Self-Assessment of Universal Access: Equity for All Students (E-2.6)

Self-Assessment of Universal Access: Equity for all Students (E-2.6)

Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. Participating teachers protect and Reflection Planning Prompts: Describe your strengths and challenges related to learning opportunities. support all students by designing Inclusive Initial Self-Assessment Date/Comments: and implementing equitable and  inclusive learning environments. Environments: How I support They maximize academic students from all ethnic, racial, achievement for students from all socio-economic, cultural, academic, ethnic, racial, socio-economic, and linguistic backgrounds; gender, gender identity, and sexual cultural, academic, and linguistic or Final Self-Assessment Date/Comments: family background; gender, gender orientation identity, and sexual orientation; Evidence: (such as) students with disabilities and  Lesson Plans that show advanced learners; and students community building with a combination of special instructional needs.  Flexible Grouping  Established norms for interaction

When planning and delivering  Teaching Practice: Describe your strengths and challenges related to teaching practices. instruction, participating teachers Initial Self-Assessment Date/Comments: How I use culturally responsive examine and strive to minimize bias teaching practices to overcome the in classrooms, schools and larger effects of bias on my students educational systems using culturally responsive pedagogical Evidence : (such as) practices.  Lesson Plans that show community building Final Self-Assessment Date/Comments:  Flexible Grouping  Established norms for interaction

Participating teachers use a variety  Communication: Describe your strengths and challenges related to communication. of resources (including technology- Initial Self-Assessment Date/Comments: How I communicate with students, related tools, interpreters, etc.) to colleagues, resource personnel and collaborate and communicate with families to provide equitable access students, colleagues, resource to the state-adopted academic personnel and families to provide content standards the full range of learners equitable access to the state-adopted Evidence : (such as) Final Self-Assessment Date/Comments: academic content standards.  Use of School Loop to communicate with students and families  Online learning tools for research, review  Home/school Log  Translated documents

Self-Assessment of Universal Access: Equity for All Students - English Learners (E-2.6a)

Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. To ensure academic achievement and Reflection Planning Describe your strengths and challenges related to assessment. language proficiency for English Prompts: Initial Self-Assessment Date/Comments: Learners, participating teachers adhere to legal and ethical obligations for  Language teaching English Learners including Supports: How I use the identification, referral and re- measures of English designation processes. Participating language proficiency to teachers implement district policies make instructional regarding primary language support decisions Final Self-Assessment Date/Comments: services for students. Participating teachers plan instruction for English Evidence: (such as) Learners based on the students’ levels of proficiency and literacy in English  Lesson Plans and primary language as assessed by  Evidence of multiple measures such as the collaboration with EL California English Language coordinator Development Test (CELDT), the California Standards Test (CST), and  Training on how to local assessments. interpret assessment data

Based on teaching assignment and the  ELD Instruction: Describe your strengths and challenges related to ELD instruction. adopted language program Initial Self-Assessment Date/Comments: How I support my students’ instructional model(s), participating development of academic teachers implement one or more of the language and English components of English Language language development Development (ELD): grade-level academic language instruction, ELD by proficiency level, and/or content-based Evidence: (such as) Final Self-Assessment Date/Comments: ELD.  ELD standards posted and addressed in lesson plans  classroom layout  Flexible grouping

Participating teachers instruct English  Differentiated Describe your strengths and challenges related to differentiated instruction. learners using adopted standards- Initial Self-Assessment Date/Comments: aligned instructional materials. Instruction: Participating teachers differentiate How I differentiate instruction based upon their students’ instruction based on my primary language and proficiency students’ culture, levels of levels in English considering the acculturation, proficiency in students’ culture, level of acculturation, English and/or prior and prior schooling. schooling Final Self-Assessment Date/Comments: Evidence: (such as)  Lesson Plans  Student Projects/Work  Use of SIOP, etc. strategies

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 Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – 2011 Reflections on Teaching and Learning - Induction Standard 6a Self-Assessment