Standard+3


 * STANDARD 3: Demonstrates competence in planning and preparing for instruction.**
 * NEED RATIONALS**

//**The Teacher:**// __//**a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.**//__ This artifact is a reference page for teachers and associate who work with each student. By referring to the goals and accommodations/modifications, teachers are able to instruct according to student’s performance. [|LS info for teachers.pages]

__//**b. Sets and communicates high expectations for social, behavioral, and academic success of all students.**//__ This morning routine was set into place so that students would understand that I have high expectations as soon as they come through the door in the morning. [|P1011040.JPG]

__//**c. Uses student's developmental needs, backgrounds, and interests in planning for instruction.**//__ This screen shot shows a constant flow of emails between a student’s mother and myself. By keeping this line of communication open, I have been able to communicate expectations from mom to colleagues. [|Picture_2.png]

__//**d. Selects strategies to engage all students in learning.**//__ This word wall was used to engage students in a “Little House on the Prairie” unit. By having the students search and select pictures to go along with characters in the book, they were more interested in what would happen in the story and were better able to recall information. [|P1011039.JPG]

__//**e. Uses available resources including technologies, in the development and sequencing of instruction.**//__ This picture shows two of my Level III students working together on website called iknowthat.com This website was a big part of my morning routine and IEP goal practice. [|P1011013.JPG]