Learning Goals Not sufficient Emerging Developing Skilled1.Demonstrates an understanding of alignment between learning goals, lesson plans, objectives and assessment (pre, formative and summative). Includesgoals specifically adapted for students with special needs.- Creates lesson plans with little or no alignment between unit goal(s), and the specified GLE or Performance Expectation- Creates a series of lesson plans that demonstrate partialalignment (ex. lesson objective may align with goal but not with assessment) with unit goal(s), and the specified GLE or Performance Expectation- Creates a series of lesson plans that are internally aligned (lesson objectives and assessments align with unit goal(s),and the specified GLE or Performance Expectation Lesson- All or nearly all lesson plan objectives, learning goals, and assessments clearly align with the unit goal(s) and the specified GLE or Performance Expectation.- Lesson sequence/structures based on individual activities, do not flow from one to the next and do not align with overall unit goal(s), oralignment is unclear- Lesson sequence/ structures somewhat flow from one to next, but do not align with overall unit goal(s), or sequence is not clearly outlined- Lesson sequence/ structures have a flow from one to next but may or may not may not align entirelywith or move students toward overall unit goal(s)- Lesson sequence/ structures have a clear flow from one to next and clearly align entirely with overall unit goal(s)- No goals included for students with special needs- Few goals includedfor students with special needs but they may not be clearly related to overall goals- Some goals specifically adapted for students with special needs clearly relate to overall goals- Goals for students with special needs include process, product, and behavior and clearly relate tooverall goalsComments:Learning Goals Not sufficient Emerging Developing Skilled2.Demonstrates an understanding of Tomlinson’s model ofdifferentiation.- No application of Tomlinson’s principlesof differentiation in the creation of a series of lesson plans. - Some application ofTomlinson’s principles of differentiation in thecreation of a series of lesson plans andteach to students’ needs using assessment data- Frequent application of Tomlinson’s principles of differentiation that includes challenging, respectful, and relevant work for all students based on assessment data. - Consistent application of Tomlinson’s principles of differentiation in the creation of a series of lesson plans including challenging, respectful, and relevant work for all students based on assessment data- Differentiated in only one or two ways and little or no use made of student data, work is not meaningful for student growth- Differentiations based on some assessment data, and uses a routine set of repeating differentiations, some strategies help “teach up”- Differentiations basedon assessment data, help “teach up and employ a range of higher order thinking strategies (Bloom’s), uses a variety of strategies based on students’ needs and learning goals.- Majority of differentiation strategies chosen are proactive based on assessment data, offer respectful work for all students, and “teach up” to all students. - Employs minor (1-3) examples of differentiation across all intersections of curricular elements (process, product, content) and student characteristics (readiness, interest, learning profile, (9 chart).- Employs few (4-6) examples of differentiation across all intersections of curricular elements (process, product, content) and student characteristics (readiness, interest,learning profile, (9 chart).- Employs some (7-8) examples of differentiation across all intersections of curricular elements (process, product, content) and student characteristics (readiness, interest, learning profile, (9 chart).- Employs examples of differentiation across all intersections of curricular elements (process, product, content) and student characteristics (readiness, interest, learning profile, (9 chart).- Differentiation choices reflect no flexibility in use of time, materials, space, and grouping strategies- Differentiation choices show limited flexibility in use of time, materials, space, and grouping strategies- Differentiation choices show some use of time, space, and materials effectively but not always flexibly (e.g. static grouping)- 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’.Comments:Learning Goals Not sufficient Emerging Developing Skilled3.Demonstrates an understanding of Vaughn’s adaptation strategies for specific disability categories, as well asfor culturally or linguistically diverse students. Shows knowledge of specific strategies for specific disabilities, includingstrategies for contentarea teaching.- Adaptations are not sufficient for students with specific disabilities.- Adaptations are superficial and not necessarily tied to chosen GLE or PE- Changes made to adapt lessons; some are surface level and some more deeply help the student meetthe chosen learning goals- Adaptations are fully and deeply integrated into the lesson plans; they directly align with learning goals. - Adaptations don’t help students meet specified learning standards or goals- Adaptations are general or broad fora particular type of disability- Adaptations are specific and help students feel valued and part of the community- Adaptations specific, help students with special needs meetdifferentiated learning standards,and help all students recognize these students as valued, included members of the classroom.- Adaptations would isolate or marginalize- Goals focus on oneof inclusion, behavior, or contentbut not all three- Goals focus on two ofinclusion, behavior, orcontent but not all three- Adaptations are specific for specific types of disabilities and include content, inclusion, and behavior