Systems that Support Implementation
System 1: Communication
Blended
Distance
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 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
Where applicable and individual team meetings are held, there is evidence of use of agendas, notes, outcomes, next steps
System 2: Data, Learning Outcomes and Feedback
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
Behavior and Academic Data
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
Classroom Learning System
Evidence of implementation of CLS
Data for individual/ whole group learning are accessible and/or referred to throughout instruction
Students monitor progress on both short and long term goals
Effectiveness of Instruction
Treatment integrity/fidelity checks 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
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.
Immediate feedback provided- correct/incorrect
Paraprofessionals are trained on how to give feedback to students