Teacher Compass Fidelity Check Form: Central Office Framework Indicator The district administrator facilitates the development of a shared system-wide vision for collaboration and co-teaching. Central Office Program Development Possible Documentation Rating Meeting agendas Y Improvement plans N N/A The district administrator communicates vision and goals of collaboration (professional learning communities) and co-teaching with teachers, families, community members, school leaders and board of education members. The district administrator determines systemwide goals for co-teaching implementation. Agendas, Board of Education (BOE) reports, newsletters, Advisory Committee Minutes Y N N/A The district administrator determines system-wide goals for co-teaching implementation Y N N/A The district administrator determines systemwide timelines for co-teaching implementation. School Improvement Plan or Grant Plan Y N N/A The district administrator determines staffing allocations based on a co-teaching service delivery model. Special Education Staffing Planschool staffing Y N N/A Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 1 Framework Indicator The district administrator allocates time, training and resources to support collaboration and coteaching. Program Development Possible Documentation Rating Budget, staffing, PD Plan, Y release time, materials N purchased N/A The district administrator assists the school teams in planning, implementing and evaluating professional development related to collaboration and co-teaching. Meeting Notes PDP Y N N/A The district administrator assists the school teams in planning, implementing and evaluating professional development on Universal Design for Learning (UDL) and differentiation. Meeting Notes PDP Y N N/A The district administrator links collaboration and co-teaching to existing initiatives and professional development. Master Plan Y N N/A The district administrator establishes a periodic, collaborative review process for monitoring district progress in co-teaching implementation. A plan for each year of the cohort, grant or American Recovery and Reinvestment Act (ARRA) plan Y N N/A The district administrator creates a system of sharing and disseminating information regarding collaboration and co-teaching. Copies of communications, emails, newsletters, local PD Y N N/A Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 2 Framework Indicator The district administrator collaboratively plans with principals and School Leadership Teams to support implementation of Co-Teaching Framework. Program Implementation Possible Documentation Rating Plans and Agendas Y N N/A The district administrator builds capacity within the district by assisting school based leaders in their implementation of co-teaching. Site based visits, documentation of PD Y N N/A The district administrator provides program development guidelines and professional development in effective collaboration, coteaching, UDL, differentiation and data driven instruction. The district administrator adjusts co-teaching implementation based on review process for monitoring district progress in co-teaching implementation. Shared district and school-based PD, site visits Y N N/A Observation/feedback tool; programmatic improvement plan linked to Master Plan Y N N/A The district administrator implements centralized data collection procedures for use in monitoring district progress in co-teaching implementation. Data reports, review process plan Y N N/A Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 3 Framework Indicator The district administrator monitors and provides tools to support the school leadership team in monitoring the alignment of curriculum, instruction and assessments in co-taught classrooms. The district administrator uses least Restrictive Environment (LRE) and student achievement data to make informed decisions on program implementation and professional development. Program Monitoring and Evaluation Possible Documentation Rating PD and site visits, Co-teaching Y visits N N/A School Improvement Plan, Interview Y N N/A The district administrator provides professional development to school leadership teams in use of multiple sources of data for analysis of student performance that drives instructional decision making. The district administrator assesses the impact of system and school-wide co-teaching on student achievement. Documentation of PD Y N N/A Data Reports Y N N/A The district administrator anticipates future needs based on data and plans ongoing support accordingly to ensure sustainability. Staffing Plans, Data Review practices Y N N/A Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 4