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

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

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

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

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