Lesson Plan Self-Assessment

Alignment of Danielson Domain 1 Components to Lesson Plan Components with SPED/ELL ConsiderationsDanielson Domain 1

ComponentsLesson Plan Components SPED Considerations ELL Considerations

1a: Demonstrating Knowledge of Content and Pedagogy

X. Development*XI. Pivotal/Explanatory/Open-Ended Questions*XII. Learning Activity(s)*XVIII. Depths of Knowledge (DoK)*

- SPED strategies and best practices for a wide range of disability classifications, access for all, with meaningful progressions- Appropriate supports, specialized instruction, co-teaching, and accommodations

- ESL strategies and best practices- Native language support

1b: Demonstrating Knowledge of Students

XIII. Purposeful GroupingXIV. Differentiation

Ongoing: Student data

- IEP goals, needs, instructional levels, interest, and need for rigor and access- Potential barriers: identification, plan(s) to address

- English proficiency levels and home languages- Connections between ELL’s home language and English language development- NYSITELL AND NYSESLAT data

1c: Setting Instructional Outcomes VI. Instructional ObjectivesVII. Process SkillsVII. Standards (CCLS, State, Interdisciplinary)

- CDOS, vocational skills, functional learning outcomes-IEP goals and objectives alignment to I.O.- Increase independence, apply transferable skills across contexts over increased time

- Language and content objectives- Activities to build reading, writing, and listening, and speaking skills- Differentiated language objectives

1d. Demonstrating Knowledge of Resources

IX. Materials & Resources**XV. TechnologyXVI. Informational TextsXVII. Resources (for Learning Activity)**

- Collaborative planning- Special/Supplemental Resources- Instructional and/or assistive technology- Access to support equipment

-Special/Supplemental resources- Instructional and reference tools-Range of grade appropriate texts

1e: Designing Coherent Instruction I. TopicII. HomeworkIII. Do NowIV. MotivationV. AIMX. Development*XI. Pivotal/Explanatory/Open-Ended Questions*XII. Learning Activity(s)*XVIII. Depths of Knowledge (DoK)*

- UDL (points of entry to text and content, scaffolds, differentiation)-Specially designed instruction for each SPED student- SETTS: supplementary instruction and compensatory skill instruction-Student groups

- Literacy Strategies- Multiple entry points- Multiple modalities- Flexible instructional groups- Increase linguistic and cognitive demand

1f: Designing Student Assessments XIX. Medial SummaryXX. Final SummaryXXI. Application

Ongoing: Formative and Summative assessments

- Accommodations and assessment accommodations- Real-world application of skills- Assessment for content/skills objectives and progress for IEP goals

- Language objectives assessment- Differentiated assessments with different communication methods- Measuring language development- Self assessment for more support

*Lesson Component is in multiple Domain 1 Components

Danielson Domain 1 (Planning and Preparation) RubricComponents Ineffective Developing Effective Highly Effective

1a: Demonstrating Knowledge of Content and Pedagogy

In planning and practice, the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions

1b: Demonstrating Knowledge of Students

The teacher displays minimal understanding of how students learn—and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages—and does not indicate that such knowledge is valuable.

The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledgeand skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole

The teacher understands the active natureof student learning and attains information about levels of development for groups of students. The teacher also purposefullyacquires knowledge from several sourcesabout groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher alsosystematically acquires knowledge fromseveral sources about individual students’varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

1c: Setting Instructional Outcomes

The outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class.

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

1d. Demonstrating Knowledge of Resources

The teacher is unaware of resources to assist student learning beyond materials provided by the school or district, nor is the teacher aware of resources for expanding one’s own professional skill.

The teacher displays some awareness of resources beyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge.

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.

The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

1e: Designing Coherent Instruction

Learning activities are poorly aligned with the instructional outcomes, do not follow anorganized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety.

Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven,with only some reasonable time allocations

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice

1f: Designing Student Assessments

Assessment procedures are not congruent with instructional outcomes and lack criteria by which student performance will be assessed. The teacher has no plan to incorporate formative assessment in the lesson or unit.

Assessment procedures are partially congruent with instructional outcomes. Assessment criteria and standards have been developed, but they are not clear. The teacher’s approach to using formativeassessment is rudimentary, includingonly some of the instructional outcomes.

All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.

Lesson Plan Self Evaluation based on Danielson’s Domain 1 Carlin141a: Demonstrating Knowledge of Content and Pedagogy

Ineffective Developing Effective Highly EffectiveX. Development* The content knowledge within the plan is minimal and the

sequencing of instruction does not have a recognizable structure or pattern.

Not all of the content is explicitly stated and examples are not stated or do not reflect the best examples to develop the student understanding.

The plan does not include or distinguish the independent, collaborative, or whole class instruction. And there is only one pathway indicated by which students will demonstrate mastery.

The plan does not indicate the different strategies that will be used in the lesson, any common misconceptions and any interdisciplinary connections.

The content knowledge within the plan is minimal and there is sequencing of the instruction – however there are large gaps between the steps. There is an attempt made to identify the relationships among the important content and concepts of the lesson and the Standards.

A significant amount of content is stated in the plan and in most cases examples are identified.

The plan identifies which aspects of the lesson are independent, collaborative, and whole class. However, the description of the instruction and strategies for each is minimal and there are no varied options for differentiation

Scaffolding is not evident for all appropriate parts of the lesson and areas of common misconceptions, and/or its description is minimal.

Strategies for the development of the lesson are minimal and/or repetitive and do not allow the students to develop higher order skills and understanding.

The plan includes well sequenced content knowledge that is sufficient for students to express important relationships among the content, standards, and processes in the unit. Content reflects the Standards and is supported with a minimum of one example and appropriate academic vocabulary.

The plan includes an adequate description of independent, collaborative, and whole class instruction that supports learning goals and provides varied options for how students will demonstrate mastery.

The plan includes an adequate rationale/sequence of engaging strategies for scaffolded skill development. The plan adequately describes how the content knowledge is gathered, organized, and inter-related to other disciplines. And the development of the lesson is consistent with the school’s/current research on how students learn best.

The plan includes a deep content knowledge base that sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in the unit, the coarse curriculum and in state and CCLS standards as well as multiple pathways for learning depending on student needs. The content of the lesson is explicitly stated with well-chosen examples and vivid and appropriate language.

The plan includes a thorough description of highly effective independent, collaborative, and whole class instruction that supports learning goals and provides varied options for how students will demonstrate mastery.

The plan includes a thorough rationale/sequence of engaging strategies for scaffolded skill development. The plan effectively describes how the content knowledge is gathered, organized, and inter-related to other disciplines. And the development of the lesson is consistent with the school’s/current research on how students learn best.

Common misconceptions are identified and strategies/scaffolds are anticipated to address the misconceptions

The plan also utilizes several strategies to utilize the students’ prior knowledge and make meaningful and relevant connects between the lesson content, other disciplines, real-world experiences, careers, and to solve open-ended problems.

XI. Pivotal/Explanatory/Open-Ended Questions*

The plan does not identify the pivotal, explanatory, or open-ended questions.

The plan’s questions (if any) do not include any “building question sets” or they are not higher questions.

The plan does not identify any instances of modeling responses to specific questions or identify the thinking skills associated with the question.

The selected examples of the plan would not be the most effective examples to introduce or develop a concept, idea, or skill --- or the examples are not identified.

The critical thinking skills do not match the activities or are not stated.

The plan includes several higher order questions but does not make any indication of the type of question or how the lesson will build to these questions.

There are minimal indications of how modeling to specific questions will be done or the thinking/process skills associated with the questions.

The selected examples provided are adequate, however better and more examples would help students in gaining a better understanding.

Some but not all of the activities identify the critical thinking skills and/or areas that may have multiple skills only identify one for each activity.

The plan includes 3-5 open-ended, key or essential questions which are scaffolded with minimal “building question sets” to challenge student thinking and learning, conceptualize the theme of the lesson, challenge students to think critically, assess student mastery, and /or surface common misunderstandings.

The plan includes 3-5 questions that will allow students to explain complex concepts to each other, apply information to a new situation, connect content and content areas, and/or construct their knowledge by connecting the topic to what they've learned previously.

The plan includes examples when the teacher will model his/her own thought process to address and create higher order key (open-ended) questions

The plan identifies many of the critical thinking skills associated with the key questions, such as: analyzing and interpreting from multiple perspectives.

The plan includes 5+ open-ended, key or essential questions which are scaffolded with “building question sets” to challenge student thinking and learning, conceptualize the theme of the lesson, challenge students to think critically, assess student mastery, and /or surface common misunderstandings.

The plan includes 5+ highly effective questions that will allow students to explain complex concepts to each other, apply information to a new situation, connect content and content areas, and/or construct their knowledge by connecting the topic to what they've learned previously.

The plan includes highly effective, specific examples when the teacher will model his/her own thought process to address and create higher order key (open-ended) questions.

The plan identifies all of the critical thinking skills associated with highly effective key questions, such as:

analyzing and interpreting from multiple perspectives.

XII. Learning Activity(s)* The learning activities are not rigorous or appropriate to the lesson, AIM, objectives, and/ or needs of the students.

The activities are generic, taken directly from another source with little if any modification.

It is clear that the support materials will not adequately support the students’ needs and/or beyond the appropriate level and needs of the students.

There is no reference to previous student work, exemplars or rubrics by which students can self-evaluate their work.

The learning activities are minimal with a low level DoK rating for rigor and/or they have minimal alignment to the objects or needs of the students/

The activities are taken directly from another source with minimal modifications to meet the needs of the students.

The support materials are appropriate for most of the class but do not address the struggling and gifted students.

The activity includes a basic/generic rubric for self-evaluation but there are no exemplars or reference to previous work..

The plan includes one or two, learning activities that require students to generate knowledge, test, explore, solve problems, and struggle with ideas. They are aligned with the objective(s), build upon each other, are appropriately paced, and developmentally appropriate. The activities are engaging, creative, innovative, and relate to students’ lives and interests.

The plan includes support materials for the learning activities that are developmentally and language appropriate to actively encourage critical thinking skills.

The activities are challenging and will be solved during the class period.

The lesson plan references examples of recent student work that meets high expectations.

The plan includes multiple, highly effective learning activities that require students to generate knowledge, test, explore, solve problems, and struggle with ideas. They are thoroughly aligned with the objective(s), build upon each other, are appropriately paced, and developmentally appropriate. The activities are highly engaging, creative, innovative, and relate to students’ lives and interests. They make rigorous connections between several standards and provide for real-life application of the standards where appropriate.

The plan includes clear, coherent, and precise support materials for the learning activities that are developmentally and language appropriate to actively encourage independent, creative, and critical thinking skills.

The activities are highly challenging and may not be solved during the class period. They cause students to leave class thinking about possible strategies and solutions.

The lesson plan references examples of recent student work that meets high expectations, utilization of well-designed rubrics for self-assessment , and exemplars to help guide student progress.

XVIII. Depths of Knowledge (DoK)* The DoK level is not indicated or incorrect for the learning activities. Or the DoK level is not appropriate to meet the needs of students or it is still too low based on the place of the lesson within the curriculum.

There is no indication of possible challenges or problems that students may have with the content or tasks.

The DoK levels are indicated for all activities, however the levels are not appropriate to meet the needs of all students and based on place in the curriculum there is an expectation that the activities could have a higher DoK level.

Teacher has made note as to possible areas of challenge or problems, but has not indicated how it will be addressed.

The learning activities indicate the appropriate DOK levels (rigor) and minimal information regarding the specific rational for the levels.

The plan includes possible “roadblocks” for the challenge of the task.

The learning activities indicate the appropriate DOK levels (rigor) and specific rational for levels. The DOK levels of the learning activities and the critical thinking and are clearly connected to the instructional activities

The plan includes possible “roadblocks” for the challenge of the task and possible solutions to keep the students engaged and effectively making progress in a timely manner.

1b: Demonstrating Knowledge of Students Carlin14Ineffective Developing Effective Highly Effective

XIII. Purposeful Grouping Grouping is not specified and/or rational is not provided for grouping.

Plan only indicates one possible grouping of students, and there is not rational for students provided.

The plan includes a group list for both groups of 2 or 4.

The plan includes the grouping that will be used for each activity, however no rational is provided.

Each learning activity indicates the specific grouping of students and a minimal description of the rational for the groupings.

Plan provides roles for students in groups and description of how they are to work together however does not have groupings that helps students explain why they are grouped a specific way for each activity.

Specific details and highly descriptive rationales for student grouping are provided for each activity.

Plan clearly indicates information students need to know to have an understanding of why they are grouped together and how to effectively share/optimize their work.

XIV. Differentiation Plan provides for one method of delivery with no indications of differentiation and/or an inappropriate

The plan offers minimal examples of differentiation for the activities (an alternate worksheet, text, grouping)

The plan includes several strategies, appropriate content, and delivery that will meet the needs of individual students

The plan includes specific highly effective strategies, rigorous content, and effective delivery that will meet the

method of differentiation.

UDL strategies are not evident or are incorrect or incomplete.

Adaptations and/or accommodations are not stated and/or incomplete.

Minimal evidence of UDL and scaffolding are apparent in the lesson plan.

Adaptations and accommodations are indicate but there is no explanation of how students will either utilize them effectively or develop to the next level of proficiency with them.

and groups of students.

The plan addresses the majority of learning needs, styles, and interests. Evidence of one or two UDL strategies to help all students experience success, are clearly defined and explained in the plan.

Lesson plan includes one or two specific activities that differentiate the content, process, product, and/or learning environment are designed to provide advanced achievement for all learners..

Adaptations that address physical or emotional needs of learners are stated

Accommodations are indicated for specific needs of students in the class.

needs of individual students and groups of students and optimize learning.

The plan breaks down complex tasks and addresses all learning needs, styles, and interests. Evidence of diverse UDL strategies, to help all students experience success, are clearly defined and explained in the plan.

Lesson plan includes several specific activities that thoroughly differentiate the content; process, product, and/or learning environment are designed to provide advanced achievement for all learners. Research-based strategies are effectively described to challenge all learners.

Adaptations that address physical or emotional needs of learners are stated and differentiate instruction in creative and sensitive ways for all learners and lessons

Clear, detailed accommodations are indicated for specific needs of students in the class with an indication of they will be monitored to support student achievement.

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VI. Instructional Objectives The instructional objectives are not clear, challenging and/or measurable. And there is little in any alignment to NYS and CCLS standards.

The objectives are not learner centered and/or obtainable within the given time period.

The objectives will not allow the teacher to differentiate the levels of skills.

The instructional objectives are clear and aligned to the Standards, however they should be more challenging and/or measurable.

The objectives are learner centered, however it is debatable as to whether it is obtainable within the given time period or the depth of coverage possible within the given time period.

There is minimal evidence as to how the levels of skills will be differentiated.

The plan states clear and measurable goal(s) for student learning that align with NYS and CCLS standards.

The goal(s) are written to be learner-centered, challenging but still obtainable and reflect what students’ should be able to do or know at the conclusion of the lesson.

Lesson plan identifies specific performance-based objectives that are distinct from one another. Objectives measure various levels of skill, differentiating from concrete skills to higher-level thinking.

The plan states clear, challenging and measurable goal(s) for student learning that align with NYS and CCLS standards and reflect a range of student learner needs.

The plan demonstrates how the goal(s) fit into the broader unit, course, and school goals for content learning and skills. They are written to be learner-centered, challenging but still obtainable and always reflect what students’ should be able to do or know at the conclusion of the lesson and under what circumstances the learning will take place.

Lesson plan identifies specific performance-based objectives, written with three (3) components (condition, performance, criterion/criteria). Objectives are distinct from one another and function as the clear purpose and focus of instruction and assessment. Objectives measure various levels of skill, differentiating from concrete skills to higher-level thinking.

VII. Process Skills The process skills (basic and integrated) are not stated within the plan or they are stated with no explanation as to how they will be introduced/developed.

The basic process skills are stated for the learning activities with minimal explanation of how they are introduced/developed, however when there is more than one skill they are not all indicated and/or the integrated process skills are not stated.

The plan includes appropriate Basic and Integrated process skills and clearly identifies where and how they will be introduced/developed within the lesson

The plan adequately describes the steps in using individual process skills and adequately describes how skills are used together.

The plan includes appropriate Basic and Integrated process skills and clearly identifies where and how they will be introduced/developed within the lesson in order to address a question or problem. There is a clear explanation of how the basic process skills are developed into Integrated process skills.

The plan fully describes the detailed steps in using

The plan adequately describes how the information from the process skills is collected and recorded so it can be easily interpreted and/or analyzed.

The plan adequately describes how the teacher models a basic or integrated process skill for a specific activity(s).

individual process skills and completely describes how skills are used together.

The plan fully describes how the information from the process skills is collected and recorded so it can be easily interpreted and/or analyzed.

The plan fully describes how the teacher models a basic and integrated process skill for a specific activity(s).

VII. Standards (CCLS, State, Interdisciplinary)

State and CCLS standards do not adequately reflect all the phases of the lesson, Citywide Instructional Expectations, curriculum shifts, or high stakes-assessment for the content area.

State and CCLS standards are stated that reflect the lesson, however too many CCLS Standards are stated as a “focus” for the lesson or they may not adequately address the curriculum shifts (based on previous curriculum) or the high stakes assessments.

The lesson provides clear connections to state content standards, benchmarks, Common Core Learning Standards, and/or other applicable national standards in all major phases of the lesson plan.

The plan supports the common core curriculum learning standards.

Based on the identified standards, the plan is aligned with curriculum standards, external assessments., and other content areas.

The plan is tightly focused on a content area or multiple interdisciplinary areas where appropriate. The lesson provides significant and clear connections to state content standards, benchmarks, Common Core Learning Standards, and/or other applicable national standards in all major phases of the lesson plan.

The plan supports the Citywide Instructional Expectations, shifts in the common core curriculum learning standards.

Based on the identified standards, the plan is content appropriate to the targeted student groups, is aligned with curriculum standards, external assessments., and other content areas.

1d. Demonstrating Knowledge of Resources Carlin14Ineffective Developing Effective Highly Effective

IX. Materials & Resources

XVII. Resources (for Learning Activity)

Material/Resource list is missing or incomplete and/or not referenced in plan.

Material list does not provide any options for self-selection with learning activities or supplemental materials or resources for differentiation.

Materials/Resources are taken from another source with no modifications and are not adequate to complete the desired learning activity or task.

The plan includes a complete material and resource list but they are not reference in the plan.

There are designated materials for different groups/students , however there is no self-selection of materials or resources.

There is minimal modification made to materials and resources taken from other sources to meet the needs of all students.

.

List of materials/resources is provided for students. All materials and resources are referenced in terms of use, need to explain specific sections and/or procedures, and specific skills in the specific sections of the lesson plan.

The plan articulates how the instructional materials and resources are aligned to the instructional purposes, are varied and appropriate to ability levels of students.

Additional resources are listed for extended learning activities

Additional materials such as handouts are teacher created or modified to support & enhance instruction of teacher’s students or student groups.

Detailed list of materials/resources is provided for both teacher and students. All materials and resources are referenced (in terms of use, need to explain specific sections and/or procedures, and specific skills in the specific sections of the lesson plan.

The plan clearly articulates how the instructional materials and resources are aligned to the instructional purposes, are varied and appropriate to ability levels of students, and will actively engage them in ownership of their learning. Classroom space is designed to access materials without instructional interruption.

The plan includes options for a self-selection of resources and tools to support learning. Additional resources are listed for extended learning activities

Additional materials such as handouts are teacher created or modified and those from other sources are modified to support & enhance instruction of teacher’s students or student groups.

XV. Technology There are no technology applications in the lesson or they are only low-level or inappropriate.

There are basic technology applications within the lesson, however there is no differentiation to support all students’ abilities to accomplish the task.

One or two types of technology or applications are appropriately integrated into the lesson in a manner that enhances the effectiveness of the lesson and the learning

Multiple types of technology or applications are effectively integrated into the lesson in a manner that thoroughly enhances the effectiveness of the lesson and the learning

The use technology either interferes with the lesson content or is too time intensive for the lesson.

The plan has little if any description of how the technology or its application will be introduced, developed further, and supported by students of all l levels of abilities. Or how the use the technology will allow students to develop mastery of a concept, skill, or a process.

The description of the technology activity indicates how it will effectively utilize the learning environment.

There is a minimal description of how the technology or its application will be introduced, developed further, and supported by students of all l levels of abilities. Or how the use the technology will allow students to develop mastery of a concept, skill, or a process.

of the students, or students groups.

The plan describes how the technology component and implementation is linked to the goals and objectives of the lesson. And describes how student use of technology to promote mastery of the lesson objective or to create a product that will be used to assess mastery.

The plan describes how the technology or its application will be introduced, developed further, and supported by students of all levels of abilities.

of the students, or students groups.

The plan describes how the technology component and implementation is clearly linked to the goals and objectives of the lesson. And thoroughly describes how student use of technology to promote mastery of the lesson objective or to create a product that will be used to assess mastery.

The plan describes how the technology or its application will be introduced, developed further, and supported by students of all levels of abilities so that students can research, analyze, and share their findings.

XVI. Informational Texts The lesson does not include the use of information texts or inappropriate informational texts.

The plan does not indicate how the informational texts will be processed.

Lexile ratings and/or source are not indicated.

No alternative texts are indicated for students of different levels. And important and new academic vocabulary within the text is not identified for development within the lesson.

The lesson includes several informational texts that are appropriate to the lesson and objectives.

The plan has minimal description of how the texts will be used in the lesson.

The lesson does not include informational texts that can be lexile rated or the rating level is not at the grade level band of the class.

There are only one or two sets of informational text and therefore do not meet the needs of all students and/or the alternative texts are not always appropriate to address the same content.

The plan includes 3-5 appropriate informational texts (articles, essays, graphs, tables, diagrams, cartoons, etc.) that students will process in the mini-lesson and/or group activities.

The information tests will identify the lexile level and source. When appropriate the plan will provide alternative informational texts for appropriate student differentiation.

The plan will include the processing system that is used with specific informational texts that is consistent with previous.

The plan includes 6 or more appropriate informational texts (articles, essays, graphs, tables, diagrams, cartoons, etc.) that students will process in the mini-lesson and/or group activities.

The information tests will identify the lexile level, source, and academic vocabulary. When appropriate the plan will provide alternative informational texts for appropriate student differentiation.

The plan will include the processing system that is used with specific informational texts that is consistent with previous usage and builds to include additional processing.

1e: Designing Coherent Instruction Carlin14Ineffective Developing Effective Highly Effective

I. Topic The topic is not identified or is inappropriate for the lesson.

The topic does not or poorly represents the curriculum and/or scope and sequence.

There is no connection of the topic to other topics in the unit or another unit.

The appropriate topic is indicated for the plan.

The topic clearly represents the curriculum and/or scope and sequence.

There is a limited connection to other topics in the unit or another unit.

The plan identifies the topic for the lesson and it clearly fits into the curriculum and is aligned to the specific Scope and Sequence.

The topic is either represents an entire unit or represent a significant part of a unit.

The plan clearly identifies the appropriate topic for the lesson and it clearly fits into the curriculum and is aligned to the specific Scope and Sequence.

The topic is either represents an entire unit or represent a significant part of a unit. And the connection between the different topics in a unit is clearly evident in the plan.

II. Homework The homework is not of a significant nature in terms of amount, time required to complete, level of the activity, specific product that will be produced, connection to high stakes assessment, and/or connection to the lesson.

The homework does not include a writing component (constructed response activity) to build students writing skills and/or represent the CCLS.

The homework is of a significant nature in terms of amount, time required to complete, level of the activity, specific product that will be produced, connection to high stakes assessment, and/or connection to the lesson.

The homework includes a poor or minimal writing component (constructed response activity) to build students writing skills and/or represent the CCLS.

The homework represents a continuation of the lesson and requires students to utilize their newly acquired knowledge. The plan’s homework has a reasonable length and scope and clearly reflects the assessment style and level of the corresponding high stakes assessments (i.e. Regents examination).

The homework includes activities that will build students’ abilities to address the constructed responses of their respective high stakes assessments and the CCLS.

The homework represents a thoughtful continuation of the lesson and requires students to utilize their newly acquired knowledge and show the steps/process used to answer the question. The plan’s homework has a reasonable length and scope yet has several questions that require students to apply their knowledge to new and different situations and clearly reflects the assessment style and level of the corresponding high stakes assessments (i.e. Regents examination).

The homework includes activities that will build students’ abilities to address the constructed responses of their respective high stakes assessments and the CCLS and created multiple drafts and self-assess their own writing..

III. Do Now The Do Now does not adequately prepare students to enter the lesson and/or does not reflect prior knowledge.

The Do Now is not time appropriate and/or will require too much teacher intervention and support and will interfere with the time needed for the introduction of new material into the lesson.

The Do Now is adequate in terms of adequately preparing students to enter the lesson and reflecting prior knowledge.

The Do Now is not time appropriate for all students and/or it will require intervention and support to struggling students.

The Do Now activates students’ prior knowledge and is appropriate for readying students to enter the lesson.

The Do No clearly provides an opportunity for active student participation and addresses previous learning.

The Do Now has a reasonable length and expectation for student success with minimal teacher support.

The Do Now clearly activates students’ prior knowledge and is appropriate for readying students, and addresses diverse learners to enter the lesson

The Do No clearly provides multiple opportunity for active student participation and a bridge between new and old learning.

The Do Now has a reasonable length yet involves higher order thinking and expectation for student success with no teacher support required.

IV. Motivation There is no motivation or it is not engaging in terms of creating student interests and connections.

The motivation represents “content development” and does not include any connections to non-content or personal experiences that allow students to express their ideas and beliefs, and experiences, create analogies, and go beyond the content.

The motivation is not relevant to the plan’s objectives, academic standards, and/or essential question.

The motivation has minimal potential for student engagement and creating student interests and connections.

The motivation represents a minimal attempt to make connections to non-content or personal experiences that allow students to express their ideas and beliefs, and experiences, create analogies, and go beyond the content.

The plan includes a “hook” (personal experience, discrepant event, activity, etc.) that is likely to increase student motivation and pique student interest in the lesson’s topic/AIM.

The motivation is relevant to the plan’s objectives, academic standards, and/or essential question. It is a strong connection to prior learning and real life experiences.

The plan includes a “hook” that is creative/unique, extremely engaging and effective in incorporating diverse student ideas, interests, and/or personal experiences such as a discrepant event, demonstration, and/or activity that is likely to increase motivation and pique student interest..

The motivation is extremely relevant to the plan’s objectives, academic standards, and/or essential question. It is a strong connection to prior learning and real life experiences. And creates a series of questions and connections that can be utilized throughout the lesson.

V. AIM The AIM does not clearly provide the purpose and focus of the lesson. It is either too general (broad) or too specific (narrow).

It is stated as multiple questions and unrealistic for the specific time frame.

The question is low level and requires no higher order thinking skills to be accomplished.

The AIM is appropriate to the purpose and focus of the lesson

The AIM is stated as a single question that is realistic for the specified time frame.

The AIM (question) has minimal ability to promote higher order thinking skills within the lesson.

The AIM provides the purpose and focus of the lesson and clearly connects a body of information.

The AIM is a single question that clearly connects to the topic, can be achieved in the allotted amount of time, connects to the previous lesson, and is broad enough (how or why) that is requires the entire time to be addressed.

The AIM clearly provides the purpose and focus of the lesson and clearly connects a body of information that requires thoughtful applications of related concepts and ideas.

The AIM is a single, higher order question that clearly connects to the topic, can be achieved in the allotted amount of time, connects to the previous lesson, and is broad enough (how or why) that is requires the entire time to be addressed. And allows for application of ideas and new information in which students reflect on the question and how it can be changed and new information researched.

X. Development* The content knowledge within the plan is minimal and the sequencing of instruction does not have a recognizable structure or pattern.

Not all of the content is explicitly stated and examples are not stated or do not reflect the best examples to develop the student understanding.

The plan does not include or distinguish the independent, collaborative, or whole class instruction. And there is only one pathway indicated by which students will demonstrate mastery.

The plan does not indicate the different strategies that will be used in the lesson, any common misconceptions and any interdisciplinary connections.

The content knowledge within the plan is sufficient and there is sequencing of the instruction – however there are large gaps between the steps. There is an attempt made to identify the relationships among the important content and concepts of the lesson and the Standards.

A significant amount of content is stated in the plan and in most cases examples are identified.

The plan identifies which aspects of the lesson are independent, collaborative, and whole class. However, the description of the instruction and strategies for each is minimal and there are no varied options for differentiation

Scaffolding is not evident for all appropriate parts of the lesson and areas of common misconceptions, and/or its description is minimal.

The plan includes well sequenced content knowledge that is sufficient for students to express important relationships among the content, standards, and processes in the unit. Content reflects the Standards and is supported with a minimum of one example and appropriate academic vocabulary.

The plan includes an adequate description of independent, collaborative, and whole class instruction that supports learning goals and provides varied options for how students will demonstrate mastery.

The plan includes an adequate rationale/sequence of engaging strategies for scaffolded skill development. The plan adequately describes how the content knowledge is gathered, organized, and inter-related to other disciplines. And the development of the lesson is consistent with the

The lesson plan includes a clear, step-by-step process/procedure for teaching information, concepts and skills identified in the instructional objectives. The plan provides vivid, detailed explanation of all steps in lesson so someone else could step in and implement the lesson with no difficulty.

There is a detailed description/script of method(s) used to present subject matter. The plan explicitly and sequentially describes how you will teach/present the lesson's concepts to your students and the multiple approaches you will use. It includes the learning activities, processes, procedures and or strategies that support the lesson.

There is a detailed description/script of the guided practice. The plan explicitly and sequentially describes the opportunities provided to students for practice and

Strategies for the development of the lesson are minimal and/or repetitive and do not allow the students to develop higher order skills and understanding.

school’s/current research on how students learn best. application of skills under direct teacher supervision. This may involve modeling, use of prompt hierarchies and use of key discussion questions to stimulate thought and provoke inquiry.

There is a detailed description/script of the independent practice. The plan explicitly and sequentially describes the opportunities provided to students to practice and apply skills independently. This provides a platform for formative assessment practices and connection to lesson objectives.

The plan clearly demonstrates how students will be engaged in a variety of explanations and multiple representations of concepts that help all students develop conceptual understanding.

The plan clearly provides detailed timing for each step.

All strategies in the plan are clearly consistent with research, learning theory, student development, objectives and standards. Strategies clearly and creatively address multiple learning styles

XI. Pivotal/Explanatory/Open-Ended Questions*

The plan does not identify the pivotal, explanatory, or open-ended questions.

The plan’s questions (if any) do not include any “building question sets” or they are not higher questions.

The plan does not identify any instances of modeling responses to specific questions or identify the thinking skills associated with the question.

The selected examples of the plan would not be the most effective examples to introduce or develop a concept, idea, or skill --- or the examples are not identified.

The critical thinking skills do not match the activities or are not stated.

The plan includes several higher order questions but does not make any indication of the type of question or how the lesson will build to these questions.

There are minimal indications of how modeling to specific questions will be done or the thinking/process skills associated with the questions.

The selected examples provided are adequate, however better and more examples would help students in gaining a better understanding.

Some but not all of the activities identify the critical thinking skills and/or areas that may have multiple skills only identify one for each activity.

The plan includes 3-5 open-ended, key or essential questions which are scaffolded with minimal “building question sets” to challenge student thinking and learning, conceptualize the theme of the lesson, challenge students to think critically, assess student mastery, and /or surface common misunderstandings.

The plan includes 3-5 questions that will allow students to explain complex concepts to each other, apply information to a new situation, connect content and content areas, and/or construct their knowledge by connecting the topic to what they've learned previously.

The plan includes examples when the teacher will model his/her own thought process to address and create higher order key (open-ended) questions

The plan identifies many of the critical thinking skills associated with the key questions, such as: analyzing and interpreting from multiple perspectives.

The plan includes a significant list/series of a strong open-ended questions that make students think deeply about the topic and encourage critical thinking and inquiry.

There is a sufficient range of Pivotal questions (key concepts), Explanatory (reasons, explanation), and Open-Ended (Discussion) included in the plan.

The plan includes numerous predicted student responses to higher order/key questions and has a formulated series of questions that lead students to generate knowledge and develop deeper understanding. Several questions are at or above the analysis level of Bloom`s Taxonomy.

XII. Learning Activity(s)* The learning activities are not rigorous or appropriate to the lesson, AIM, objectives, and/ or needs of the students.

The activities are generic, taken directly from another source with little if any modification.

It is clear that the support materials will not adequately support the students’ needs and/or beyond the appropriate level and needs of the students.

There is no reference to previous student work, exemplars

The learning activities are minimal with a low level DoK rating for rigor and/or they have minimal alignment to the objects or needs of the students/

The activities are taken directly from another source with minimal modifications to meet the needs of the students.

The support materials are appropriate for most of the class but do not address the struggling and gifted students.

The activity includes a basic/generic rubric for self-

The plan includes one or two, learning activities that require students to generate knowledge, test, explore, solve problems, and struggle with ideas. They are aligned with the objective(s), build upon each other, are appropriately paced, and developmentally appropriate. The activities are engaging, creative, innovative, and relate to students’ lives and interests.

The plan includes support materials for the learning activities that are developmentally and language appropriate to actively encourage critical thinking skills.

The plan includes multiple learning activities that require students to generate knowledge, test, explore, solve problems, and struggle with ideas. They are aligned with the objective(s), build upon each other, are appropriately paced, and developmentally appropriate. The activities are engaging, creative, innovative, and relate to students’ lives and interests. They may make connections between several standards and may provide for real-life application of the standards where appropriate.

The plan includes clear, coherent, and precise support

or rubrics by which students can self-evaluate their work. evaluation but there are no exemplars or reference to previous work.. The activities are challenging and will be solved during the

class period.

The lesson plan references examples of recent student work that meets high expectations.

materials for the learning activities that are developmentally and language appropriate to actively encourage independent, creative, and critical thinking skills.

The activities are challenging and may not be solved during the class period. They cause students to leave class thinking about possible strategies and solutions.

The lesson plan references examples of recent student work that meets high expectations; Insists and motivatesstudents to do it again if not great

XVIII. Depths of Knowledge (DoK)* The DoK level is not indicated or incorrect for the learning activities. Or the DoK level is not appropriate to meet the needs of students or it is still too low based on the place of the lesson within the curriculum.

There is no indication of possible challenges or problems that students may have with the content or tasks

Teacher has made note as to possible areas of challenge or problems, but has not indicated how it will be addressed

The learning activities indicate the appropriate DOK levels (rigor) and minimal information regarding the specific rational for the levels.

The plan includes possible “roadblocks” for the challenge of the task.

The learning activities indicate the appropriate DOK levels (rigor) and specific rational for levels. The DOK levels of the learning activities and the critical thinking and are clearly connected to the instructional activities

The plan includes possible “roadblocks” for the challenge of the task and possible solutions to keep the students engaged and effectively making progress in a timely manner.

1f: Designing Student Assessments Carlin14Ineffective Developing Effective Highly Effective

XIX. Medial Summary The plan has no medial summary, an inappropriate summary, and/or limited (single question that does not address the scope of work addressed to that point) summary attempt.

The medial summary does not connect to the AIM and would not access progress towards completing the AIM.

The plan includes a minimal medial summary strategy, but it lacks depth to elicit student discussion of learning and understanding.

The summary is connected to the AIM, but does not describe how it will be used to assess progress towards completing the AIM.

The plan provides an adequate description of how students will engage in self-assessment and group discussion in terms of the lesson’s content and skills and demonstrate awareness of their strengths and needs at the half-way point of the lesson.

The medial summary description reflects how the progress made towards the AIM and identifies what still needs to be done to accomplish the AIM.

The plan provides a detailed highly effective description of how students will engage in self-assessment and group discussion in terms of the lesson’s content and skills and demonstrate awareness of their strengths and needs at the half-way point of the lesson.

The medial summary description clearly and effectively reflect how the progress made towards the AIM and identify what still needs to be done to accomplish the AIM in terms of thoughtful opened, student questions..

XX. Final Summary The Final summary is not indicated or it is inappropriate or limited in its scope to address all the concepts and/or essential questions of the lesson.

There is no indication of how the summary will be student-led and touch the majority of students within the class.

The summary dose not connect the major ideas of the lesson into a “coherent whole” and thereby close the lesson

The plan includes a minimal final summary strategy, but it lacks depth to elicit student discussion of learning and understanding of all concepts and/or essential questions.

The plan has minimal indication of how the summary will be student-led and touch the majority of students within the class.

The final summary has a minimal description of how the major ideas of the lesson well be condensed into a “coherent whole” and thereby close the lesson

The plan provides an adequate description of a student-led engaging process for closing the lesson that, includes a review of lesson concepts and/or essential questions, and extension of lesson concepts

The final summary also clearly provides an adequate summary of major points and ties those points into a coherent whole. It includes a review of central lesson concepts and/or essential questions, an application to daily living or an expansion/extension of concept..

The plan provides a detailed, highly effective description of a student-led engaging process for closing the lesson that, includes a review of lesson concepts and/or essential questions, preview of future learning, application or extension of lesson concepts

The final summary also clearly provides a highly effective summary of major points and ties those points into a coherent whole and provides preview of future lesson. It help students bring things together in their own minds, to use, apply and extend what has just been taught. It includes a review of central lesson concepts and/or essential questions, a preview of future learning, an application to daily living or an expansion/extension of concept.

XXI. Application The plan does not include an application that requires students to apply what they learned to a real-life situation.Or it does require the students to use the concepts and ideas from the lesson to complete the application.

There is no description and/or rational for the application.

The application is too general and might only address feelings and beliefs without asking students to argue a position with applied evidence or extracting additional information from the evidence or introduce new evidence.

The plan includes a minimal application that requires students to apply what they learned to a real-life situation and/or it has minimal ability to require the students to use the concepts and ideas from the lesson to complete the application.

There is a minimal description and/or rational for the application.

The application is minimal in terms of asking students to argue a position with applied evidence or extracting additional information from the evidence or introduce new evidence

The plan includes an application that requires all students to summarize what they learn and apply/connect it to real-life situations using appropriate academic language, application of skills, and connection of several critical concepts.

There is an adequate description/rational for why the application is reinforcing or expanding an objective(s) of the lesson.

The plan includes an application that requires all students to effectively summarize and internalize what they learn and apply/connect it to real-life situations using appropriate academic language, application of skills, and connection of several critical concepts to present a position, a unique solution, or evaluate an existing or prosed solution.

There is a thorough description/rational for why the application is reinforcing or expanding an objective(s) of the lesson. And how the application is forcing the students to argue a position, go beyond given information, and/or recognize and work with new ideas or patterns.

Ongoing: Formative and Summative assessments

The plan includes little if any assessment of student learning. And when indicated it is inappropriate or incomplete to access all students.

There is no indication of what assessment data will be collected during the class and why and how it is being collected.

The plan does not distinguish between those questions that are used to develop understanding and those questions that are being used to assess student understanding.

Student assessments are not connected to specific high stakes assessments, rubrics, or exemplars.

Assessments only address basic understanding and not higher order thinking or processing skills.

The plan includes minimal assessment of student learning and accesses all students.

The plan includes a limited description of the assessment data that will be collected during the class and why and how it is being collected.

The plan identifies questions that are used to develop understanding and those questions that are being used to assess student understanding but does not describe how.

Student assessments have a minimal connection to specific high stakes assessments, rubrics, or exemplars.

Assessments have a limited value in assessing higher order thinking or processing skills.

The plan includes one or two assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into the lesson plans.

The plan includes an analysis of student data to support identified student learning needs. And it includes assessments to track and monitor student strengths and areas of need.

The plan indicates 1-3 times in which the class will be checked for understanding. And how adjustments could be made if needed.

When applicable, rubrics are included to identify how student self-assess, and revise their previous work.

The plan includes multiple assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into the lesson plans. They require students not only to demonstrate understanding, but to demonstrate higher order thinking skills, assess and draw conclusions relating to the content area standards linked to the lesson and provide clear evidence that students have achieved the lesson objectives.

The plan includes a detailed analysis of student data to support identified student learning needs. And it includes assessments to track and monitor student strengths and areas of need. There is a clearly stated rationale for their implementation provided and implementation is described in detail and aligned with instructional objectives.

The plan indicates 4 or more times in which the class will be checked for understanding. And how adjustments could be made if needed.

When applicable, rubrics and exemplars are included to identify how student self-assess, peer-assess, and revise their previous work.