Indicator 3q

Indicator 3j Materials provide strategies and support for students in special populations to

work with grade-level content and meet or exceed grade-level standards,

which support their regular and active participation in learning.

Scoring

2 points

● Materials provide strategies,

supports, and resources for

students in special populations

to support their regular and

active participation in

grade-level literacy work.

1 point

● Materials provide strategies,

supports, and resources for

students in special populations

to support their regular and

active participation in

grade-level literacy work, but

not consistently.

0 points

● Materials do not provide

strategies, supports, and

resources for students in

special populations to support

their regular and active

participation in grade-level

literacy work.

About this indicator:

What is the purpose of this Indicator?

This indicator considers whether materials include strategies and support designed to help students in special

populations, such as students with exceptional needs and those requiring additional learning support, to access

and engage with grade-level content. This indicator aims to promote equity by ensuring that materials enable all

students to meet or exceed grade-level standards. By providing targeted support and resources, the materials

facilitate regular and active participation in learning for all students, helping them to overcome barriers and

achieve success alongside their peers. This approach fosters an inclusive learning environment that recognizes

and accommodates diverse learning needs and styles.

Resources:

● Supporting Special Populations, Office of Elementary and Secondary Education

Indicator 3j Guiding Question:

Do materials provide strategies, supports, and resources for students in special populations to support their

active participation in grade-level literacy work?

Evidence Collection

● Ensure the materials include specific strategies for differentiating instruction to meet the diverse

needs of students in special populations. These strategies should be adaptable to individual learning

styles and needs.

● Check if the materials provide scaffolding strategies, such as breaking down tasks into manageable

steps, using graphic organizers, or providing sentence starters to support students in building their

understanding and skills.

● Confirm that the materials include comprehensive guidance for teachers on how to implement these

strategies effectively, including professional development resources if applicable.

● Ensure there are tools and resources for monitoring the progress of students in special populations,

allowing teachers to assess effectiveness and adjust strategies as needed.

Cluster Meeting

Preparing for the cluster meeting:

● Do the materials include specific strategies for differentiating instruction to meet the diverse needs of

students in special populations, adaptable to individual learning styles and needs?

● Do the materials provide scaffolding strategies, such as breaking down tasks into manageable steps,

using graphic organizers, or providing sentence starters to support students in building their

understanding and skills?

● Do the materials include comprehensive guidance for teachers on how to implement these strategies

effectively, including professional development resources if applicable?

● Are there tools and resources for monitoring the progress of students in special populations, allowing

teachers to assess effectiveness and adjust strategies as needed?

During the cluster meeting:

● Discuss whether the materials include specific strategies for differentiating instruction to meet the

diverse needs of students in special populations, adaptable to individual learning styles and needs.

● Discuss whether the materials provide scaffolding strategies, such as breaking down tasks into

manageable steps, using graphic organizers, or providing sentence starters to support students in

building their understanding and skills.

● Discuss whether the materials include comprehensive guidance for teachers on how to implement

these strategies effectively, including professional development resources if applicable.

● Discuss whether there are tools and resources for monitoring the progress of students in special

populations, allowing teachers to assess effectiveness and adjust strategies as needed.

Gateway 3: Teacher and Student Supports

Criterion 3.2 Materials are designed for each student’s regular and active participation in

grade-level/grade-band/series content.