1 The Universal Checklist: Critical Components for Distance Learning

For more information, please visit: https://sites.google.com/ssdmo.org/universaltier1virtualclassroom/home

Component 1: Effectively design the physical environment of the classroom Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* Design to support learning outcomes

Background distractions are minimal

Lighting, camera, positioning are adequate to see teacher and students clearly

Camera and sound options/expectations are discussed/clarified

Visuals available during learning activity, minimizing leaving the video (teachers and students)

Technology is accessible

Learning materials (digital & hard copy) are available to all students

Learning goals and schedule are accessible for all students, staff and families

How is the virtual environment designed to assist with outcomes?

How do you ensure students (and staff) are visible during instruction (e.g., not an option for “no video”?

What plans do you have to ensure participants’ microphones are muted while others are speaking?

How do you “call on” students or provide opportunities for interaction without interference with the lesson?

Creating a virtual Bitmoji classroom or other visual to represent you, your students, and your classroom.

Webcams (with or without built-in lighting)

Using lamps or natural sunlight for virtual meetings or recordings.

Creating a consistent backdrop for virtual meetings or recordings.

Culturally Responsive Environment

Diversity is reflected in lessons

Learning materials reflective of different races/ethnicities through names, language, visuals, etc

How do you address diversity in your virtual classroom?

Books, lessons, and other resources for the classroom:

● Teaching Tolerance: https://www.tolerance.org /

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

2 The Universal Checklist: Critical Components for Distance Learning

Mindful of he/she/gender neutral terms

Culturally sensitive/relevant language modeling (age, gender, race/ethnicity, ability)

● Book Riot: https://bookriot.com/

● Globe Trottin’ Kids: https://www.globetrottinki ds.com/

● The Conscious Kid: https://www.theconsciousk id.org/

Tools for translation: ● Google Translate:

https://translate.google.co m/

Opportunities for movement, breaks

Utilization of movement (e.g., breakout rooms, brain breaks, kinesthetic learning opportunities) within lessons

Use of strategies to signal breaks, transition, movement (e.g., visual/auditory timer, music, other)

Sensory tools/strategies, adaptive equipment, other breaks built in to schedule

How do you provide opportunities for movement and breaks within distance learning?

GoNoodle: https://www.gonoodle.com/

Cosmic Kids Yoga: https://www.youtube.com/user/Co smicKidsYoga

Virtual Scavenger Hunts: https://www.youtube.com/watch? v=3YXLgJiakHE

YouTube timer videos: search for ___minute timer on YouTube.

Action songs - songs with movement.

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

3 The Universal Checklist: Critical Components for Distance Learning

Component 2: Develop & teach predictable classroom routines Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* Routines are taught and practiced

Student voice embedded in rules, routines and CLS

Routines for class assignments (uploading documents, pictures, etc..) are taught and reviewed

Routines are established for online learning (e.g., raising hands, reactions/tools, being recognized before talking, emojis, background, home interruptions (pets, siblings, children)

Explicit teaching for norms teaching both with students and home support (muting, waiting rooms, logging in, break out rooms)

Standardized routines/procedures are reviewed

Clear roles/expectations/norms for paraprofessionals, related service personnel participating in DL previously established

What are your routines?

How are they visible in a virtual classroom?

How do you teach them to both students and families who are supporting students?

When do you practice them?

How do you involve students and families in developing routines?

How do you plan for/determine routines, roles and responsibilities among the service providers in the virtual classroom (e.g., para- professionals, related service providers)?

Synchronous routines may include:

● entering and leaving virtual meetings

● procedures for virtual activities

● raising hands, using gestures, or using digital tools to be called on or contribute

● being recognized before speaking

● reducing background interruptions

Asynchronous routines may include:

● when and how to turn in work

● uploading documents or pictures

● preparing and charging technology devices

● minimizing distractions is a work/learning space

Attention Signal Attention signals are established/explicitly taught (hand gestures, light changes, music,

How do you get students’ attention?

Verbal signals

Call and response

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

4 The Universal Checklist: Critical Components for Distance Learning

timers); signals are varied to increase engagement

Students respond to the signal, what they see/hear; quick response time

Students can tell you what the attention signal is

Students are able to state what’s next or respond to a standard prompt to move to the next activity

How do you support students to transition- between activities, between settings, etc?

Gestural signals (often paired with verbal)

YouTube Timers

Visuals shared on the screen

Music

Sounds (physical or digital) -chimes, bells, other sound effects

Class Schedule Develop class schedule with students and families (frequency, time, group or 1:1, asynchronous or synchronous); DLPs, Special ed and related services

Present the class schedule daily, students have the schedule accessible (posted on LMS); Specific and aligned to LMS (eg Modules, folders, Topics) are referenced; Learning Objectives posted and clear

Students and staff have access to individual schedules including related services, ABA, general education to keep in mind screen time, overlaps in schedule, etc.

Within-task schedules are used to increase student engagement

How is the schedule visible and accessible in a virtual learning environment to both students and families?

Do some students have an individual schedule, what does that look like? Does this include blended learning?

How do you utilize supports such as within-task schedules to aid in student engagement?

How do you involve students in the reviewing/completion of the schedule (e.g., “x is finished”)?

Tools for scheduling:

Google Calendar

Outlook Calendar

Creating a schedule on a shared document in Google Drive or Microsoft Teams

Doodle: https://doodle.com/en/

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

5 The Universal Checklist: Critical Components for Distance Learning

Evidence of collaboration with general education teachers regarding special education schedule, amount and frequency of activities and expectations for special education students

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

Component 3: Post, define, & teach positive classroom expectations and rules Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* Specific, Observable & Measurable

Define, post & teach 3-5 positive classroom rules and expectations

Rules reflect distance learning environment (e.g., log in on time for each session, one voice at a time, remaining on mute, video or no video; use chat feature)

Virtual classroom norms are established to ensure continuity and minimize distraction of instruction

Classroom rules and norms are reviewed at each session, modeled and reinforced

How do you include student voice regarding establishing rules?

How do you teach the rules to students and families?

How are the rules visible within a virtual classroom?

How do classroom expectations align to building expectations?

Creating a PBIS Behavior Teaching Matrix for Remote Instruction

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

6 The Universal Checklist: Critical Components for Distance Learning

Virtual classroom expectations are posted in the Learning Management System

Hard copies of rules are available, as needed

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

Component 4: Provide high rates of varied opportunities to respond Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* Student Responses Students have frequent

opportunities to respond

Synchronous student responses (e.g., individual and choral response, whole group and breakout groups, Kahoot)

Asynchronous student responses (e.g., Flip Grid, student created videos, work/assignment submission) response modes for students

Routines for paper/pencil responses, white board responses, virtual responses/reactions (e.g., virtual hand raise, thumbs up, emoji, etc), kinesthetic responses (e.g., Stand Up/Sit Down, hand gestures that go along with content

How are you teaching…?

How do you ensure all students have an opportunity to respond frequently within a virtual environment?

What is your strategy for measuring student opportunities to respond?

How do you provide multiple ways of responding by students within a group, small group, one-one setting etc..?

Video Responses: ● Flipgrid:

https://info.flipgrid.com/ ● Screencastify:

https://www.screencastify.c om/

● Youtube: https://www.youtube.com/ (with district and family permission, and teacher support)

Virtual Classroom Responses: ● Interactive whiteboards

○ built-in to video conferencing tools

○ some free or low-cost whiteboards online

● Google Drive and Google Forms

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

7 The Universal Checklist: Critical Components for Distance Learning

Interactive Tools: e.g. Graphic Organizers (google); Guided Notes; Choral Responses, Jigsaw

● Padlet: https://padlet.com/

Instructional Formats Offering opportunities for individual learning, small group, and/or large group based on student needs and skills. These are noted on lesson plans.

The teacher offers live sessions utilizing the paraprofessional/co-teacher to support break-out sessions, if the system allows.

Both synchronous (eg. direct live instruction, interactive) and asynchronous (eg. screencastify, shared powerpoints) learning opportunities are available

How do you teach…?

How do you group…?

How do you ensure individual student support?

How do you ensure seamless transition between virtual and in-person instruction?

How do you engage parents/families/ caregivers in the virtual classroom?

Synchronous: ● Zoom breakout rooms ● Live virtual sessions for

small groups scheduled at different times than whole-group.

Asynchronous: ● Grouping features in

Learning Management Systems

● Google Docs, Sheets, Slides, or Draw

● Microsoft Teams

Technology Students have access to technology and internet to participate in virtual lessons.

Students and families know how to access support for hardware and software

Digital Citizenship has been taught

Technology is utilized for productivity

How do you teach and reinforce digital citizenship in your virtual classroom?

How do you ensure students and families know how to access tech support?

How do you ensure that families have access to internet or hotspots (district provided)?

Video Responses: ● Flipgrid:

https://info.flipgrid.com/ ● Screencastify:

https://www.screencastify.c om/

● Youtube: https://www.youtube.com/ (with district and family permission, and teacher support)

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

8 The Universal Checklist: Critical Components for Distance Learning

Technology rules and routines are posted/taught/reviewed/utilized

Students have access to assistive technology (hardware and software) if needed per IEP/DLP

How do you ensure that students have access to assistive technology if needed per their IEP or DLP?

● VoiceThread: https://voicethread.com/

Virtual Classroom Responses: ● Interactive whiteboards

○ built-in to video conferencing tools

○ some free or low-cost whiteboards online

● Google Drive and Google Forms

● Padlet: https://padlet.com/ ● Poll Everywhere:

https://www.polleverywher e.com/

● Online Assessment Tools: ○ https://kahoot.com/ ○ https://quizizz.com/ ○ https://quizlet.com/

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

9 The Universal Checklist: Critical Components for Distance Learning

Component 5: Use prompts and active supervision Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* Verbal and NonVerbal Prompts

There is evidence that teachers, paraprofessionals/related services utilize preventive strategies for promoting positive behavior (e.g., pre-correction*, stating behavioral expectations, use of prompt hierarchy, redirection).

*Precorrection-● Preventative ● Understandable ● Observable: ● Specific and Explicit

Consistent prompting procedures are used to promote student independence and positive/desired behavior.

Explicit teaching strategies are utilized for (individual and group) desired and replacement behaviors.

Behavior-specific praise is provided. Individual and Group reinforcement systems are in place.

How do you: plan for Smooth transitioning; incorporate 4:1 positive to negative interaction?

The goal is prevention of problem behavior and promoting positive behavior; what does that look like in the virtual environment?

What does least to most prompting look like in the virtual environment? What does redirection look like?

What does instruction in replacement behaviors look like in a virtual environment?

How do you incorporate individual/group reinforcement in the virtual environment to promote desired behavior (e.g., verbal praise, token economy system, behavior charts, etc)? How do you provide visual supports for desired behavior in the virtual classroom?

What strategies are used to promote positive behavior, self-management (e.g., self-monitoring, Zones or Regulation, etc)?

Synchronous: ● Prompting gesturally

and/or verbally in virtual meetings

● Using chat features to provide “written” prompts

Asynchronous: ● Using videos to teach and

model ● Providing prompts within

learning activities in Learning Management Systems (announcements, embedded within activity directions)

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

10 The Universal Checklist: Critical Components for Distance Learning

How do you support parents/caregivers to prevent problem behavior and prompt and reinforce desired behavior?

Monitoring the virtual classroom

Moving: Incorporate whole group and breakout sessions to increase active engagement.

Scanning: Teachers, paraprofessionals and other service providers are constantly monitoring the virtual classroom to ensure student attention, engagement, and active participation. (ex. monitoring the chat feature)

Interacting frequently: Positive feedback and interactions to encourage, reinforce and correct.

How do you ensure engagement of all? What high yield strategies might you use in the virtual environment? How is that the same/different from “live” instruction?

How do you ensure the safety of all students?

How do you promote active participation of all students?

How do you ensure meeting students where they are to promote success?

How do you prepare paraprofessional and other service providers for their role in monitoring the virtual classroom?

Synchronous: ● Moving between breakout

rooms ● Providing verbal and

non-verbal feedback through chat or virtual gestures during meetings

● Using gallery view so all students are displayed on the screen

Asynchronous: ● Providing frequent

assignment feedback ● Using LMS features -

messages and announcements - to communicate and check-in with students

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

Component 6: Acknowledge and Respond to Behavior Best Practice Looks like/sounds like... Possible ask fors… Tools and Examples* At least 4:1 positive to corrective feedback

4:1 verbal/nonverbal positive to corrective feedback/correction

Have you or someone in the virtual classroom taken data on the positive to negative interaction ratio?

Synchronous:

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

11 The Universal Checklist: Critical Components for Distance Learning

observed for all students; use of “I notice” statements as part of positives

Corrections are made in a positive manner; teachers/service providers monitor tone, volume, cadence.

Students are naturally connected with upon entry and exit from virtual call; the adults have an established and predictable routine for this.

How might you support service providers as well as parents/families/caregivers to increase the ratio of positive to negative interactions?

● Whole group or individual (if available) messages in chat

● Use of virtual tools, (thumbs up, emojis, smiley faces)

● Positive visuals or sound effects

Asynchronous: ● Video, audio, or

written/typed messages Acknowledging Behavior

Verbal and nonverbal praise is provided (e.g., thumbs up, facial gestures); praise is specific (nice job of…, I like how you…), based on desired behavior and connected to class rules/routines.

Constructive feedback/redirection tells students what they should be doing

There is evidence of asking students what they prefer for reinforcement (e.g. virtual high five, dance party, type of music)

Individual/group reinforcement systems are used (e.g., point sheets, behavior charts); there is evidence students talk about gains/progress/goals.

How do you provide reinforcement for student behavior?

How do you prompt desired behavior?

How might we support parents/families in effectively preventing problem behavior, redirecting challenging behavior, and reinforcing desired behavior?

Ask for/look for CLS related student feedback. How are students involved in goal setting and progress monitoring?

Synchronous: ● Use of virtual tools,

(thumbs up, emojis, smiley faces)

● Positive visuals or sound effects paired with behavior-specific praise

Asynchronous: ● Apps for secure

messaging systems to families:

○ https://www.blo omz.net/

○ https://web.sees aw.me/

● Apps for classwide reinforcement:

○ https://www.clas sdojo.com/ (recommend for positive, not

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

12 The Universal Checklist: Critical Components for Distance Learning

corrective, feedback)

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

Systems that Support Implementation

System 1: UNIVERSAL INSTRUCTIONAL PRACTICES Expectations Looks like/sounds like... Possible ask fors… Tools and Examples* Universal Instructional Practices

Student choice is embedded into instruction:

- students can choose methods for responses (songs, videos, skits, writing)

Lessons are differentiated: students’ unique learning needs are considered and virtual or online lessons are adapted/modified accordingly.

Universal Design for Learning practices are following in lesson planning, and a variety of activities (visual, auditory, kinesthetic) are incorporated for engagement (the why), representation (the what), and action and expression (the how).

Virtual lessons are planned using a best-practice format that includes an advanced organizer (opening),

What do you want students to know and be able to do?

How do you select learning requirements?

What IEP goal is the lesson addressing?

Is the Data Collection system the same as described in the IEP goal?

How will students show what they know? How will you give feedback to students?

How are students involved in goal setting, lesson design, and progress monitoring?

UDL: http://www.cast.org/

Teleconferencing Tools: ● Zoom ● Google Meet ● Microsoft Teams

Instructional Tools: ● Newsela:

https://newsela.com/ ● Google Apps for Educators ● Kahn Academy:

https://www.khanacademy. org/

Response Tools: ● YouTube ● Garage Band:

https://www.apple.com/ma c/garageband/ (Apple specific)

● Apps for auditory recording or speech-to-text

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

13 The Universal Checklist: Critical Components for Distance Learning

body (content), and post organizer (review, preview, and cue use).

From: Archer, A. & Hughes, C. (2011). Explicit instruction: Effective and Efficient Teaching. New York: The Guilford Press.

Opening the lesson: Gain students’ attention, review critical prerequisite skills, state the goal of the lesson

- craft the learning objective in student friendly language (e.g., I can…)

- link to standards - based on IEP goals

Body of the Lesson:

Skill or Strategy: Modeling, Guided Practice, Independent Practice

Vocabulary or Concept: Introduce the word, meaning and illustrate with examples and non examples, guide students in analyzing examples and non-examples, check student understanding

Academic Rule: Introduce the rules, If/then construction, Illustrate the

● Screencastify: https://www.screencastify.c om/

● Flipgrid: https://info.flipgrid.com/

● Padlet: https://padlet.com/ ● Online Assessment Tools:

○ https://kahoot.com /

○ https://quizizz.com/ ○ https://quizlet.com/

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

14 The Universal Checklist: Critical Components for Distance Learning

rules with examples/non examples, check students’ understanding

Closing of the lesson (Post Organizer): Review critical content, preview next lesson, assign independent work

Data data collection system

Feedback approach Organizing for Distance Learning

Consistent use of a technology platform aligned to the school/district; strategic use of accompanying technology tools and strategies to augment and support instruction

Offering a student/family menu/choice to complete activities (for longer period of time like a week); students/Families choose the order of tasks completed -asynchronous

Routines for turning in completed assignments taught and reviewed

Offer a variety of ways to engage and complete a task (UDL)

How do you gain student choice in completing activities?

How did you communicate with and /or train families in technology / platform use, activities, lessons?

What supports do parents/families/students need at home? Hard copies of rules, routines, schedules, materials, manipulatives, learning supports needed?

What communication support is needed? What does the communication plan look like for families (method, frequency)?

What other supports do students/ families need (e.g. closed captioning, interpreter, sign language interpreter, etc)?

*see Tools and Examples for Universal Instructional Practices

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

15 The Universal Checklist: Critical Components for Distance Learning

Students have gathered objects/pictures for synchronous learning or sent home ahead of time

Interactive Data Folders (google site, LMS, paper/pencil back and forth from home/school)

Student Demonstration of Learning: Provide Multiple Means of Action and Expression

The methods for instruction, responding and navigation are varied

Access to tools and assistive technologies are maximized

Multiple media for communication are used (text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video) including student interest, strength and choice

● Use physical manipulatives (e.g. blocks, 3D models, base-ten blocks)

● Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic

How did you use student strength, interest and choice when students demonstrate learning?

What other considerations are needed for ensuring UDL is embedded in instruction?

How do you collect student/ parent/family voice and choice?

How do you creatively provide opportunities for “in vivo” instructional opportunities, both to deliver instruction and to solicit student performance /application?

*see Tools and Examples for Universal Instructional Practices

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

16 The Universal Checklist: Critical Components for Distance Learning

strips, animation presentations)

Social Skills, functional skills, vocational skills and materials are adapted/differentiated for home/distance learning (eg - if no peers available within distance learning for social skills goals, google survey, coffee cart at school so in distance learning practicing with families/teachers in through role play, teacher provides task analysis for vocational skills for students/families finding activities at home to provide evidence of practicing skills; taking pictures of completed activities (sorting utensils)

Facilitate Managing Information and Resources:

● Provide graphic organizers and templates for data collection and organizing information

● Embed prompts for categorizing and systematizing

● Provide checklists and guides for note-taking

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

17 The Universal Checklist: Critical Components for Distance Learning

Varying response options (emojis on zoom/google, visual gestures/signals)

Grouping students based on skills

From: UDL Guidelines: Cast.org

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

SYSTEM 2: COMMUNICATION PLAN Expectations Looks like/sounds like... Possible ask fors… Tools and Examples* There is an effective communication system for students, staff, and families

Class communication procedures are established (e.g., newsletter, weekly summary of classwork, class letters, behavior charts; data folders)

Clear expectations of communication are established (e.g., beginning of the year, weekly, monthly, quarterly, etc)

With dual systems of communication relative to distance learning, there is ongoing and intentional feedback and clarification

Evidence of student and family input for establishing individualized

How do you communicate to your families?

How do you consult with staff about student progress and needs?

Collaborative Space: ● Google Apps for

Educators ● Microsoft Teams

Newsletters: ● Canva:

https://www.canva.com/ ● Adobe Spark:

https://spark.adobe.com /

Surveys: ● Google Forms ● Survey Monkey:

https://www.surveymon key.com/

Teleconferencing: ● Zoom

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

18 The Universal Checklist: Critical Components for Distance Learning

communication plans (e.g., team meetings)

Understood timelines for teacher/student/family communication for responses

Ongoing opportunities for student/family feedback

Evidence that all staff (paraprofessionals/related service, etc) are aware of plans and are communicating prior to lessons

Ongoing feedback, training and coaching with families/students on digital tools/learning materials

● Google Meet ● Microsoft Teams ● Conferencing tools built

into Learning Management Systems

There is evidence of regularly scheduled team meetings with the use of agendas and minutes

Where applicable and individual team meetings are held, there is evidence of use of agendas, notes, outcomes, next steps

Can I (AC) be invited to your meetings and/or have access to the schedule?

What evidence do you have of team meeting effectiveness?

Tools for scheduling:

Google Calendar

Outlook Calendar

Creating a schedule on a shared document in Google Drive or Microsoft Teams

https://doodle.com/en/

If there are paraprofessionals in the classroom, they receive

Paraprofessional Conversation of Expectations conducted at the start of the school year

How have you reviewed para expectations at the beginning of the year?

Paraeducator Checklist of Expectations: https://tinyurl.com/paraprofcoe

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

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specific and direct instruction regarding their responsibilities to the students

Clarification of district expectations of paraprofessionals for distance learning vs in person learning

Time is built into schedule- or para paid release time- for staff meeting/collaboration/debriefing to plan and calibrate student instruction

Agendas, meeting notes available for reference

Teacher assistants’ interests and strengths are considered when assigning responsibilities in virtual classrooms (e.g., tech savvy drive tech, creation of materials, modeling)

Ongoing feedback is provided to paraprofessionals

District-issued technology for paraprofessionals to support learning???

fidelity checks; COE;

What ongoing training/support is available for paras to ensure meaningful participation in virtual learning with students?

What types of activities are paras engaged in to support student learning?

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

SYSTEM 3: DATA/LEARNING OUTCOMES/FEEDBACKack Expectations Looks like/sounds like... Possible ask fors… Tools and Examples*

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

20 The Universal Checklist: Critical Components for Distance Learning

Formative and Summative Assessment

Lesson plans reflect formative and summative processes to assess student learning

Evidence of short and long term goals (and data collection system/completion towards goals?)

Evidence of use of CCI/PDSA Cycles

Utilizing progress monitoring tools and benchmark data as expected

Adjustments made based on assessment data?

What assessments do you use to guide learning?

What tools do you use to monitor student progress?

How do you determine if a curriculum is working for a student/students?

How do you support students to use data folders to help track their own progress and help them to identify their learning needs?

Fastbridge (screening and progress monitoring in literacy, numeracy, and behavior)

Formative Online Tools: ● Poll Everywhere:

https://www.polleveryw here.com/

● Socrative: https://www.socrative.c om/

● Google Apps for Educators (Google Forms)

● Online Assessment Tools: ○ https://kahoot.c

om/ ○ https://quizizz.co

m/ ○ https://quizlet.co

m/ Behavior and academic data collected for individuals (IEP goals, BIP) and classwide

Student data are accessible

BIPs are revised to reflect virtual learning and monitored for fidelity

Evidence of data collection- raw data, summarized data, student folders, PDSA

Can you show me your student and classroom data?

How often do you collect data?

How do you provide coaching to parents on data collection?

SSD Recommendations for Progress Monitoring: https://docs.google.com/docum ent/d/1LUlJue9J_Iypa18_AOi3ya 5IeVbYj2mkpk3-kv1CkUk/edit

Behavior Progress Monitoring Survey (guide to the appropriate data collection method): http://tinyurl.com/BehaviorPMs urvey

Classroom Learning System

Evidence of implementation of CLS How do you incorporate the principles of continuous improvement in the virtual

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

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Data for individual/ whole group learning are accessible and/or referred to throughout instruction

Students monitor progress on both short and long term goals

classroom (mission, PDSA, learning cycles, data binders, student-led conferences?

What are your classroom goals?

Effectiveness of Treatment integrity/fidelity checks How do you get input from staff, parents, Instruction completed on instruction and

behavior intervention

Social validity is assessed- regularly capture feedback from students, families and staff

Data teams meet for problem solving and to monitor progress/inform adjustments needed

PDSA is used to to assess instructional impact

and students on the effectiveness of instruction?

How do you ensure staff are implementing lesson plans and behavior plans with fidelity?

What might a cycle of continuous improvement look like in your virtual classroom?

Student Feedback There is evidence of regular, frequent, explicit feedback in the virtual environment: -Student to Teacher Feedback -Teacher to Student Feedback -Peer to Peer Feedback

There is evidence of feedback provided both within lessons and post-lessons to address accuracy, to coach, to clarify a concept.

How do you incorporate regular opportunities for feedback within instruction in the virtual environment? -Student to teacher? -Teacher to student? -Peer to peer?

What type of feedback is provided-accuracy, coaching, clarification, how to improve, etc?

*See section on Acknowledging and Responding to Behavior

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020

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What training/support is provided to Immediate feedback provided- students, families, and staff for providing correct/incorrect effective feedback?

Paraprofessionals are trained on What does immediate feedback look like how to give feedback to students during skill practice?

From: Hattie, J & Clarke, S. (2018) Visible learning feedback:

*Districts will most likely have approved tools and technologies. Please refer to the District/Partner District plans.

South Region; Teaching, Learning and Accountability Division of Professional Learning; July 2020