Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: II.A.3: Meeting Diverse Needs Unsatisfactory Improvement Proficient Exemplary Uses limited and/or May use some Uses appropriate Uses a varied repertoire inappropriate practices to appropriate practices to practices, including tiered of practices to create accommodate accommodate instruction and scaffolds, structured opportunities differences. differences, but fails to to accommodate for each student to meet II-A-3. address an adequate differences in learning or exceed state Meeting range of differences. styles, needs, interests, standards/local Diverse and levels of readiness, curriculum and including those of behavioral expectations. students with disabilities Is able to model this and English learners. element. Formative Assessment Quality * Scope * Consistency *
Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: II.A.3: Meeting Diverse Needs II-A-3. Meeting Diverse Unsatisfactory Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Formative Assessment Quality * Scope * Consistency *
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