N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice Organization of the Classroom Classroom climate is characterized by respectful behaviors, routines, tone, and discourse. There is an expectation that all students will Expectations about supportive learning procedures, and participate, collaborate, and contribute during routines are evident, but relationships are explicit, are more lessons. respectful discourse than teacher-modeled, are (teacher-to-student[s], collaboratively developed, and are supported by Behavioral expectations are posted and student[s]-to-teacher, or communicated to students. all members of the classroom community. student-to-student) is not Positive, respectful language and relationships observed. Students demonstrate respect for the learning (teacher-to-student[s], student[s]-to-teacher, and needs of all students (e.g., use respectful student-to-student) are evident. The teacher language, support one another). Students use models first language”. “people first language”. “people 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. 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 first language”. “people N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice
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
ImplementationGuide2016.docx