I.B.2: Adjustment to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few May organize and Organizes and analyzes Organizes and analyzes Quality adjustments to practice analyze some results from a variety results from a based on formal and assessment results but of assessments to comprehensive system of informal assessments. only occasionally determine progress assessments to adjusts practice or toward intended determine progress modifies future outcomes and uses toward intended instruction on the these findings to outcomes and frequently findings. adjust practice and uses these findings to identify and/or adjust practice and implement identify and/or appropriate implement appropriate differentiated differentiated interventions and interventions and enhancements for enhancements for students. individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Scope The scale of impact is on The scale of impact is on a The scale of impact is The scale of impact is on all one student. small group or subset of all students in the students in the classroom students. classroom to which the to which the candidate is candidate is assigned. assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which The frequency with which The frequency with The frequency with the candidate the candidate the candidate the candidate demonstrates this skill, demonstrates this skill, demonstrates this skill, demonstrates this skill, action or behavior with action or behavior with action or behavior with action or behavior with quality is at least once. quality is sometimes / quality is most of the quality is all the time. occasionally. time. Evidence for meeting the Adjustment to Practice Element:
I.B.2: Adjustment to Practice Quality 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 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 element. Scope The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Adjustment to Practice Element:
cap-formative-assessment-rubric.docx