CTESS ebook

Standard 9 : Scaffolding Designs, adapts and delivers appropriate and challenging learning experiences based on stude nts’ diverse strengths and needs

CSD Academic Framework Connections

CSD Student Achievement Principles for Academics and Behavior • Uses data to guide instructional decisions and allocate resources • Problem-solves collaboratively to meet student needs Standards for Instruction • Uses World-Class Instructional Design and Assessment (WIDA) standards • Follows federal and state requirements (IEP, 504, ELs)

Evidence-Based Instructional Priorities: Academic • Planning, instructing, and assessing techniques are implemented to increase student engagement and learning • Systematically incorporates vocabulary development • Applies Scaffolded Instruction and Grouping (SIG) structures Time Allocation for Instruction • Scheduling is ensured for intervention and skill-based instruction, including Special Education services and English Language Development (ELD) Collaborative Problem Solving for Instructional Improvement • Teams (e.g. BTL, PLC, SST) engage in timely and consistent review of relevant data using a standardized problem process: • To identify academic and behavioral risk • To plan implementation of academic and behavioral interventions as student needs indicate • To monitor and evaluate effectiveness of academic and behavioral instruction across tiers using valid and reliable student and teacher data 1a. Creates developmentally appropriate and challenging learning experiences based on each student’s strengths, interests, and needs. 2a. Understands individual learner differences and holds high expectations of students. 2b. Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs. 2c. Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity. 2e. Incorporates tools of language development into planning and instruction for English language learners and supports development of English proficiency. 5c. Adjusts assessment methods and makes appropriate accommodations for English language learners, students with disabilities, advanced students, and students who are not meeting learning goals. 7a. Understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies. 7b. Uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individuals and groups of learners.

Corresponding State Indicators

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