Novice proficiency level: Pre-Kindergarten General Studies

In this example, an Evaluator and CM discuss differentiation in the classroom.

Support materials: CM and Evaluator Transcript

Overall rating & analysis

Overall rating: Two N strands and one BP strand equal an overall Novice rating.

Novice

Beginning

Advanced

 

In action… Demonstrates attempt to design differentiated plans

In reflection… Accurately explains the main ideas behind differentiating plans based on student diagnostic data and/or goals of the individualized education plans, if applicable

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.

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.

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).

 

 

Analysis: Why did the teacher receive these ratings?

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

Why N?

Attempts to comply with official IEP accommodations and modifications but does not have the IEP so cannot do so. (Therefore cannot be BP.)

Does design content, process and products applicable to a general group of students (i.e., her class), by having tactile/kinesthetic activities for young children as well as age-appropriate centers. (Therefore meets some BP criteria.)

One of her centers — the teacher center (blending with students) — appears to actually meet the AP bar of teaching to subgroups of students with different needs and interests (dramatic centers, phonemic awareness center). The others do not clearly meet diverse needs, but with more evidence may be shown to do so. (Therefore meets some AP criteria.)

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

Why N?

Attempts to differentiate plans based on IEP goals but cannot do so because she does not have the required IEP. (Therefore cannot be BP.)

Attempts to differentiate but does not do so based on diagnostic data because chooses to avoid “over-testing” young children (and instead relies solely on a previous teacher’s anecdotal reports). (Therefore cannot be BP.)

Rating: NStrand 3: The manageability of differentiation plans.

Why N?

The teacher has set up a structure in which students are working in heterogeneous groups at different centers (without teacher supervision) and is therefore able to run a “teacher center” where students work in homogeneous groups on appropriate literacy skills. This meets the “efficient plans” and “structured differentiation” bar (and therefore meets some AP criteria.)

Why not AP?

It is not clear that the teacher has accountability systems in place to ensure that students are doing what they need to be doing at each center. (Therefore cannot be AP.)