I-B-2: Adjustments to Practice Unsatisfactory Needs Improvement Exemplary Proficient Makes few adjustments to May organize and analyze Organizes and analyzes Organizes and analyzes practice based on formal some assessment results results from a variety of results from a and informal assessments. but only occasionally assessments to comprehensive system of adjusts practice or modifies determine progress assessments to determine future instruction based on toward intended progress toward intended the findings. outcomes and uses these outcomes and frequently findings to adjust practice uses these findings to and identify and/or adjust practice and identify implement appropriate and/or implement differentiated appropriate 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. II-A-3: Meeting Diverse Needs Unsatisfactory Needs Improvement Exemplary Proficient Uses appropriate Uses limited and/or May use some appropriate Uses a varied repertoire of practices, including tiered inappropriate practices to practices to accommodate practices to create instruction and scaffolds, accommodate differences. differences, but fails to structured opportunities for address an adequate range to accommodate each student to meet or of differences. differences in learning exceed state styles, needs, interests, standards/local curriculum and levels of readiness, and behavioral including those of expectations. Is able to students with disabilities model this element. and English learners. II-B-1: Safe Learning Environment Unsatisfactory Needs Improvement Exemplary Proficient Uses rituals, routines, Maintains a physical May create and maintain a Uses rituals, routines, and and appropriate environment that is unsafe safe physical environment proactive responses that responses that create and or does not support student but inconsistently maintains create and maintain a safe learning. Uses rituals, routines, and maintain a safe physical physical and intellectual inappropriate or ineffective responses needed to and intellectual environment where rituals, routines, and/or prevent and/or stop environment where students take academic responses to reinforce behaviors that interfere with students take academic risks and play an active positive behavior or all learning. risks and most behaviors role—individually and students’ respond to behaviors that that interfere with collectively—in preventing interfere with learning are prevented. behaviors that interfere with students’ learning. learning. Is able to model this element.
I-B-2: Adjustments 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 element. II-A-3: Meeting Diverse Needs Unsatisfactory Needs 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. II-B-1: Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
8thGradeRhetoricalAnalysis.docx