Exemplary proficiency level: 4th Grade Literacy

N/A

Support materials:
Centers Plan
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Overall rating & analysis

Overall rating: Three E strand ratings equals an overall rating of E.

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Exemplary

Strand 1: The specificity with which the teacher targets differentiation.

Designs content, process, and products applicable to a general group of students, while complying with official accommodations and modifications, if applicable.

Regularly designs content, process, and products applicable to subgroups of students with different needs and interests

Designs content, process, and products customized for individual students

Strand 2: The extent to which data informs a teacher’s differentiation

Crafts plans based on student diagnostic data and/or goals of the IEPs, if applicable

Crafts plans based on multiple sources of data (including ongoing assessments) and goals of the IEPs, if applicable

Uses multiple sources of data to inform plans, while consistently pushing for students to transcend past performance

Strand 3: The manageability of differentiation plans.

Designs efficient plans so that the teacher can offer support to individual students when the whole class is working

Designs efficient plans and accountability systems to initiate various forms of structured differentiation (e.g., teacher rotating among established student groupings)

Designs efficient plans and accountability systems to initiate flexible differentiation (e.g., students in varied groups; students working independently)


Analysis: Why did the teacher receive these ratings?

Rating: EStrand 1: The specificity with which the teacher targets differentiation.

Why E?

  • The teacher designs content, processes, and products customized for individual students. For example, she allows each student to pick his/her own book based on interest and reading level. The teacher then tailors projects to match the students’ levels and to best fit the content of the book itself. The teacher also uses both heterogeneous and homogeneous groupings to allow students to target students interest and reading levels.
  • In addition, the teacher individualizes lessons and tests "in ways that allow [students] to be most successful in the classroom."
  • The teacher also has separate work for her students with special needs.

Rating: EStrand 2: The extent to which data informs a teacher’s differentiation.

Why E?

  • The teacher uses IEP goals, diagnostic data, mid-year assessment results, scores from last year’s reading test, weekly assessment data, and student interest surveys to inform plans.
  • The teacher pushes students to "transcend past performance" by tracking fluency and allowing students to change groups fluidly as proficiency increases. The teacher states that "their goal each week is to beat their own record."
  • When tailoring projects and discussing books in literature circles, the teacher considers how she is "really challenging students.
  • The teacher anticipates misunderstandings with her distinction between /b/ and /p/.

Rating: EStrand 3: The manageability of differentiation plans.

Why E?

  • The timing is efficient for the grade level and subject.
  • The teacher is prepares students to handle changing groups by proactively teaching students how to operate in literature circles "before setting them loose."
  • Weekly assessments, diagnostic data, and interest surveys allow the teacher to efficiently change student groups. In addition, students expect to change groups regularly.