T-TESS Rubric Review

• Proficient is ROCK SOLID teaching!

• The Rubric Reads from Right to Left
• The rubric focuses on the partnership between teachers and students and you will see
language about roles throughout the rubric.
• We do not average scores, but use the rubric as 16 (17) separate reflection points to inform
growth.
 T-TESS Rubric “Look Fors”
PLANNING
1.1: Standards &
1.2: Data & Assessment 1.3: Knowledge of Students 1.4: Activities
Alignment
- Standards & Content are - Informal & formal - Connect learning to prior - Questioning for all
aligned Assessments know & experience students at a higher level
- Sequential, relevant, - Consistent feedback - Adjust instruction based - Variety of grouping
well-paced lesson (students, family, school on gaps & strategies based on
- Objectives are aligned to personnel) strengths students’ needs
lesson goals - Analyze Student Data - Students utilize - students understand
- Technology integrated as individual learning group roles
needed patterns, habits, & needs - all components/resources
align to instructional
purposes
• Aligning instruction to IEP • Utilizing Brigance or other • Planning every lesson to • Using KWL charts and similar
goals skills inventory to determine incorporate students IEPs in a visual supports to support and
• Aligning instruction to TEKS levels of performance way that generalizes to the rest encourage student questioning
Prerequisite skills • Utilizing pre and post tests or of their lives • Teaching students how to ask
• Including rigorous thinking in inventories that correspond • Planning lessons that are questions
lessons with curricular materials valuable uses of students’ time • Planning the use of Bloom’s
• Having measurable goals and • Providing students who are able • Planning lessons with a clear Taxonomy question stems and
objectives to ensure and with charts to track their own view of postsecondary outcomes; “Wh” questions
determine the success of the progress beginning with the end in mind • Planning for students to be able
lesson • Giving students opportunities to • Giving opportunities for to choose some of the activities
• Presenting activities in a way analyze their strengths and students to work in pairs or they or their group will
that builds in complexity weaknesses and to choose their small groups when possible complete
• Introducing lessons with the own goals • Giving opportunities for • Planning for students to be able
objectives to be taught • Providing relevant information students to share information to freely communicate in their
• Building functional lessons on and discussion during team with their peers using their group using their preferred
students’ interests and splinter meetings and faculty meetings mode of communication; modality
skills • Providing immediate feedback activities such as an “author’s • Planning for a wide variety of
• Incorporating hands-on to students on their chair” or allowing a student to ability levels
activities and visuals to relate performance during lessons lead morning meeting or other • Providing materials to scaffold
to prior knowledge • Utilizing a classroom goal activities learning of students at every
• Giving multiple examples of marker such as cars or paper • Planning activities around level,.i.e. word banks, pictures
real-world application to chains to help students student strengths; teaching to
address individual students visualize their progress
• Planning well-crafted questions • Providing feedback of progress their weaknesses using their • Planning for opportunities for
to help students make at least weekly to parents strengths students to structure their own
connections to prior and real • Analyzing what instructional • Planning ample opportunities to daily schedule
world learning strategies do not work and practice academic and social • Utilizing the Principles of
• Planning supports to help generating alternatives skills Learning, especially Clear
students access material in • Inviting peers into their rooms • Providing visual reminders of Expectations and Academic
their zone of learning to provide helpful feedback on various social options, such as Rigor in a Thinking Curriculum
• Planning projects that require a lessons “When I’m Angry I Can…” • Using leveled books and other
variety of disciplines to • Analyzing each student’s • Utilizing peer support from non- instructional materials that
complete success in relationship to disabled peers when available allow a group to work together
• Preparing purposeful questions various techniques being used • Planning for appropriate use of with varying degrees of
to make connections to other • Discussing strategies with peers paraprofessionals to support complexity
learning in team meetings, faculty group lessons, small group and • Avoiding “standing and
• Planning thematic units to meetings or consultations with independent work delivering” (lecture by focusing
immerse students in a topic and Teacher/Consultant, district • Using “I feel” materials, charts, planning on what students are
to incorporate other disciplines consultants or administrators etc. to teach students to identify doing instead of what staff is
and learning • Varying strategies when a and adjust for their emotions doing
• Changing activities often to student is not successful • Giving students encouragement • Providing visuals that allow
keep students engaged (some • Creating and using student through multiple trial learning non-verbal students to answer
students may require engaging portfolios to get them past a fear of failure questions
activities to change every 5 • Utilizing video and other • Creating opportunities for peers • Having students demonstrate
minutes while others can work documentation strategies to to celebrate each other’s success their knowledge through
for 20 minutes) measure and update IEPs projects
• Clearly articulating timing • Utilizing data from STAAR • Allowing students to select the
based on amount of support testing way they will learn about a
student needs; including • Writing measurable and topic, i.e. creating, listening or
adequate wait time to support observable IEP goals demonstrating
students’ processing speeds and
communication modalities
• Incorporating visual schedules
students can manage and self-
pace
• Using criterion chart and visual
models for student self checks
• Preparing materials, visuals
and activities so they are ready
to use—no down time during
the lesson.
• Planning trips and other
experiences to utilize and
generalize skills being taught
• Addressing appropriate TEKS
pre-requisite skills for
individual students
• Addressing all learners by
incorporating multiple learning
styles including kinesthetic,
visual, auditory and tactile
• Incorporating hands-on
activities
• Allowing for multiple trials
• Planning multiple activities to
practice the same skill
• Preparing visuals to help keep
students and staff on track
toward the lesson’s goal
• Planning for extension activities
within the students’ zone of
learning
• Framing extension activities in
the context of a thematic unit
• Using technology in a variety of
ways
• Communication
• Low tech such as visuals,
schedules, choice boards
• IPADs, Promethean, Computer
• Reading QR codes to gain
information or practice skills
• Researching topics and
preparing presentations
 INSTRUCTION
2.1: Achieving 2.2: Content Knowledge &
2.3: Communication 2.4: Differentiation 2.5: Monitor & Adjust
Expectations Expertise
- Acad. Expectations - Teaches correct - Two-way - Differentiated - Input from student
challenge all content communication instruction for all to monitor & and
- Persists w/ lesson - Integrates learning - Recognizes - Monitors quality of adjust instruction &
until evidence that other disciplines misunderstandings participation and activities
most students have - Anticipates possible & responds w/ performance - Adjust instruction
mastered misunderstanding techniques to clarify - Differentiated & activities to
- Addresses students’ - Provides concepts instruction for all maintain
mistakes & follows opportunities to use - Prevention of engagement
through mastery different types of confusion/ - Monitor students’
- Provides students thinking disengagement by behavior/responses
opportunities to take - Accurately reflects differentiation for engagement &
initiative on their how fits w/ in understanding
learning discipline & state
standard
• Giving students an • Clearly and confidently • Providing opportunities, • Presenting material in • Closely monitoring
opportunity to choose presenting the content expectations and various modalities: students’ body language
work they will do from a of the lesson without methods for all students visual, auditory, and behavior to
variety of projects to communicate during kinesthetic, tactile determine appropriate
stumbling and
• Encouraging students the lesson • Varying grouping to pacing
backtracking
that they can “do hard 1. Verbally address different needs • Frequently doing
things” • Willingly modeling 2. Pointing to or • Utilizing differentiated “understanding checks”
• Making sure all looking up information selecting visuals levels of visuals as and repeats information
materials, lessons and together if a student 3. Object appropriate for as needed
expectations are age asks a question whose 4. Photograph students, i.e. News-2- • Closely monitoring
appropriate answer they do not 5. Line drawing You, Unique Learning students’ engagement
• Constantly assessing 6. Word levels levels and increasing
know
students’ understanding 7. iPad WFL or other • Shortening or hands on involvement if
throughout the lesson • Frequently using AAC devices lengthening tasks needed
• “Trying another way” visuals such as KWL 8. Switches (single according to student • Increasing hands on
when it is clear students charts message, rocker attention span and involvement to hold
are not getting the • Providing accurate and switches) tolerance level attention
concept truthful information to 9. Promethean • Using token boards to • Having students
• Doing individual work activities help students stay on working in pairs or
students
with a student who does 10. Leading the teacher task small groups
not understand to what they want, • Watching students
i.e. “show me” closely to check for
• Providing extra guided • Explaining how the skill • Giving adequate time understanding and • Utilizing reinforcement
practice for students will be used when for students to tolerance systems to maintain
who are not getting the introducing it communicate • Providing movement engagement
concept • Honoring or breaks when student • Incorporating
• Making connections
• Providing clear acknowledging becomes “antsy” movement, visuals,
through questioning • Providing
expectations visually communication sound and touch into
with charts, examples, techniques • Allowing students to encouragement when instruction
pictures • Creating posters follow misconceptions or students are starting to • Incorporating informal
• Inviting students to showing skills being mistakes to a logical lose interest or tolerance assessment activities
“check your work” used in other areas conclusion (i.e. making • Providing activities that into guided practice
• Praising students for • Using projects, trips and Jello with too much or legitimately give • Utilizing a questioning
self-correcting not enough water) students the sequence
activities that allow
• Providing long term goal • Asking thought opportunity to 1. Open-ended questions
charts which students students to utilize the questions such as “what demonstrate (supplemented with
can manipulate skill they are learning do you think would understanding visuals)
themselves, i.e. stickers, in other areas happen if…?” or “let’s • Monitoring students’ 2. Fill in the blank
checks, smiley faces, dot • Utilizing manipulatives find out if that’s true— frustration levels and questions
to dots, etc. when needed let’s try it!” adjusting by simplifying (supplemented with
• Providing charts to help • Clearly correcting information if needed visuals)
• Utilizing visual
with behavioral self- obvious and by manipulating 3. Multiple choice
schedules and work
regulation and self- misunderstanding that the reinforcement questions
control systems must be understood system to help students (supplemented with
• Providing opportunities • Presenting materials before the lesson can stay successful visuals)
for students to present and jobs with visuals for continue • Providing short 4. Yes or no questions
what they have learned guidance • Using bullet point movement breaks when (supplemented with
to others • Utilizing questions from posters, powerpoints, students are becoming visuals)
flipcharts overstimulated or • Asking questions using
higher levels of Blooms
• Using models of finished having trouble Blooms Taxonomy
Taxonomy work or clear visual attending question stems
• Following a questioning descriptors of good work • Utilizing sensory • Providing guided
sequence (photos, diagrams) strategies to assist practice in small groups
• Open-ended questions • Using picture/word students in maintaining to assess and correct
(supplemented with directions, recipes, an appropriate energy learning
visuals) first/then, etc. level for learning • Providing opportunities
• Following a questioning • Building activities on for students to sequence
• Fill in the blank
sequence using students’ interests lesson content to
questions questions that are • Utilizing differentiated demonstrate
(supplemented with clearly aligned to lesson reinforcement understanding
visuals) objectives and activities systems,.i.e. immediate • Providing individual
• Multiple choice • Open-ended questions –vs-delayed work that gives students
questions (supplemented with an opportunity to utilize
visuals) and display knowledge
(supplemented with
• Fill in the blank they have gained
visuals)
questions
• Yes or no questions (supplemented with • Assigning long term
(supplemented with visuals) projects to continue to
visuals) • Multiple choice expand, utilize and
questions demonstrating
• Utilizing projects and
(supplemented with understanding of
long-term activities to visuals) knowledge
encourage students to • Asking students to • Utilizing video
process information in sequence activities, to assessments
different ways anticipate what comes • Collecting and analyzing
• Following logical order next, to identify the use work samples
of giving information of objects, to do more
than just identify what
• Covering concepts in a
something is
reasonable sequence • Utilizing Blooms
where skills build on Taxonomy question
one another stems at the student’s
• Providing clear level of understanding
introductions to lessons • Varying wait time
to help students see according to student
where knowledge or latency periods. (5-25
skills they gain will fit seconds)
• Utilizing thematic units • Building on student
• Providing opportunities responses to continue
for less verbal students lesson, i.e. “great! If
to question teacher that’s true, then_____”
responses • Providing independent
• Providing opportunities work activities at each
for lesson content and student’s level to
support learning in the
student responses to be
lesson
expressed using • Asking questions
different instructional animatedly and
modalities. enthusiastically to draw
students into the topic
being discussed
• Using reinforcers to
enhance students’
interest in the topic
 LEARNING ENVIRONMENT
3.1: Classroom Environment, Routines, &
3.2: Managing Student Behavior 3.3: Classroom Culture
Procedures
- Procedures, routines, & transitions - (+) student behavior - Activities & grouping engage
clear and consistent - S-T mutual respect/relationship students in relevant and
- Management of supplies & - Consistency of Behavior standards meaningful learning
equipment - Students understand & respect class - Positive rapport among students
- Safety and organization of space behavior expectations
• Providing individualized schedules for each • Using least intrusive prompt to effectively • Providing choices for students to take
student redirect behavior what they have learned go further
• Designing object schedules for students who • Finding a positive behavior to reinforce to • Watching and listening to students to
need more support redirect students thinking to appropriate discover their interests
• Using Picture schedules for emergent-readers classroom behavior • Preparing students to present what they
• Transitioning picture schedules from • Using descriptive praise that identifies the have learned to their peers
photographs to line drawings as skill the student has done i.e. “You followed • Making sure instruction and materials are
communication skills allow instructions by looking at me and starting age appropriate and respectful, i.e. no
• Referring students to schedule for guidance right away.” vs. “Good job” coloring pages for high school students
and transitions • Pairing appropriate behavior choice with • Giving assignments with specific roles for
• Providing visuals for classroom routines observed inappropriate behavior i.e. “Right students to do together
• Using video modeling to present and practice now you are yelling. It would be better if you • Provide feedback opportunities for
transitions used a calm voice.” students to react to each other’s work
• Rewarding students as they practice classroom • Describing behavior by identifying it as a • Changing student seating with the intent
routines social skill deficit of giving them exposure to each other’s
• Making sure student schedules and charts are • Teaching replacement behaviors strengths.
interactive and within reach of the students • Using token economy system to reinforce • Modeling appropriate behaviors
• Rewarding students who take turns appropriate behaviors • Talking to/with students, not at them
appropriately with other students • Returning to positive behavior reinforcement • Utilizing student input into lesson
• Celebrating students who encourage others for after a student receives a negative structure
good work consequence • Providing students with opportunities to
• Keeping students’ materials in a designated • Practicing with students to read or describe give input on routines, set rules, etc.
area the classroom rules as posted to answer • Speaking to students as they wish
• Limiting materials for students who need questions about expectations students to speak to them
more support to maintain focus on task at • Having students role play appropriate
hand behaviors
• Organizing classroom materials and expecting • Providing students a way to articulate
students who need less support to behavior goals with pictures or charts
independently get materials when appropriate • Assisting students
• Rewarding students for appropriately using • Using a teach-model practice approach for
and/or storing materials teaching social and behavioral skills
• Keeping classroom clutter free • Posting and referring to classroom rules
• Arranging furniture and equipment to keep • Maintaining appropriate voice tone and
things that are dangerous further away from volume—not yelling at, or scolding students
student seats • Refraining from overreacting to inappropriate
• Providing staff access to freely move to serve behavior
all students • Reminding students of choices and options for
• Designing instructional space to make it more behavior
difficult for runners to escape, i.e. narrowing • Avoiding arguments or power struggles
the route to the door, not blocking it • Earning the respect of students instead of
• Keeping distractions out of the line of sight demanding it
• Planning for students to explore and take • Modeling kind and courteous communication
learning deeper for students
• Arranging the classroom to allow for whole • Listening carefully to students’ complaints to
group, small group and individual learning identify real needs that could be met
• Arranging the classroom so that students can
freely access all student areas of the classroom
(including students who use wheelchairs)
• Providing visual cues to help students know
where to perform various activities, i.e. feet on
the floor in the area to line up (Visuals should
be age appropriate.)
• Using pictures and words to label various
areas of the room to challenge and support
emergent readers
• Using colored tape, rugs or furniture to
delineate areas or centers in the classroom
• Making sure chairs and tables are at an
appropriate height for students, i.e. students
who sit in chairs are able to put their feet on
the floor or a support, table is not too high to
be reached comfortably
• Utilizing prescribed therapeutic equipment
properly
• Posting classroom rules
• Utilizing paraprofessionals appropriately
• Utilizing tiered behavior interventions
• Having clear, reasonable and enforceable
consequences
• Storing harmful or dangerous items properly
 PROFESSIONAL PRACTICES AND RESPONSIBILITIES
4.4: School Community
4.1: Professional Demeanor & Ethics 4.2: Goal Setting 4.3: Professional Development
Involvement
- Follow code of ethics - Goals = short and long term - Collaboratively participates in PD - Communicates with families
- Meets professional standards - Self-assessment with - leads others & supports school regularly about academic & s/e growth
- Advocates for students in class professional goals improvement Plan - Participate in school outreach
- seeks resources, develops & fulfills activities
school & district plan - Communicates missions/visions/goals
• Treating all students, parents and • Seeking and attending • Participating meaningfully in • Maintaining a “back and forth
staff courteously and fairly professional training faculty and team meetings notebook” with parents to share
• Refraining from discussing sessions • Serving on committees as meaningful information about
students in their presence requested students’ days and nights
• Observing in classrooms
• Following district and state • Providing input into professional • Utilizing point sheets or home
of master teachers
procedures for supervising, development needs report forms to give daily
teaching, restraining students • Reading and researching • Providing professional information
• Dressing professionally and studies and methodology development in area of expertise • Calling or emailing parents to
practically in the field • Participating meaningfully in share good news as often as
• Refraining from cell phone use or • Attending conferences faculty and team meetings possible
texting during instructional time when opportunity exists • Training assistants on an ongoing • Calling parents when a restraint
• Refraining from eating or drinking basis has been done and filling out all
• Seeking assistance from
in front of students in the • Seeking information from peers, required paperwork
classroom unless provision is made District consultants, consultants and administrators • Sending home draft IEP goals one
for them to do so as well peer teachers or • Providing assistance to other week prior to ARD meeting
• Using a polite tone with all administrators peers when possible • Following up ARD invitations with
students, even during behavior • Looking for and • Participating actively in team a phone call to personally
situations implementing new meetings encourage parents to come
• Making sure all students are strategies discovered • Participating actively in co- • Sending home IEP report cards
comfortable in the classroom, i.e. curricular events every six weeks showing specific
through research
seating, temperature, adequate • Participating actively in progress being made on IEP goals
bathroom breaks, timely diaper • Implementing new professional development • Preparing Present Levels of
changes curricular materials opportunities presented by Performance for EVERY ARD
• Making sure communication when available special education or campus meeting a student may have
alternatives are provided to, • Implementing suggested administration during a year, even one issue ARDs
taught and expected of all students strategies with fidelity to • Seeking further training through • Initiating collaboration with other
• Anticipating students’ need for resolve problem Region XI or other agencies classes for trips, instructional
situations • Attending conferences when the units, etc.
information and providing them
• Analyzing all classroom opportunity presents • Seeking input and expertise from
with schedules, verbal information practices regularly to
• Providing informal parents when planning a classroom
or key chain photos to help them determine efficacy
training/support to parents where unit
handle unexpected situations • Participating meaningfully in
appropriate
faculty and team meetings
• Making sure students are allowed • Participating meaningfully in
to eat in the cafeteria with their committees and co-curricular
peers activities
• Making sure students are • Inspiring paraprofessionals to
welcomed to attend school events understand and support the vision
• Making sure students are welcome of the school and of the team
to use all facilities typical students • Working closely with team teacher
are allowed to use to develop a well articulated plan
• Making sure students who are to fulfill the mission of the team
ARDed for it receive their and school
scheduled inclusion time • Working with wrap around
• Supporting students who go out to supports where appropriate
general education classes by • Consulting with general education
creating visual or other supports teachers on instructional strategies
for that environment where appropriate
• Making sure related service
personnel are aware of students
who may be on their case load
• Discussing schedules which are
detrimental to students with
campus administrators
• Documenting student progress on
IEPs every six weeks and sending
reports home
• Completing appropriate restraint
documentation when necessary
and communicating with parents
regarding restraints
• Maintaining confidentiality