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    Teacher:  Claire Rheaume, Umana Academy
    Subject:  Math
    Grade Level:  4th Grade
     
    Lesson Objective:  Unit conversion and systems of measurement 
     
    Running Time:  12:16
     
     

    II-A-3. Meeting Diverse Needs

     
    Proficient Exemplary
    Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.

     

     

    For TEACHERS this may look like:
    UnsatisfactoryNeeds ImprovementProficientExemplary
    1. Teacher does not maintain record of student IEPs and English language proficiency, student learning styles, interests, and needs.
    1. Teacher may maintain basic record of student IEPs and English language proficiency, but has little information on student learning styles, interests, and needs.
    1. Teacher maintains records of student IEPs, English language proficiency, learning styles, interests, and needs.
    1. Teacher maintains up-to-date records of student IEPs, English language proficiency, learning styles, interests, and needs.
    1. Teacher rarely plans or delivers lessons or assessments designed to reach students with diverse, learning styles, and needs.
    1. Teacher inconsistently plans or delivers lessons or assessments designed to reach students with diverse, learning styles, and needs.
    1. Teacher frequently uses students' learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks.
    1. Teacher consistently uses students' learning styles, interests, and needs to plan diverse, standards-aligned lesson and homework tasks, design varied types of standards-aligned assessments, group students, and differentiate the timing and content of assigned tasks.
    1. Teacher does not identify clear behavioral expectations.
    1. Teacher may state behavioral expectations, but expectations are either not well defined, developmentally inappropriate, or students are not supported in meeting them.
    1. Teacher frequently supports students in meeting developmentally appropriate academic and behavioral expectations.
    1. Teacher consistently supports students in meeting rigorous and developmentally appropriate behavioral expectations.
    1. Teacher does not follow previously established classroom routines or procedures.
    1. Teacher provides classroom resources that are not fully accessible to all students.
    1. Teacher ensures that all students can access all classroom resources.
    1. Teacher ensures that all students can access all classroom resources.

     

    For STUDENTS this may look like:
    Unsatisfactory Needs Improvement Proficient Exemplary
    1. Most students are off-task, unfocused and displaying minimal effort for most of the lesson.
    1. Some students are on-task, focused or displaying high levels of effort for parts of the lesson.
    1. Most students are on-task, focused and displaying high levels of effort for most of the lesson.
    1. Nearly all students are on-task, focused and displaying high levels of effort for nearly the entire lesson.
    1. When prompted, students are unable to articulate more than one method to demonstrate knowledge or access information.
    1. When prompted, some students articulate multiple methods to demonstrate knowledge and access information..
    1. When prompted, most students articulate multiple methods to demonstrate knowledge and access information.
    1. When prompted, students accurately articulate multiple methods to demonstrate knowledge and access information.
    1. Students generally receive all necessary in-class supports or modifications as outlined in IEPs or ELL guidelines.
    1. Students inconsistently receive all necessary in-class supports or modifications as outlined in IEPs or ELL guidelines.
    1. Students generally receive all necessary in-class supports or modifications as outlined in IEPs or ELL guidelines.
    1. Students consistently receive all necessary in-class supports or modifications as outlined in IEPs or ELL guidelines.

     

    Ratings and Rationale

    This clip was rated PROFICIENT on II.A.3. Meeting Diverse Needs: The teacher uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

    This rating was based on the fact that the teacher had a clear differentiated plan with built-in scaffolds that accommodated learners at all levels.  Student participation and effort indicated that the lesson matched their interests and needs.

    This clip is a rangefinder because with further evidence from repeated observations that indicated this was a consistent practice, the teacher could be rated exemplary for this element.
     
    To read the entire rationale, click here.