Curriculum Curriculum refers to what is taught. Scope and sequence would be included here as well as pacing within and between topics. Is curriculum appropriate for student? Consider: sequencing of objectives teaching methods materials provided difficulty presentation length format relevance Group/System Presence of Core Curriculum Universal behavior expectations/PBIS Staff training in curriculum Percentage of students at benchmark/meeting grade level expectations Long-range direction for instruction Alignment to standards Instructional philosophy/approaches Instructional materials Stated outcomes for the course of study Individual Accommodations Supplementary instruction Interventions Access to instruction (time, attention, behavior, attendance) Instructional materials Arrangement of the content/instruction Curriculum selected scientific researched based implemented with integrity integration of supplemental and intensive curriculum, as appropriate Scope and sequence of textbooks and other resources Permanent products (e.g. books, worksheets, curriculum guides) Benchmarks/ Standards Stakeholders about: Core curriculum Support curricula used for supplemental and intensive instruction Supplemental teaching materials Expanded core curriculum (e.g. community skills, study skills) Flexibility for teacher to modify curriculum Use of data-based decision making Philosophical orientation of curriculum (e.g. whole language, phonics, direct instruction) Expectations of district for pacing /coverage of curriculum Content/outcomes of course Modifications of benchmarks made for students Readability of textbook and other resources Prerequisite skills/prior understanding needed for success Allowable repetition for mastery/understanding Technology integration Cultural competency/relevance of the curricular content to student demographics Peer group response to curricular demands Target student group response to curricular demands Variety of practice opportunities Allowance for peer sharing/ mentoring during work time Student/peer response to curricular materials Types of student performance options: how are students expected to demonstrate the skill/standards? Readability/ level of text books and other resources Readability level/difficulties of tests “Things to Look For” and “Ask About”
Domain Variables Review Interview Observe Test Environment Peers The peer environment is where the instruction takes place. How is the peer environment impacting learning? Consider: what may distract or inhibit student learning pressure to achieve bullying Belonging at school: feeling accepted, respected, and included at school Resources and structures to support achievement Rules and social expectations Peer pressure Routines Peer and family influence Cultural factors Attendance records (e.g., tardy to school/classes, absences) Discipline records Academic performance and proficiency of peers (similar demographics) Identify peer supports, friends, problem relationships Peers about: Beliefs, self-determination Peer group/friends Mentoring opportunities Club involvement Community Involvement Home responsibility Goals and aspirations Self-perceived strengths/talents Self-perceived challenges Teacher about: Perception of student/peer group interaction Peer reinforcement of compliance or noncompliance Student about Peer Factors: The degree to which peers influence work completion, compliance, motivation, target behavior Classroom behavior (e.g., class participation, work completion, engagement) Social Settings (e.g., behavior and interactions Interaction of peer to peer Interaction of target student with peers Observation protocols to compare performance (e.g., on task, work completed, questions asked, compliance) to same demographic peers. Compare peer time to complete work to target student time to complete work. Note: Direct assessments may not be available for this Domain Domain Variables Review Interview Observe Test
Learner The learner is who is being taught. This is the last domain that is considered and is only addressed when the curriculum and instruction are found to be appropriate and the environment is accommodating. Variables include motivation, prerequisite skills, organization/study habits, abilities, impairments, and history of instruction. Student’s current knowledge, or ‘prior knowledge’ Academic performance data Attendance record Social/behavioral performance data Student’s skills and motivation Curriculum and instruction are appropriate Student’s ‘ability’ Family history Demographic factors Product vs. peer product Cumulative file/ records Health records, including vision and hearing Teacher’s grade book Assignment notebook Previous interventions if available Patterns of performance, including attendance, retention, and moves Error analysis of permanent product Response to interventions as reflected by systematic progress monitoring Behavior history Student about: Self-perceived strengths/talents Self-perceived challenges Ideas about what s/he needs Personal adjustment Beliefs, self-determination Peer group/friends Mentoring opportunities Club involvement Community Involvement Home responsibility Goals and aspirations Parents about: Health issues impacting learning Orthopedic or neurological issues Hearing/vision checks Perceptions on learning, behavior, speech, or motor difficulties Family engagement in school activities (e.g., homework support) Student’s learning style match for instruction Use of supportive technology Target behavior, antecedents, conditions, consequences Dimensions and nature of the problem Student/group transitions Large group instruction Small group instruction Independent work time group work time Time on task External supports necessary to sustain engagement Processing directions Cultural factors Access barriers Interactions “Things to Look For” and “Ask About” Standardized academic assessments Cognitive assessments Preference/ interest inventories Motivation scales Personal adjustment & behavior rating scales Progress monitoring Response to interventions FBA - nature and dimensions of behavior (frequency, duration, latency, intensity), including anecdotal notes Physical fitness Physical health Social emotional Student effort checklist