Planning instructions- Assisting learning

TNT 700.5P Planning Instruction, Part 3 RUBRIC Criteria Ratings

QUESTIONING

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

Standard 1: Instructional Planning and Delivery F. Teachers consistently check for understanding, give immediate feedback, and make lesson

adjustments as necessary. Standard 5: Data-Driven Practice A. Teachers implement both formal and informal methods of measuring student progress. i. Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning. ii. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge.

*Detailed evidence of planning for effective questioning *Includes at least 6 questions.

*Specific goals for questioning identified (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.)

*Explicitly requires students to go beyond “recall of facts” to engage in higher order thinking (Bloom’s Taxonomy), and creativity.

*Appropriate evidence of planning for effective questioning. *Includes at least 6 questions.

* Goals for questioning identified and apparent (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.)

*Encourages students to go beyond “recall of facts” to engage

*Some evidence of planning for effective questioning.

*May include fewer than 6 questions.

* Goals for questioning are appropriate but may not be apparent (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.)

*Some opportunity for students to go beyond “recall of facts” to engage in lesson content.

*Little or no evidence of planning for effective questioning. *Includes fewer than 6 questions.

*Goals for questioning are uncertain (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.)

*Limited opportunity for students to go beyond “recall of facts” to engage in lesson content

ACCOMMODATIONS MODIFICATIONS Standard 1: Instructional Planning and Delivery C. Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate Standard 2: Knowledge of Students and Student Learning A. Teachers demonstrate the belief that all students have the potential to achieve at high levels and support all students in their pursuit of social- emotional learning and academic success. iii. Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner. B. Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*All accommodation needs for Angelo have been specifically identified. *Accommodations (learning aids, graphic organizers, oral administration, etc.) and/or modifications (alternate material, activity or grade level content) are detailed and explicitly designed for the needs of the student population (ELL, Sped, GT, etc.) *Area for accommodation or modification (content, process, product, learning environment) has been specifically identified. *Accommodations and Modifications explicitly match skill deficits. *Technology is efficiently utilized for accommodation and modification where appropriate.

*Accommodation and/or modification allows for student learning of the content at the highest level appropriate for each Individual

*Angelo’s needs are adequately identified. *Accommodations (learning aids, graphic organizers, oral administration, etc.) and/or modifications (alternate material, activity or grade level content) are detailed and appropriately designed for the needs of the student population (ELL, Sped, GT, etc.). *Area for accommodation or modification (content, process, product, learning environment) is apparent *Accommodations/mod -ifications mostly align with skill deficits. *Where appropriate, technology may be used for accommodation/ modification. *When possible, accommodation and/or modification allows for student learning of the content at a level comparable to peers.

*Angelo’s needs are loosely identified. *Accommodations (learning aids, graphic organizers, oral administration, etc.) and/or modifications (alternate material, activity or grade level content) are listed and adequately based on the needs of the student population (ELL, Sped, GT, etc.) *Area for accommodation or modification (content, process, product, learning environment) is identified, but may not be specific *Accommodations/modifi- cations loosely match skill deficits. *Some evidence of technology use for accommodation/ modification may be apparent.

*Little or no evidence of accommodations for Angelo *Accommodations (learning aids, graphic organizers, oral administration, etc.), or modifications (alternate material, activity or grade level content) are not adequate for the needs of the student population (ELL, Sped, GT, etc.)

ii. Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources. iii. Teachers understand the role of language and culture in learning and know how to modify their practices to support language acquisition so that language is comprehensible and instruction is fully accessible.

CRITERIA RATINGS

DIFFERENTIATION Standard 1: Instructional Planning and Delivery C) Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate i. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual education plans ii. Teachers plan student groupings, including pairings and individualized and small-group instruction, to facilitate student

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

Differentiation explicitly targets the various learning and environmental needs of all students in the classroom.

Differentiation adequately targets the various learning and environmental needs of all students in the classroom.

Differentiation addresses the various learning and environmental needs of all students in the classroom.

Differentiation minimally addresses learning and environmental needs of some students in the classroom.

Explicit evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy

Meaningful evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on specifically identified needs and levels of students.

Adequate evidence or attempt to offer lesson content, activities, or outcomes at varying levels of Bloom’s Taxonomy based on generally identified needs and levels of students.

Minimal evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on needs and levels of students.

Alternate activities and student products, to support different Bloom’s levels, may be indicated.

Some alternate activities, products or assessment to support varying levels of Bloom’s Taxonomy are offered.

Alternate activities, products or assessment offered to support some higher levels of Bloom’s Taxonomy are offered.

Lesson may offer 1 or 2 alternatives for students of different levels, but minimal attempt for individualization is made.

Student learning style is specifically considered in differentiated content.

Differentiation accounts for differences in learning styles of students.

Differentiation may indirectly account for differences in learning styles of students, but specific evidence may not be present.

Flexible grouping is efficiently utilized, where appropriate

Flexible grouping is offered, where appropriate

Grouping not utilized or static.

learning. iii. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. Standard 2: Knowledge of Students and Student Learning B. Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning i. Teachers connect learning, content, and expectations to students' prior knowledge, life experiences, and interests in meaningful contexts. C. Teachers facilitate each student’s learning by employing evidence- based practices and

Learning is individualized to the maximum extent possible.

Some individualization of learning is evident.

Individualization is minimally offered.

concepts related to learning and social- emotional development. iii. Teachers apply evidence-based strategies to address individual student learning needs and differences, adjust their instruction, and support the learning needs of each student.

Criteria Ratings

ASSESSMENTS and THE OVERALL PLAN Standard 5: Data- Driven Practice C. Teachers regularly collect, review, and analyze data to monitor student progress. D. Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. i. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. Standard 1: Instructional Planning and Delivery

B. Teachers design developmentally

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Assessment provides detailed information about student learning. *Explicitly matches objective(s), learning activity and outcomes. *Detailed information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

*Assessment is appropriate

for targeted grade, adapted

for diverse student needs and

offers valid information about

student learning.

*The overall plan flows smoothly from beginning to end; all aspects of the plan are aligned in rigor; explicitly detailed information is developed to address all learner needs.

*Assessment provides meaningful information about student learning. *Matches objective(s), learning activity and outcomes *Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

*Assessment is appropriate for

targeted grade and includes

some adaptations for diverse

student needs

*The overall plan is well- developed, flows smoothly from beginning to end; most aspects of the plan are aligned in rigor, detailed information is developed to address most learner needs.

*Assessment provides adequate information about student learning. *Is consistent with objective(s), learning activity and outcomes. *Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Assessment may be appropriate for targeted grade but not adapted for diverse student needs *The overall plan is adequately developed, flows somewhat smoothly from beginning to end; most aspects of the plan are adequately aligned in rigor, information is developed to address some learner needs.

*Assessment provides minimal information about student learning. *Is loosely connected to the objective(s) and learning activity and outcomes

*Minimal information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Assessment not appropriate for targeted grade and not adapted for diverse student needs. *The overall plan is poorly developed, is dis-jointed with little flow from beginning to end; few aspects of the plan are adequately aligned in rigor, little to no information is developed to address learner needs.

CRITERIA RATINGS

REFLECTION Standard 5--Data-Driven Practice

A. Teachers implement both formal and informal methods of measuring student progress. ii. Teachers vary methods of assessing learning to accommodate students’ learning needs, linguistic differences, and/or varying levels of background knowledge. Standard 2 – Knowledge of Students and Student Learning B. Teachers acquire, analyze, and use background information (familial, cultural,

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.

Fully and correctly explains the skills students will need to be successful in the lesson.

Correctly explains the skills students will need to be successful in the lesson.

Somewhat explains the skills students will need to be successful in the lesson.

Weak or lacking in explanation of the skills students will need to be successful in the lesson.

Explicit connections made between each differentiation strategy used and the skills required to be successful in the lesson.

Makes clear link between differentiation strategies used and the skills required to be successful in the lesson.

Some connection made between differentiation strategies used and the skills required to be successful in the lesson.

Very little or no connection between differentiation strategies used and the skills required to be successful in the lesson.

In depth explanation of how the instructional strategies, accommodations, modifications, and assessment(s) addresses the needs of Els, including Nancy. Fully correct.

Fully explains how the instructional strategies, accommodations, modifications, and assessment(s) addresses the needs of ELs, including Nancy. Substantially correct.

Explains how some of the instructional strategies, accommodations, modifications, and assessment(s) addresses the needs of ELs, including Nancy. Mostly correct.

Does not adequately address how the instructional strategies, accommodations, modifications ,and assessment(s) addresses the needs of ELs. May have left out Nancy, less than 60% correct.

Reflection paragraphs are well-organized. Mechanics and language usage are excellent with few or no errors.

Reflection paragraphs are organized, Mechanics and language usage are good with no more than 5 errors.

Reflection paragraphs are somewhat organized. Mechanics and language usage contain more than 5 errors that do not detract from the meaning.

Reflection paragraphs are loosely or not organized. Mechanics and language usage are poor and detract from meaning.

appropriate, standards- driven lessons that reflect evidence-based best practices.

educational, linguistic, and developmental characteristics) to engage students in learning. ii. Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources. iii. Teachers understand the role of language and culture in learning and how to modify their practices to support language acquisition so that language is comprehensible and instruction is fully accessible.