Submitted documentation must
reflect graduate level work.
graduate level work.
Name: Josh Anderson_____ BTSA Year: __1_
Self-Assessment
Universal Access: Equity for all Students - Special Populations (E-2.6b)
Directions: To understand all requirements; read, highlight and discuss with your Support Provider Induction Program Standard 6, Universal Access:
Teaching Special Populations referencing any information gained through Conversation Guides.
To ensure academic achievement for Special Populations, Reflection Planning Prompts:
Participating Teachers adhere to their legal and ethical 
Collaboration:
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 standards-aligned instructional materials and resources
(e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies).
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 Learners?

Modifications/ Accommodations:
In what ways might I / do I instruct Special
Populations including advanced learners (eg
varying curriculum, depth and complexity, and/or
using technology)?
Describe your strengths and challenges related to
collaboration.
Initial Self-Assessment Date/Comments:
11/29/2014
I collaborate with special services/general education personnel to
ensure that the assessed needs of students are met by submitting
lesson plans and tests prior to implementation so that they can be
modified to accommodate the specific needs of the given student.
We collaborate and discuss options that would be beneficial and
rigorous for the student to push their capabilities yet not exceed
them too much. After implementation, I share the results with the
special services provider and discuss our successes and
struggles. We then game plan as to what we can try in the future.
I might consider certain factors when referring English Learners
like their success and struggles in not only my content area but all
of them. I should first seek out his other teachers and get their
input, I would especially seek out their core teacher and get their
input as to where they think the students fluency level is. After
consulting with my colleagues I would pull the background
information for the student and check his prior grades and reports.
If enough data shows a consistent trend of low grades and low
fluency levels I would then seek to refer them for assistance. A
conference with the parents should be held before hand as well to
discuss the topic. All of these factors need to be considered before
making rash decisions.
Describe your strengths and challenges related to
collaboration.
Final Self-Assessment Date/Comments:
4/10/2015
My strength is I have continued to be consistent in working with
special services personnel to modify curriculum for my special
needs populations. Through working with them I have ensured that
I am making reasonable accommodations for my students.
Describe your strengths and challenges related to
modifications/accommodations.
Initial Self-Assessment Date/Comments:
11/29/2014
I instruct Special Populations including advanced learners by
creating lesson and assessments that are differentiated to their
specific needs based on collaborative work with the SST teacher.
Through our collaborative work we can make lessons that
accommodate the students needs including visuals, word banks,
EL strategies, flash cards, modified work sheets, extended time,
thinking maps, etc. These are just a few of many accommodations
students may need.
I also utilize the vast resources that the iPad provides. The iPad
makes many things accessible for Special populations of students
like video versions of curriculum, voice to text recognition, writing
programs, flash cards, digital quizzes, visual representations,
portability, and even linguistic modification apps. The technology
available on the ipad is invaluable as a teacher when making
Interview
Date
adjustments to curriculum for students.

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?
Describe your strengths and challenges related to
modifications/accommodations.
Final Self-Assessment Date/Comments:
4/10/2015
My strengths in this area are that I have worked closely with the
SST team to continue to develop adapted curriculum for my
special needs population of students. One student in particular
has a behavior chart that follows him everyday. This chart allows
me to communicate with his SST teacher on a daily basis. We use
the ipad a lot to keep him engaged and focused.
Describe your strengths and challenges related to using
behavioral support strategies.
Initial Self-Assessment Date/Comments:
11/29/2014
I recognize students’ strengths and needs and use positive
behavioral strategies to meet the needs of all students by utilizing
several PBIS strategies. I am part of my school’s PBIS team and
have worked hard to implement all I learn. Some of my methods
are to verbally praise students with direct specific compliments on
positive behaviors they exhibit in class. I also am careful to
recognize that some students do not like the extra attention added
to them. These students I find alternate ways in a more discreet
manner to praise them. I know a few of my students may not get
the same positivity back at home so I make every effort to be that
person in their lives. Additionally, I recognize the strengths of
some students and try to utilize their strengths to benefit other
students. I like to pair some of the medium to strong academic
students together to work as a support system.
My challenges have been to get to know every student in all of my
classes. I am still rather fresh into the school year and have not
had enough time to spend with every student individually. When I
have accomplished this I will be able to better identify their
strengths and then support them. I plan to continue to work
towards this goal.
Describe your strengths and challenges related to using
behavioral support strategies.
Final Self-Assessment Date/Comments:
4/10/2015
My strengths in this area are that I am part of the PBIS team at my
school. This year I have attended a few trainings and workshops
that have cultivated my positive reinforcement abilities. Namely,
I’ve learned that positive reinforcement should also be used for
students who misbehave. I have learned to not scold of condemn
students who act out, rather find something positive to compliment
them and encourage them about. This was a new concept to me
and it was a struggle at first. At this point I have come a long way
and have made great strides in being positive to all students. I also
try very hard to give direct praise to students. I have learned that
giving a vague “good job” doesn’t work very effectively. It is much
more effective to be specific with your praise. Through PBIS I have
learned a great deal of methods of positively reinforcing my
classroom management techniques.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2014
Reflections on Teaching and Learning - Induction Standard 6b Self-Assessment
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