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12. Does the instructional team use peer supports in the classroom? 

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12. Does the instructional team use peer supports in the classroom? 

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15. Does the instructional team use culturally responsive behavior management practices by considering the impact of culture on school performance of a students of RCELD?

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15. Does the instructional team use culturally responsive behavior management practices by considering the impact of culture on school performance of a students of RCELD?

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1. Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic and linguistic diversity) as assets? 

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1. Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic and linguistic diversity) as assets? 

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2. Does the school have a positive behavioral support system for ALL students? 

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2. Does the school have a positive behavioral support system for ALL students? 

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I believe that my school earned a 4 on # 12 because the instructional team regularly uses peer supports in general education classrooms and continuously seeks to empower studetns to take a more active responsibility for their learning and supporting each other.

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I believe my school earned a 4 on #15 because the Instructional Teams discussed the student's culture and conducted a systematic analysis of the impact of culture on school performance of a student of RCELD.

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Evidence #1: Reading Buddies/Cross-Age Peer Tutoring

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Evidence #1: Reading Buddies/Cross-Age Peer Tutoring

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My school not only has a fully thought-out AR program where students can take charge of their own learning, but they also have a reading buddies program, where 6th grade students are paired with Kindergarten students to help them with reading.

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Evidence #1: Staff confer with family about home expectations and behavior management practices.

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Evidence #1: Staff confer with family about home expectations and behavior management practices.

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I have worked with students and their home/general education teachers, alongside the students' families, to confer with them on behavior management practices.

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Evidence #2: General education classroom rules and procedures are accommodating to diverse student behavioral styles.

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Evidence #2: General education classroom rules and procedures are accommodating to diverse student behavioral styles.

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My school has a diverse population, and I know that PLC's often include how to accommodate diverse student behavioral styles.

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I believe my school got a 2 on #1 because the school acknowledges and celebrates diversity during a special time of the school year.

How can I improve on this?

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Making sure to have casual and tough conversations with students on how to celebrate each other and acknowledging when someone's unique RCELD gives a helpful perspective/idea on a situation.

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I believe my school got a 2 on #2 because the school has begun to implement a positive behavioral support system for all students.

How can I improve this?

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Evidence #2: Cooperative Learning Groups

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Evidence #2: Cooperative Learning Groups

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Throughout the year, the instructional teams use cooperative learning groups for student activities and projects where every student's role is needed and students can learn to value each person in the group.

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I can make sure that I am trained and that I have my own positive behavior management system in my own class that supports the administrative efforts.

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I can implement a classroom incentive plan that revolves around promoting positive behaviors.

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I can implement examples from multiple cultures and show the benefits of different skill sets and diversity.