Name:
Self-Assessment
Universal Access: Equity for all Students - Special Populations (E-2.6b)
Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. Answer the prompt in the middle
column, add evidence (see bottom of paper for examples). Year 1s – In the right column under “Initial Self Assessment,” using blue font, list one strength and one challenge and add the date.
Year 2s and ECOs – Please add to your response and evidence from last year in green font and add the date under the “Final Assessment.” This document will be visited once each year.
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. 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.
Based on assessed student needs,
participating
teachers
provide
differentiated
instruction,
including
accommodations and modifications based
on assessed student needs. Participating
teachers recognize student’s 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.
Participating teachers instruct special
populations using adopted standardsaligned
instructional
materials
and
resources (e.g., varying curriculum depth
and complexity, managing para-educators,
using assistive and other technologies).
Reflection Planning Prompts:

Collaboration:
-
-
How do you collaborate with
special services/general
education personnel to ensure
that the assessed needs of
students are met?
What factors might you consider
when referring English language
learners?
Describe your strengths and challenges related to collaboration.
Initial Self-Assessment Date/Comments:
Strength:
Challenge:
Final Self-Assessment Date/Comments:
* Evidence:

Modifications/
Accommodations:
-
What instructional materials and
resources do you use to instruct
special populations, including
advanced learners?
Describe your strengths and challenges related to modifications/accommodations.
Initial Self-Assessment Date/Comments:
Strength:
Challenge:
* Evidence:
Final Self-Assessment Date/Comments:

Behavioral Support Strategies:
-
In what ways do you recognize
students’ strengths and needs
and use positive behavioral
strategies to meet the needs of all
students?
* Evidence:
Describe your strengths and challenges related to using behavioral support strategies.
Initial Self-Assessment Date/Comments:
Strength:
Challenge:
Final Self-Assessment Date/Comments:
* Possible sources of evidence to review when addressing these prompts: Class Profile, SST Artifacts; Assessment Results; Sample from Instructional Materials Used; School and District Information/
Resources that meet the needs of special populations; Student Work; Classroom Observations
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2015-16 Reflections on Teaching and Learning – Self Assessment on Special Populations