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1. I use various ways to assess students' readiness to learn.

2. I use teaching/learning strategies to accommodate students' cultural differences.

3. I use teaching/learning strategies to accommodate students' linguistic differences.

4. I use multiple perspectives to diagnose student behavior problems.

5. I recognize potentially disruptive behavior and use strategies to intervene.

6. I gather a variety of data to determine students' social needs.

7. I match students' learning plan with their cognitive needs.

8. I assess individual performance to meet each student's cognitive needs.

9. I use performance-based assessment to determine students' demonstrated mastery of learning outcomes.

10. I assist students in maintaining portfolios of individual work.

11. I use both traditional and alternative assessment to determine students' mastery of specified outcomes.

12. I modify instruction based upon assessed student performance.

13. I help students learn how to do self-assessment on an on-going basis.

14. I assist students in devising personal plans for achieving each successive rung of a performance ladder.

15. I maintain observational and anecdotal records to monitor student development.

16. I modify my instruction to coincide with data on individual performance.

17. I review assessment data about individual students to determine their entrylevel skills and language development.

18. I communicate my assessment of a student's progress to students, families, and key colleagues in terms each can understand.

19. I continuously adjust my short and long term teaching goals based on my on going classroom assessment of my students' progress.

20. I ask students to choose "artifacts" of their work to demonstrate their progress.