Self-Assessment Indicators and Scoring Sheet Item Indicators of Differentiation Evidence of Indicators O S N Principle One: Responsive Learning Environment How do I optimize the learning environment to maximize achievement for all students? 1. All students function as a community of learners. There is evidence of the following in the classroom: Students use positive social skills Students are engaged in cooperative learning activities Students collaborate with teacher(s) Students help each other without teacher prompting Students solve problems together Students engage in activities that build awareness of varying abilities and cultural, ethnic, and linguistic diversity. 2. All students are provided opportunities for choice-making within meaningful learning activities. Lessons or units of study are designed to include options for students to make choices related to content, process, or product, and according to readiness, interest, and/or learning preferences. For example: Reports and assignments on self-selected topics Self-selected project materials (text sets: magazines, newspapers, books, interviews) Variety of available multi-media (video, podcasts, slides, music) 3. All students understand that fair does not always mean “equal”. All students’ behavior reflects their understanding of the meaning of “fairness”. For example: Students recognize and accept that instruction and assignments may be different for different students. 4. All students are physically and emotionally safe. Student interests and perspectives are acknowledged by others. Students have accessibility to all areas of the classroom (center, stations, bathroom, storage, etc.). Totals for Principle One:
Item Indicators of Differentiation Evidence of Indicators O S N Principle Three: Continuous Assessment and Adjustment How will I determine what students know, understand, and are able to do? 9. All students are graded fairly based on their progress toward mastery of skills associated with standards and benchmarks or access points. Grades are based solely on individual student performance related to what they know, understand, and are able to do rather than grades based on elements (e.g., effort, attitude, participation) that are not related to standards-based performance. Final grades are not based on student performance during their early stages of learning, practicing, and acquiring new skills. Authentic assessment formats are used to grade student progress. For example, rubrics, portfolios, student-led conferences, student self-assessment, etc. How will I use formative (ongoing) assessment information to focus and adjust my instruction? 10. All students have opportunities to demonstrate their prior knowledge and skills before beginning a new course of study. Students are pre-assessed to determine their current level of knowledge, skill, and understanding before beginning a new lesson or unit of study. Pre-assessment data are used to make decisions about instructional content and activities for new lessons or units of study. 11. All students receive instruction based upon formative (ongoing) assessment. Formative (ongoing) assessment is used to obtain information about all students and adjust instruction based on students’ readiness, interests, and learning preferences. Totals for Principle Three:
Item Indicators of Differentiation Evidence of Indicators O S N Principle Four: Flexible Grouping and Respectful Work Learning experiences provide rigorous and engaging instruction that is focused on essential goals and are matched to students needs. 15. All students are provided with learning supports as needed. Learning supports are provided for all students who need them, including instructional, communication, and behavioral supports. For example, Graphic organizers Peer assistance Manipulatives Assistive technology Multi-media Behavior supports Visual schedules and other organizational tools 16. All students are grouped according to ongoing assessment information. Student groups are flexible and based on formative (ongoing) and summative assessment data related to readiness, interest, and learning preferences. 17. All students understand and use appropriate social skills needed to make groups effective and efficient. Students receive direct instruction and practice of cooperative group skills, including: Individual accountability: Roles and responsibilities Group process (e.g., turn-taking, problem-solving, brainstorming) Conflict management 18. All students have opportunities to move among different and varying groups throughout each lesson or unit. Students have opportunities to work with every other student in the class. Students have opportunities to choose partners or groups for various learning tasks. 19. All students have opportunities to learn within a variety of structures such as learning stations, centers, or independent study. A variety of learning structures are offered throughout the lesson or unit of study. For example, Learning tasks vary and include whole-group, small-group, and independent activities throughout the lesson or unit. 20. All students work in groups that are engaging, respectful, and challenging. Learning tasks within each group are varied to match student readiness, learning preference, and interest. Totals for Principle Four: