CTESS ebook

Standard 7 : Cognitive Rigor/ Depth of Knowledge (DOK) Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing, and decision making

Learning and Teaching Evidence Evidence of Rigor

The evidence describes the complexity of mental processing that occurs for students to answer a question, perform a task, or generate a product that requires greater conceptual understanding and cognitive processing. PLC Notes, Lesson Planning Evidence, Cognitive Rigor Rubric, can be submitted. Evidence of a Completed Student Assignment that Reflects a DOK Level 3 or 4 The teacher provides evidence of a completed student assignment/project that shows conceptual understanding and cognitive processing by students with a DOK level 3 or 4. Student work samples are submitted.

Standard 8 : Data Use Independently and collaboratively uses assessment data to document student progress to promote student growth of all

Learning and Teaching Evidence Evidence of Consistent Use of Assessment Data in PLC Meetings to Guide Instruction

Assessments for student learning allow teachers to check for understanding during a lesson, identify concepts that students are struggling to understand, and identify standards that students have already met so that instructional adjustments can be made to increase student outcomes. Copies of PLC notes or products showing use of assessment data for instructional planning can be submitted. Data that Show Improved Student Performance (Highly Effective only) Assessment evidence needs to show improved performance and understanding by students on an academic skill or concept over time. Data within PLC notes or graphed data can be submitted.

Standard 9 : Scaffolding Designs, adapts and deliv ers appropriate and challenging learning experiences based on students’ diverse strengths and needs

Learning and Teaching Evidence Evidence of Student Work that Demonstrates Implementation of Scaffolds

The teacher provides evidence of scaffolding strategies that were used in the classroom to support students in learning an objective. This evidence needs to show how the lesson incorporated one or more Common High Yielding Scaffolds to enhance learning for various groups of diverse learners. Student assessments or work samples showing how instruction was scaffolded are submitted.

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