CTESS ebook

Standard 9 : Scaffolding Designs, adapts and delivers appropriate and challenging learning experiences based on students’ diverse strengths and needs Lines of Evidence The administrator codes how the teacher effectively uses scaffolding strategies during the IPOP; the teacher provides evidence of how scaffolds were successfully used for a range of diverse learners. IPOP • ​ Quality of Engagement (B4) 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. Artifacts could include: • ​ Student Assessments or Work Samples • ​ Effective Scaffolds (B4) rating is “Highly Evident” on two formal IPOPs • ​ Teacher provides two or more different pieces of evidence (e.g., student work samples) that show how scaffolds from the list of Common High Yielding Scaffolds were used successfully in a recent lesson to provide supports for a range of diverse learners (e.g., IEP, 504, ELL) that aided in student mastery of a specific learning task Effective: • ​ Effective Scaffolds (B4) rating is “Evident” on two formal IPOPs • ​ Teacher provides one piece of evidence (e.g., student work samples) that shows how scaffolds from the list of Common High Yielding Scaffolds were used successfully in a recent lesson to provide supports for a range of diverse learners (e.g., IEP, 504, ELL) that aided in student mastery of a specific learning task Emerging Effective/Minimally Effective: • ​ Effective Scaffolds (B4) rating is “Somewhat Evident” on one or more formal IPOPs Not Effective: • ​ Effective Scaffolds (B4) rating is “Not Evident” on one or more formal IPOPs Benchmark Criteria Highly Effective:

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