Online Calibration Tool: Focus Element Descriptors I-A-2: Child & Adolescent Development Unsatisfactory Needs Improvement Exemplary Proficient Demonstrates little or no Demonstrates knowledge of Demonstrates knowledge Demonstrates expert knowledge of developmental levels of of the developmental knowledge of the developmental levels of students this age but does levels of students in the developmental levels of the students this age or not identify developmental classroom and the students and teacher’s own differences in how students levels and ways of learning different ways these students in this grade or learn. Typically develops among the students in the students learn by subject more generally and one learning experience for class and/or develops providing differentiated uses this knowledge to all students that does not learning experiences that learning experiences that differentiate and expand enable all students to enable most students to enable some, but not all, learning experiences that progress toward meeting meet the intended students to move toward enable all students to make outcomes. intended outcomes. meeting intended significant progress toward outcomes. meeting stated outcomes. Is able to model this element. I-A-4: Well-Structured Lessons Unsatisfactory Needs Improvement Exemplary Proficient Develops lessons with Develops lessons with only Develops well-structured Develops well-structured inappropriate student some elements of lessons with challenging, and highly engaging engagement strategies, appropriate student measurable objectives lessons with challenging, pacing, sequence, engagement strategies, and appropriate student measurable objectives and engagement strategies, activities, materials, pacing, sequence, appropriate student pacing, sequence, resources, and/or grouping activities, materials, engagement strategies, for the intended outcome or resources, and grouping. activities, materials, pacing, sequence, for the students in the resources, technologies, activities, materials, and grouping. class. resources, technologies, and grouping to attend to Is every student’s needs. able to model this element. I-B-1: Variety of Assessment Methods Unsatisfactory Needs Improvement Exemplary Proficient Administers only the May administer some Designs and administers Uses an integrated, a variety of informal and assessments required by informal and/or formal comprehensive system of formal methods and the school and/or measures assessments to measure informal and formal assessments, including only point-in-time student student learning but rarely assessments, including achievement. measures student progress common interim common interim toward achieving state/local assessments, to measure assessments, to measure standards. each learning, student learning, growth, student’s growth, and progress and progress toward toward achieving achieving state/local state/local standards. standards. Is able to model this element.
Online Calibration Tool: Focus Element Descriptors I-A-2: Child & Adolescent Development Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes. Demonstrates knowledge of developmental levels of students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmental levels of the teacher’s own students and students in this grade or subject more generally and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element. I-A-4: Well-Structured 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 well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured 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-1: Variety of Assessment Methods Unsatisfactory Needs Improvement Proficient Exemplary Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element.
8thGradeRhetoricalAnalysis.docx