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. General procedures are posted for teacher and student reference. Photo 1/24

4. Classroom rules are posted for teacher and student reference.Photo 2/24

5. Consequences for breaking rules are posted for teacher and student reference. Photo 3/24

6. Photo 4/24 Inviting instructional bulletin board enables rigorous discussion of process options for working with mathematical conceptsInviting instructional bulletin board enables rigorous discussion of process options for working with mathematical concepts.

7. Photo 5/24 Student work samples are posted with rubric and teacher commentary.

8. Photo 6/24 Instructional bulletin board reinforces a mathematical concept.

9. Photo 7/24 Student work samples and teacher commentary reflect what a student may do next to progress toward mastery of the standard.

10. Photo 8/24 Exemplary work with rubric, commentary, and aligning standards.

11. Photo 9/24 Instructional bulletin board reinforces deep understanding of content vocabulary.

12. Photo 10/24 Exemplary work with rubric, teacher commentary, and aligning standard is posted for student and teacher reference.

13. Photo 11/24 Students are included in the terminology of learning, allowing for rigorous discussion.

14. Photo 12/24 Student work samples with rubric and teacher commentary.

15. Photo 13/24 Exemplary work with rubric and teacher commentary is posted for teacher and student reference.

16. Photo 14/24 Instructional bulletin board reinforces mathematical symbols.

17. Photo 15/24 Student work posted with teacher commentary reveals that students have personal choice in their assignments.

18. Photo 16/24 This posted work with rubric and teacher commentary reveals that students are encouraged and expected to write in the math classroom.

19. Photo 17/24 Student-created vocabulary flip charts are posted to create a classroom word wall.

20. Photo 18/24 Even reviewed standards and essential questions are posted for classroom reference.

21. Photo 19/24 Current standards and essential questions are posted for classroom reference.

22. Photo 20/24 Upcoming standards and essential questions are posted for classroom reference.

23. Photo 21/24 Consistent location for posted standards, essential questions, and homework help students remember to reference them in individual and full group work.

24. Photo 22/24 Instructional bulletin board reinforces properties of a circle.

25. Photo 23/24 More student work with teacher commentary reveals that students are encouraged and expected to read in the math classroom.

26. Photo 24/24 The ceiling serves as an inventive place to reinforce mathematical vocabulary.

27. 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

28. 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

29. 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

30. 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 & EQs are posted, aligned, and referenced throughout the lesson. -EQs 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

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 & EQs are posted, aligned, and referenced throughout the lesson. -EQs 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

32. 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 & EQs are posted, aligned, and referenced throughout the lesson. -EQs 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

33. 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 & EQs are posted, aligned, and referenced throughout the lesson. -EQs 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

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 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

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. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

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

46. 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

47. 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

48. 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

49. 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

50. 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