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Items measure growth-mindset implementation, at-grade rigorous instruction, asset-based language use, and analysis methods that emphasize what students can do. The assessment also checks whether teachers view themselves as empowered agents of change, taking ownership of diverse learners’ success. 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The assessment asks educators to demonstrate this mindset for all students, including those who struggle.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the assessment distinguish asset-based language from deficit-based language?",{"text":117,"@type":113},"Asset-based language focuses on strengths (e.g., “students with disabilities” and “our students can...”), while deficit-based language highlights limitations (e.g., “my low students” and “our students can’t...”).",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is required for the ratings in the Mindsets & Beliefs section?",{"text":121,"@type":113},"For each item, the assessment requires providing evidence supporting the selected rating level, using the 1–4 scale described in the prompts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},534958,1792483489,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Early Literacy Community of Practice  \nSelf-Assessment  \nPart I:  \nMindsets & Beliefs  \n1. My teachers and staff demonstrate a growth mindset in terms of all of our students’ abilities, including students who struggle. In this context, growth mindset means that a student’s academic ability can be improved through effort and is not a fixed quality.  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \n2. My teachers ensure that all of our students, including students who struggle, are taught with at-grade level, rigorous content.  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \n3. My teachers and staff use asset-based language when discussing students who struggle. An example of this type of language includes“students with disabilities” and “our students can...” as compared with  \ndeficit-based language such as “my low students” and “our students can’t  ”  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \n4. My teachers and staff use an asset-based approach when analyzing and responding to student needs. This means that they focus first on what students can do, as opposed to what students cannot do.  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \n5. My teachers and staff see themselves as empowered agents of change who are responsible for the success of diverse learners. They take ownership of student learning and do not blame external factors for student performance.  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \nPart II:  \nTeaching & Learning  \nTeachers provide effective supports for students who struggle to access gradelevel content.  \n1. We have selected and are implementing a high-quality, standardsaligned curriculum in ELA, including a HQ Foundational Skills curriculum.  \na. Yes  \nb. No  \nc. I’m not sure  \nList the curriculum here (list all if more than one):  \n2. My teachers and support staff have strong knowledge of the ELA content they teach.  \na. 4 = to a great extent (more than 75% of your teachers and staff)  \nb. 3 = to a partial extent (50-75% of your teachers and staff)  \nc. 2 = to a limited extent (25-49% of your teachers and staff)  \nd. 1 = little to no extent (less than 25% of your teachers and staff) Provide evidence for your response.  \n3. When I observe instruction, I see every teacher and all students (including students who struggle) engaging with on-grade-level curriculum materials in ELA.  \na. 4 = to a great extent (more than 75% of the time)  \nb. 3 = to a partial extent (50-75% of the time)  \nc. 2 = to a limited extent (25-49% of the time)  \nd. 1 = little to no extent (less than 25% of the time) Provide evidence for your response.  \n4. My teachers have learned, understand, and use effective strategies embedded in their curricul","cbCaijnA9pC6Ae5e","https://ap.wps.com/l/cbCaijnA9pC6Ae5e","pdf",192462,"English","# Part I: Mindsets & Beliefs\n## 1. Growth mindset for all students, including those who struggle\n## 2. At-grade, rigorous instruction for all students\n## 3. Asset-based language vs. deficit-based language\n## 4. Asset-based approach in analyzing and responding to needs\n## 5. Empowered agents of change and ownership of learning\n# Part II: Teaching & Learning\n## 1. High-quality standards-aligned ELA curriculum implementation\n## 2. Knowledge of the ELA content taught\n## 3. Observed engagement with on-grade-level materials\n## 4. Effective differentiation and scaffolding from curriculum resources\n## 5. Systematic sequential foundational skills instruction with practice and data","[{\"question\":\"What does a growth mindset mean in this assessment for students who struggle?\",\"answer\":\"It means a student’s academic ability can improve through effort and is not fixed. The assessment asks educators to demonstrate this mindset for all students, including those who struggle.\"},{\"question\":\"How does the assessment distinguish asset-based language from deficit-based language?\",\"answer\":\"Asset-based language focuses on strengths (e.g., “students with disabilities” and “our students can...”), while deficit-based language highlights limitations (e.g., “my low students” and “our students can’t...”).\"},{\"question\":\"What evidence is required for the ratings in the Mindsets \\u0026 Beliefs section?\",\"answer\":\"For each item, the assessment requires providing evidence supporting the selected rating level, using the 1–4 scale described in the prompts.\"}]","Early Literacy Community of Practice - Self-Assessment - Part I - Mindsets & Beliefs | PDF",1791599415]