h Demonstrating Knowledge of Uses Student s Areas of Exceptionality Little or no attempt to identity or collect data to inform instruction. Some attempts to identify, collect and analyze data to inform instruction. Identifies, collects and analyzes data using more than one source to inform instruction. Identifies and analyzes multiple data sources to design instructional sequences.
h Demonstrating Knowledge of Uses Student s Areas of Exceptionality Little or no attempt to identity or collect data to inform instruction. Some attempts to identify, collect and analyze data to inform instruction. Identifies, collects and analyzes data using more than one source to inform instruction. Identifies and analyzes multiple data sources to design instructional sequences. 1.i Demonstrating Knowledge of Use Student’s Data Demonstrates little or no understanding of individual students’ interests, developmental needs, skills and knowledge and does not indicate that such knowledge is valuable. Equity is not promoted. Demonstrates some understanding of individual students’ interests, developmental needs, skills and knowledge. Equity is inconsistently promoted. Demonstrates understanding of individual student’s interests, developmental needs, skills and recognizes the value of this knowledge. Promotes equity. Demonstrates a thorough understanding of individual student’s interests, developmental needs, skills and knowledge and instructional planning is differentiated. Actively promotes equity.
h Demonstrating Knowledge of Uses Student s Areas of Exceptionality Little or no attempt to identity or collect data to inform instruction. Some attempts to identify, collect and analyze data to inform instruction. Identifies, collects and analyzes data using more than one source to inform instruction. Identifies and analyzes multiple data sources to design instructional sequences. Demonstrates little or no Demonstrates some Demonstrates understanding Demonstrates a thorough 1.i Demonstrating Knowledge of Use Student’s Data understanding of individual students' interests, developmental needs, skills and knowledge and does not understanding of individual students' interests, developmental needs, skills and knowledge. Equity is inconsistently promoted. of individual student's interests, developmental needs, skills and recognizes the value of this knowledge. understanding of individual student's interests, developmental needs, skills and knowledge and instructional indicate that such knowledge is Promotes equity. planning is differentiated. valuable. Actively promotes equity. Equity is not promoted.
