CST Framework Overview
Framework for
Effective Teaching
CST Framework for
Effective Student
Support
Lesson Design and
Focus:
Students sustain focus on
a specific objective that
moves them toward
mastery.
Individualized
Educational Planning:
IEPs move students
toward academic success
in the least restrictive
environment.
Strategic Questions
1. Are you a good planner?

Are student plans focused on success
with the Common Core Standards and
appropriate post-secondary readiness?

Do the recommended supports and
services ensure the greatest amount of
access to LRE (including socialemotional supports)?

Do multiple data points drive the
recommendations?
Rigor and Inclusiveness:
Instructional strategies
challenge all students
and provide multiple
pathways to mastery.
Advocacy and
Collaboration:
All adults work as a team
to support student
growth and development
in the least restrictive
environment.
2. Are you engaging all team members
to support student success (school,
family and student as appropriate)?

Is the CST member modeling high
expectations?

Do all team members, including
families understand their role in
supporting the student toward
success?

Are team members working together
to maximize opportunities to support
student growth and inclusion?
Indicators
1a. Standards-Based: IEP process focuses on academic standards
(i.e. Common Core Standards) and includes plans to track
progress and adapt services accordingly.
1b. Focus on LRE: IEP process demonstrates exploration and
identification of special education and related services that
ensure maximum access to the general education environment.
1c. Using Data: The results of assessments and evaluations are
used to understand student strengths, challenges and guide
planning of special education and related services (and as
appropriate transition goals).
1d. Social Emotional Supports: IEP process addresses students’
social and emotional needs to ensure increased access to
standards-aligned instruction (to be considered for cases where
student behavior impedes his/her learning or that of others).
1e.Transition Services: The IEP includes appropriate, measurable
postsecondary goals in the areas of education/ training,
employment, and where appropriate, independent living skills.
(as applicable, in the year the student turns 14).
2a. Advocacy & High Expectations: Models high expectations for
students and advocates for student opportunities that support
student growth, progress and inclusiveness.
2b. Community: Fosters an environment that ensures that all
adults working with the student (including teachers and family)
are aligned in their understanding of the IEP process and their
role in supporting student success
2c. Collaboration: Ensures that all adults working with each
student are engaged as part of the team, and that the full team
contributes to student progress. The student is part of the team
(as appropriate) and experiences the adults working together as
a support team.
Culture of
Achievement:
A learning-focused
environment of shared
high expectations
promotes mastery.
Case Monitoring and
Reporting:
Effective management
ensures that eligibility
and IEP processes are
successfully facilitated.
3. Are you effectively managing the
work?
 Are mandated timelines met?
 Are all team members informed at each
step of the process (at minimum as
code-mandated)?
 Are activities tracked in relevant data
management systems?
Student Progress
Toward Mastery:
Students show evidence
of, and teacher monitors,
growth.
Student Progress:
Students show evidence
of growth.
4. Are students making progress?
 Are processes in place to monitor and
track student progress?
 Are the special education services and
supports effective?
 Is everyone working to appropriately
refine services and supports?
Commitment to
Personal and Collective
Excellence:
The teacher
demonstrates
commitment to
excellence and to the
professional growth of
his/her school and peers.
Commitment to
Personal and Collective
Excellence:
The CST member
demonstrates
commitment to
excellence and to the
professional growth of
his/her school and peers.
5. Are you contributing to collective
excellence?






Is the CST member aware of his/her
strengths and growth areas?
Does the CST member seek and
incorporate feedback into his/her
practice?
Does the CST member seek ongoing
growth and
development?
Does the CST member contribute to
colleagues’ and school improvement?
Is the CST member consistently present
and on time?
3a. Timeliness: Students are identified and services recommended
in a timely manner; code-mandated timelines are met for
initials, annual reviews and re-evaluations.
3b. Communication: Code-mandated communication is
completed including evaluation requests and outreach to
parents and teachers in a timely manner.
3c. Data Management: Systematic tracking and monitoring is in
place; all information related to eligibility and IEP processes is
appropriately entered into the data management tools. Data
includes: referral, eligibility, and IEP processes; implementation
and related service dates; and compensatory services data.
4a. Understanding of Student Needs: As needed and requested,
assessments and evaluations are conducted effectively,
including respectful interaction with students and families, data
collected in a systematic way, outreach completed and
meaningful reports/summaries created.
4b. Tailored Supports: Students receive high-quality services that
support strengths and targets challenges. Systems are in place
to track effectiveness and student progress.
4c. Responsiveness: Consistently monitors the effectiveness of
special education and related services to ensure progress
toward high standards. Systematically refines services as
appropriate; initiating an IEP meeting when needed.
5a. Attendance and Planning: Attendance and time management
reflect his or her focus on student progress as a priority.
5b. Contribution to the School Community: Contributes
knowledge and expertise to school-based staff to further the
efficacy of programming and further students’ growth in the
least restrictive environment.
5c. Commitment to Continuous Improvement: Self-assesses
strengths and growth areas, seeks and incorporates feedback
from others, and pursues his or her own growth and
development.
5d. Belief and Urgency: Demonstrates support to the mission of
NPS to improve outcomes for all students with disabilities
through increased access to LRE and inclusive practices.