Part B: Inclusive Practice: Self-Assessment with Power Elements In Place Status: Notes (circle one) Standard Element Inclusive Practice Supports educators to develop well-structured Lesson Development lessons with challenging, measurable objectives Support (I-A-2) and appropriate student engagement strategies, pacing, sequence, activities, materials, Yes/no/partial technologies, and grouping. Lesson Development Leadership Provides support with teacher lesson Support (I-A-2) development through feedback and professional learning opportunities (UDL) Diverse Learners’ Needs Leadership While observing practice and reviewing unit plans, Instructional Leadership Leadership (I-B-3) I: looks for and identifies a variety of teaching strategies and practices that are effective with Yes/no/partial Diverse Learners’ Needs diverse learners. (I-B-3) Encourages teachers to consider DCAP and Needs ’ evidence based practices (UDL, PBIS, SEL, Leadershrd Instructional Instructional (I-B-3) Instructional I: I: SEI) I: Supports educator teams to use a variety of formal Standard Standard Standard and informal methods and assessments, including Instructional common interim assessments that are aligned I: Variety of Assessments Yes/no/partial across grade levels and subject areas. (I-C-1) Formative and summative evaluations, benchmark testing Standard Regular, comprehensive review of assessments for accessibility Yes/no/partial Demonstrates high expectations for student Student Safety, Health, behavior and provides appropriate training for staff and Social and and to uphold these expectations: Emotional Needs (II-A-3) Operations Standard II:
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
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