* 1. Educators create safe and orderly learning environments.

* 2. Educators provide equitable opportunities to learn that are based on high expectations for academic achievement.

* 3. Educators provide equitable opportunities to learn based on developmental levels for students who take alternate state tests.

* 4. Educators provide equitable opportuntities to learn that include accomodations and modifications for diverse learners.

* 5. Students participate in evidence-based instructional practices that assist them in learning the curriculum, meeting rigorous academic standards, and preparing for assessments.

* 6. Students are empowered to use rubrics and data to monitor their own progress.

* 7. Subject matter is delivered to all students at a rigorous level.

* 8. Students who are struggling are provided with differentiated instruction in whole group, small flexible group, or individually as needed.

* 9. Educators foster collaborative relationships with families, other school personnel, and the larger community to support students’ learning and well-being.

* 10. Teachers and administrators use data from classroom, district, and state assessments to determine staff development.

* 11. Administrators and/or teacher leaders monitor instructional practices and routinely provide meaningful feedback to teachers

* 12. Educators apply research to decision-making to develop and implement instructional practices.

* 13. Educators use a variety of appropriate instructional strategies and resources (e.g., Universal Design for Learning principles, instructional technology, and assistive technology) to actively engage students.

* 14. Educators and support personnel/service providers regularly collaborate on school-based learning teams to plan instruction and assessment.

* 15. Educators meet regularly to examine student work and current practices, and also adjust instructional practice if needed for students with disabilities or students at-risk of school failure.

* 16. School leaders facilitate, monitor, and guide the examination of student performance data and instructional practices for students with disabilities.

* 17. Classroom and curriculum-based assessments mirror the accommodations and modifications identified on IEPs for the state assessment.

* 18. Student IEP goals are designed to address the areas of identified need from state assessment data, benchmark assessments, and curriculum-based measures.

* 19. Have you received professional development that has prepared you to meet the needs of students? If yes, describe the professional development you received.

* 20. What additional professional development would help you most in educating students in your classrooms?

* 21. Identify what you perceive to be the main barrier(s) to improved academic and/or behavioral achievement for struggling students.

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