Part B: Inclusive Practice: Self-Assessment with Power Elements Standard Element Inclusive Practice In Place Status: (circle one) Notes Standard I: Instructional Leadershrd I: Instructional Leadership Standard I: Instructional Leadership Standard I: Instructional Leadership Standard I: Instructional Leadership Lesson Development Support (I-A-2) Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping. Provides support with teacher lesson development through feedback and professional learning opportunities (UDL) Yes/no/partial Lesson Development Support (I-A-2) Diverse Learners’ Needs (I-B-3) Diverse Learners’ Needs (I-B-3) ’ Needs (I-B-3) While observing practice and reviewing unit plans, looks for and identifies a variety of teaching strategies and practices that are effective with diverse learners. Encourages teachers to consider DCAP and evidence based practices (UDL, PBIS, SEL, SEI) Yes/no/partial Variety of Assessments (I-C-1) Supports educator teams to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas. Formative and summative evaluations, benchmark testing Regular, comprehensive review of assessments for accessibility Yes/no/partial Standard II: and Operations Student Safety, Health, and Social and Emotional Needs (II-A-3) Demonstrates high expectations for student behavior and provides appropriate training for staff to uphold these expectations: Yes/no/partial
Establishes school-wide routines and consequences, including policies and systems to prevent and address bullying and other behaviors that threaten students’ social and well-being (PBIS, SEL) Develops a consistent implementation strategy to ensure implementation with fidelity and regularly review outcome measures Standard II: Management and Operations Standard II: Management and Operations Standard II: Management and Operations Student Safety, Health, and Social and Emotional Needs (II-A-3) Yes/no/partial Time for Teaching and Learning (II-C-1) Creates a master schedule and related systems to maximize blocks of uninterrupted instructional time and eliminate unnecessary interruptions to instruction. Schedules common planning for teachers and support staff Student services are systematically embedded, where appropriate, within general education programming Multi-tiered systems of support are aligned and integrated with other important initiatives Yes/no/partial Time for Teaching and Learning (II-C-1) Standard II: and Operations Standard III: Family and Community Engagement Standard III: Family and Community Student Support (III-B-1) Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English language learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Establishes Student Support Team/Teacher Assistance Team/Behavioral Intervention Team Links community based partnerships with services vital to students and families Yes/no/partial Student Support (III-B-1)