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Directions As you view the photos from this teacher-built standards- based classroom, read the accompanying explanation regarding how each depicted artifact.

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Presentation on theme: "Directions As you view the photos from this teacher-built standards- based classroom, read the accompanying explanation regarding how each depicted artifact."— Presentation transcript:

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2 Directions As you view the photos from this teacher-built standards- based classroom, read the accompanying explanation regarding how each depicted artifact reflects standards- based classroom teaching and learning practices. You may choose to click on the underlined words to see how each artifact connects to the Standards-based Classroom Rubric/Continuum.

3 Dedicated space in the room to post standards and essential questions. Photo 1/13

4 A “space-saving” idea for posting standards and essential questions for each core subject area on a segmented area of a white boardA “space-saving” idea for posting standards and essential questions for each core subject area on a segmented area of a white board. Photo 2/13

5 Inviting instructional bulletin board connects math to a related social studies standard. Photo 3/13

6 Laminated graphic organizer allows for facilitation of rigorous discussion about multiple representation of mathematical conceptsLaminated graphic organizer allows for facilitation of rigorous discussion about multiple representation of mathematical concepts. Photo 4/13

7 “No Space Left Behind” – Available space such as this closet door is decorated to support instruction“No Space Left Behind” – Available space such as this closet door is decorated to support instruction. Photo 5/13

8 Instructional bulletin boards, posted with the standard, offer opportunities for additional practice with the concepts and vocabulary of the standardsInstructional bulletin boards, posted with the standard, offer opportunities for additional practice with the concepts and vocabulary of the standards. Photo 6/13

9 A closer view of an instructional bulletin board that can be used as a reference and tool for students as they work with the standards Photo 7/13

10 An inviting, interactive instructional bulletin board offers opportunity for student work. Photo 8/13

11 Student work samples, with rubric, posted standard, and teacher commentary. Photo 9/13

12 An interactive classroom vocabulary board offers reinforced practiceAn interactive classroom vocabulary board offers reinforced practice. Photo 10/13

13 Instructional bulletin boards, posted with the standards, offer opportunities for additional practice with the concepts and vocabulary of the standards Photo 11/13

14 Student work samples reflect creativity, authentic problem-solving, and student choice. Student work samples reflect creativity, authentic problem-solving, and student choice. Manipulatives center is accessible to all students. Teacher work center includes unit plans. Teacher station also includes student test score data.Manipulatives center is accessible to all students. Teacher work center includes unit plans. Teacher station also includes student test score data. Photo 12/13

15 This interactive instructional bulletin board uses velcro numbers and activity cards to generate opportunities for student work. Journals are also utilized to reinforce internalization of the standard, increase literacy, and help students make authentic connections. Journals also help teachers recognize and plan for how to differentiate student work activities based on progress toward the standard. Photo 13/13

16 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Standards Standards are postedStandards are posted in student language and relevant to the lesson Standards, not the textbook, drives the instruction Standards & EQ’s are posted, aligned, and referenced throughout the lesson. -EQ’s and Standards Teachers can talk about the standard they are teaching. Teachers and students can talk about the standard they are learning. Students can talk about the standard they are learning and explain where they are in learning the standard. -Observation of teacher/ student conversation. -Questioning of students. Lesson Structure or Framework Lesson plan includes instruction and assessment Unit plans are used to design instruction and assessment. Teachers plan collaborative to design unit plans which include differentiated instruction and quality assessment. The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and reteaching). -Unit plans -Collaborative planning -Pretests -Small group instruction Units are based on standards. Unit plans include culminating activities tied to the standards. Unit / lesson planning starts with determination of what students should know and be able to do. -Unit plans -Culminating / performance activities Click for Photo

17 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Standards Standards are postedStandards are posted in student language and relevant to the lesson Standards, not the textbook, drives the instruction Standards & EQ’s are posted, aligned, and referenced throughout the lesson. -EQ’s and Standards Teachers can talk about the standard they are teaching. Teachers and students can talk about the standard they are learning. Students can talk about the standard they are learning and explain where they are in learning the standard. -Observation of teacher/ student conversation. -Questioning of students. Lesson Structure or Framework Lesson plan includes instruction and assessment Unit plans are used to design instruction and assessment. Teachers plan collaborative to design unit plans which include differentiated instruction and quality assessment. The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and reteaching). -Unit plans -Collaborative planning -Pretests -Small group instruction Units are based on standards. Unit plans include culminating activities tied to the standards. Unit / lesson planning starts with determination of what students should know and be able to do. -Unit plans -Culminating / performance activities

18 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

19 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

20 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

21 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

22 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

23 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Student Work Student work is postedStudent work is posted with commentary. Student work is posted with commentary that includes strengths, areas of weakness, and next steps. -Current student work with teacher commentary Assessment Rubrics are being used to grade assignments. Rubrics are given to students to guide the quality of the work by students Rubrics are developed by teachers and students based on standards and instruction. -Rubrics -Student work Formative assessment are used occasionally at the end of the lesson (ticket out the door, 3-2-1, think-pair-share) Formative assessments are used consistently at the end of the lesson. Formative assessments are used throughout the lesson to determine student progress, design and redesign instruction. -Formative Assessments-Observation -Teacher feedback Students are given opportunities to revise their work. Students are given opportunities to revise their work according to feedback -Student work Teacher grades assignments.Students use self-assessment to analyze their work. Students use peer feedback and self-assessment to gain proficiency of the standard. -Observation of students self assessment and peer feedback. Teachers give grades and positive comments (good, great, etc) Teachers give positive comment and constructive criticism tied to the standard. Specific, instructional feedback is given in a timely manner to guide student learning towards proficiency of the standard. -Teacher Commentary -Revised student work -Observation

24 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

25 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

26 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

27 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

28 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

29 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Student Work Student work is postedStudent work is posted with commentary. Student work is posted with commentary that includes strengths, areas of weakness, and next steps. -Current student work with teacher commentary Assessment Rubrics are being used to grade assignments. Rubrics are given to students to guide the quality of the work by students Rubrics are developed by teachers and students based on standards and instruction. -Rubrics -Student work Formative assessment are used occasionally at the end of the lesson (ticket out the door, 3-2-1, think-pair-share) Formative assessments are used consistently at the end of the lesson. Formative assessments are used throughout the lesson to determine student progress, design and redesign instruction. -Formative Assessments-Observation -Teacher feedback Students are given opportunities to revise their work. Students are given opportunities to revise their work according to feedback -Student work Teacher grades assignments.Students use self-assessment to analyze their work. Students use peer feedback and self-assessment to gain proficiency of the standard. -Observation of students self assessment and peer feedback. Teachers give grades and positive comments (good, great, etc) Teachers give positive comment and constructive criticism tied to the standard. Specific, instructional feedback is given in a timely manner to guide student learning towards proficiency of the standard. -Teacher Commentary -Revised student work -Observation

30 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Grouping of students Students are beginning to work in a variety of settings (pairs, groups, independently) More time is spent in small group learning than in whole group instruction. Group work is prevalent, students are responsible for their learning and understand the procedures for working in groups. -Room arrangement -Unit plan -Observation Student groups are based on summative data (CRCT, Lexiles, EOCT) and the groups are static. Student groups may be flexible, based on summative data and unit pre-testing. Flexible groups are developed based on pre- assessment, formative / summative assessment, and may change within the unit. -Formative and summative assessments -Observation of group arrangements / group assignments -Observation of formative assessment Differentiation Teachers are putting students in groups that reflect some components of differentiation. Decisions about groups are subjective. Teachers use 1 source of student data to plan for differentiated assignments based on ability. Teachers use a collection of student data to plan differentiated assignments based on student ability and level of knowledge. -Lesson Plans -Student Data -Observation Differentiation of instruction is occurring for some students (2 levels – students below grade level and at grade level) Differentiation of instruction is prevalent (tiered assignments, guided reading groups, flexible grouping, acceleration) -Student data -Lesson plans -Observation of group arrangements / group assignments

31 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Standards Standards are postedStandards are posted in student language and relevant to the lesson Standards, not the textbook, drives the instruction Standards & EQ’s are posted, aligned, and referenced throughout the lesson. -EQ’s and Standards Teachers can talk about the standard they are teaching. Teachers and students can talk about the standard they are learning. Students can talk about the standard they are learning and explain where they are in learning the standard. -Observation of teacher/ student conversation. -Questioning of students. Lesson Structure or Framework Lesson plan includes instruction and assessment Unit plans are used to design instruction and assessment. Teachers plan collaborative to design unit plans which include differentiated instruction and quality assessment. The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and re- teaching). -Unit plans -Collaborative planning -Pretests -Small group instruction Units are based on standards. Unit plans include culminating activities tied to the standards. Unit / lesson planning starts with determination of what students should know and be able to do. -Unit plans -Culminating / performance activities

32 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins-Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

33 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

34 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

35 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Standards Standards are postedStandards are posted in student language and relevant to the lesson Standards, not the textbook, drives the instruction Standards & EQ’s are posted, aligned, and referenced throughout the lesson. -EQ’s and Standards Teachers can talk about the standard they are teaching. Teachers and students can talk about the standard they are learning. Students can talk about the standard they are learning and explain where they are in learning the standard. -Observation of teacher/ student conversation. -Questioning of students. Lesson Structure or Framework Lesson plan includes instruction and assessment Unit plans are used to design instruction and assessment. Teachers plan collaborative to design unit plans which include differentiated instruction and quality assessment. The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and reteaching). -Unit plans -Collaborative planning -Pretests -Small group instruction Units are based on standards. Unit plans include culminating activities tied to the standards. Unit / lesson planning starts with determination of what students should know and be able to do. -Unit plans -Culminating / performance activities

36 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

37 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

38 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

39 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

40 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

41 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

42 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

43 Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Lesson Structure or Framework Daily instruction (lesson framework) includes activating, instructional lesson, and summarizing Lesson Framework supports the standard through activating, instructional lesson, and summarizing. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. -Lesson / Unit plans-Observation of classroom lesson framework Content vocabulary is posted Content vocabulary is visible and taught in context. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. -Word walls / Vocabulary displays -Graphic organizers Teacher questions students at the knowledge level. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. -Student Work-Observation -Student questioning Assignments are interesting to students. Assignments are authentic and connect to real life -Student work Students sit and listen to the teacher. Students are on task and attentive. Students are interested and engaged in the learning process. -Observation

44 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board

45 Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data BeginningProgressingProficientExemplary Classroom procedures, and structures Classroom rules are postedClassroom rules are posted and are positively stated. Rules are posted, positively stated, and there is a consistent system for behavior management. -Classroom Rules / Procedures Charts -Behavior management system. Teachers have state test scoresTeachers have access and analyzed data at the school and/or grade level. Teachers analyzed student data at the school, grade, and classroom level. Teachers use individual student data to plan for instruction. -Analyzed student data (color- coded, bubble & high impact students, domain percents, test utilization plans, etc) Teacher drives instruction and student is the consumer. Teacher begins to relinquish control of the instructional process. Students begin to make choices and have some ownership of the learning process. Student is the worker and the teacher facilitates learning activities. -Menus of choices for students -Student stations -Observations of whole group vs. small group learning Manipulatives & instructional materials are available in the school and can be accessed by the teacher. Students have access to materials, manipulates, instructional aids Students know when they need instructional supports and automatically go get them. -Materials table / resource bins -Observations of students utilizing instructional aids. Room is traditionally organized with desks in rows. Room is organized for collaborative work. -Room Arrangement Bulletin Board has been developed Bulletin Board is instructionalBulletin Board is current and instructional Bulletin boards are instructional, current, and used by teacher and students. -Instructional Bulletin Boards. -Observations of teacher and student use of bulletin board


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