# High School Standards-Based Classroom.

## Presentation on theme: "High School Standards-Based Classroom."— Presentation transcript:

High School Standards-Based Classroom

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.

Classroom rules are posted for teacher and student reference.
Photo 1/13

The consequences for breaking classroom rules are posted for student and teacher reference.
Photo 2/13

Consistent location for posted essential question helps students remember to reference it in individual work and class conversation. Photo 3/13

Student work samples and aligning standard(s) are posted for class reference.
Photo 4/13

Student work samples reflect student choice and relevancy in the assignment.
Photo 5/13

Inviting instructional bulletin board demonstrates geometric properties.
Photo 6/13

Inviting instructional bulletin board visually demonstrates geometric properties.
Manipulatives center is accessible to all students. Photo 7/13 Word wall enables exposure to and reinforcement with vocabulary.

Student work samples with standard, rubric and teacher commentary are posted for full group and individual reference. Photo 8/13

Inviting instructional bulletin board enables rigorous discussion of process options for working with mathematical concepts. Photo 9/13

Student work samples reflect student choice and relevancy in the assignment.
Photo 10/13

Inviting instructional bulletin board visually demonstrates geometric properties.
Photo 11/13

Word wall enables continued exposure to and reinforcement with vocabulary.
Photo 12/13

Student work reflects relevancy in the assignment.
Student work samples, with rubric, posted standard, and teacher commentary. Photo 13/13

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Standards Standards are posted Standards 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. -Culminating / performance activities

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Level of Implementation
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Student Work Student work is posted Student 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 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

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Student Work Student work is posted Student 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 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

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Level of Implementation
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Student Work Student work is posted Student 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 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

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Level of Implementation
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Student Work Student work is posted Student 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 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

Level of Implementation
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Student Work Student work is posted Student 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 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

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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

Level of Implementation Lesson Structure or Framework
Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary 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.

Classroom procedures, and structures
Standards Based Classroom Rubric / Continuum Criteria Level of Implementation Artifact(s) Observational Data Beginning Progressing Proficient Exemplary Classroom procedures, and structures Classroom rules are posted Classroom 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 scores Teachers 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 instructional Bulletin 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