This checklist can be used to plan the implementation of your school’s approaches for engaging with families to support student learning. It is based on work by Evidence for Learning, showing implementation in school as a series of stages relating to thinking about, preparing for, delivering, and sustaining change.
This checklist can be paired with AERO’s Promising approaches audit tool - primary school leaders, which will help schools determine the promising approaches areas requiring most attention.

This checklist can be used to plan the implementation of your school’s approaches for engaging with families to support student learning. It is based on work by Evidence for Learning, showing implementation in school as a series of stages relating to thinking about, preparing for, delivering, and sustaining change.
This checklist can be paired with AERO’s Promising approaches audit tool – secondary classroom teachers, which will help schools determine the promising approaches areas requiring most attention.

This checklist can be used to plan the implementation of your school’s approaches for engaging with families to support student learning. It is based on work by Evidence for Learning, showing implementation in school as a series of stages relating to thinking about, preparing for, delivering, and sustaining change.
This checklist can be paired with AERO’s Promising approaches audit tool – secondary school leaders, which will help schools determine the promising approaches areas requiring most attention.

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This checklist focuses on implementing a focused classroom.

Have I...

* established and explicitly taught positive rules for learning?
* developed routines that signal to students when learning is ready to begin and how learning will happen?
* organised my classroom to promote on task behaviour so that learning routines can be embedded consistently?
*explicitly taught the verbal and non-verbal cues about the rules and routines for learning to my students so that they can regulate themselves?
*set learning goals for my students that are both ambitious but achievable? (Consult your formative assessment data and mastery learning objectives to help with this)
*explored various options for participation that enable all students to participate in class activities? (for example, different types of grouping).

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This checklist focuses on formative assessment.

Have I...
* identified a way to determine where my students are currently at in their learning and the correct level of challenge for them? (either through a diagnostic task or existing data)
* written achievable learning objectives for the lesson?
* presented these objectives in a way that is easy for students to understand?
* provided students with models and scaffolds that allow them to see what success in this lesson looks like?
* created opportunities within every lesson to collect formative assessment?
* provided timely feedback to progress my students’ understanding and skill development?
* progressed students who have mastered the skill onto the next step of learning?

This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment. It can help teachers and their teams implement formative assessment by demonstrating a shared understanding of what it looks like in practice.

This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment. It can help teachers and their teams implement formative assessment by demonstrating a shared understanding of what it looks like in practice.

This handbook contains a collection of AERO's foundational classroom management practices. The handbook includes:

*the Classroom Management Resources: User Guide, which explains how to work through these resources
*three types of foundational resources: explainers, practice guides and skill resources.

This practice guide will help you to refine methods for gaining all students’ attention to create a learning environment that supports student engagement and minimises disruptive behaviours.

Efficiently gaining all students’ attention supports student safety, maximises instructional time and reduces the likelihood of students missing critical information. Teachers use scanning, non-verbal gestures, and audible or visual prompts to gain student attention, to ensure students are focused and ready to receive instructions.

AERO’s Interactive Evidence Decision-Making Tool is designed to help teachers, educators and leaders use evidence to make decisions about a new or existing practice or program based on AERO’s Standards of Evidence.

There are a range of places where teachers, educators and leaders can find research evidence, but some sources are more credible than others. Knowing how to identify credible sources increases the chances of finding high-quality research evidence.

This practice guide provides information about the types of print and online resources that contain research evidence, as well as using common library and online search tools.

Staff from Reece High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Reece High School is a low-SES government school, located in Devonport on the northern coast of Tasmania.

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This checklist focuses on implementing mastery learning.

Have I...
*developed, or drawn on an existing learning progression in line with my curriculum document/syllabus?
* used my formative assessment or existing data to identify a way to determine where my students are currently at in their learning and the correct level of challenge for them?
* broken the learning objectives down into what students should know, understand or be able to do by the end of the [lesson/week/unit]?
* established the success criteria for each of my learning objectives? (See explicit instruction for more detail on setting learning objectives)
* sequenced tasks so that it is clear to my students how their skills and level of mastery build as they go through them?
* used formative assessment to gather data about which of my students are ready to progress and which need additional practice to master the content?
* planned some revision and enrichment activities to cater to my students who need the additional practice or extension?
* planned opportunities for my students to review the learning over time?
* reflected on what my formative assessment has told me about how students are mastering the tasks so that success criteria and learning objectives can be revised over time?

This practice guide will help teachers check that students understand and can apply new knowledge and skills, and give additional instruction, guidance or feedback where necessary.

This practice guide will help you understand how to:

*check your students understand and can apply the knowledge and skills they have gained
*be responsive to students’ needs by supporting them with additional instruction, guidance or feedback where necessary.

Non-verbal correction is a skill that supports and maintains positive student behaviour. Non-verbal corrections provide students with a clear, visible corrective gesture that acts as a behavioural prompt without the use of words.

Planning for classroom management is important preparation for building positive connections and modelling, teaching, revising and reinforcing the expectations, routines and rules of the classroom. Effective planning will support you in promoting positive learning behaviours, reducing disengaged and disruptive behaviours, and effectively responding when they do occur.

This guide is the second in a series of 4, and focuses on prioritising curriculum, pedagogical and assessment approaches to achieve the goals in a strategic plan. Once you’ve set goals and associated targets in specific learning areas, you’ll need to prioritise approaches to achieve each goal. An approach is a high-level improvement strategy that shows how you will work towards a goal. Approaches that focus on curriculum, pedagogy and assessment have the greatest impact on learning. This guide recommends practical steps for prioritising approaches to achieve each goal within a strategic plan. We recommend reading this guide after you have read the first guide in this series, Setting Goals and Targets for Student Learning. After reading this guide, we recommend you read Selecting Practices to Deliver Improvement.

This tool can be used to examine your own approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

This tool can be used to examine your school’s approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

This tool can be used to examine your own approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.