N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Organization of the Classroom Classroom climate is characterized by respectful behaviors, routines, tone, and discourse. procedures, and routines are evident, but respectful discourse (teacher-to-student[s], student[s]-to-teacher, or student-to-student) is not observed. There is an expectation that all students will participate, collaborate, and contribute during lessons. Behavioral expectations are posted and communicated to students. Positive, respectful language and relationships (teacher-to-student[s], student[s]-to-teacher, and student-to-student) are evident. The teacher models “people first language”. Students demonstrate respect for property and materials. Students requiring specialized support services participate equitably in classroom routines, and there is evidence of their full membership in the class (e.g., work displayed, name on posted class list). Classroom instruction promotes risk-taking in learning. The physical environment optimizes learning for all students (space for individual and collaborative work, minimization of distractions). Classroom practices and instruction honor the diversity of interests, needs, and strengths of all learners. Expectations about supportive learning relationships are explicit, are more than teacher-modeled, are collaboratively developed, and are supported by all members of the classroom community. Students demonstrate respect for the learning needs of all students (e.g., use respectful language, support one another). Students use “people first language”. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . Visit for information concerning “people first language”. N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice
Instruction does not access students’ prior knowledge or make connections to related content. The teacher provides a link for the purpose of activating prior knowledge, but not all students make or understand the connection. Instructional strategies (such as pre-teaching, cueing, use of multimedia, vocabulary review) activate prior knowledge and maximize accessibility for all students. The teacher connects current student learning with objectives and concepts from previous lessons, and on existing knowledge (e.g., highlighting big ideas, patterns and relationships, activating or supplying background knowledge). Students respond to opportunities provided by the teacher to make connections between the lesson and personal experience. Students deepen existing knowledge and experience of the world around them, then draw on that knowledge to inform future learning. Students make interdisciplinary connections, when applicable. Materials are aligned to students’ varied educational and developmental needs. Materials may be available, but they are neither explicitly included in the design of the lesson nor targeted to support specific students’ learning. Assistive technology is available, but not utilized. The teacher supports diverse student learning needs by using varied materials (e.g. manipulatives, visuals, adapted text, graphic organizers, multimedia, audio, kinesthetic). Assistive technology is utilized where appropriate. Print materials are customized (color, font size, audio component) to meet students’ needs. Students access or generate support materials that address their individual learning needs. Assistive technology is integrated into classroom practice. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Presentation of content is designed to meet students’ varied educational and developmental needs.
templates, defined student roles such as recorder or reporter). There is a gradual release of responsibility from teacher to students for the lesson and its outcomes. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Opportunities for students to apply new knowledge and content are embedded in the lesson. Students learn and practice skills and procedures. Application of learning is not evident in lesson design or classroom artifacts and/or is not at an appropriate of rigor. Students complete worksheets that do not require application of conceptual understanding. Students are unable to generalize beyond the context of the lesson or to apply new knowledge. Application of learning is integrated into lesson design. Application of new knowledge in problem-solving situations (not just skills/procedural knowledge) is evident in student performance and work products. Students are the opportunity to construct and express their understanding to the teacher or peers through multiple means. Students generalize learning to unfamiliar problems or to approach unfamiliar tasks. Student performance and work products demonstrate progress toward mastery of concepts. There is evidence of student-initiated learning (e.g., students pose new problems to be Students their learning, engage in problem solving, and make real-world connections. Students express an understanding of what they are doing, why, and how the task relates to the lesson objective(s), themes or progression of learning in the unit. Work products serve as evidence that students have drawn on related content from across disciplines in order to complete the task. Students demonstrate mastery of learning through application of knowledge in performance and work products.
Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Formative feedback to students is frequent, timely, and informs revision of work. Student work products receive minimal feedback related to the standard(s). There is little evidence to show that feedback has been timely or frequent. Feedback is corrective and does not revision. Feedback affirms student effort but does not provide specifics on how to address that need improvement or how to make strong areas even stronger. The teacher uses formative assessments to gauge what each student knows/is able to do. Students receive and understand specific, frequent and timely documented feedback (e.g., written, recorded, visual) regarding progress toward meeting the standard(s). Feedback encourages students to reflect on their learning. Standards-based rubrics frame feedback to students. Students revise work on the basis of feedback. Students design rubrics using clear, criteria with assistance from the teacher or peers. Feedback to students encourages perseverance and fosters efficacy and self-awareness. Feedback to students emphasizes effort and improvement, as opposed to competition. Students provide constructive feedback to peers reflecting their progress toward meeting the standards. Students independently generate rubrics. Students independently self-assess using standards-based rubrics, and revise their work based on that self-assessment. Students self-monitor progress toward meeting learning standards (e.g., work samples, portfolios, peer review). Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice
Learning Walkthrough Site Sample Schedule ABC Date: ________________________ Focus of Inquiry: _____________________________________________ Team A Team B 1. Principal 2. District Department Head 3. School-Based Special Education Director 4. Teacher Leader 5. ESE Representative (one-time guest) 6. Representative from Community Partner guest) 1. Assistant Principal 2. District Department Head 3. District English Language Learner Representative 4. Instructional Coach 5. Veteran Teacher 6. ESE Representative (one-time guest) 8:00 – 8:50 Orientation: LW Team Member Introductions, Protocol Review, and Schedule Review (Conference Room) 8:50 – 9:00 Transition to Classrooms Team A Team B 9:00 – 9:25 Grade 8 Room 229 Grade 8 Room 132 9:25 – 9:40 Hall Work 9:40 – 10:05 7 Room 125 Grade 8 Room 130 10:05 – 10:20 Hall Work 10:20 – 10:45 Grade 6 Room 133 Grade 7 Room 224 10:45 – 11:00 Hall Work 11:00 – 11:25 Grade 6 Room 249 Grade 6 Room 216 11:25 – 11:40 Hall Work 11:40 – Noon Transition to Debrief Noon – 12:45 (working lunch) Debrief Classroom Visits (in teams) Discussion of evidence (30 min) Consensus on patterns (15 min) 12:45 – 3:00 Debrief Classroom Visits (full group): Consensus on patterns across teams (30 min) Generate Summary Statements (15 min) Identify quick wins (20 min) Determine plan for communicating with stakeholders (15 min) Identify next (15 min) Evaluate the day (15 min)
Progress Monitoring Matrix Model of Use Action Step Progress Indicator Benchmark/Progress Monitoring Data Results Questions Next Steps Use books in the school library to organize collections of reading-level appropriate books for each classroom. Benchmark: Collections in each classroom by December 1. Collections now in for K–3. Grades 4–8 collections are being developed. Do we have enough for the whole school? Do we have the people/resources to get this done in a timely fashion? Resources: Identify some new sources of books or support for book purchases. More Involve PTO in the organization and distribution of the collections.