Beginning proficiency level: 2nd Grade Language Arts

In this example, a CM and Evaluator discuss differentiation.

Support materials:
CM and Evaluator Transcript
Lesson Plan

Overall rating & analysis

Overall rating: Three BP strands equal an overall rating of BP.

Beginning

Advanced

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

Why BP?

Complies with official accommodations/modifications for the one student with an IEP. Designs content/process/products applicable to a general group — i.e., the whole class — by diagnosing students at start of year and structuring long-term plan based on the results. Also, targets age level of students (engaging lessons, tactile materials, etc.), but again this is general to the grade-level, not specific to subgroups.

Why not AP?

In one instance supports a subgroup of students — the two students who are pulled to the back of the room for remediation — but is not clear that this is done regularly or for more than two students.

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

Why BP?

Crafts plans based on IEP goals and diagnostic data (states that diagnostic results were used to determine “where to start” with the basal).

Why not AP?

The teacher does not use additional sources of data to plan.

Rating: BPStrand 3: The manageability of differentiation plans.

Why BP?

The test-taking portion of the independent practice is efficient enough to allow teacher to pull two students for remediation support.

Why not AP?

No evidence of “accountability systems” or “various forms of structured differentiation.”