Framework for Effective Teaching Evidence Guide

DOMAIN EXPECTATION INDICATOR

LE.1

LE.2

LE.3 EFFECTIVE CLASSROOM MANAGEMENT

DEMONSTRATES KNOWLEDGE OF, INTEREST IN, AND RESPECT FOR DIVERSE STUDENTS COMMUNITIES AND CULTURES IN A MANNER THAT INCREASES EQUITY. Students may be nonverbal; therefore you will not see them having conversations or making connections. Evidence might be seen through visual representations or through the students use of a response system (child answers questions by pointing to the object or picture). Students with verbal skills might not engage in this level of conversation as it requires abstract thinking. You might see evidence of surface level conversations about concrete topics. Paraprofessionals are utilized to assist with these skills. Consistently facilitates students equitable access to content, participation, peer interaction, and teacher attention. Interacts with students in ways that respect and encourage their cultural norms, preferences, and native languages that may be different from teachers own. Addresses cultural and diversity issues directly in ways that reduce bias and increase equity. Robust evidence (visuals and artifacts) of student culture, community, family, and/or background is present. Encourages students to think critically about equity and bias in society, and to understand and question historic and prevailing currents of thought as well as dissenting and diverse viewpoints. Cultivates students' ability to understand and openly discuss drivers of, and barriers to, opportunity and equity in society. Visuals and artifacts represent various cultures/world groups. FOSTERS A MOTIVATIONAL AND RESPECTFUL CLASSROOM ENVIRONMENT. Students struggle with social skills and abstract concepts. Rarely will you see cooperative efforts or supporting peers. Students might be working on highly scaffolded skills such as making eye contact with a peer and practicing praise. Rarely will an observer see evidence of positive affect as a result of social interaction. Teacher will often present the same activity throughout a lesson or during the day to emphasize routine. Realworld issues are functional in nature; motivation is often individual and basic (tangible rewards); and students might not respond to praise. Students may require oneonone support to initiate tasks. Due to lack of social skills: students may appear to be inattentive; students rarely encourage others; body language may not suggest engagement. Due to cognitive issues, perseverance with problem solving tasks at the independent level are rarely seen. Models encouragement and enthusiasm (e.g., verbal support, gestures, smiles) so students feel supported and persevere. Interactions between teacher/student and student/student are respectful. Regularly solicits, values, and acknowledges input from students (including students of color, linguistically diverse students, those with disabilities, and those identified as gifted and talented). Presumes all students (including students of color, linguistically diverse students, and those with disabilities) are competent and celebrates effort-based learning that leads to increased achievement. Reminds students of past challenges they have faced and overcome, pointing to students self -efficacy. Models academic risk-taking and commitment to life-long learning. IMPLEMENTS HIGH, CLEAR EXPECTATIONS FOR STUDENT BEHAVIOR AND ROUTINES. Pushin: Teacher might develop and implement an individual behavior plan for student that is independent of the classroom management system (e.g., point sheet or sicker chart). Teacher should also follow the established classroom management system. Teacher addresses behavior in a very structured manner that emphasizes using tangibles to change behavior rather than talking through emotions, or uses tangible objects while talking through emotions. Behavior is addressed individually. Students are consistently presenting behaviors that need to be dealt with one at a time. Expect to see a lot of inappropriate behavior with an obvious plan to reduce the behaviors. Ignoring behavior may be a part of the students behavior intervention plan. Students with executive functioning needs typically have problems with transitions. All transition rituals and routines are greatly emphasized and taught daily. Visuals support the transitions. Students in these rooms will be consistently reminded of the routines of transitions.

LEARNING ENVIRONMENT

POSITIVE CLASSROOM CULTURE AND CLIMATE

Expect to see behaviors that are triggered during transitions. Teachers should be responsive to these behaviors. High expectations for student behavior are clearly communicated and consistently and equitably applied to all students. Focuses on the positive behavior of students and intentionally recognizes positive behavior as a strategy to redirect other students. Responses to misbehavior are equitable, respect students dignity/cultural differences, and are sensitive to students needs (including any educational disability). Instruction is rarely interrupted to address misbehavior, but misbehavior that detracts from student learning is addressed.

LE.4

Clear rituals and routines make transitions and handling of resources efficient, maximizing instructional time. Teacher provides minimal management or reminders to handle groups, transitions, and resources because students have internalized procedures and routines. CLASSROOM RESOURCES AND PHYSICAL ENVIRONMENT SUPPORT STUDENTS AND THEIR LEARNING. Pushin: Teacher clearly has established a learning environment in the general education classroom (e.g., at students desks or a work station in the classroom). Pushin: Teacher uses portable exemplar or rubrics for expectations or refers to classroom materials, and may provide additional tools based on individual needs. Assistive technology might include recorded text, calculators, electronic manipulatives, and AlphaSmarts. These are highly specialized classrooms that often do not look like typical classrooms. You may see a lot of individual work stations, cooldown areas, a purposeful lack of distractions on the wall (no word wall, pictures, student work, etc.) and highly specialized equipment such as shoebox tasks, large balls, and adaptive equipment. Assistive technology includes augmentative communication devices and computer programs. Lowtechnology devices are also utilized including picture exchange systems. Classroom arrangement promotes learning and student interaction for all (including students with disabilities).* Current and/or relevant student work (e.g., exemplars) is well-represented in a variety of formats and utilized in instruction. Academic tools** (including clear academic language supports***) are readily accessible to students and are utilized as needed throughout the class in support of objective(s).

Provides Spanish materials, including digital resources, when needed Posted relevant exemplars demonstrate proficient and advanced work and specify why work is proficient. Teacher explains why particular tools or resources are best to help students be savvy information consumers and learners of specific disciplines

DOMAIN EXPECTATION

INDICATOR

I.1

I.2

CLEARLY COMMUNICATES THE STUDNARDS-BASED CONTENT/LANGUAGE OBJECTIVE(S)) FOR THE LESSON, CONNECTING TO LEARGER RATIONALE(S). Teacher communicates how the specifically designed instruction is related to the learning objective and IEP goals. Content/language objective(s) are supportive of learning and IEP goals and related to expressive and receptive goals where applicable. Rigorous tasks are difficult enough to challenge the student but not too difficult that the child becomes frustrated. Expectations might be hyperscaffolded. Students may be working on expanded benchmarks or extended evidence outcomes. Due to difficulty with abstract thinking, students may not be able to connect objective(s) to previous learning, unit goals, and/or real world situations. Content/language objective(s) are clearly communicated (using Spanish when applicable and appropriate) throughout lesson (If not posted, objectives can be easily identified). Objective(s) are standards-based, rigorous, and appropriate for content and student needs. Explicitly connects content activities or tasks to objective(s) and to disciplines big ideas, essential questions, unit goal s, previous learning, standards, and/or real-world situations. Invites students to identify learning goals and collaboratively generate standards-based objectives. PROVIDES RIGOUROUS TASKS THAT REQUIRE CRITICAL THINKING WITH APPROPRIATE DIGITAL AND OTHER SUPPORTS TO ENSURE STUDENT SUCCESS. Rigor for students working on specific skills may involve transfer of the skill to the general education classroom. There should be evidence of instruction for the transfer of skills.

MASTERFUL CONTENT DELIVERY

INSTRUCTION

1.3

Students with executive dysfunction struggle with complex tasks. All tasks typically rely on overlearned concepts with strategic insertion of more complex tasks. Rigorous tasks are within the context of individual student disability and most likely will not look like what you see in a general education classroom. All students will need supports for rigorous tasks (e.g., modeling; positional readjustment; physical, verbal, visual, and gestural prompts). Students with executive functioning needs typically are not capable of drawing inferences, making generalizations, negotiating, approaching tasks multiple ways, and completing higherlevel tasks such as analyzing, evaluation, creating and synthesizing. Some students can excel in a specific category but typically excel in a skill that is overlearned, not in creation of new content. Some classrooms focus on adaptive functioning skills (MI, MIS, MIA) that focus on practical life skills. Higherlevel questioning may not be present in these situations. Highlevel questioning requires executive functioning. Such questioning might trigger behaviors or cause frustration. Teachers must craft questions that heavily rely on overlearned skills with a gentle nudge towards higher level thinking. Some students with autism may be observed constructing viable arguments, critique others reasoning, and analyze similarities depending on their expressive language levels. Tasks are appropriately rigorous (complex; challenging; stimulating). Tasks require students to extend their learning by analyzing data and solving problems/creating solutions for real-world situations or multiple contexts. Questions are aligned to the objective and guide students to higher-level thinking by encouraging them to examine various perspectives; evaluate and apply information; or challenge routine/conventional applications. Appropriate support is provided, and removed if no longer needed, as evidenced by independent student success with tasks. Provides digital resources/tools as a support for rigorous tasks when appropriate. Provides opportunities for all students to self-evaluate, reflect, and share their problem-solving strategies and/or new ideas. Provides digital resources/tools as an integrated component of the rigorous tasks. Students extend their learning by formulating hypotheses, analyzing data, solving problems, and creating solutions for real world situations to deepen their understanding of the content/language objective(s). Most students (including students of color, linguistically diverse students, those with disabilities, and those identified as gifted and talented) are engaged in rigorous tasks requiring them to demonstrate creativity, critical thinking,** and analysis of diverse perspectives. Students construct viable arguments and questions to critique others reasoning by responding to diverse perspectives; analyzing similarities and differences; justifying conclusions; and discerning correct logic from flawed reasoning. Most students share their problem-solving process. Students think in complex ways and are able to apply their knowledge to unpredictable real-world situations. Students think about systems, not just isolated parts, when approaching tasks. Students ask each other questions aligned to the objective(s) that exhibit higher level thinking. Students provide support for one another to master the objective(s). INTENTIONALLY USES INSTRUCTINAL METHODS AND PACING TO TEACH THE CONTENT/LANGUAGE OBJECTIVE(S). In addition to demonstrating deep understanding of the content, the teacher also utilizes instructional strategies or methodologies that address processing disorders. Explicit teaching of academic language is a cornerstone of instruction for special education. Assistive technology includes augmentative communication devices and computer programs. Lowtechnology devices, including picture exchange systems, are also utilized. Instructional method(s), activities, and materials effectively build on students prior knowledge and support student mastery of objective(s). Lesson structure is coherent and appropriately sequenced and paced to support mastery of objective(s). Demonstrates accurate knowledge of content areas, key concepts, structures, standards, and content-specific terminology. Effectively addresses students challenges, misunderstandings, and misconceptions and implements various st rategies in the moment according to students needs. Consistently uses oral and/or written language that is comprehensible, including strategic use of native language. Uses technology as appropriate to enhance student mastery of objective(s). Balance of teacher/student talk is appropriate for chosen teaching methodology. Makes strong interdisciplinary connections, allowing students to see the relationships among various content, concepts, and ideas.

MASTERFUL CONTENT DELIVERY

NSTRUCTION

I.4

I.5

I.6

Demonstrates deep content area knowledge as evidenced by rich explanations and nuanced responses to questions. Provides extension activities that allow students to explore essential questions. ENSURES ALL STUDENTS ACTIVE AND APPROPRIATE USE OF ACADEMIC LANGUAGE. A students processing disorder may impact language development; therefore instruction should focus on meaningful repetition, modeling, and practice of the specific language target. Teacher might be working oneonone; opportunities for more student talk might be limited. Student should be actively engaged verbally. Function of the content/language objective(s) should be tied to IEP goals. Academic language is typically tied to functional communication. Students develop academic language by using new vocabulary (e.g., a sign, pictorial representation) while interacting with school materials, individual schedules, and work programs. Consistently and explicitly teaches and models precise academic language connected to the content/language objective(s). Provides frequent opportunities for students to use academic language in rigorous, authentic ways through listening, speaking, reading, and/or writing. Acknowledges students use of academic language and addresses instances when academic language is not used and/or used incorrectly. Encourages students to use complete sentences and addresses instances when sentences are incomplete. Facilitates students recall and use of academic language from other contexts and/or personal experiences. Enables students transfer of academic language to real-world situations. Most students use academic language with the teacher and peers. Students are observed using target language (L1 or L2, as appropriate) in context-embedded, cognitively demanding ways, often in collaboration with other students. Students routinely and accurately use content vocabulary and language forms relevant to the objective(s). Students are observed encouraging one another to use academic language regardless of their language development levels or formal English background. Students appropriately transfer academic language skills from other contexts or real-life experiences. CHECKS FOR UNDERSTANDING OF CONTENT/LANGUAGE OBJECTIVE(S). Students may require more frequent checks for understanding than a typical student. If using discovery or inquirybased process, there is follow up to ensure c orrect content was learned. Teacher distinguishes transfer errors from language one to language two from processing errors. Pushin: Oneonone supports access to objective(s). Checks for understanding typically involve demonstration of one discrete skill, since many students are nonverbal. Nonverbal students respond to questions using a nonverbal response system. Teacher doesnt typically provide more than one way to demonstrate understanding as this may trigger behaviors. Some classrooms focus on adaptive functioning skills (MI, MIS, MIA) which focus on practical life skills. Higherlevel questioning may not be present in these situations. Inquirybased processes are very rarely used with students who have executive functioning needs. This requires abstract thinking skills that are typically absent; therefore, asking students to explain their thinking might not be appropriate. Monitors all students progress toward the objective(s) throughout the lesson using varied, frequent checks for understanding . Frequently adjusts instruction or supports in real time based on results of checks for understanding. Frequently monitors student access to content and determines if misunderstandings are due to language. Questions require most students to formulate responses and be accountable for their learning. Provides criteria by which students assess their own and/or peers mastery of objective(s). Provides opportunities for students to reflect on their learning. PROVIDES DIFFERENTATION THAT ADDRESSES STUDENTS INSTRUCTIONAL NEEDS AND SUPPORTS MASTERY OF CONTENT/LANGUAGE OBJECTIVIE(S). Teacher scaffolds questions through simplified sentence structures and slower pacing. Extended wait time is critical for students with processing issues, especially processing speed issues. Pushin: Student has access to additional materials appropria te to his/her accommodation.

NSTRUCTION

HIGHIMPACT INSTRUCTIONAL MOVES

MASTERFUL CONTENT DELIVERY

I.7

I.8

Wait time is critical for this population of students who might struggle with processing speed. Supports access to and/or extension of grade-level content by varying instructional methods, content, lesson processes, questioning, tasks, resources, and/or products to meet the diverse academic and linguistic needs of individual students (including students with interrupted formal education). Questioning is consistently differentiated (including clear enunciation, language choice, additional wait time, simplified sentence structures, slower pacing/speech patterns, level) to meet the academic and linguistic needs of individual students. Provides modified content, process, or product in response to reasonable student requests. Supports all students in identifying how they learn best and in creating/utilizing strategies that support their individual needs. PROVIDES STUDENTS WITH ACADEMICALLY-FOCUSED DESCRIPTIVE FEEDBACK ALIGNED TO CONTENT/LANGUAGE OBJECTIVE(S). Teacher provides descriptive feedback on progress toward objective(s) and IEP goals. Descriptive feedback can promote/facilitate expression of content/language objective(s). Teacher provides descriptive feedback on behavior and behavior goals; feedback may be found using interactive lowtech tools such as a visual schedule. Feedback given to students with autism will likely include more brief explanations or indication on feedback forms (e.g., pointing to pictures indicating success, marking on a point sheet). Provides academically focused descriptive feedback to most students throughout the lesson. Provides timely academically focused descriptive feedback allowing students to know their progress toward mastery of the objective(s). Clearly identifies students next steps, focusing on students strengths and areas for growth. Provides academically focused descriptive feedback to all students. Teacher intentionally provides opportunities for students to give one another academically focused descriptive feedback. Ensures that students can identify next steps. Feedback is generative and can be transferred to other settings. PROMOTES STUDENT COMMUNICATIOION AND COLLABORATION UTILIZING APPROPRIATE DIGITAL AND OTHER RESOURCES. Teacher might be working oneonone; opportunities for cooperation might be limited. Focus is typically on specific skill development. Nonverbal students respond to questions using a nonverbal response system. Provides frequent opportunities for all students (including students of color, linguistically diverse students, those with disabilities, and those identified as gifted and talented) to communicate their ideas as a means of developing their progress toward mastery of the objective(s). Provides frequent and intentional opportunities for all students to collaborate as a means of developing their progress toward mastery of objective(s). Establishes clear expectations for communication and/or collaboration among students with protocols and tools. Most students are held accountable for participation and for the content of their conversations. Assistive technology and communication devices are utilized when needed. Prompts students or poses questions to facilitate accountable talk (listening, participating, clarifying, and elaborating). Allows students to choose how they will communicate and/or collaborate as a means of developing their progress toward mastery of the objective(s).

NSTRUCTION

HIGHIMPACT INSTRUCTIONAL MOVES