2.a - Planning of instructional content is aligned with standards, builds on students' prior knowledge and provides for appropriate level of challenge for all students Attribute Below Standard Developing Proficient Exemplary Content of lesson plan is aligned Plans content that is misaligned with Plans content that partially addresses Plans content that directly addresses Plans for anticipation of with standards or does not address the Common Common Core State Standards Common Core State Standards misconceptions, ambiguities or Core State Standards and/or other and/or other appropriate and/or other appropriate challenges and considers multiple appropriate Connecticut content Connecticut content standards Connecticut content standards ways of how to address these in standards advance Content of lesson appropriate to Does not appropriately sequence Partially aligns content of the lesson Aligns content of the lesson plan Plans to challenges students to extend sequence of lesson and content of the lesson plan. plan within the sequence of lessons; within the sequence of lessons; and their learning to make appropriate level of challenge and inconsistently supports an supports an appropriate level of interdisciplinary connections. appropriate level of challenge. challenge. Use of data to determine students’ Uses general curriculum goals to plan Uses appropriate, whole class data to Uses multiple sources of appropriate Plans for students to identify their prior knowledge and common instruction and learning plan instruction with limited data to determine individual own learning needs based on their differentiation based on students’ tasks without consideration of data, attention to prior knowledge and/or students’ prior knowledge and skills own individual data. learning needs students’ prior knowledge or skills of individual students. to plan targeted, purposeful different learning needs. instruction that advances the learning of students. Literacy strategies Plans instruction that includes few Plans instruction that includes some Plans instruction that integrates Designs opportunities to allow opportunities for students to develop opportunities for students to develop literacy strategies and academic students to independently select literacy skills or academic literacy skills or academic vocabulary vocabulary. literacy strategies that support their vocabulary. in isolation. learning for the task. Rating 2a. Strengths: Recommendations: 2.b - Planning instruction to cognitively engage students in the content Attribute Below Standard Developing Proficient Exemplary Strategies, tasks and questions Plans instructional tasks that limit Plans primarily teacher-directed Plans instructional strategies, tasks Plans to release responsibility to the cognitively engage students opportunities for students’ cognitive instructional strategies, tasks and and questions that promote student students to apply and/or extend engagement. questions that provide some cognitive engagement through learning beyond the learning opportunities for students’ cognitive problem-solving, critical or creative expectation. engagement. thinking, discourse or inquiry-based learning and/or application to other situations.
2.a - Planning of instructional content is aligned with standards, builds on students' prior knowledge and provides for appropriate level of challenge for all students Attribute Below Standard Developing Proficient Exemplary Content of lesson plan is aligned with standards Plans content that is misaligned with or does not address the Common Core State Standards and/or other appropriate Connecticut content standards Plans content that partially addresses Common Core State Standards and/or other appropriate Connecticut content standards Plans content that directly addresses Common Core State Standards and/or other appropriate Connecticut content standards Plans for anticipation of misconceptions, ambiguities or challenges and considers multiple ways of how to address these in advance Content of lesson appropriate to sequence of lesson and appropriate level of challenge Does not appropriately sequence content of the lesson plan. Partially aligns content of the lesson plan within the sequence of lessons; and inconsistently supports an appropriate level of challenge. Aligns content of the lesson plan within the sequence of lessons; and supports an appropriate level of challenge. Plans to challenges students to extend their learning to make interdisciplinary connections. Use of data to determine students’ prior knowledge and differentiation based on students’ learning needs Uses general curriculum goals to plan common instruction and learning tasks without consideration of data, students’ prior knowledge or different learning needs. Uses appropriate, whole class data to plan instruction with limited attention to prior knowledge and/or skills of individual students. Uses multiple sources of appropriate data to determine individual students’ prior knowledge and skills to plan targeted, purposeful instruction that advances the learning of students. Plans for students to identify their own learning needs based on their own individual data. Literacy strategies Plans instruction that includes few opportunities for students to develop literacy skills or academic vocabulary. Plans instruction that includes some opportunities for students to develop literacy skills or academic vocabulary in isolation. Plans instruction that integrates literacy strategies and academic vocabulary. Designs opportunities to allow students to independently select literacy strategies that support their learning for the task. Rating 2a. Strengths: Recommendations: 2.b - Planning instruction to cognitively engage students in the content Attribute Below Standard Developing Proficient Exemplary Strategies, tasks and questions cognitively engage students Plans instructional tasks that limit opportunities for students’ cognitive engagement. Plans primarily teacher-directed instructional strategies, tasks and questions that provide some opportunities for students’ cognitive engagement. Plans instructional strategies, tasks and questions that promote student cognitive engagement through problem-solving, critical or creative thinking, discourse or inquiry-based learning and/or application to other situations. Plans to release responsibility to the students to apply and/or extend learning beyond the learning expectation.