Enhance 2 Lesson Plans

Evaluation: Scoring Rubric

CRITERIA Expert (10 pt) Proficient (9 pts) Developing (8 pts) Novice (6 pts)

Questioning Explicit and

detailed

opportunities

for authentic

engagement

through an

anticipatory

set, student

collaboration,

and/or writing

activities.

Small group

instruction

fully supports

learning

objectives,

activities and

outcomes.

Instructional

examples,

teacher

modeling, or

other input is

detailed and

explicitly

supports the

objective and

lesson

activities.

Explicit

evidence of

consideration

of teacher’s

role

throughout

the lesson

(facilitator,

direct

instruction,

specialist,

etc.).

Multiple

strategies for

Meaningful opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Specific evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is specifically aligned with objective and lesson activities.

Teacher’s role (facilitator, direct-instruction, specialist, etc.) is considered and apparent throughout the lesson.

Specific opportunities for student collaboration, problem solving and creativity in lesson activities or outcome products.

Adequate opportunities for authentic engagement using an anticipatory set, student collaboration, and/or writing activities.

Adequate evidence of planning for small group instruction (content for different groups, mini-lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objective and lesson activities.

Some opportunities for student collaboration, problem solving and creativity in lesson activities or outcome products.

Limited opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Instructional examples, teacher modeling, or other input is not aligned with objective or lesson activities.

Minimal opportunity for student collaboration.

learning

lesson content

are available

to students.

Meaningful

opportunities

for student

collaboration,

problem

solving and

creativity in

lesson

activities or

outcome and

products. May

include

nontraditional

activities, or

assessments.

Assessments and the Overall Plan

*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 adapted for diverse student needs and offers valid information about student learning.

*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 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.).

*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.).

*The overall plan is poorly developed, is dis- jointed with little flow from beginning to end; few aspects of the

* 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.

plan are adequately aligned in rigor, little to no information is developed to address learner needs.

Accommodations and Modifications

*All accommodation needs 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

*Student 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/Modifica tions 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.

*Student 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/modificati ons loosely match skill deficits.

*Some evidence of technology use for accommodation/ modification may be apparent.

*Little or no evidence of accommodations

*Accommodations (learning aids, graphic organizers, oral administration, etc.), or modifications (alternate material, activity or grade level content) as appropriate based on specific student needs (ELL, Sped, GT, etc.)

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