Learning Goals Not sufficient Emerging Developing Skilled Demonstrates an understanding of alignment between learning goals instructional plans and assessment pre formative and summative Includes goals specifically adapted for students with special needs Creates a series of lesson plans that demonstrate partial alignment ex lesson objective may align with goal but not with assessment Lesson sequence structures do not align with overall unit goal s Or sequence is not clearly outlined Attempts made to differentiate and teach to students needs using assessment data Differentiations partially address the 9 chart Mix of reactive and proactive strategies Uses a routine set of repeating differentiations Limited range of thinking addressed Bloom s Shows limited flexibility in use of time materials space and grouping strategies Demonstrates an understanding of Tomlinson s model of differentiation Creates lesson plans with little or no alignment between unit goal s individual lesson plan learning goals lesson objectives and pre formative or post assessments Or alignment may be unclear due to the lack of some of these pieces Learning goals not differentiated Differentiated in only one or two ways content process product Lessons teach down Work is not meaningful for student growth Little or no use made of student data and input to make decisions Creates a series of lesson plans that are internally aligned lesson objectives and assessments align with learning goal Lesson sequence structures may not align entirely overall unit goal s that is they may not move students toward the goals Goals are included for students with special needs but they may not be clearly related to overall goals Frequently implements or includes challenging respectful and relevant work for all students based on assessment data Choices help teach up Range of thinking strategies employed Shows movement toward proactive implementation of a variety of strategies based on students needs and learning goals Many aspects of 9 chart reflected in differentiation choices Uses time space and materials All or nearly all lesson plan objectives learning goals and assessments align with the unit goal s and the specified GLE or Performance Expectation Goals specifically adapted for students with special needs clearly relate to overall goals Goals include inclusion behavior and content objectives Applies Tomlinson s theory in the creation of a series of lesson plans Majority of differentiation strategies chosen are proactive based on assessment data offer respectful work for all students and teach up to all students Employs examples of differentiation across all intersections of curricular elements and student characteristics 9 chart Differentiation choices reflect flexibility in use of time materials and space include flexible grouping strategies involve student input focus on individual growth and address most levels of Blooms Taxonomy Demonstrates an understanding of Vaughn s adaptation strategies for specific disability categories as well as for culturally or linguistically diverse students Shows knowledge of specific strategies for specific disabilities including strategies for content area teaching Adaptations are inappropriate for students with specific disabilities Adaptations don t help students meet specified learning standards or goals Adaptations would isolate or marginalize No changes made to adapt lessons for students with special needs Adaptations are superficial and not necessarily tied to chosen GLE or PE Adaptations are general or broad for a particular type of disability Goals focus on inclusion behavior or content but not all three effectively but not always flexibly e g static grouping Changes made to adapt lessons some are surface level and some more deeply help the student meet the chosen learning goals Adaptations help students feel valued and part of the community Goals focus on inclusion behavior or content but not all three Adaptations are fully and deeply integrated into the lesson plans they directly align with learning goals They would help students with special needs meet specified learning standards and help all students recognize these students as valued included members of the classroom Adaptations are specific for specific types of disabilities and include content inclusion and behavior goals
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