scaffolds the next level of development. 1b Creates In planning, individual In planning, individual In planning, individual In planning, individual 4 4 developmentally learners’ strengths, learners’ strengths, learners’ strengths, learners’ strengths, 3 3 appropriate instruction interests, and interests, and interests, and interests, and 2 2 that takes into account motivational needs are motivational needs are motivational needs are motivational needs are 1 1 individual learners’ not addressed. addressed but not addressed and related to addressed in ways that strengths, interests, necessarily related to the the intended learning will enable learners to No basis No basis motivational needs and intended learning outcome(s). advance and accelerate for judgment for judgment that enables each learner outcome(s). their learning. to advance and accelerate his/her learning. Comments: LEARNING DIFFERENCES. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environment that enable each pupil to meet high standards. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 2b Enacts No evidence of Some evidence of Evidence of sufficient Evidence of effective 4 4 developmentally instructional supports. supports but not 3 3 appropriate supports for necessarily effective or supports. supports. 2 2 students including those 1 1 with particular learning appropriate. differences or needs No basis No basis (students with IEPs/504 for judgment for judgment plans, ELL’s, struggling readers, more advanced learners). 2e Uses strategies for No evidence of strategies Occasional use of Consistent use of Consistent use of a 4 4 making content used. appropriate or effective appropriate or effective variety of appropriate or 3 3 accessible to English strategies. strategies. effective strategies. 2 2 language learners and 1 1 dialect speakers (if applicable). No basis No basis for judgment for judgment
scaffolds the next level of development. 1b Creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, motivational needs and that enables each learner to advance and accelerate his/her learning. In planning, individual learners’ strengths, interests, and motivational needs are not addressed. In planning, individual learners’ strengths, interests, and motivational needs are addressed but not necessarily related to the intended learning outcome(s). In planning, individual learners’ strengths, interests, and motivational needs are addressed and related to the intended learning outcome(s). In planning, individual learners’ strengths, interests, and motivational needs are addressed in ways that will enable learners to advance and accelerate their learning. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: LEARNING DIFFERENCES. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environment that enable each pupil to meet high standards. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 2b Enacts developmentally appropriate supports for students including those with particular learning differences or needs (students with IEPs/504 plans, ELL’s, struggling readers, more advanced learners). No evidence of instructional supports. Some evidence of supports but not necessarily effective or Evidence of sufficient supports. Evidence of effective supports. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 2e Uses strategies for making content accessible to English language learners and dialect speakers (if applicable). No evidence of strategies used. Occasional use of appropriate or effective strategies. Consistent use of appropriate or effective strategies. Consistent use of a variety of appropriate or effective strategies. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment appropriate.