Architecture of Grace · Crosswalk
Framework for Teaching (Danielson) Crosswalk
Architecture of Grace is a relationship-centered SEL curriculum, K through adult — six books, the anchor charts, the scenario decks, the worksheet packs, thirty interactive practice pages — with an optional instrument layer and an IEP progress monitor. The Framework for Teaching describes effective practice. This crosswalk shows where Grace supplies the practices, and the observable evidence, that read as strong performance. All twenty-two components, and the evidence column names what is in the room before it names what is on a screen — because that is the order an evaluator meets it in.
Domain 2 · The Learning Environment
| FFT component | How Architecture of Grace supports it | Evidence in the room, and on record |
|---|---|---|
| 2a · Respect & rapport | The "connection, not compliance" stance, the Charitable Read, the Repair Move and the five language shifts build trust and mutual respect. | The Repair Protocol on the wall; a class that can name the five moves; the Mistake Wall. On record: relationship-centered goals; repair moments; Family-style notes. |
| 2b · Culture for learning | The Coach Voice and the growth-mindset work make mistakes safe and learning-oriented rather than shameful. | The Coach Voice anchor chart; the Perfectionism Spectrum worksheet in students' folders; a student correcting themselves out loud. On record: Coach Voice goals; self-compassion indicators. |
| 2c · Managing classroom procedures | The Pause is a routine, not a reaction. Quiet Space gives a student a named, rehearsed thing to do with a body that has gone loud. | Quiet Space signage and its three pathways; the Pause taught as a procedure in week one; Talk It Out run without the teacher chairing it. |
| 2d · Managing student behavior | The Pause, Release/Boundary and Repair replace points-and-compliance systems with self-regulation and restorative repair. | The Repair Protocol's five steps, rehearsed before they are needed; the Recovery Arc; scenario cards used as a class. On record: behaviour framed as growth bands, never deficit counts. |
| 2e · Organizing physical space | The anchor-chart wall system and the somatic floor materials make the regulation vocabulary a feature of the room rather than a poster. | The anchor-chart wall, built live with the class on the projector and then printed; the somatic floor set; a calming corner that is used and not decorative. |
Domain 3 · Instruction
| FFT component | How Architecture of Grace supports it | Evidence in the room, and on record |
|---|---|---|
| 3a · Communicating with students | The five language shifts model clear, respectful, non-reactive communication — and they are taught to students, not only used on them. | The language-shift chart; a student using one on a peer. On record: Daily Log language prompts. |
| 3b · Questioning & discussion techniques | The scenario decks and Talk It Out are built for discussion in which the teacher is not the destination of every answer. | A live Talk It Out board with the class's own words on it; scenario cards mid-argument; the conversation starters in the Home Editions. |
| 3c · Engaging students in learning | Thirty interactive practice pages, three sets each, with Go again — designed so a wrong move is a move you can take again rather than a score you carry. | Students working the practice pages; the six student worksheets, w1 through w6, completed and in folders. On record: probe records by sub-skill band. |
| 3d · Using assessment in instruction | Two kinds, kept apart. The academic probes on the thirty pages produce an item-by-item record grouped by sub-skill. The check-in is formative SEL information that informs the next instructional move. A band table that has drifted out of step with its set prints nothing rather than a lie. | A printed probe record a student can read; a teacher changing tomorrow's lesson because of it. On record: check-in bands; class trends. |
| 3e · Flexibility & responsiveness | Band-aware goals and the Pause help teachers meet students where they are; the autism-adapted chart sets exist at two support levels for every book. | The lower- and moderate-support chart sets in use; a lesson visibly adjusted mid-period. On record: band-aware Goal Builder output. |
Domain 1 · Planning & Preparation
| FFT component | How Architecture of Grace supports it | Evidence in the room, and on record |
|---|---|---|
| 1a · Knowledge of content & pedagogy | A declared K-through-adult spiral: six books, the same five moves and four pillars developing across every grade band rather than repeating. | The six books; the eighty-one-row K–12 standards crosswalk; the grade-band arc a teacher can point to for any competency. |
| 1b · Knowledge of students | Check-in information gives real insight into each student's social-emotional state — as one source among several, never alone. | What a student wrote in their own words; a colleague's observation of the same student in another period. On record: class trends; student view; the adult team check-in. |
| 1c · Setting instructional outcomes | The Goal Builder writes measurable SEL outcomes aligned to the Illinois SEL Learning Standards, with the goal area and stage-appropriate benchmark cited. | The written goal, with its standard tag, in the IEP. On record: Goal Builder; SEL standard tags. Reading, mathematics, writing, functional and transition goals live in IEP Progress. |
| 1d · Knowledge of resources | The library is the resource: anchor-chart packs, scenario decks, worksheet packs, autism-adapted sets at two support levels per book, somatic floor materials, matching Home Editions. | The shelf. Literally — this is the one component best evidenced by walking an evaluator to the materials. |
| 1e · Designing coherent instruction | The Crosswalk Matrix maps every load-bearing scene to a pillar, a lesson coordinate, an anchor chart and a concrete neuro-affirming adjustment. | The matrix itself, scene by scene; a unit plan that shows the same competency returning at increasing depth. |
| 1f · Designing student assessments | Composite bands give a consistent, low-stakes SEL design; the probe records give an item-level academic one; the two are never merged into a single number. | The blank record sheet a teacher can print before anyone has answered anything. On record: check-in composite and bands. |
Domain 4 · Professional Responsibilities
| FFT component | How Architecture of Grace supports it | Evidence in the room, and on record |
|---|---|---|
| 4a · Reflecting on teaching | The framework asks the adult to do the work it asks of students. The Reflection tab and the Practitioner Edition are for the teacher, not the class. | A teacher's own reflection record; the Daily Log written honestly rather than defensively. |
| 4b · Maintaining accurate records | Goal and progress monitoring with dated measurements, baseline, target, aimline and a four-point decision rule; a probe record per activity; a Daily Log. | The printed IEP meeting brief; the growth chart with its real dates. On record: goal records; IEP Progress; Export & data. |
| 4c · Communicating with families | Family-style goal language and at-home practices translate the work for caregivers; the Home Editions put the same vocabulary in the house. | The Home Edition on a kitchen table; the parent goal link. On record: Family-style output; Family & adults; home observations in the family's own words. |
| 4d · Participating in the professional community | The adult team check-in is written so a colleague who has the student for one period can answer honestly, and it is scored against the domains that record carries. | A colleague's attributed observation; a team conversation that used it. On record: the adult check-in; the district admin view. |
| 4e · Growing & developing professionally | The twelve-session Practitioner arc, and role Quick-Starts written for the specific reader — including one for MTSS coordinators and one for building leadership. | The Practitioner arc's own record, kept on the same instrument, in the same language, as the students'. |
| 4f · Showing professionalism | A privacy-first stance, stated accurately. Data is local to the device by default, with an optional sync to a spreadsheet the school owns, under the district's own data agreement. Consent is asked for before the instrument is used, and the questions go home first. | The consent packet with all nineteen statements attached; the district's own named official for confidentiality; the access list maintained for inspection. On record: on-device storage; the sync setting, off or district-owned. |
A correction to earlier editions
A correction to earlier editions of this sheet, made openly.A previous version of the 4f row read "No cloud; on-device storage." That was accurate when it was written and is no longer the whole truth: the framework now offers an optional sync to a school-owned spreadsheet, and opening the MTSS report on a connected computer fetches from it. The row above says what is actually true. A crosswalk that overstates a privacy posture is worse than one that says nothing, and it does not belong in the row with the word professionalism in it.
On the site today
Where each thing named above lives now.
- Room 12 · Room 18 · Room 36 · Room 104 · Room 207 — the five SEL rooms, each with its lessons, workbook, anchor charts and Grace in Practice.
- Quiet Space and the calm & regulation tools; Talk It Out.
- The Educator Dashboard — the Goal Builder, IEP Progress, the daily check-in, the Daily Log, probe records, the adult team check-in and the MTSS report.
- Family Mode — the home check-in and the family's own observations.
- Academic standards — every course, unit by unit.