Appendix I: Six Essential Elements CAP’s I.A.4: Well-Structured Lessons Unsatisfactory Needs Improvement Proficient Exemplary Develops lessons with Develops lessons with Develops Develops inappropriate student only some elements of structured lessons with and highly engagement appropriate student challenging, engaging lessons strategies, pacing, engagement measurable objectives with challenging, sequence, activities, strategies, pacing, and appropriate measurable I-A-4. materials, resources, sequence, activities, student engagement objectives and and/or grouping for the materials, resources, strategies, pacing, appropriate student intended outcome or sequence, activities, engagement and grouping. Lessons for the students in the materials, resources, strategies, pacing, class. technologies, and sequence, activities, grouping. materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I.B.2: Adjustment to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few May organize and Organizes and Organizes and adjustments to practice analyze some analyzes results from a analyzes results based on formal and assessment results but variety of assessments from a informal assessments. only occasionally to determine progress comprehensive adjusts practice or toward intended system of modifies future outcomes and uses assessments to instruction based on these findings to adjust determine progress the findings. practice and identify toward intended and/or implement outcomes and I-B-2. appropriate frequently uses differentiated these findings to Adjustment to interventions and adjust practice and Practice enhancements for identify and/or students. implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this
Appendix I: CAP’s Six Essential Elements I.A.4: Well-Structured Lessons I-A-4. Lessons Unsatisfactory Needs Improvement Proficient Exemplary Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I.B.2: Adjustment to Practice I-B-2. Adjustment to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this structured