Beginning proficiency level: 9th Grade Public Speaking

In this example, a CM and Evaluator discuss differentiation.

Support materials:
Evaluator Transcript

Overall rating & analysis

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

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?

The teacher has created plans that are meant to reach the entire class, with careful thought paid to the students who require specific IEP-based accommodations and modifications.

Why not AP?

The teacher has modified the process and products (not content) for three students, which does not constitute “subgroups of students.”

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

Why BP?

It is evident that the teacher has used the beginning diagnostic results from reading and writing tests to inform instruction because s/he explains the results of the diagnostic and the connection to instruction, and s/he incorporates guided writing into the lesson. S/he has also considered the students’ disabilities in creating plans that will reach all learners and move them forward.

Why not AP?

The evidence suggests that the teacher only used student diagnostic data and IEPs, which do not constitute “multiple sources of data.”

Rating: BPStrand 3: The manageability of differentiation plans.

Why BP?

While the teacher does not indicate many opportunities for individual support, s/he has noted places where individual students are helped when the entire class is working-cuing students on checking for understanding questions, offering feedback to one, giving another the opportunity to answer the exit slip questions orally.

Why not AP?

The teacher includes cooperative group work but does not reach the level of “structured differentiation.” All the students are completing the same work, while some students have additional support. It is difficult to tell if the groups are assigned strategically and purposefully.