Teacher Evaluation Access Points Guidance Student Support Programs and Services The purpose of this tool is to provide additional guidance and support to administrators conducting teacher evaluations in access points curriculum classrooms. This tool is not intended to replace the Marzano tool but rather to provide additional evidence or information specific to the modified environment and individual needs of the student. 1. Providing Rigorous Learning Goals and Performance Scales (Rubrics) The teacher provides rigorous learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge. Independent Expect lesson goals to be implemented over an extended time When asked, students may indicate or state the learning goal for the lesson Teacher will focus on the lesson rather than achieving the student understanding the relationship of the scale or rubric to the learning goals When given verbal and/or visual choices, students may indicate or state how their current activities relate to the learning goal 2. Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to assessment. Independent Teacher provides guidance and support to students to track their progress in formal and informal ways indicate their status relative to the learning goal using the scale or rubric With teacher guidance and support, students systematically update their status on the learning goal Students may not be able to verbalize their progress 3. Celebrating Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal or target.
Independent Celebration more likely to occur via verbal praise and encouragement as students demonstrate desired behaviors/goals (immediate feedback) rather than delayed feedback Student may show signs of pride regarding their accomplishments in the class Student shows acknowledgement of teacher feedback or praise 4. Establishing Classroom Routines The teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class. Note: Consideration should be given for settings in which behavior is the primary focus Independent Depending on cognitive level, students may or may not be able to participate in designing classroom routines Rather than expecting students to restate or explain, the teacher may guide students through rules and procedures using a variety of prompts Students follow clear routines during class When asked, students may state or indicate the established rules and procedures When asked, students may recognize areas of the classroom Students may recognize cues and signals by the teacher Students may be able to regulate their own behavior with teacher support Note: Consideration should be given for settings in which behavior is the primary focus 5. Organizing the Physical Layout of the Classroom The teacher organizes the physical layout of the classroom to facilitate movement and support learning.
Independent Students move easily about the classroom Students make use of materials and learning centers Students recognize or acknowledge examples of their work that are displayed Students recognize or acknowledge information on the bulletin boards Students can easily focus on instruction 6. Identifying Critical Content The teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content. differentiate important from not important information With teacher prompts and cues, students visibly adjust their level of engagement Independent Not likely to be observed 7. Organizing Students to Interact with New Content The teacher organizes students into appropriate groups to facilitate the processing of new content. Teacher Evidence Student Evidence Independent Expect groups to be teacher lead With guidance and support, students move to groups in an orderly fashion Students appear to understand expectations about appropriate behavior in groups Participate in discussion as able given cognitive and language abilities
8. Previewing New Content The teacher engages students in previewing activities that require students to access prior knowledge and analyze new content. Teacher Evidence Student Evidence explain linkages with prior knowledge When asked, students make predictions about upcoming content When given choices, students may be able to provide a purpose for what they are about to learn Students actively engage in previewing activities All Supported and Participatory ASD/InD and Elementary Independent Expect very simple/basic graphic organizers (e.g., Venn diagram, yes/no charts) and the use of visuals, pictures and/or objects to support student understanding Teacher may model or demonstrate rather than have students work independently When given choices, students may acknowledge linkages with prior knowledge When given choices, students may make predictions about upcoming content 9. Chunking Content into Digestible Bites Based on student evidence, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students to generate a clear conclusion. Not likely to be observed Independent Not likely to be observed 10. Helping Students Process New Content The teacher systematically engages student groups in processing and generating conclusions about new content.
Independent Teacher models informal strategies Formal group processing may not be appropriate considering the students cognitive and language levels When asked, students may state or indicate what they have just learned Given choices, students volunteer predictions Students voluntarily ask clarification questions 11. Helping Students Elaborate on New Content The teacher asks questions that require inferences about the new content but also requires students to provide evidence for their inferences. Not likely to be observed Independent Not likely to be observed 12. Helping Students Record and Represent Knowledge The teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize the important content. Teachers will likely provide support to students as they engage in these activities With modifications such as a word bank, picture supports, sentence starter, choices, etc. the above student evidence may be appropriate for some students Independent Teachers will model these strategies and complete activities with students Students identify or select critical content Given choices, students nonlinguistic representations may include critical content Given choices, students may show or identify main points of the lesson
13. Helping Students Reflect on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Given choices and teacher modeling the above teacher evidence may be appropriate for some students Given choices, students can explain what they are clear about and what they are confused about describe how hard they tried Students will most likely be able to describe activities rather than goals due to cognitive skills Independent Not likely to be observed Not likely to be observed 14. Reviewing Content The teacher engages students in a brief review of content that highlights the cumulative nature of the content. Independent Teacher asks questions about activities the students participated in and models responses/labels, as appropriate When asked, students may show or identify the previous content on which new lesson is based Student responses to class activities indicate that they recognize or acknowledge previous content Few students will likely not have the metacognitive ability to talk about their learning 15. Organizing Students to Practice and Deepen Knowledge The teacher organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge. Teacher may pull children individually or in small groups to target specific skills Students are engaged with teacher in small groups, answering questions posed by the teacher using various response modes (verbal,
visual, assistive technology) Independent Teacher may pull children individually or in small groups to target specific skills Students are engaged with teacher in small groups, answering questions posed by the teacher using various response modes (verbal, visual, assistive technology) 16. Using Homework The teacher designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process. describe the homework assignment or restate the directions Students ask clarifying questions of the homework that help them understand its purpose Independent Teacher designs a well-crafted homework assignment that elicits positive family engagement with the student Not likely to be observed 17. Helping Students Examine Similarities and Differences When presenting content, the teacher helps students deepen their knowledge by examining similarities and differences. Analogy and Metaphor activities may not be appropriate Teacher clearly facilitates and models responses with openended questions about similarities and differences Independent Analogy and Metaphor activities are not appropriate Sorting objects or pictures may be used to allow students to examine similarities and differences Student may be able to recognize or indicate what Analogy and Metaphor activities are not appropriate Sorting objects or pictures may be used to allow students to examine similarities and differences Student may be able to recognize or indicate what
they have learned from an activity they have learned from an activity 18. Helping Students Examine Their Reasoning The teacher helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures. Teacher models and/or poses questions leading to development of understanding of errors in reasoning demonstrate (verbally or nonverbally) new understanding demonstrate an understanding of fact versus opinion demonstrate an understanding of what does not belong with a group Independent Teacher models and/or poses questions leading to development of understanding of errors in reasoning Teacher provides activities that allow students to identify things that don t belong in a group (classification) and prompts children on their reasoning Not likely to be observed 19. Helping Students Practice Skills, Strategies, and Processes When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures. Independent
20. Helping Students Revise Knowledge The teacher engages students in revision of previous knowledge by correcting errors and misconceptions as well as adding new information. Given choices, students make corrections to information previously recorded about content Given choices, students can explain previous errors or misconceptions they had about content Independent Teacher engages student in discussion about learning based on previous inaccurate predictions Not likely to be observed 21. Organizing Students for Cognitively Complex Tasks The teacher appropriately organizes and guides groups to work on short- and long-term complex tasks that require them to generate and test hypotheses. Teacher elicits predictions and organizes activities that promote exploration to allow students to confirm or deny predictions Teacher models prediction statements Students generate predictions and participate in discussions about actual outcomes Independent Teacher provide choices for predictions and organizes activities to allow student to confirm or deny predictions Teacher models prediction statements Given choices, students generate predictions and participate in discussions about actual outcomes using a variety of response modes (verbal, visuals, assistive technology, etc.) 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing The teacher engages students in short- and long-term complex tasks that require them to generate and test hypotheses and analyze their own thinking. Teacher facilitates and models the steps of problem-solving and brainstorming appropriate solutions Students engage in problemsolving Students select appropriate solutions to a problem
Teacher poses questions that elicit independent problem solving and scaffolds students towards applying appropriate solutions presented Independent Teacher models the steps of problem-solving and brainstorming appropriate solutions Teacher provides students with choices to assist students with problem solving Given choices and teacher guidance and support, students engage in problemsolving Given choices, students select solutions to a problem presented 23. Providing Resources and Guidance for Cognitively Complex Tasks The teacher acts as resource provider and guide as students engage in short- and long-term complex tasks. Hypothesis generation tasks are likely to occur with teacher support rather than as independent work When asked student can explain how the teacher provides assistance and guidance Independent Teacher makes himself/herself available to students who need guidance or resources Teacher interacts with students during the class to determine their needs Teacher volunteers resources and guidance as needed by the entire class, groups of students, or individual students Hypothesis generation tasks are likely to occur with teacher support rather than as independent work Student are likely to be engaging with basic predication activates
24. Noticing When Students are Not Engaged The teacher scans the room and notices when students are not paying attention or not cognitively engaged and takes overt action. Students appear aware of the fact that the teacher is taking note of their level of engagement Students try to increase their level of engagement when prompted When asked, students recognize that the teacher expects high levels of engagement Independent Students appear aware of the fact that the teacher is taking note of their level of engagement Students try to increase their level of engagement when prompted When asked, students explain that the teacher expects high levels of engagement Students appear aware of the fact that the teacher is taking note of their level of engagement Students try to increase their level of engagement when prompted When asked, students recognize that the teacher expects high levels of engagement 25. Using Academic Games The teacher uses academic games to cognitively engage or re-engage students. Independent Teacher should focus on cooperative games Students engage in the games with some enthusiasm 26. Managing Response Rates The teacher uses response rate techniques to maintain student engagement through questioning processes.
Independent If using curriculum modifications and visual supports, general education evidence is applicable Multiple students or the entire class responds to questions posed by the teacher When given choices, students can indicate or show their thinking about specific questions posed by the teacher 27. Using Physical Movement The teacher uses physical movement to maintain student engagement in content. Independent As appropriate, students engage in the physical activities designed by the teacher express how the physical movement keeps their interest and helps them learn 28. Maintaining a Lively Pace The teacher uses pacing techniques to maintain student engagement in content. Independent With transition warnings, students adapt to transitions and re-engage when a new activity is begun When asked about the pace of the class, students demonstrate it as not too fast or not too slow 29. Demonstrating Intensity and Enthusiasm The teacher demonstrates intensity and enthusiasm for content by sharing a deep level of content knowledge in a variety of ways.
Independent When asked, students acknowledge that the teacher likes the content and likes teaching Students attention levels increase when the teacher demonstrates enthusiasm and intensity for the content 30. Using Friendly Controversy The teacher uses friendly controversy techniques to maintain student engagement in content. Independent Teacher provides choices to elicits different ideas and opinions Teacher models acceptance of differing opinions Students are unlikely to understand multiple perspectives or opinions Students engage in friendly controversy activities with enhanced engagement When asked, students indicate the friendly controversy activities as stimulating, fun, and so on. 31. Providing Opportunities for Students to Talk about Themselves The teacher provides students with opportunities to relate content being presented in class to their personal interests. Independent Teachers provide opportunities for students to engage in activities that require them to make connections between their personal interests and the content When asked, students acknowledge how making connections between content and their personal interests engages them
32. Presenting Unusual or Intriguing Information The teacher uses unusual or intriguing and relevant information about the content to enhance cognitive engagement. Independent Students attention increases when unusual information is presented about the content When asked, students indicate that the unusual information makes them more interested in the content 33. Demonstrating Withitness The teacher uses behaviors associated with withitness to maintain adherence to rules and procedures. Independent Students recognize that the teacher is aware of their behavior 34. Applying Consequences for Lack of Adherence to Rules and Procedures The teacher consistently and fairly applies consequences for not following rules and procedures. Teachers should focus on the implementation of positive behavior supports Teacher should apply nonpunitive natural consequences for inappropriate behavior All Supported and Participatory ASD/InD and Elementary Independent Teachers should focus on the implementation of positive behavior supports Teacher should apply nonpunitive natural consequences for inappropriate behavior Students cease inappropriate behavior when signaled by the teacher Students accept consequences as part of the way class is conducted
35. Acknowledging Adherence to Rules and Procedures The teacher consistently and fairly acknowledges adherence to rules and procedures. Independent Students appear appreciative of the teacher acknowledging their positive behavior When asked, students acknowledge teacher as appreciative of their good behavior The number of students adhering to rules and procedures increases Some students self-monitor inappropriate behaviors Some students cease inappropriate behavior after receiving acknowledgement (verbal or visual) from the teacher 36. Understanding Students Interests and Backgrounds The teacher uses students interests and backgrounds to produce a climate of acceptance and community. Independent When asked, students responds to the teacher as someone who knows them and/or is interested in them Students respond when teacher demonstrates understanding of their interests and background
37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students The teacher uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative. Independent When asked, students responds to the teacher as someone who cares for them Students respond to teachers verbal interactions Students respond to teachers nonverbal interactions 38. Displaying Objectivity and Control The teacher behaves in an objective and controlled manner to demonstrate a commitment to students and academic rigor. Independent Students are settled by the teacher s calm demeanor When asked, the students acknowledge the teacher as in control of himself/herself and in control of the class 39. Demonstrating Value and Respect for Low Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low expectancy students thinking regarding the content. Independent
40. Asking Questions of Low Expectancy Students The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students. Independent 41. Probing Incorrect Answers with Low Expectancy Students The teacher probes incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of their evidence. Teacher Evidence Student Evidence Independent May use errorless learning techniques rather than probing incorrect answers Students acknowledge when the teacher helps them answer questions successfully Students may not be able to verbalize regarding teacher behaviors