TUSD – FACT Reflective Report Evidence of Application Through Practice

FACT Analysisto determine how Induction Standard 6b: Teaching Special Populations is demonstrated in my teaching practice.

Candidate’s Name: ______Site: ______

Grade Level/Subject Area: ______Support Provider: ______

Signed off on ______Signature:______

Program Standard 6b: Teaching Special Populations

To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers appropriately identify factors that could affect the determination of an English Learner’s language/learning disability. Participating teachers implement district policies regarding support services for special populations.

Identify and explain your chosen evidence / Reflect on how you apply this evidence in your teaching practice / Optional
FACT Tool
Self-Assessment of CSTP 3 on the Continuum of Teaching Practice
(CTP)
Self-Assessment of Universal Access: Teaching Special Populations (E-2.6b)
A-1
Class Profile
A-3
School and District Information/Resources
A-5
Site Orientation Checklist
Conversation Guide-Universal Access: Teaching Special Populations (E-3.6b)
B - 1.1
Alignment
Chart
B - 3
SP Observation
C - 2
Essential Components for Instruction

Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs.

Identify and explain your chosen evidence / Reflect on how you apply this evidence in your teaching practice / Optional
FACT Tool
Self-Assessment of CSTP 5 on the Continuum of Teaching Practice
(CTP)
C - 4
Focus Student Selection
C - 2
Essential Components for Instruction
C-7
Analysis if Student Work
C - 6
SP Observation

Based on assessed student needs, participating teachers provide differentiated instruction, including accommodations and modifications, based on assessed student needs. Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations.

Identify and explain your chosen evidence / Reflect on how you apply this evidence in your teaching practice / Optional
FACT Tool
Self-Assessment of CSTP 2 on the Continuum of Teaching Practice
(CTP)
C - 2
Essential Components for Instruction
C - 6
SP Observation

Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity managing paraeducators, using assistive and other technologies).

Identify and explain your chosen evidence / Reflect on how you apply this evidence in your teaching practice / Optional
FACT Tool
Self-Assessment of CSTP 3 on the Continuum of Teaching Practice
(CTP)
C - 2
Essential Components for Instruction
C - 6
SP Observation