Self-Assessment Name: Universal Access: Equity for all Students Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. Reflection Planning Prompts: Describe your strengths and challenges related to learning opportunities. Participating teachers protect and support all students by designing and Initial Self-Assessment Date/Comments: Inclusive Environments: implementing equitable and inclusive In what ways do you - learning environments. They maximize support students from all academic achievement for students from ethnic, racial, socio- all ethnic, racial, socio-economic, economic, cultural, cultural, academic, and linguistic or academic, and linguistic family background; gender, gender backgrounds; gender, identity, and sexual orientation; students gender identity, and Final Self-Assessment Date/Comments: with disabilities and advanced learners; sexual orientation? and students with a combination of Evidence: special instructional needs. Describe your strengths and challenges related to teaching practices. Teaching Practice: When planning and delivering Initial Self-Assessment Date/Comments: What culturally - instruction, participating teachers responsive teaching examine and strive to minimize bias in practices do you use to classrooms, schools and larger overcome the effects of educational systems while using bias? culturally responsive pedagogical Evidence: practices. Final Self-Assessment Date/Comments: Describe your strengths and challenges related to communication. Communication: Participating teachers use a variety of Initial Self-Assessment Date/Comments: In what ways do you - resources (including technology-related communicate with tools, interpreters, etc.) to collaborate students, colleagues, and communicate with students, resource personnel and colleagues, resource personnel and families to provide families to provide the full range of equitable access to the learners equitable access to the state- state-adopted academic adopted academic content standards. Final Self-Assessment Date/Comments: content standards? Evidence: Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/Resources; Ongoing Parent/Student Communication; Student Work; Classroom Observations
Name: Self-Assessment Universal Access: Equity for all Students Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. They maximize academic achievement for students from all ethnic, racial, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. Reflection Planning Prompts: Inclusive Environments: - In what ways do you support students from all ethnic, racial, socio- economic, cultural, academic, and linguistic backgrounds; gender, gender identity, and sexual orientation? Evidence: Describe your strengths and challenges related to learning opportunities. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices. Teaching Practice: - What culturally responsive teaching practices do you use to overcome the effects of bias? Evidence: Describe your strengths and challenges related to teaching practices. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners equitable access to the state- adopted academic content standards. Communication: - In what ways do you communicate with students, colleagues, resource personnel and families to provide equitable access to the state-adopted academic content standards? Evidence: Describe your strengths and challenges related to communication. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/Resources; Ongoing Parent/Student Communication; Student Work; Classroom Observations
FACT_Users_Guide%202014.docx