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Campus Support Plans: Strengthening Relationships and Building
Instructional Capacity
Gerard Cortez, Katy Davis and Kristen Williams, North East ISD
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 78217gcorte1@neisd.net210.407.0258
Catherine “Katy” DavisDirector of Special EducationNorth East Independent School District8961 Tesoro Drive, Suite 500San Antonio, Texas 78217cdavis@neisd.net210.407.0272
Dr. Kristen E. WilliamsDirector of Special EducationNorth East Independent School District8961 Tesoro Drive, Suite 500San Antonio, Texas 78217kwilli@neisd.net210.407.0264
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 Support Plan (CSP)
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 Support Plan (CSP)
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
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
Prepared by K. Williams, 7-20-17 2
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.
Student Criteria for this
level of support need:
1. Data indicating that the student would be unsuccessful without the
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.
Documentation in the IEP:
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
Prepared/updated by K. Williams, 7-20-17 2
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
Prepared/updated by K. Williams, 7-20-17 1
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.
Student Criteria for this
level of support need:
1. Data indicating that the student would be unsuccessful without the
support.
2. Students performing on or near grade level.
3. Students requiring organizational support.
4. Student requires accommodations that cannot be implemented
independently.
Documentation in the IEP:
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)
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. 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
Prepared/updated by K. Williams, 7-20-17 2
Prioritized
Recommendations:
1. Frequent and open communication, including instructional plan and
expectations
2. Professional development for paraprofessionals. i.e., Para should have
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
level of support need:
1. Data indicating that the student would be unsuccessful without the
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.
Documentation in the IEP:
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:
1. Frequent and open communication, including instructional plan and
expectations
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 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.
Student Criteria for this
level of support need:
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.
Documentation in the IEP:
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
Prepared by K. Williams, 7-20-17 1
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.
Student Criteria for this
level of support need:
1. Data indicating that the student would be unsuccessful without the
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.
Documentation in the IEP:
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
Prepared by K. Williams, 7-20-17 2
Priority subjects:
1. Subjects include Reading/ELA and Math, social skills, and applied
skills (at HS only).
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. 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
Yes Somewhat Not Observed
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
Yes Somewhat Not Observed
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
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, 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:_________________________________
North East Independent School District 07-22-2014
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:_________________________________
North East Independent School District 07-22-2014
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:_________________________________
North East Independent School District 07-22-2014
Checklist: Critical Classroom Components of an ALE Program Action Plan
Area of Focus Goal Activities Projected Date
Support Needed
Completion
Date
North East Independent School District 07-26-2017
Checklist: Critical Classroom Components Of Inclusion (CoTeach or Instructional Facilitation)
Teacher:________________________________________Date:_________________________________________________________ Campus:________________________________________Observer:_____________________________________________________
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:_________________________________
North East Independent School District 07-26-2017
Instructional and Assistive Technology is integrated, as designated in student’s IEPs Yes Somewhat Not Observed
Students are actively engaged with the content
Yes Somewhat Not Observed
Positive Behavioral Supports
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
Instructive consequences are individualized and implemented
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
)
North East Independent School District 07-26-2017
Checklist: Critical Classroom Components of a Preschool Program for Children with Disabilities (PPCD)
Teacher:________________________________________Date:_________________________________________________________ Campus:________________________________________Observer:_____________________________________________________
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.
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 and play
Yes Somewhat Not Observed
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
Yes Somewhat Not Observed
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:_________________________________
North East Independent School District 07-26-2017
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:
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
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____________ 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:_________________________________
North East Independent School District 07-26-2017
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:_________________________________
North East Independent School District 07-26-2017
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 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 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)
North East Independent School District 7-26-2017
Checklist: Critical Classroom Components of Redirection
Teacher:________________________________________Date:_________________________________________________________ Campus:________________________________________Observer:_____________________________________________________
Critical Classroom Components T-TESS Links Observations
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
Yes Somewhat Not Observed
Each student in Redirection is observed by Redirection staff, on a regular and consistent basis, throughout the school day
Yes Somewhat Not Observed
There is an effective communication system implemented between Redirection staff and classroom teachers (e.g. pagers, two-way radios)
Yes Somewhat Not Observed
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
Yes Somewhat Not Observed
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:_________________________________
North East Independent School District 7-26-2017
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
)
North East Independent School District 7-26-2017
Checklist: Critical Classroom Components Of Resource
Teacher:________________________________________Date:_________________________________________________________ Campus:________________________________________Observer:_____________________________________________________
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
Data are collected and analyzed routinely for each student to aid in measuring growth on IEP/BIP goals Yes Somewhat Not Observed
Teacher:________________________________________Date:_____________________________________
Campus:________________________________________Observer:_________________________________
North East Independent School District 07-26-2017
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
Yes Somewhat Not Observed
Positive Behavioral Supports
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
Instructive consequences are individualized and implemented
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 with students 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 (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
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Low-Incidence Disabilities Setting (2016)
Adapted from Region 20 (2016)
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)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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.
3. Consideration of IEP annual goals to
address/embed in lessons.
4. Data collection to report progress of
IEP annual goals addressed/embedded in
lessons.
5. Data collection to determine most
appropriate state assessment and
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
functioning level in relation to state's
content standards.
2. Teacher(s) references and use Present
Levels of Academic Achievement and
1. Beginning (activating background
knowledge, pre-assessment, hook, review,
lesson objective).
2. Middle (guided practice, independent
practice).
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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
Functional Performance (PLAAFP)
statement when considering student
access to lessons, pre-assessment data.
3. Consideration of IEP annual goals to
address/embed in lessons.
4. Data collection to report progress of
IEP annual goals addressed/embedded in
lessons.
5. Data collection to determine most
appropriate state assessment and
possible accommodations.
6. Student interests/strengths built into
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
4. Consideration of IEP annual goals to
address/embed in lessons
5. Immediate, specific feedback provided
1. Vertical Alignment Document
2. Progress monitoring
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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
7. Use of Technology
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
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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
2. Data collection to determine most
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. Appropriate CoTeach Approach to optimize
learning:
1 Teach/1 Observe
1 Teach/1 Assist
Alternative Teaching
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
5. Appropriate CoTeach Approach to optimize
learning:
1 Teach/ 1 Assist
1 Teach/1 Observe
Parallel Teaching
Station Teaching
Team Teaching
Alternative Teaching
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
5. Provides data driven information to
current and future Present Levels of
Academic Achievement and Functional
Performance as well as IEP annual goals
6. Data collection to report progress of IEP
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.
2. Appropriate CoTeach Approach to optimize
learning:
1 Teach/1 Assist
1 Teach/1 Observe
Parallel Teaching
Station Teaching
Team Teaching
Alternative 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
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
DOMAIN 4 – PROFESSIONAL PRACTICES & RESPONSIBILITIES
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
TTESS SUPPLEMENT: Evidence-based Practice in the Inclusion Setting (2017)
Adapted from Region 20 (2016)
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)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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:
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
1 Teach / 1 Assist
1 Teach / 1 Observe
Parallel Teaching
Station Teaching
Team Teaching
Alternative Teaching
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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
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.
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the PPCD Setting (2017)
Adapted from Region 20 (2016)
DOMAIN 4 – PROFESSIONAL PRACTICES & RESPONSIBILITIES
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)
Adapted from Region 20 (2016)
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
4. Technology integration
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.
1.2 Data and Assessment (1.2, 1.6, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4)
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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)
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
5. Individual Student Schedules
6. Student Work Space
7. Student Sign In/ Out
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
DOMAIN 4 – PROFESSIONAL PRACTICES & RESPONSIBILITIES
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
TTESS SUPPLEMENT: Evidence-based Practice in the Redirection Setting (2017)
Adapted from Region 20 (2016)
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 Resource Setting (2017)
Adapted from Region 20 (2016)
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
4. Technology integration
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.
4. Consideration of IEP annual goals to
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:
http://intranet.int.neisd.net/spec/Academic%20Instructi
on/ESReadingResource.html
Middle:
http://intranet.int.neisd.net/spec/Academic%20Instructi
on/MSReadingResource.html
High:
http://intranet.int.neisd.net/spec/Academic%20Instructi
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
time and avoid frustrations.
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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)
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
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
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.
3. Consideration of IEP annual goals to
address/embed in lessons.
4. Data collection to report progress of
IEP annual goals addressed/embedded in
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.
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
5. Data collection to determine most
appropriate state assessment and
possible accommodations.
6. Student interests/strengths built into
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
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.
3. Consideration of IEP annual goals to
address/embed in lessons.
4. Data collection to report progress of
IEP annual goals addressed/embedded in
lessons.
5. Data collection to determine most
appropriate state assessment and
possible accommodations.
6. Student interests/strengths built into
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
9. BOY, MOY, EOY data checkpoints associated with
specially designed instructional materials/programs.
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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
4. Consideration of IEP annual goals to
address/embed in lessons
5. Immediate, specific feedback provided
1. Vertical Alignment Document
2. Progress monitoring
3. BOY, MOY, EOY data checkpoints associated with
specially designed instructional materials/programs.
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
3. Use of Technology
4. partner Work
5. Group Work
6. Use of Visuals
7. Use of Technology
Modified math vertical alignment instructional tools:
Secondary: https://sites.google.com/a/neisd.net/neisd-
secondary-mathe/
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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:
http://intranet.int.neisd.net/spec/Academic%20Instructi
on/Math/ElemResMath.html
4. Modified ELAR instructional materials:
Elementary:
http://intranet.int.neisd.net/spec/Academic%20Instructi
on/ESReadingResource.html
Middle:
http://intranet.int.neisd.net/spec/Academic%20Instructi
on/MSReadingResource.html
High:
http://intranet.int.neisd.net/spec/Academic%20Instructi
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
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
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
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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
2. Data collection to determine most
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
7. BOY, MOY, EOY data checkpoints associated with
specially designed instructional materials/programs.
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
5. Progress monitoring
6. BOY, MOY, EOY data checkpoints associated with
specially designed instructional materials/programs.
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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
6. Data collection to report progress of IEP
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
time and avoid frustrations.
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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.
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.
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
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
DOMAIN 4 – PROFESSIONAL PRACTICES & RESPONSIBILITIES
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
TTESS SUPPLEMENT: Evidence-based Practice in the Resource Setting (2017)
Adapted from Region 20 (2016)
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
1. Log/tracking system indicating parent/guardian communication
Recommended