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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