| a. Teacher
creates and continuously uses informal as well as formal assessments connected
to the literacy elements.
Based on analysis of the data, teacher
purposefully groups students for explicit instruction and uses a variety
of instructional strategies that meet the needs of all students. Teacher
effectively communicates with individual students about strengths and needs
and they negotiate learning goals together. |
b. Teacher
uses formal and informal assessments connected to the literacy elements.
Based on analysis of the data, teacher
purposefully groups students for instruction the majority of the time.
The teacher communicates student's strengths
and needs and the teacher establishes the learning goals. |
c. Teacher
supplements formal assessments with some informal assessments connected
to the literacy elements and uses results to purposefully group students
for some instruction using different teaching strategies |
d. Teacher sporadically
collects assessment data but there is little evidence of analysis for purposeful
grouping or accommodations being made for different learner needs. After
brief use of varied grouping strategy, practice reverts back to mostly
whole group instruction. |
e. Teacher fulfills
minimum assessment requirements with results being used primarily for reporting
purposes rather than to plan instruction. No analysis of student data to
monitor growth or plan instruction.
Whole group instruction is the only instructional
strategy with the same learning expectations for all students. The teacher
is responsible for organization of all learning experiences. |
| a. Students
are on-task and able to articulate what they are learning and why.
Students are engaged in a variety of appropriate
activities in which they have choice. |
b. For the
majority of the time, students are on-task and able to articulate what
they are learning and why. Students are engaged in activities in which
they often have choice. |
c. Many
students are on-task but do not have a clear understanding of the purpose
of the activity.
There is limited opportunity for student
choice. |
d. Some students
are on task and most have no understanding of the purpose of the activity.
The whole class is expected to simultaneously complete the same assignment.
Focus is completion of the task rather
than the student's needs. |
e. Students may
be on task, but are usually unengaged. Students have no choice in learning
activities. Many students are working on assignments inappropriate to their
individual needs as determined by the teacher. There is little or no understanding
of the relationship of the tasks to the learning goal. |
