Developing Effective Highly Effective Observations Component Some of the materials, Materials, technology, and Materials, technology, and resources 1.3b. technology, and resources resources being used being used support the instructional Instructional being used support the support the instructional outcomes, and are designed to engage materials/ instructional outcomes, and outcomes, and are designed students in meaningful learning, resources engage students in to engage students in including student participation in RIPTS 1, 2, 3, 4, meaningful learning. meaningful learning. selecting or adapting materials. 5 INTASC 1,2, 7 1.3c. Instructional groups Instructional groups are Instructional groups are varied as support the instructional varied as appropriate to the appropriate to the students and the Instructional outcomes, with an effort at students and the different different instructional outcomes. There Groups providing some variety as instructional outcomes. is evidence of the use of data and/or 1,2,3,4,5,9 appropriate to the students student choice in selecting the different INTASC : 1,2, 7 and the different patterns of instructional groups. instructional outcomes. 1.4 Designing Educator’s plan for student Educator’s plan for student Educator’s plan for student assessment assessment is aligned with assessment is aligned with is aligned with the instructional Student the instructional outcomes, the instructional outcomes, outcomes, has been adapted for Assessment but is limited to either has been adapted for individual students, as needed, and RIPTS :4, 5, 9 formative or summative groups of students, and includes both formative and INTASC : 2,8,6 assessments, and/or includes both formative summative assessments with clear clear criteria and and summative criteria and expectations. Educator expectations. Educator assessments with clear identifies plan to use assessment identifies a plan to use criteria and expectations. results to plan future instruction for assessment results to plan Educator identifies plan to individual students. for future instruction for use assessment results to the class as a whole. plan for future instruction for groups of students. STANDARD 2: Educational Environment Component 2.1: Creating an Environment of Respect and Rapport Developing Effective Highly Effective Observations Component Educator-student Educator-student Educator-student interactions are 2.1a Educator interactions are generally interactions are appropriate, positive and respectful to Interaction with appropriate, positive and appropriate, positive and groups of students as well as Students RIPTS respectful, but may reflect respectful. individuals. 5,6 INTASC 8,3 occasional inconsistencies.
Component Developing Effective Highly Effective Observations 1.3b. Instructional materials/ resources RIPTS 1, 2, 3, 4, 5 INTASC 1,2, 7 Some of the materials, technology, and resources being used support the instructional outcomes, and engage students in meaningful learning. Materials, technology, and resources being used support the instructional outcomes, and are designed to engage students in meaningful learning. Materials, technology, and resources being used support the instructional outcomes, and are designed to engage students in meaningful learning, including student participation in selecting or adapting materials. 1.3c. Instructional Groups 1,2,3,4,5,9 INTASC : 1,2, 7 Instructional groups support the instructional outcomes, with an effort at providing some variety as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of the use of data and/or student choice in selecting the different patterns of instructional groups. 1.4 Designing Student Assessment RIPTS :4, 5, 9 INTASC : 2,8,6 Educator’s plan for student assessment is aligned with the instructional outcomes, but is limited to either formative or summative assessments, and/or clear criteria and expectations. Educator identifies a plan to use assessment results to plan for future instruction for the class as a whole. Educator’s plan for student assessment is aligned with the instructional outcomes, has been adapted for groups of students, and includes both formative and summative assessments with clear criteria and expectations. Educator identifies plan to use assessment results to plan for future instruction for groups of students. Educator’s plan for student assessment is aligned with the instructional outcomes, has been adapted for individual students, as needed, and includes both formative and summative assessments with clear criteria and expectations. Educator identifies plan to use assessment results to plan future instruction for individual students. STANDARD 2: Educational Environment Component 2.1: Creating an Environment of Respect and Rapport Component Developing Effective Highly Effective Observations 2.1a Educator Interaction with Students RIPTS 5,6 INTASC 8,3 Educator-student interactions are generally appropriate, positive and respectful, but may reflect occasional inconsistencies. Educator-student interactions are appropriate, positive and respectful. Educator-student interactions are appropriate, positive and respectful to groups of students as well as individuals.
RI-ICEE-Notes.docx