting/lower adult

to student ratio and/or intensely specialized instruction that can only be

provided in this setting.

4. Evidence of progress monitoring

Preschool Programs for Children with Disabilities (PPCD) Rubric

Prepared by K. Williams, 7/20/17 2

Priority subjects:

1. Pre-K curriculum domains: social & emotional development, language

& communication, emergent literacy reading, emergent literacy writing,

math, science, social Studies, fine arts, physical development,

technology

2. Provision to student is based on need for specially designed instruction,

with consideration of where the IEP is appropriately implemented

3. Student independence

Priority tasks for teacher:

1. Implementation of approved curriculum and lessons based on IEP

2. Individualized communication systems, supported through the use of

visuals and augmentative devices, customized by student need

3. Support instruction and integrated assessment accommodations,

including the use of prompting and cueing

4. Data gathering

5. Communication with related service providers when planning for

instruction

Staff/Structure

Requirements:

Certified special education teacher with special training

Paraprofessional support as determined by need

Instructional and supervision ratios are set in IEP, if needed

Prioritized

Recommendations:


expectations


general content knowledge as well as skills to implement the IEP,

including basic knowledge of the critical components of PPCD

3. Access to IEPs

4. Progress monitoring with weekly data collection

Prepared by K. Williams, 7-20-17

Redirection Rubric

Definition of Redirection: A positive, campus-wide, on-going support system for students with

behavior IEP goals. It provides a way to individually teach and practice

replacement skills and coping strategies in the context of the general

education classroom. Redirection utilizes collaborative, creative problem-

solving for academic and behavioral success.

Purpose of Redirection: Provide a behavior support component to enhance and teach social and

behavioral skills to identified students with IEPs. The goal of the

program is for a student to learn to take ownership of his/her choices by

demonstrating prosocial replacement behaviors and coping skills, resulting

in the development of socially accepted and independent adaptive skills.

The continuum of behavior support may range from behavioral

accommodations within the general education classroom to intensive

services delivered in a self-contained classroom.



1. Data indicating that the student would be unsuccessful without

additional support.

2. Evidence that student specific replacement behaviors need to be taught

or have been previously taught and have been unsuccessful, as

documented through data (Rethink).

3. Staff resources include, but are not limited to: administration, grade

level team, campus specialists, general education teacher, Redirection

teacher, paraprofessionals, speech, counselor, OT, PT, behavior

facilitators, and appraisal staff.


1. Need for Redirection support is evidenced (through data) in the

PLAAFP

2. IEP accommodations for behavior should be considered

3. IEP Goals for targeted behaviors have been developed from the data-

based PLAAFP specifically identifying the replacement and adaptive

skills

4. The student’s IEP may include a Behavior Intervention Plan (BIP) for

targeted behaviors indicating positive behavioral strategies

Priority subjects:

Student’s IEP is implemented in all subjects because severity of behaviors

interferes with all learning across all contexts

Prepared by K. Williams, 7-20-17

Priority tasks:

1. Direct instruction of social skills taught and reinforced consistently as

per IEP

2. Implementation of all behavior strategies as outlined in the student’s

BIP

3. Data collection of replacement and adaptive skills recorded weekly

Staff/Structure

Requirements:

1. Highly qualified teacher certified in Special Education.

2. Highly qualified teacher(s) in all core subject areas when teaching

students in self-contained setting.

Prioritized

Recommendations:

1. Collect data on target behaviors, replacement/adaptive skills, and

behavior goals

2. Make recommendations based on data driven decisions

3. Professional Development for Redirection teacher and para in the areas

of evidence based behavior strategies and data collection

4. Individualize the provision of services based on each student’s needs

Resource Rubric


Definition of Resource: Resource classes are designed for special education students who require

specially designed instruction related to core content or development of

organizational, study, and/or social skills. For core content, student skills

are least two years or more below grade level, requiring modified

instruction through vertically aligned TEKS. Special education teachers

provide intensive support, including modification of the TEKS. Teachers

design, implement and monitor instruction of students with IEPs receiving

content instruction to ensure access to the grade level curriculum in a

special education setting. Specially designed instruction may also be

provided through the resource setting for non-content skills as outlined in

the IEP. Intervention is founded in research-based programs and/or

strategies. Resource is not intended to be for work completion time for core

content instruction in the general education classroom.

Purpose of Resource: Access to and progress in grade level curriculum via scaffolding,

modifications, and specially designed instruction through vertically aligned

TEKS and IEP goals. This support addresses intensive needs that cannot be

adequately addressed through supports, such as co-teach, in the general

education classroom.




support. Degree of student need requires instruction by a certified

special education teacher.

2. Student requires reteaching, preteaching, or modification of content,

instruction, or assessment, as specified in the PLAAFP/IEP. This may

include core content instruction through the use of modified curricular

materials. This support addresses intensive needs that cannot be

adequately addressed through supports such as co-teach in the general

education classroom.

3. Student requires smaller group instruction.

4. Student skills must be at least 2 years or more below grade level, as

measured on multiple tools.


1. Need reflected in the PLAAFP

2. A goal (which may include short and/or long term objectives)

specifically identifying the needed specially designed instruction for

each content area

3. Resource identified in the IEP, by content

4. Clearly defined modifications and accommodations required for the

individual student

Resource Rubric


Priority subjects:

1. Subjects include Reading/ELA and Math, social skills, and applied

skills (at HS only).


individually.

3. At HS, focus on courses needed for Foundations Graduation Program.

Priority tasks:

1. Provision of specially designed instruction focused on the grade

enrolled subject/course TEKS and/or goals/objectives.

2. Implementation of all modifications and accommodations as outlined in

the IEP (modify lesson plans, materials, and instructional support based

on student needs).

3. Data collection and progress monitoring.

Staff/Structure

Requirements:

Certified teachers with competence in the content. If resource teacher is the

teacher of record (assigning the grade for the course), the teacher must be

both special education and general education certified (content specific or

generalist).

Prioritized

Recommendations:

1. Clearly identified expectations.

2. Professional development.

3. Individualized provision of services.

North East Independent School District 06-25-2014

Checklist: Critical Classroom Components of an Alternate Learning Environment (ALE)

Teacher:________________________________________Date:_________________________________________________________ Campus:________________________________________Observer:_____________________________________________________

Critical Classroom Components T-TESS Links Observations

Physical Structure Areas are clearly defined for different types of activities

Yes Somewhat Not Observed

Areas are organized and clearly labeled Yes Somewhat Not Observed

Areas are designated for group & independent work


Areas are designated for break Yes Somewhat Not Observed

Areas allow for student independence Yes Somewhat Not Observed

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

, 3.

3)

Schedules & Work Systems Class schedule is posted and routinely utilized


Student schedules are individualized and utilized by students that need additional structure beyond the class schedule Yes Somewhat Not Observed

Mini-schedules/checklists are individualized and utilized by the

students for specific activities Yes Somewhat Not Observed

Work systems are utilized by specific students


Schedules and systems are meaningful, organized and easily accessible to students Yes Somewhat Not Observed D

om

ain

2: I

nst

ruct

ion

(2.

1, 2

.3, 2

.4,2

.5)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.

2, 3

.3)

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Positive Behavioral Supports

Positive behaviors are reinforced consistently at a ratio of 3 to 1 Yes Somewhat Not Observed

Classroom expectations are posted and followed by at least 90% of the

students Yes Somewhat Not Observed

Preventive strategies (e.g. visual supports) are individualized and

implemented consistently Yes Somewhat Not Observed

Instructive consequences are individualized and implemented

consistently Yes Somewhat Not Observed

Data are collected on antecedents, behavior, and consequences [ABC]

for the targeted behaviors Yes Somewhat Not Observed

Strategies are revised, as needed, based on analysis of the data

Yes Somewhat Not Observed D

om

ain

2:

In

stru

ctio

n (

2.3,

2.4

, 2.

5)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.

2, 3

.3)

Do

mai

n C

ompl

ianc

e w

ith P

olic

ies,

Ope

ratin

g P

roce

dure

s an

d R

equi

rem

ents

Curriculum Curriculum is aligned with grade level TEKS, state assessment

concepts, and IEP’s focusing on priority concepts and skills relevant to student needs Yes Somewhat Not Observed

Data are collected and analyzed routinely for each student to aid in measuring growth on IEP/BIP goals Yes Somewhat Not Observed

Teacher routinely communicates progress to parents in a meaningful way Yes Somewhat Not Observed

Assessment is evident in the following ways: Anecdotal records Teacher observation Checklists Teacher made tests Photos/Video Inventories Rubrics Student Work Portfolios Brigance Inventory Other____________ _________

D

om

ain

1:

Pla

nn

ing

(1.

1, 1

.2,

1.3,

1.4

) D

om

ain

2:

Inst

ruct

ion

(2.

1, 2

.2, 2

.3,

2.4,

2.5

)

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Instruction Lesson plans are aligned with grade level TEKS and IEP goals and

objectives Yes Somewhat Not Observed Lesson plans include differentiated instructional strategies to meet student’s needs

Yes Somewhat Not Observed Instructional and Assistive Technology is integrated throughout the

Instructional day Yes Somewhat Not Observed

Each student has an opportunity to access nondisabled peers, as appropriate Yes Somewhat Not Observed

Do

mai

n 1

: S

tan

dar

ds

& A

lig

nm

ent

(1.1

, 1.

2, 1

.3,

1.4)

D

om

ain

2:

Inst

ruct

ion

(2.

1, 2

.2, 2

.3,

2.4,

2.5

)

Do

mai

n 3

: L

earn

ing

En

vir

on

men

t (3

.3)

Communication Communication systems are utilized by all students that lack

functional expressive language Yes Somewhat Not Observed

Communication systems & strategies are implemented consistently Yes Somewhat Not Observed

Communication attempts are honored and interpreted as best as possible Yes Somewhat Not Observed

Communication goals are integrated throughout instruction Yes Somewhat Not Observed

Support staff is meaningfully involved throughout instruction Yes Somewhat Not Observed

D

om

ain

1:

Sta

nd

ard

s &

Ali

gn

men

t (1

.1,

1.3,

1.4

) D

om

ain

2:

Inst

ruct

ion

(2.

1, 2

.3, 2

.4,

2.5)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.

2, 3

.3)

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Checklist: Critical Classroom Components of an ALE Program Action Plan

Area of Focus Goal Activities Projected Date

Support Needed

Completion

Date


Checklist: Critical Classroom Components Of Inclusion (CoTeach or Instructional Facilitation)


Critical Classroom Components T-TESS Links

Observations

Instructional Organization Students are intentionally grouped for instruction:

☐ Whole group

☐ Individual

☐ Small groups

☐ Stations / centers Collaborative / CoTeach models observed in use by adults:

☐ One teach / one observe

☐ One teach / one assist

☐ Alternative teaching

☐ Parallel teaching

☐ Team teaching

☐ Station teaching Classroom is set up intentionally to facilitate student discussion, activity, and independent work Yes Somewhat Not Observed

Do

mai

n 1

: P

lan

nin

g (

1.4)

Do

mai

n 2

: In

stru

ctio

n (

2.2,

2.3

, 2.4

, 2.5

, 3.1

)

Instruction Lesson plans are aligned with course/grade level TEKS, with

consideration of IEP goals and objectives, including evidence of modified or accommodated instruction

Yes Somewhat Not Observed Lesson plans include differentiated instructional strategies to meet student needs

Yes Somewhat Not Observed Data are collected and analyzed routinely for each student to aid in

measuring growth on IEP/BIP goals & accommodation effectiveness Yes Somewhat Not Observed

Data are collected and analyzed routinely for each student and used to inform and guide instruction Yes Somewhat Not Observed

Do

mai

n 1

: P

lan

nin

g (

1.1,

1.2

, 1.3

, 1.4

)

Do

mai

n 2

: In

stru

ctio

n (

2.1,

2.2

, 2.3

, 2.4

, 2.5

)

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Instructional and Assistive Technology is integrated, as designated in student’s IEPs Yes Somewhat Not Observed

Students are actively engaged with the content



Classroom expectations are posted and followed by at least 90% of the students Yes Somewhat Not Observed

Positive behaviors are reinforced consistently at a ratio of 3 to 1

Yes Somewhat Not Observed Preventive strategies (e.g. visual supports, reminders of expectations)

are implemented consistently Yes Somewhat Not Observed


consistently, including BIP alignment Yes Somewhat Not Observed

Do

mai

n 2

: In

stru

ctio

n (

2.4,

2.5

)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

, 3.3

)

Do

mai

n C

ompl

ianc

e w

ith P

olic

ies,

Ope

ratin

g P

roce

dure

s

and

Req

uire

men

ts

Professional Practices & Communication Adult communication clearly and accurately communicates to support

persistence, deeper learning, and effective effort with students and other adults Yes Somewhat Not Observed

Communication with students is respectful, meaningful, and related to instruction Yes Somewhat Not Observed

Communication with adults is respectful, meaningful, and related to instruction Yes Somewhat Not Observed

Communication goals are integrated throughout instruction, as

appropriate to student IEP Yes Somewhat Not Observed

Support staff, including paraprofessionals, is meaningfully involved throughout instruction Yes Somewhat Not Observed

Teacher(s) routinely communicates progress to parents Yes Somewhat Not Observed

Teacher(s) documents service/support provision Yes Somewhat Not Observed

Do

mai

n V

: P

rofe

ssio

nal

Co

mm

un

icat

ion

(4.

1, 4

.4)

Do

mai

n II

: Lea

rner

Cen

tere

d In

stru

ctio

n (

2.3)

Do

mai

n II

I: L

earn

ing

En

viro

nm

ent

(3.2

, 3.3

)


Checklist: Critical Classroom Components of a Preschool Program for Children with Disabilities (PPCD)


Please note: if PPCD is provided via walk-in speech services, please refer to speech program guidance. This document is intended to support PPCD classroom programming.


Physical Structure Areas are clearly defined for different types of activities


Areas are organized and clearly labeled Yes Somewhat Not Observed

Areas are designated for group & independent work and play


Areas are designated for break Yes Somewhat Not Observed

Areas allow for student independence Yes Somewhat Not Observed

Do

mai

n 3

: Lea

rnin

g E

nvi

ron

men

t (3

.1, 3

.2)

Schedules & Work Systems Class schedule is posted and routinely utilized


Student schedules are individualized and utilized by students that need additional structure beyond the class schedule Yes Somewhat Not Observed

Mini-schedules/checklists are individualized and utilized by the

students for specific activities Yes Somewhat Not Observed

Work systems are utilized by specific students, who need such

structures Yes Somewhat Not Observed

Schedules and systems are meaningful, organized and easily

accessible to students Yes Somewhat Not Observed D

om

ain

2: I

nst

ruct

ion

(2.

1)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

)

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________



Positive behaviors are reinforced consistently at a ratio of 3 to 1 Yes Somewhat Not Observed

Classroom expectations are posted and followed by at least 90% of

the students Yes Somewhat Not Observed

Preventive strategies (e.g. visual supports) are individualized and

implemented consistently Yes Somewhat Not Observed


consistently Yes Somewhat Not Observed

Data are collected on antecedents, behavior, and consequences

[ABC] for the targeted behaviors Yes Somewhat Not Observed

Strategies are revised, as needed, based on analysis of the data

Yes Somewhat Not Observed D

om

ain

2:

Inst

ruct

ion

(2.

4, 2

.5)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

, 3.3

)

Do

mai

n C

ompl

ianc

e w

ith P

olic

ies,

Ope

ratin

g P

roce

dure

s an

d

Req

uire

men

ts

Curriculum Curriculum is aligned with Pre-K guidelines and IEP’s focusing on

priority concepts and skills relevant to student needs Yes Somewhat Not Observed


Teacher routinely communicates progress to parents in a meaningful way Yes Somewhat Not Observed

Assessment is evident in the following ways: Anecdotal records Teacher observation Checklists Teacher made tests Photos/Video Inventories Rubrics Student Work Portfolios Brigance Inventory Other____________ Rethink

Do

mai

n 1

: P

lan

nin

g (

1.1,

1.2

, 1.3

, 1.4

)

Do

mai

n 2

: In

stru

ctio

n

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Instruction Lesson plans are aligned with Pre-K guidelines and IEP goals and

objectives Yes Somewhat Not Observed Lesson plans include differentiated instructional strategies to meet student’s needs

Yes Somewhat Not Observed Instructional and assistive technology is integrated throughout the

instructional day Yes Somewhat Not Observed

Each student has an opportunity to access nondisabled peers, as appropriate Yes Somewhat Not Observed

Center activities are structured to align with the curriculum and lessons

Yes Somewhat Not Observed Teacher introduces students to activities and materials available in the

center Yes Somewhat Not Observed

Do

mai

n II

: Lea

rner

Cen

tere

d In

stru

ctio

n

Do

mai

n IV

: Man

agem

ent o

f Stu

den

t Dis

cipl

ine,

Inst

ruct

iona

l str

ate

gies

, Tim

e,

and

Mat

eria

ls

Communication Communication systems are utilized by all students that lack

functional expressive language Yes Somewhat Not Observed

Communication systems & strategies are implemented consistently Yes Somewhat Not Observed

Communication attempts are honored and interpreted as best as possible Yes Somewhat Not Observed

Communication goals are integrated throughout instruction Yes Somewhat Not Observed

Support staff is meaningfully involved throughout instruction Yes Somewhat Not Observed

Do

mai

n V

: P

rofe

ssio

nal C

omm

unic

atio

n

Do

mai

n II

: Lea

rner

Cen

tere

d In

stru

ctio

n

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Inclusive Setting Components Collaborative / CoTeach models observed in use by adults:

☐ One teach / one observe ☐ Parallel teaching

☐ One teach / one assist ☐ Team teaching

☐ Alternative teaching ☐ Station teaching

Adult communication clearly and accurately communicates to support

persistence, deeper learning, and effective effort with students and other adults Yes Somewhat Not Observed


Communication with adults is respectful, meaningful, and related to instruction Yes Somewhat Not Observed D

om

ain

III:

Lea

rnin

g E

nvi

ron

men

t (3

.2, 3

.3)

Do

mai

n V

: P

rofe

ssio

nal

Co

mm

un

icat

ion

(4.

1, 4

.4)


Checklist: Critical Classroom Components of Redirection



Program Elements The current schedule of every student served through Redirection

can be readily accessed Yes Somewhat Not Observed

Redirection Room has clearly defined areas that replicate the

academic setting Yes Somewhat Not Observed

An area has been designated as a “safe” or “chill” zone


Each student in Redirection is observed by Redirection staff, on a regular and consistent basis, throughout the school day


There is an effective communication system implemented between Redirection staff and classroom teachers (e.g. pagers, two-way radios)


A daily system for documenting progress on student behavior is in place (e.g. point sheets, behavior charts) Yes Somewhat Not Observed

Data is collected daily for every Redirection student and is entered into Rethink a minimum of once a week Yes Somewhat Not Observed

Social skills and specific replacement behaviors are being taught based on the needs of the individual students Yes Somewhat Not Observed

There is a campus crisis plan in place that includes a process to

debrief Redirection students and the staff involved after an incident Yes Somewhat Not Observed

Preventative strategies are implemented consistently


Positive behaviors are reinforced consistently Yes Somewhat Not Observed D

om

ain

1:

Pla

nn

ing

(1.

1, 1

.2, 1

.3, 1

.4)

Do

mai

n 2

: In

stru

ctio

n (

2.1,

2.2

, 2.3

, 2.4

, 2.5

)

Do

mai

n 3

: Lea

rnin

g E

nvi

ron

men

t (3

.1, 3

.2, 3

.3)

Teacher: ________________________________________Date:_____________________________________

Campus: ________________________________________Observer:_________________________________


Role of the Teacher in the Redirection Program Positively stated rules and expectations are clearly posted and

taught (e.g. CHAMPS) Yes Somewhat Not Observed

Teaching staff has an organized portfolio to include: BIP, behavior

IEP goals/objectives, work samples, parent / medical notes, etc. Yes Somewhat Not Observed

The teacher is proactively involved in collaborative problem-solving

with the school staff (e.g. regular meetings with teachers, administration, and support staff) Yes Somewhat Not Observed

Each student has a behavioral data analysis (BDA) based on

current data and BIP/IEP with observable and measurable goals and objectives Yes Somewhat Not Observed

There is a system in place to monitor and support the academic progress of Redirection students to include: handling late/missing assignments and providing reinforcement time Yes Somewhat Not Observed

There is a system in place to provide regular feedback to parents

about the behavioral and academic progress of Redirection students Yes Somewhat Not Observed

Redirection Teacher and staff are CPI trained and their certification is up to date Yes Somewhat Not Observed

Do

mai

n 1

: P

lan

nin

g (

1.2,

1.3

)

Do

mai

n 2

: In

stru

ctio

n (

2.1,

2.3

, 2.4

, 2.5

)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

, 3.3

)


Checklist: Critical Classroom Components Of Resource


Critical Classroom Components T-TESS Links

Observations

Instructional Organization Students are intentionally grouped for instruction:

☐ Whole group

☐ Individual

☐ Small groups

☐ Stations / centers Room is intentionally set up to facilitate student discussion, activities, group, and independent work Yes Somewhat Not Observed D

om

ain

1:

Pla

nn

ing

(1.

4)

Do

mai

n 2

: In

stru

ctio

n (

2.2)

Instruction Lesson plans are aligned with modified course/grade level TEKS, with

consideration of IEP goals and objectives Yes Somewhat Not Observed Utilization of instructional materials specifically selected for use in

modified specially-designed instruction Yes Somewhat Not Observed Lesson plans include differentiated instructional strategies to meet student needs

Yes Somewhat Not Observed Lessons include multisensory approaches, including verbal, visual, and

tactile/kinesthetic Yes Somewhat Not Observed Data checkpoints associated with specially-designed instructional

materials Yes Somewhat Not Observed Instructional and Assistive Technology is integrated, as designated in

students’ IEPs Yes Somewhat Not Observed


lburge

Typewritten Text

Teacher:________________________________________Date:_____________________________________

Campus:________________________________________Observer:_________________________________


Data are collected and analyzed routinely for each student and used to inform and guide instruction Yes Somewhat Not Observed

Students are actively engaged in content & teacher uses total participation strategies



Classroom expectations are posted and followed by at least 90% of the students Yes Somewhat Not Observed

Positive behaviors are reinforced consistently at a ratio of 3 to 1

Yes Somewhat Not Observed Preventive strategies (e.g. visual supports, reminders of expectations)

are implemented consistently Yes Somewhat Not Observed


consistently, including BIP alignment Yes Somewhat Not Observed

Do

mai

n 2

: In

stru

ctio

n (

2.4,

2.5

)

Do

mai

n 3

: L

earn

ing

En

viro

nm

ent

(3.1

, 3.2

, 3.3

)

Do

mai

n C

ompl

ianc

e w

ith P

olic

ies,

Ope

ratin

g P

roce

dure

s

and

Req

uire

men

ts

Professional Practices & Communication Adult communication clearly and accurately communicates to support

persistence, deeper learning, and effective effort with students Yes Somewhat Not Observed


Communication goals are integrated throughout instruction, as

appropriate to student IEP Yes Somewhat Not Observed

Support staff, including paraprofessionals (where appropriate), is meaningfully involved throughout instruction Yes Somewhat Not Observed

Teacher routinely communicates progress to parents Yes Somewhat Not Observed

Do

mai

n II

: Lea

rner

Cen

tere

d In

stru

ctio

n (

2.3)

Do

mai

n II

I: L

earn

ing

En

viro

nm

ent

(3.2

, 3.3

)

Do

mai

n V

: P

rofe

ssio

nal

Co

mm

un

icat

ion

(4.

1, 4

.4)

TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)

Adapted from Region 20 (2016)

DOMAIN 1 – PLANNING EVIDENCE IN A LOW INCIDENCE SETTING

EXAMPLES / TOOLS

1.1 Standards and Alignment Clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. 1. Aligned goals, standards and objectives 2. Lesson design/structure and pacing 3. Activities, materials and resources tied to standards 4. Technology integration

1. Grade-level content @ prerequisite skill level 2. Standards-based lesson plans 3. Hands-on activities/manipulatives align with theme/area of study 4. Use of assistive technology to provide access for all learners

1-2. http://tinyurl.com/Vertical-Alignment-Documents STAAR ALT 2 Vertical Alignment document 1-2. http://tinyurl.com/Curriculum-Framework-Documents STAAR ALT 2 Curriculum Framework documents

1-2. http://tinyurl.com/STAAR-ALT-2-Essence-Statements STAAR Alternate 2

Essence Statements 3. NEISD sample lesson plan templates (NEISD intranet, Special Education, Alternate Learning Environments)

1.2 Data and Assessment Teacher uses formal/informal methods to measure student progress, then manages and analyzes student data to inform instruction. 1. Formal/informal assessments 2. Progress monitoring 3. Communication/feedback 4. Data analysis tied to drive instruction

1. Data collection for pre-, & post- instruction (What do they know? Did they make progress?) 2. Data collection during instruction: (How do you know they’re getting it?) 3. Immediate, specific feedback 4. Prerequisite skill level of instruction based on data driven by student performance (anecdotal/criterion, video, photos)

1. Sample data collection sheets available in eSPED. 1 & 2. Use of the district data collection system:

**NEISD expectation is that a minimum of one data collection (per IEP goal) will be taken once per week. 4. Use of Vertical Alignment document or Curriculum Framework document (see link above)

1.3 Knowledge of Students Through knowledge of students and proven practices, the teacher ensures high levels of learning,

1. Teachers reference and use Present Levels of Academic Achievement

2. http://tinyurl.com/Region-13-Verb-document Verb Document

http://tinyurl.com/Vertical-Alignment-Documents


http://tinyurl.com/Curriculum-Framework-Documents

http://tinyurl.com/Curriculum-Framework-Documents

http://tinyurl.com/STAAR-ALT-2-Essence-Statements


http://tinyurl.com/Region-13-Verb-document




social-emotional development and achievement for all students. 1. Utilize students’ prior knowledge 2. Adjustments tied to student needs 3. Diverse learning tied to student strengths

and Functional Performance (PLAAFP) statement when considering student access to lessons, pre-assessment data 2. Level of symbolic understanding; level of access (Verb Document) 3. Student interests/strengths built into instruction

http://tinyurl.com/Symbolic-Levels Symbolic Levels 3. Student interests incorporated into academic lessons as appropriate.

1.4 Activities Teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement. 1. Questionings/HOTS 2. Grouping 3. Roles/responsibilities 4. Student goal setting 5. Activities, resources, materials and 6. Problem-solving

1. Use of appropriate language/communication supports (conversation boards, assistive technology tools) to support student response mode (pointing, eye gaze, switch access, verbalization) 2. Differentiated materials and expectations dependent on student level of access (3,2,1—Verb Document) 3. Clear expectations of activity/student expectations displayed visually (if necessary) for students at their level of symbolic understanding (object, photo, line drawing) 4. Expectation for student mastery of skill-used to collect data on student progress 5. Use of assistive technology & adapted materials (leveled books, manipulatives @ student symbolic level of understanding, hands-on/ concrete activities for skill presentation and acquisition) 6. Questioning and expectations leveled depending on student level and ability.

1.

2, 5

2. http://tinyurl.com/zys9jjd STAAR ALT 2 Performance Descriptors (TEA) http://tinyurl.com/Region-13-Verb-document Verb Document

http://tinyurl.com/Symbolic-Levels

http://tinyurl.com/zys9jjd




DOMAIN 2 – INSTRUCTION EVIDENCE IN A LOW INCIDENCE SETTING

EXAMPLES / TOOLS

2.1 Achieving Expectations Teacher supports all learners in their pursuit of high levels of academic and social-emotional success. 1. Academic expectations 2. Mastery of objective 3. Student mistakes tied to self-correcting 4. Student initiative tied to self-monitoring

1. Grade-level content at prerequisite skill level; use of STAAR Alternate 2 Essence Statements/ Vertical Alignment document in instruction 2. Data collection w/objectives based on student level of skill acquisition; students able to complete a task/activity to demonstrate understanding (not solely paper/pencil type assessment) 3. Use of cues/prompts and fading of support to build student independence and skill mastery 4. Immediate, specific feedback provided; use of visuals/video modeling for student monitoring

1. http://tinyurl.com/STAAR-ALT-2-Essence-Statements STAAR ALT 2 Essence Statements – TEA http://tinyurl.com/Vertical-Alignment-Documents STAAR ALT 2 Vertical Alignment Documents – TEA (or Curriculum Framework) 2. http://tinyurl.com/Region-13-Verb-document Verb Document 3. http://tinyurl.com/Hierarchy-of-Cues-and-Prompts Hierarchy of Cueing and Prompting

4.

2.2 Content Knowledge and Expertise Teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs. 1. Content knowledge in multiple contexts 2. Objectives linked with other disciplines 3. Anticipation of misunderstanding tied to techniques 4. Thinking/HOTS 5. Real world

1. Grade-level content at prerequisite skill level; use of STAAR Alternate 2 Essence Statements/ Vertical Alignment document in instruction 2. Use a cross-curricular thematic approach based on real-life experiences students will be able to access 3. Use of task analysis to break skill into smallest steps necessary for student understanding 4. Use of concrete, hands-on examples and activities

1. http://tinyurl.com/STAAR-ALT-2-Essence-Statements STAAR ALT 2 Essence Statements – TEA http://tinyurl.com/Vertical-Alignment-Documents STAAR ALT 2 Vertical Alignment Documents – TEA (or Curriculum Framework) Use of mini-schedule for task analysis

3. 4. Pizza fractions






http://tinyurl.com/Hierarchy-of-Cues-and-Prompts








2.3 Communication Teacher clearly and accurately communicates to support persistence, deeper learning and effective effort. 1. Two-way communication 2. Student misunderstandings 3. Verbal/written communication 4. Questioning/discussions 5. Wait time 6. Visual tools/technology

1. Provide student access to assistive technology for communication for students with limited/no verbal language (so students can demonstrate knowledge) 2. Use of visual, concrete, interactive activities presented in small steps; consider preferred/dominant learning style of student (visual, auditory, kinesthetic, etc.) 3. Supported by visuals (based on symbolic level of understanding) as needed by student 4. ALWAYS provide wait time then follow with necessary support 5. Most lessons supported visually, with technology, or with concrete, hands-on learning opportunities

1.

2-3 . 4. http://tinyurl.com/Hierarchy-of-Cues-and-

Prompts Hierarchy of Cueing and Prompting

5.





2.4 Differentiation Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2. Monitoring of participation and performance 3. Different methods and content 4. Recognizing confusion/disengagement and responding

1. Incorporating student interests and IEP-related accommodations and assistive technology supports 2. Data collection (district expectation of 1x per week per IEP goal) 3. Multi-modal approach: concrete, hands-on approach 4. Knowledge of characteristics of student needs; incorporate components to meet sensory/student needs in instructional day

1.

2. 3.

2.5 Monitor and Adjust Formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. 1. Monitor and adjust instruction and activities 2. Adjusting to address engagement 3. Monitor behavior 4. Check for understanding 5. Questions and academic feedback

1. Awareness of lesson length and opportunities for change of state (movement, music, manipulatives); whole group, small group, individual work 2. Incorporating engagement component to lesson plan based on student interests/learning style 3. Use of visual behavior supports when needed 4. Formative assessment styles/use of communication supports to provide access to student answering

1.

3.

4.



DOMAIN 3 – LEARNING ENVIRONMENT EVIDENCE IN A LOW INCIDENCE SETTING EXAMPLES / TOOLS

3.1 Classroom Environment, Routines and Procedures Teacher organizes a safe, accessible and efficient classroom. 1. Procedures, routines and transitions 2. Management of supplies and equipment tied to student leadership 3. Safe and organized classroom

1. All students (even those that are non-ambulatory) can access all areas of classroom safely 2. Consistent routine that utilizes visual schedules, timers, transition markers used routinely and consistently with students that need additional support 3. Areas/Materials clearly labeled with visuals so that students can navigate environment with highest level of independence and collect materials as independently as possible

1.

2. 3.

3.2 Managing Student Behavior Teacher establishes, communicates and maintains clear expectations for student behavior. 1. Behavior systems 2. Behavior standards

1. Visually-supported expectations 2. Individualized behavior systems dependent on level of structure student needs (high, medium, low) including: 1. Schedules 2. Timers 3. Transition markers 4. Visual expectation cards 5. Preferred choices offered (after work) 6. Consistent and routine use of supports (visual tools) by all staff that interact with student

1. 2. 3.

4. 5.



3.3 Classroom Culture Teacher leads a mutually respectful and collaborative class of actively engaged learners. 1. Relevant, meaningful learning 2. Working respectfully 1. Individual 2. Group 3. Rapport/collaboration 4. Diverse learning tied to student strengths

1. Lessons are differentiated so that all students can access content based on level of understanding 2. Based on real-life, meaningful components of students’ lives with an interactive, hands-on approach 3. Levels of structure in place to support students during independent and group work 4. Knowledgeable about student interests and incorporate them in instruction/behavior supports 5. Student strengths are taken into consideration when lessons are developed and are incorporated when applicable

1. Verb document, symbolic level of understanding (see links above) 3. Individual visual schedule, choice boards, behavior support cards, as appropriate for student

3.

4.



DOMAIN 4 – PROFESSIONAL PRACTICES & RESPONSIBILITIES

EVIDENCE IN A LOW INCIDENCE SETTING EXAMPLES / TOOLS

4.1 Professional Demeanor and Ethics Teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. 1. Code of Ethics 2. Professional Standards 3. Student advocacy

1. Professional Philosophy: Least Dangerous Assumption (Presume Competence) 2. Meaningful collaboration and discussion with general education teachers (dependent on student schedule) regarding IEP: PLAAFP statement, IEP goals, and necessary accommodations and supports

4.2 Goal-Setting Teacher reflects on his/her practice. 1. Self-assessing 1. Teacher level 2. Student level 2. Goal Setting 1. Short-term 2. Long-term

4.3 Professional Development Teacher enhances the professional community. 1. PD participation linked to leadership 2. Improvement plans

1.4 Activities Teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. 1. Outreach 2. Stakeholder communication, involvement 3. Support of mission, vision and goals

TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)


DOMAIN 1 – PLANNING EVIDENCE IN THE INCLUSION SETTING

EXAMPLES / TOOLS

1.1 Standards and Alignment (1.1, 1.2, 3.1, 3.2,

3.3)

Teacher (s) design clear; well-organized, sequential

lessons that reflect best practice, align with standards

and are appropriate for diverse learners.

1. Aligned goals, standards and objectives

2. Lesson design/structure and pacing

3. Activities, materials and resources tied to

standards

4. Technology integration

1. Lesson Plan with key components of

grade level instruction and consideration

of Individual Education Programs (IEPs)

2. Grade-level content allowing for

differentiating and accommodating for

appropriate skill level

3. Use of instructional and IEP

accommodations including use of

assistive technology to provide access for

all learners.

4. Consideration of IEP annual goals to

address/embed in lessons.

5. Clarification of roles and

responsibilities between general

education and special

education teacher.

1. TEA STAAR Alternate 2 Vertical

Alignment Document

2. TEKS

3. Hands-on activities/manipulatives align

with theme/area of study are prepared

ahead of time, are readily accessible for

students and staff in order to minimize non-

engaged student time and avoid frustrations.

1.2 Data and Assessment (1.2, 1.6, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4)

Teacher(s) uses formal/informal methods to measure

student progress, then manages and analyzes

student data to inform instruction.

1. Formal/informal assessments

2. Progress monitoring

3. Communication/feedback

4. Data analysis tied to drive instruction

1. Data collection for pre-, & post-

instruction (What do they know? Did they

make progress?)

2. Data collection during instruction: (How

do you know they’re getting it?)

3. Immediate, specific feedback

4. Vertically aligned or prerequisite skill

level of instruction based on data driven

by student performance

(anecdotal/criterion, video, photos)

Sample Data Sheets/Resources:

eSped

Rethink

Modules Addressing Special Education and Teacher Education (MAST)

http://www.esc20.net/default.aspx?

name=ci_staar.SpecialEducation

http://tea.texas.gov/student.assessment/special-ed/staaralt/vertalign/


http://mast.ecu.edu/modules/dc_intro/concept/



http://www.esc20.net/default.aspx?name=ci_staar.SpecialEducation




5. Data collection to report progress of

IEP annual goals addressed/embedded in

lessons.

6. Data collection to determine most

appropriate state assessment and

possible accommodations

1.3 Knowledge of Students (1.1, 1.2, 1.3, 2.1, 2.2,

2.3)

Through knowledge of students and proven practices,

the teacher(s) ensures high levels of learning, social-

emotional development and achievement for all

students.

1. Students’ prior knowledge

2. Adjustments tied to student needs

3. Diverse learning tied to student strengths

1. Teacher (s) is aware of student's

functioning level in relation to state's

content standards.

2. Teacher(s) references and use Present

Levels of Academic Achievement and

Functional Performance (PLAAFP)

statement when considering student

access to lessons, pre-assessment data.





lessons.



possible accommodations.

6. Student interests/strengths built into

instruction

1. Teacher review of student’s IEP, including

clear understanding of needed

accommodations and modifications,

including degree of modification

2. Progress monitoring evidence, updated

regularly with data collection aligned with

conditions of IEP

3. Use of student interests incorporated into

academic lessons as appropriate

1.4 Activities (1.2, 1.3, 1.4, 1.5)

Teacher(s) plans engaging, flexible lessons that

encourage higher-order thinking, persistence and

achievement.

1. Questionings/HOTS

1. Teacher(s) is aware of student's


content standards.



1. Beginning (activating background

knowledge, pre-assessment, hook, review,

lesson objective).

2. Middle (guided practice, independent

practice).



2. Grouping

3. Roles/responsibilities

4. Student goal setting and explanation of why it is

important

5. Activities, resources, materials and technology

6. Problem-solving








lessons.





instruction

3. End (closure, re-teach, assessment,

preview, review).

4. Consideration of Collaborative Teaching

approach(es): CoTeaching or Instructional

Facilitation

5. Allow for flexible student grouping and

collaboration: partners, small groups, etc.

6. Questioning/Higher Order Thinking

(HOTS)

7. Problem Solving

DOMAIN 2 – INSTRUCTION EVIDENCE IN THE INCLUSION SETTING EXAMPLES / TOOLS

2.1 Achieving Expectations (1.2, 1.4, 1.5, 2.1,

2.3, 3.2, 4.1, 4.4, 5.2)

Teacher(s) supports all learners in their pursuit of

high levels of academic and social-emotional

success.

1. Academic expectations

2. Mastery of objective

3. Student mistakes tied to self-correcting

4. Student initiative tied to self-monitoring

1. Grade-level content at appropriate skill

level, including prerequisite skill levels

(differentiation based on individual student

needs)

2. Data collection w/objectives based on

student level of skill acquisition

3. Use of instructional accommodations and

those outlined in IEP to support student

independence and skill mastery


address/embed in lessons

5. Immediate, specific feedback provided

1. Vertical Alignment Document


http://tea.texas.gov/student.assessment/special-ed/staaralt/essence/



2.2 Content Knowledge and Expertise (1.1,

1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3)

Teacher(s) uses content and pedagogical

expertise to design and execute lessons aligned

with state standards, related content and student

needs.

1. Content knowledge in multiple contexts

2. Objectives linked with other disciplines

3. Anticipation of misunderstanding tied to

techniques

4. Thinking/HOTS

5. Real world

1. Grade-level content at appropriate skill

level, including prerequisite skill levels

(differentiation based on individual student

needs)

2. Awareness and understanding of

student’s qualifying eligibility and

characteristics associated with it

3. Use a cross-curricular thematic approach

based on real-life experiences students will

be able to access

4. Use of concrete, hands-on examples and

activities

Student Engagement:

1. Active Response

2. Whole Class Instruction

3. Use of Technology

4. partner Work

5. Group Work

6. Use of Visuals


2.3 Communication (1.4, 1.5, 2.1, 3.1, 4.4)

Teacher(s) clearly and accurately communicates

to support persistence, deeper learning and

effective effort with each other and students

1. Two-way communication

2. Non-verbal communication

3. Verbal/written communication

4. Questioning/discussions

5. Wait time

6. Visual tools/technology

1. Provide student access to

accommodations and assistive technology

to support disability or area of need

2. Provide students (as appropriate)

modification when scaffolding instruction

3. Data collection to report progress of IEP

annual goals addressed/embedded in

lessons

4. Most lessons supported visually, with

technology, or with concrete, hands-on

learning opportunities

5. Teachers are comfortable with selected

collaborative approach

6. Recognizing and clarifying student

misunderstandings

1. Appropriate CoTeach Approach to optimize

learning:

1 Teach/1 Observe

1 Teach/1 Assist

Alternative Teaching

Parallel Teaching

Station Teaching

Team Teaching

2. Wait time then follow with necessary

support

3. Games

4. Manipulatives

5. State Changes and Transitions

6. Positive teacher to teacher rapport/respect



2.4 Differentiation (1.3, 1.6, 2.1, 2.2, 2.3, 3.3,

4.1, 5.1, 5.3, 5.4)

Teacher(s) differentiates instruction, aligning

methods and techniques to diverse student

needs.

1. Individualized lessons

2. Monitoring of participation and performance

3. Different methods and content

4. Recognizing confusion/disengagement and

responding

1. Incorporating student interests and IEP-

related accommodations and assistive

technology supports


appropriate state assessment and possible

accommodations

3. Data collection for progress toward

instruction and IEP goals

4. Multi-modal approach: concrete, hands-

on approach

5. Multi-sensory approach: visual, auditory,

tactile/kinesthetic

6. Knowledge of characteristics of student

needs; incorporate components to

meet sensory/student needs in instructional

day

7. Language considerations

1. Checks for understanding.

2. Chunked content.

3. Pre-Assessment (KWL, conversations)

4. Graphic Organizers


learning:

1 Teach/1 Observe

1 Teach/1 Assist


Parallel Teaching

Station Teaching

Team Teaching

6. Sentence stems

7. Anchor charts

2.5 Monitor and Adjust (1.4, 1.5, 2.2, 2.3, 3.2,

4.4, 5.3, 5.4)

Teachers formally and informally collects,

analyzes and uses student progress data and

makes needed lesson adjustments.

1. Monitor and adjust instruction and activities

2. Adjusting to address engagement

3. Monitor behavior

4. Check for understanding

5. Questions and academic feedback

1. Awareness of lesson length and

opportunities for change of state

(movement, music, manipulatives); whole

group, small group, individual work

2. Incorporating engagement component to

lesson plan based on student

interests/learning style

3. Use of visual behavior supports when

needed

4. Formative assessment styles/use of

communication supports to provide access

to student answering

1. Music

2. Timers

3. Visual behavior support card or contract

4. Transition marker


learning:

1 Teach/ 1 Assist

1 Teach/1 Observe

Parallel Teaching

Station Teaching

Team Teaching




5. Provides data driven information to

current and future Present Levels of

Academic Achievement and Functional

Performance as well as IEP annual goals


annual goals addressed/embedded in

lessons

DOMAIN 3 – LEARNING ENVIRONMENT EVIDENCE IN THE INCLUSION SETTING EXAMPLES / TOOLS

3.1 Classroom Environment, Routines and

Procedures (1.4, 4.1, 4.2, 4.3, 4.4)

Teacher(s) organizes a safe, accessible and

efficient classroom.

1. Procedures, routines and transitions

2. Management of supplies and equipment tied

to student leadership

3. Safe and organized classroom

1. Rules/routines have been established

2. Norms have been established

3. All students can access all areas of

classroom safely

4. Areas/Materials clearly labeled with visuals

so that students can navigate environment

with highest level of independence and collect

materials as independently as possible

1. Consistent routine utilizes visual schedules,

timers and transition markers.


learning:

1 Teach/1 Assist

1 Teach/1 Observe

Parallel Teaching

Station Teaching

Team Teaching


3. Hands-on activities/manipulatives align with

theme/ area of study are prepared ahead of

time, are readily accessible for students and

staff in order to minimize non-engaged student

time and avoid frustrations.

3.2 Managing Student Behavior (4.1, 4.2,

4.3, 4.4)

1. Both Teachers move freely around the

room.

2. Students are seated heterogeneously.

3. Positive Behavior Supports.

1. Behavior supports as needed by student

provided by both teachers.

Schedules

Timers



Teacher(s) establishes, communicates and

maintains clear expectations for student

behavior.

1. Behavior systems

2. Behavior standards

4. Visually-supported expectations

5. Individualized behavior systems dependent

on level of structure student needs (high,

medium, low).

6. Consistent and routine use of supports by

all staff that interact with student.

7. Students respond to management

techniques.

Transition markers

Visual expectation cards

Preferred choices offered (after work)

2. Teacher(s) us a variety of strategies and

activities to pace instruction and allow for

optimal state changes throughout the class

time.

3.3 Classroom Culture (1.5, 1.6, 3.2, 4.3, 4.4,

5.1, 5.2, 5.4)

Teacher(s) leads a mutually respectful and

collaborative class of actively engaged

learners.

1. Relevant, meaningful learning

2. Working respectfully

Individual

Group

3. Rapport/collaboration

4. Diverse learning tied to student strengths

1. Lessons are differentiated so that all

students can access content based on level of

understanding

2. Based on real-life, meaningful components

of students’ lives with an interactive, hands-on

approach

3. Levels of structure in place to support

students during independent and group work

4. Knowledgeable about student interests and

incorporate them in instruction/behavior

supports

5. Student strengths are taken into

consideration when lessons are developed

and are incorporated when applicable

1. Positive teacher to teacher rapport/respect.

2. Classroom has a feeling of collaboration

and community

3. Both teachers support all students.

4. Student to student feedback

5. Teacher to student feedback

Error correction

Praise of effort/affirmation

6. Teacher(s) us a variety of strategies and

activities to pace instruction and allow for

optimal state changes throughout the class

time.

7. Students are on task

8. Students are engaged

9. Humor




EVIDENCE IN THE INCLUSION SETTING EXAMPLES / TOOLS

4.1 Professional Demeanor and Ethics (6.2,

6.3, 6.4)

Teacher meets district expectations for

attendance, professional appearance,

decorum, procedural, ethical, legal and

statutory responsibilities.

1. Code of Ethics

2. Professional Standards

3. Student advocacy

1. Professional Philosophy: Least Dangerous

Assumption (Presume Competence)

2. Meaningful collaboration and discussion

with general education teachers (dependent

on student schedule) regarding IEP: PLAAFP

statement, IEP goals, and necessary

accommodations and supports

3. Completion and monitoring of all

compliance related activities within

communicated timelines

ARD Coordination Plan

4.2 Goal-Setting (5.4, 6.1, 6.2)

Teacher reflects on his/her practice.

1. Self-assessing

Teacher level

Student level

2. Goal Setting

Short-term

Long-term

1. Provides data driven information to current

and future Present Levels of Academic

Achievement and Functional Performance and

IEP annual goals

2. Progress monitoring data collection

4.3 Professional Development (3.1, 6.1, 6.2,

6.3)

Teacher enhances the professional

community.

1. PD participation linked to leadership

2. Improvement plans

1. Teacher is aware of the student’s qualifying

eligibility and characteristics associated with it

2. Teacher PD record includes both special

education and training in content area

supported



4.4 School Community Involvement (1.2,

1.3, 1.4, 1.5)

Teacher demonstrates leadership with

students, colleagues, and community

members in the school, district and community

through effective communication and outreach.

1. Outreach

2. Stakeholder communication, involvement

3. Support of mission, vision and goals

1. Log/tracking system indicating parent/guardian communication

TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)


DOMAIN 1 – PLANNING EVIDENCE IN A PPCD SETTING EXAMPLES / TOOLS 1.1 Standards and Alignment

Clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. 1. Aligned goals, standards and objectives 2. Lesson design/structure and pacing 3. Activities, materials and resources tied to standards 4. Technology integration

1. Pre-K guidelines @ prerequisite skill level 2. Standards-based lesson plans 3. Hands-on activities/manipulatives align with theme/area of study 4. Use of assistive technology to provide access for all learners

1-2. http://tea.texas.gov/pkg.aspx 1-2. http://tea.texas.gov/student.assessment/special-ed/staaralt/vertalign/ TEKS Vertical Alignment 3. NEISD sample lesson plan templates (Special Education, PPCD)

1.2 Data and Assessment

Teacher uses formal/informal methods to measure student progress, then manages and analyzes student data to inform instruction. 1. Formal/informal assessments 2. Progress monitoring 3. Communication/feedback 4. Data analysis tied to drive instruction

1. Data collection for pre-, & post- instruction (What do they know? Did they make progress?) 2. Data collection during instruction: (How do you know they’re getting it?) 3. Immediate, specific feedback 4. Prerequisite skill level of instruction based on data driven by student performance (anecdotal/criterion, video, photos) 5. The assessments required in Pre-K, when applicable

1. Sample data collection sheets available in eSPED. 1 & 2. Use of the district data collection system:

**NEISD expectation is that a minimum of one data collection (per IEP goal) will be taken once weekly. 2. http://tea.texas.gov/pkg.aspx

1.3 Knowledge of Students

Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students. 1. Utilize students’ prior knowledge 2. Adjustments tied to student needs 3. Diverse learning tied to student strengths

1. Teachers reference and use Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement when considering student access to lessons, pre-assessment data 2. Specially designed instruction 3. Student interests/strengths built into instruction

1. Student interests incorporated into academic lessons as appropriate.

http://tea.texas.gov/pkg.aspx






1.4 Activities

Teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement. 1. Questionings/HOTS 2. Grouping 3. Roles/responsibilities 4. Student goal setting 5. Activities, resources, materials and 6. Problem-solving

1. Use of appropriate language/communication supports (conversation boards, assistive technology tools) to support student response mode (pointing, eye gaze, switch access, verbalization) 2. Differentiated materials and expectations dependent on student level of access (3,2,1—Verb Document) 3. Clear expectations of activity/student expectations displayed visually (if necessary) for students at their level of symbolic understanding (object, photo, line drawing) 4. Expectation for student mastery of skill-used to collect data on student progress 5. Use of assistive technology & adapted materials (leveled books, manipulatives @ student symbolic level of understanding, hands-on/concrete activities for skill presentation and acquisition) 6. Questioning and expectations leveled depending on student level and ability.

1.

2, 5 2. http://tinyurl.com/zys9jjd STAAR ALT 2 Performance Descriptors (TEA) http://tinyurl.com/Region-13-Verb-document

Verb Document

http://tinyurl.com/zys9jjd




DOMAIN 2 – INSTRUCTION EVIDENCE IN A PPCD SETTING EXAMPLES / TOOLS

2.1 Achieving Expectations

Teacher supports all learners in their pursuit of high levels of academic and social-emotional success. 1. Academic expectations 2. Mastery of objective 3. Student mistakes tied to self-correcting 4. Student initiative tied to self-monitoring

1. Grade-level content at prerequisite skill level 2. Data collection w/objectives based on student level of skill acquisition; students able to complete a task/activity to demonstrate understanding (not solely paper/pencil type assessment) 3. Use of cues/prompts and fading of support to build student independence and skill mastery 4. Immediate, specific feedback provided; use of visuals/video modeling for student monitoring

1. http://tea.texas.gov/pkg.aspx 3. http://tinyurl.com/Hierarchy-of-Cues-and-Prompts Hierarchy of Cueing and Prompting

4.

2.2 Content Knowledge and Expertise

Teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs. 1. Content knowledge in multiple contexts 2. Objectives linked with other disciplines 3. Anticipation of misunderstanding tied to techniques 4. Thinking/HOTS 5. Real world

1. Grade-level content at prerequisite skill level 2. Use a cross-curricular thematic approach based on real-life experiences students will be able to access 3. Use of task analysis to break skill into smallest steps necessary for student understanding 4. Use of concrete, hands-on examples and activities

1. Use of mini-schedule for task analysis

2. 3. Pizza fractions






2.3 Communication

Teacher clearly and accurately communicates to support persistence, deeper learning and effective effort. 1. Two-way communication 2. Student misunderstandings 3. Verbal/written communication 4. Questioning/discussions 5. Wait time 6. Visual tools/technology

1. Provide student access to assistive technology for communication for students with limited/no verbal language (so students can demonstrate knowledge) 2. Use of visual, concrete, interactive activities presented in small steps; consider preferred/dominant learning style of student (visual, auditory, kinesthetic, etc.) 3. Supported by visuals (based on symbolic level of understanding) as needed by student 4. ALWAYS provide wait time then follow with necessary support 5. Most lessons supported visually, with technology, or with concrete, hands-on learning opportunities

1.

2-3 . 4. http://tinyurl.com/Hierarchy-of-Cues-and-

Prompts Hierarchy of Cueing and Prompting

5.





2.4 Differentiation

Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2. Monitoring of participation and performance 3. Different methods and content 4. Recognizing confusion/disengagement and responding

1. Incorporating student interests and IEP-related accommodations and assistive technology supports 2. Data collection (district expectation of 1x per week per IEP goal) 3. Multi-modal approach: concrete, hands-on approach 4. Knowledge of characteristics of student needs; incorporate components to meet sensory/student needs in instructional day

1.

2. 3. 2.5 Monitor and Adjust

Formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. 1. Monitor and adjust instruction and activities 2. Adjusting to address engagement 3. Monitor behavior 4. Check for understanding 5. Questions and academic feedback

1. Awareness of lesson length and opportunities for change of state (movement, music, manipulatives); whole group, small group, individual work 2. Incorporating engagement component to lesson plan based on student interests/learning style 3. Use of visual behavior supports when needed 4. Formative assessment styles/use of communication supports to provide access to student answering 5. In an inclusion setting, utilization of CoTeach approach most appropriate to instructional goals.

1.

3.

4. 5. Appropriate CoTeach approach to optimize

learning:



1 Teach / 1 Assist

1 Teach / 1 Observe

Parallel Teaching

Station Teaching

Team Teaching




DOMAIN 3 – LEARNING ENVIRONMENT EVIDENCE IN A PPCD SETTING EXAMPLES / TOOLS

3.1 Classroom Environment, Routines and Procedures

Teacher organizes a safe, accessible and efficient classroom. 1. Procedures, routines and transitions 2. Management of supplies and equipment tied to student leadership 3. Safe and organized classroom

1. All students (even those that are non-

ambulatory) can access all areas of classroom safely 2. Consistent routine that utilizes visual schedules,

timers, transition markers used routinely and consistently with students that need additional support

3. Areas/Materials clearly labeled with visuals so that students can navigate environment with highest level of independence and collect materials

as independently as possible

1.

2. 3. 3.2 Managing Student Behavior

Teacher establishes, communicates and maintains clear expectations for student behavior. 1. Behavior systems 2. Behavior standards


2. Individualized behavior systems dependent on level of structure student needs (high, medium, low) including:

1. Schedules 2. Timers 3. Transition markers

4. Visual expectation cards 5. Preferred choices offered (after work) 6. Consistent and routine use of supports (visual

tools) by all staff that interact with student

1. 2. 3.

4. 5.



3.3 Classroom Culture

Teacher leads a mutually respectful and collaborative class of actively engaged learners. 1. Relevant, meaningful learning 2. Working respectfully 1. Individual 2. Group 3. Rapport/collaboration 4. Diverse learning tied to student strengths

1. Lessons are differentiated so that all students can access content based on level of

understanding 2. Based on real-life, meaningful components of students’ lives with an interactive, hands-on

approach 3. Levels of structure in place to support students during independent and group work

4. Knowledgeable about student interests and incorporate them in instruction/behavior supports 5. Student strengths are taken into consideration

when lessons are developed and are incorporated when applicable

1. Individual visual schedule, choice boards, behavior support cards, as appropriate for student

2.

3.




EVIDENCE IN A PPCD SETTING EXAMPLES / TOOLS

4.1 Professional Demeanor and Ethics

Teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. 1. Code of Ethics 2. Professional Standards 3. Student advocacy

1. Professional Philosophy: Least Dangerous Assumption (Presume Competence) 2. Meaningful collaboration and discussion with general education teachers (dependent on student schedule) regarding IEP: PLAAFP statement, IEP goals, and necessary accommodations and supports

4.2 Goal-Setting

Teacher reflects on his/her practice. 1. Self-assessing 1. Teacher level 2. Student level 2. Goal Setting 1. Short-term 2. Long-term

4.3 Professional Development

Teacher enhances the professional community. 1. PD participation linked to leadership 2. Improvement plans

1.4 Activities

Teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. 1. Outreach 2. Stakeholder communication, involvement 3. Support of mission, vision and goals

TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)


DOMAIN 1 – PLANNING EVIDENCE IN A REDIRECTION SETTING EXAMPLES / TOOLS 1.1 Standards and Alignment (1.1, 1.2, 3.1, 3.2, 3.3)

Teacher(s) design clear; well-organized,

sequential lessons that reflect best

practice, align with standards and are

appropriate for diverse learners.

1. Aligned goals, standards and

objectives

2. Lesson design/structure and pacing

3. Activities, materials and resources tied

to standards


1. Lesson plan with key components of Individual Education Programs (IEPs).

2. Grade-level content to increase access to the general curriculum

3. Standards-based lesson plans 4. Hands-on activities aligned with explicit social skills lessons, including direct teach 5. Use of technology to provide access for all learners

1. Lesson plans for social skills instruction 2. Posted academic related information (Tests, projects, vocabulary, agenda items, etc.) 3. Implementation of Redirection Framework with use of Critical Classroom Components. 4. Use of Activity Center Library on Rethink, accessed through computers or IPAD

NOTE: If a student is self-contained in Redirection

for academic instruction, the appraiser should also use the TTESS supplement for Resource.


Teacher uses formal/informal methods to measure student progress, then manages and analyzes student data to inform instruction. 1. Formal/informal assessments 2. Progress monitoring 3. Communication/feedback 4. Data analysis tied to drive instruction

1. Baseline data collection before social skills instruction (What do they need to know?) 2. Intervention data collection during instruction: (How do you know they’re getting it?) 3. Immediate, specific feedback 4.Conference and document progress with student daily/weekly 5. Social Skills Instruction based on data, driven by student performance (Frequency, Interval, Duration, ABC)

1. ABC Data Sheet 2. Data collection graphs printed from Rethink

3. Behavior data chart

4. IEP progress reports per 9 weeks of instruction

*NEISD expectation is that a minimum of one data collection (per IEP goal) will be taken once per week . *NEISD expectation is that problem behavior data will be collected daily.



1.3 Knowledge of Students (1.1, 1.2, 1.3, 2.1, 2.2, 2.3)

Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students. 1. Utilize students’ prior knowledge 2. Adjustments tied to student needs 3. Diverse learning tied to student strengths

1. Teacher references and uses Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement when considering student access to lessons, Rethink assessment data 2. BIP goals and objectives 3. Student interests/strengths built into instruction 4. Student support visuals based on Student Needs

1. First/Then specific to student interest

2. Power Card

1.4 Activities (1.2, 1.3, 1.4, 1.5)

Teacher(s) plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement. 1. Questionings/HOTS 2. Grouping 3. Roles/responsibilities 4. Student goal setting 5. Activities, resources, materials and 6. Problem-solving

1. Use of appropriate language/communication supports 2. Differentiated materials and expectations varied for students 3. Clear expectations of activity/student expectations displayed visually 4. Expectation for student mastery of skill-used to collect data on student progress 5. Questioning and expectations leveled depending on student level and behaviors

1. T-Chart to replace target behaviors (Problem Solving Method)

2. Mini Checklist



DOMAIN 2 – INSTRUCTION EVIDENCE IN A REDIRECTION SETTING EXAMPLES / TOOLS

2.1 Achieving Expectations (1.2, 1.4, 1.5, 2.1, 2.3, 3.2, 4.1, 4.4, 5.2)

Teacher(s) supports all learners in their pursuit of high levels of academic and social-emotional success. 1. Academic expectations 2. Mastery of objective 3. Student mistakes tied to self-correcting 4. Student initiative tied to self-monitoring

1. Data collection w/objectives based on student level of skill acquisition; students able to complete a task/activity to demonstrate understanding (not solely paper/pencil type assessment) 2. Use of cues/prompts and fading of support to build student independence and skill mastery 3. Immediate, specific feedback provided; use of visuals/video modeling for student monitoring 4. Support and Guide Students in Problem Solving 5. Individually teach, practice, and reinforce replacement and adaptive behaviors (Data-Rethink)

1.Data Collection Tools

2. Learning Voice Levels tied to student self-monitoring

3. Reinforcement system



2.2 Content Knowledge and Expertise (1.1, 1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3)

Teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs. 1. Content knowledge in multiple contexts 2. Objectives linked with other disciplines 3. Anticipation of misunderstanding tied to techniques 4. Thinking/HOTS 5. Real world

1. Use a cross-curricular thematic approach based on real-life experiences students will be able to access 2. Use of concrete, hands-on examples and activities 3. Student role plays linked to real world experiences 4. Teacher models positive appropriate replacement behaviors (tied to student misunderstandings) 5. Differentiation based on individual student needs

1. Social Narratives

2. Video Modeling

2.3 Communication (1.4, 1.5, 2.1, 3.1, 4.4) Teacher(s) clearly and accurately communicates to support persistence, deeper learning and effective effort with each other and students. 1. Two-way communication 2. Student misunderstandings 3. Verbal/written communication 4. Questioning/discussions 5. Wait time 6. Visual tools/technology

1. ALWAYS provide wait time then follow with necessary support 2. Ongoing communication with the classroom teacher/student 3. Most lessons supported visually, with technology, or with concrete, hands-on learning opportunities 4.Provide consistent and frequent feedback to students/teachers/administration/paras 5. Technology used to enhance social skills lessons and support explicit teach 6. HOTS questioning to promote generalization of social skills and behaviors

1. Student Conference Form

2. Receptive Communication Flip Book (Visual Tool)



3. Problem Solving/ Higher Order Thinking Tool

4. Student Reinforcement Survey

2.4 Differentiation (1.3, 1.6, 2.1, 2.2, 2.3, 3.3, 4.1, 5.1, 5.3, 5.4)

Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2. Monitoring of participation and performance 3. Different methods and content 4. Recognizing confusion/disengagement and responding

1. Incorporating student interests and IEP-related accommodations and technology supports 2. Data collection (Rethink) 3. Multi-modal approach: concrete, hands-on approach 4. Knowledge of characteristics of student needs; incorporate components to meet sensory behavioral /student needs during the instructional day

1. Rethink Data Collection

2. Student Monitoring Schedule



2.5 Monitor and Adjust (1.4, 1.5, 2.2, 2.3, 3.2, 4.4, 5.3, 5.4)

Teacher(s) formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. 1. Monitor and adjust instruction and activities 2. Adjusting to address engagement 3. Monitor behavior 4. Check for understanding 5. Questions and academic feedback

1. Social skills instruction with opportunities for change of state (movement, music, manipulatives, visuals); whole group, small group, individual work 2. Incorporating engagement component to lesson plan based on student interests/learning style/behaviors 3. Use of visual behavior supports 4. Formative assessment styles/use of communication supports to provide access to student answering 5.Classroom observations to monitor behavior

1. Social skills instruction

2. Use of visual supports

3. Classroom observation form



DOMAIN 3 – LEARNING ENVIRONMENT

EVIDENCE IN A REDIRECTION SETTING EXAMPLES / TOOLS

3.1 Classroom Environment, Routines and Procedures (1.4, 4.1, 4.2, 4.3, 4.4)

Teacher(s) organizes a safe, accessible and efficient classroom. 1. Procedures, routines and transitions 2. Management of supplies and equipment tied to student leadership 3. Safe and organized classroom

1. All students can access all areas of classroom safely 2. Norms have been established. 3. Consistent routine that utilizes visual schedules, timers, transition markers used routinely and consistently with students that need additional support 4. Areas/Materials clearly labeled with visuals so that students can navigate environment with highest level of independence and collect materials as independently as possible 5. Clearly defined break area and instructional area that replicates the academic setting 6.Visibly posted reinforcement system/earned opportunities

1. Student schedules

2. Chill Zone

3. Break space

4. Easily accessible classroom with

defined work spaces



5. Individual Student Schedules

6. Student Work Space

7. Student Sign In/ Out



3.2 Managing Student Behavior (4.1, 4.2, 4.3, 4.4)

Teacher establishes, communicates and maintains clear expectations for student behavior. 1. Behavior systems 2. Behavior standards

1. Posted Classroom Rules and Expectations 2. Individualized behavior systems dependent on level of structure student needs (high, medium, low) including:

Schedules

Timers

Transition markers

Visual expectation cards

Preferred choices offered (after work) 3. Consistent and routine use of supports (visual tools) by all staff that interact with student 4. Positive Behavior Supports

1. CHAMPS

2. Monitoring Form (example)

3. Reinforcement System

4. Classroom rules posted



3.3 Classroom Culture (1.5, 1.6, 3.2, 4.3, 4.4, 5.1, 5.2, 5.4)

Teacher leads a mutually respectful and collaborative class of actively engaged learners. 1. Relevant, meaningful learning 2. Working respectfully 1. Individual 2. Group 3. Rapport/collaboration 4. Diverse learning tied to student strengths

1. Lessons are differentiated so that all students can access content based on level of understanding 2. Based on real-life, meaningful components of students’ lives with an interactive, hands-on approach 3. Levels of structure in place to support students during independent and group work 4. Knowledgeable about student interests and incorporate them in instruction/behavior supports 5. Student strengths are taken into consideration when lessons are developed and are incorporated when applicable 6. Collaboration with parents through regular communication

1. Individual visual schedule, choice boards, behavior support cards, as appropriate for student




EVIDENCE IN A REDIRECTION SETTING EXAMPLES / TOOLS

4.1 Professional Demeanor and Ethics (6.2, 6.3, 6.4)

Teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. 1. Code of Ethics 2. Professional Standards 3. Student advocacy

1. Professional Philosophy: Least Dangerous Assumption (Presume Competence) 2. Meaningful collaboration and discussion with general education teachers (dependent on student schedule) regarding IEP/BIP: PLAAFP statement, IEP/BIP goals, and necessary accommodations and supports

4.2 Goal-Setting (5.4, 6.1, 6.2)

Teacher reflects on his/her practice 1. Self-assessing

Teacher level

Student level 2. Goal Setting

Short-term

Long-term

1. 11. Provides data driven information to current and future Present Levels of Academic Achievement and Functional Performance and IEP annual goals

2. 22. Progress monitoring data collection

3.

4.3 Professional Development (3.1, 6.1, 6.2, 6.3)

Teacher enhances the professional community. 1. PD participation linked to leadership 2. Improvement plans

1. Teacher is knowledgeable about the student’s qualifying disability and the characteristics associated with it 2. Teacher PD record includes both behavior specific and general special education training



4.4 School Community Involvement (1.2, 1.3, 1.4, 1.5)

Teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. 1. Outreach 2. Stakeholder communication, involvement 3. Support of mission, vision and goals


TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)


DOMAIN 1 – PLANNING EVIDENCE IN THE RESOURCE SETTING

EXAMPLES / TOOLS

1.1 Standards and Alignment

(1.1, 1.2, 3.1, 3.2, 3.3)

Teacher (s) design clear; well-

organized, sequential lessons that

reflect best practice, align with

standards and are appropriate for

diverse learners.

1. Aligned goals, standards and

objectives

2. Lesson design/structure and

pacing

3. Activities, materials and

resources tied to standards


1. Lesson Plan with key components of

grade level instruction and consideration

of Individual Education Programs (IEPs)

2. Modified grade-level content allowing

for differentiating and accommodating for

appropriate skill level

3. Use of instructional and IEP

accommodations including use of

assistive technology to provide access for

all learners.


drive/embed in lessons.

5. Utilization of specially designed

instructional materials specifically

identified for use in Resource settings.

1. TEA STAAR Alternate 2 Vertical Alignment Document

2. TEKS

3. Modified math vertical alignment instructional tools:

Secondary: https://sites.google.com/a/neisd.net/neisd-

secondary-mathe/

Elementary:

http://intranet.int.neisd.net/spec/Academic%20Instructi

on/Math/ElemResMath.html

4. Modified ELAR instructional materials:

Elementary:


on/ESReadingResource.html

Middle:


on/MSReadingResource.html

High:


on/HSReadingResource.html

5. Hands-on activities/manipulatives align with theme/area of

study are prepared ahead of time, are readily accessible for

students and staff in order to minimize non-engaged student



https://sites.google.com/a/neisd.net/neisd-secondary-mathe/


http://intranet.int.neisd.net/spec/Academic%20Instruction/Math/ElemResMath.html


http://intranet.int.neisd.net/spec/Academic%20Instruction/ESReadingResource.html


http://intranet.int.neisd.net/spec/Academic%20Instruction/MSReadingResource.html


http://intranet.int.neisd.net/spec/Academic%20Instruction/HSReadingResource.html





Teacher(s) uses formal/informal

methods to measure student

progress, then manages and

analyzes student data to inform

instruction.

1. Formal/informal assessments


3. Communication/feedback

4. Data analysis tied to drive

instruction

1. Data collection for pre-, & post-

instruction (What do they know? Did they

make progress?)

2. Data collection during instruction: (How

do you know they’re getting it?)

3. Immediate, specific feedback

4. Vertically aligned or prerequisite skill

level of instruction based on data driven

by student performance

(anecdotal/criterion, video, photos)



lessons.



possible accommodations

Sample Data Sheets/Resources:

eSped

Rethink

Modules Addressing Special Education and Teacher Education (MAST)

http://www.esc20.net/default.aspx?

name=ci_staar.SpecialEducation Running records/curriculum based measures

integrated throughout specially designed instructional resources

1.3 Knowledge of Students (1.1,

1.2, 1.3, 2.1, 2.2, 2.3)

Through knowledge of students and

proven practices, the teacher(s)

ensures high levels of learning,

social-emotional development and

achievement for all students.

1. Students’ prior knowledge

2. Adjustments tied to student

needs

3. Diverse learning tied to student

strengths

1. Teacher (s) is aware of student's


content standards.










lessons.

1. Teacher review of student’s IEP, including clear

understanding of needed accommodations and modifications,

including degree of modification

2. Progress monitoring evidence, updated regularly with data

collection aligned with conditions of IEP

3. Use of student interests incorporated into academic

lessons as appropriate

4. BOY, MOY, EOY data checkpoints associated with

specially designed instructional materials/programs.











instruction

1.4 Activities (1.2, 1.3, 1.4, 1.5)

Teacher(s) plans engaging, flexible

lessons that encourage higher-order

thinking, persistence and

achievement.

1. Questionings/HOTS

2. Grouping

3. Roles/responsibilities

4. Student goal setting and

explanation of why it is important

5. Activities, resources, materials

and technology

6. Problem-solving

1. Teacher(s) is aware of student's


content standards.










lessons.





instruction

1. Beginning (activating background knowledge, pre-

assessment, hook, review, lesson objective).

2. Middle (guided practice, independent practice).

3. End (closure, re-teach, assessment, preview, review).

4. Consideration of incorporation of technology

5. Allow for flexible student grouping and collaboration:

partners, small groups, etc.

6. Questioning/Higher Order Thinking (HOTS)

7. Problem Solving

8. Utilization of instructional materials specifically

designed/selected for use in modified, specially designed

instruction





DOMAIN 2 – INSTRUCTION EVIDENCE IN THE RESOURCE SETTING EXAMPLES / TOOLS

2.1 Achieving Expectations

(1.2, 1.4, 1.5, 2.1, 2.3, 3.2,

4.1, 4.4, 5.2)

Teacher(s) supports all

learners in their pursuit of high

levels of academic and social-

emotional success.

1. Academic expectations

2. Mastery of objective

3. Student mistakes tied to

self-correcting

4. Student initiative tied to

self-monitoring

1. Modified grade-level content at appropriate

skill level (differentiation based on individual

student needs)

2. Data collection w/objectives based on

student level of skill acquisition

3. Use of instructional accommodations and

those outlined in IEP to support student

independence and skill mastery


address/embed in lessons

5. Immediate, specific feedback provided

1. Vertical Alignment Document




2.2 Content Knowledge and

Expertise (1.1, 1.3, 1.5, 1.6,

2.3, 3.1, 3.2, 3.3)

Teacher(s) uses content and

pedagogical expertise to

design and execute lessons

aligned with state standards,

related content and student

needs.

1. Content knowledge in

multiple contexts

1. Modified grade-level content at appropriate

skill level (differentiation based on individual

student needs)

2. Awareness and understanding of student’s

qualifying eligibility and characteristics

associated with it

3. Integrate a cross-curricular thematic

approach based on real-life experiences

students will be able to access

4. Use of concrete, hands-on examples and

activities

Student Engagement:

1. Active Response

2. Whole Class Instruction


4. partner Work

5. Group Work

6. Use of Visuals


Modified math vertical alignment instructional tools:

Secondary: https://sites.google.com/a/neisd.net/neisd-

secondary-mathe/

http://tea.texas.gov/student.assessment/special-ed/staaralt/essence/





2. Objectives linked with other

disciplines

3. Anticipation of

misunderstanding tied to

techniques

4. Thinking/HOTS

5. Real world

5. Utilization of specially designed instructional

materials specifically identified for use in

Resource settings, implemented with fidelity

Elementary:


on/Math/ElemResMath.html

4. Modified ELAR instructional materials:

Elementary:


on/ESReadingResource.html

Middle:


on/MSReadingResource.html

High:


on/HSReadingResource.html

2.3 Communication (1.4, 1.5,

2.1, 3.1, 4.4)

Teacher(s) clearly and

accurately communicates to

support persistence, deeper

learning and effective effort

with each other and students

1. Two-way communication

2. Non-verbal communication

3. Verbal/written

communication

4. Questioning/discussions

5. Wait time

6. Visual tools/technology

1. Provide student access to accommodations

and assistive technology to support disability or

area of need

2. Provide students (as appropriate)

modification when scaffolding instruction


annual goals addressed/embedded in lessons

4. Most lessons supported visually, with

technology, or with concrete, hands-on

learning opportunities

5. Teachers are comfortable with selected

instructional approaches

6. Recognizing and clarifying student

misunderstandings

1. Integration of multisensory approaches: visual, verbal,

tactile/kinesthetic

2. Wait time then follow with necessary support

3. Games

4. Manipulatives

5. State Changes and Transitions

6. Positive teacher to student rapport/respect











2.4 Differentiation (1.3, 1.6,

2.1, 2.2, 2.3, 3.3, 4.1, 5.1, 5.3,

5.4)

Teacher(s) differentiates

instruction, aligning methods

and techniques to diverse

student needs.

1. Individualized lessons

2. Monitoring of participation

and performance

3. Different methods and

content

4. Recognizing

confusion/disengagement and

responding

1. Incorporating student interests and IEP-

related accommodations and assistive

technology supports


appropriate state assessment and possible

accommodations

3. Data collection for progress toward

instruction and IEP goals

4. Multi-modal approach: concrete, hands-on

approach

5. Multi-sensory approach: visual, auditory,

tactile/kinesthetic

6. Knowledge of characteristics of student

needs; incorporate components to

meet sensory/student needs in instructional day

7. Language considerations

1. Checks for understanding.

2. Chunked content.

3. Pre-Assessment (KWL, conversations)

4. Graphic Organizers

5. Integration of multisensory approaches: visual, verbal,

tactile/kinesthetic

6. Evidence of specially designed instructional materials

selection based upon individual student data/needs



2.5 Monitor and Adjust (1.4,

1.5, 2.2, 2.3, 3.2, 4.4, 5.3, 5.4)

Teachers formally and

informally collects, analyzes

and uses student progress

data and makes needed

lesson adjustments.

1. Monitor and adjust

instruction and activities

1. Awareness of lesson length and

opportunities for change of state (movement,

music, manipulatives); whole group, small

group, individual work

2. Incorporating engagement component to

lesson plan based on student

interests/learning style

3. Use of visual behavior supports when

needed

4. Formative assessment styles/use of

communication supports to provide access

to student answering

1. Music

2. Timers

3. Visual behavior support card or contract

4. Transition marker






2. Adjusting to address

engagement

3. Monitor behavior

4. Check for understanding

5. Questions and academic

feedback

5. Provides data driven information to current

and future Present Levels of Academic

Achievement and Functional Performance as

well as IEP annual goals


annual goals addressed/embedded in lessons

DOMAIN 3 – LEARNING ENVIRONMENT

EVIDENCE IN THE RESOURCE SETTING EXAMPLES / TOOLS

3.1 Classroom Environment,

Routines and

Procedures (1.4, 4.1, 4.2, 4.3,

4.4)

Teacher(s) organizes a safe,

accessible and

efficient classroom.

1. Procedures, routines and

transitions

2. Management of supplies

and equipment tied to student

leadership

3. Safe and organized

classroom

1. Rules/routines have been established

2. Norms have been established

3. All students can access all areas of

classroom safely

4. Areas/Materials clearly labeled with visuals

so that students can navigate environment with

highest level of independence and collect

materials as independently as possible

1. Consistent routine utilizes visual schedules, timers and

transition markers.

2. Hands-on activities/manipulatives align with theme/ area of

study are prepared ahead of time, are readily accessible for

students and staff in order to minimize non-engaged student




3.2 Managing Student

Behavior (4.1, 4.2, 4.3, 4.4)

Teacher(s) establishes,

communicates and maintains

clear expectations for student

behavior.

1. Behavior systems

2. Behavior standards

1. Teacher moves freely around the room.

2. Students are seated heterogeneously.

3. Positive Behavior Supports.


5. Individualized behavior systems dependent

on level of structure student needs (high,

medium, low).

6. Consistent and routine use of supports by all

staff that interact with student.

7. Students respond to management

techniques.

1. Behavior supports as needed by student provided by both

teachers.

Schedules

Timers

Transition markers, as appropriate

Visual expectation cards, as appropriate

Preferred choices offered (after work)

2. Teacher(s) us a variety of strategies and activities to pace

instruction and allow for optimal state changes throughout the

class time.

3.3 Classroom Culture (1.5,

1.6, 3.2, 4.3, 4.4, 5.1, 5.2, 5.4)

Teacher(s) leads a mutually

respectful and collaborative

class of actively engaged

learners.

1. Relevant, meaningful

learning

2. Working respectfully

Individual

Group

3. Rapport/collaboration

4. Diverse learning tied to

student strengths

1. Lessons are differentiated so that all

students can access content based on level of

understanding

2. Based on real-life, meaningful components

of students’ lives with an interactive, hands-on

approach

3. Levels of structure in place to support

students during independent and group work

4. Knowledgeable about student interests and

incorporate them in instruction/behavior

supports

5. Student strengths are taken into

consideration when lessons are developed and

are incorporated when applicable

1. Positive teacher to student rapport/respect.

2. Classroom has a feeling of collaboration and community

3. Teacher supports all students.

4. Student to student feedback

5. Teacher to student feedback

Error correction

Praise of effort/affirmation

6. Teacher uses a variety of strategies and activities to pace

instruction and allow for optimal state changes throughout the

class time.

7. Students are on task

8. Students are engaged

9. Humor




EVIDENCE IN THE RESOURCE SETTING

EXAMPLES / TOOLS

4.1 Professional Demeanor and Ethics (6.2,

6.3, 6.4)

Teacher meets district expectations for

attendance, professional appearance,

decorum, procedural, ethical, legal and

statutory responsibilities.

1. Code of Ethics

2. Professional Standards

3. Student advocacy

1. Professional Philosophy:

Least Dangerous Assumption

(Presume Competence)

2. Meaningful collaboration and

discussion with case manager

and general education teachers

(dependent on student

schedule) regarding IEP:

PLAAFP statement, IEP goals,

and necessary accommodations

and supports

3. Completion and monitoring

of all compliance related

activities within communicated

timelines

ARD Coordination Plan

4.2 Goal-Setting (5.4, 6.1, 6.2)

Teacher reflects on his/her practice.

1. Self-assessing

Teacher level

Student level

2. Goal Setting

Short-term

Long-term

1. Provides data driven

information to current and future

Present Levels of Academic

Achievement and Functional

Performance and IEP annual

goals

2. Progress monitoring data

collection



4.3 Professional Development (3.1, 6.1, 6.2,

6.3)

Teacher enhances the professional

community.

1. PD participation linked to leadership

2. Improvement plans

1. Teacher is aware of the

student’s qualifying eligibility

and characteristics associated

with it

2. Teacher PD record includes

both special education and

training in content area

supported

Eduphoria record

4.4 School Community Involvement (1.2,

1.3, 1.4, 1.5)

Teacher demonstrates leadership with

students, colleagues, and community

members in the school, district and community

through effective communication and outreach.

1. Outreach

2. Stakeholder communication, involvement

3. Support of mission, vision and goals
