Assessment 2C; 3A,B,C; 7B Score: ___ Assessment Plans: are consistently aligned with content standards. have appropriate measurement criteria. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test. require extended written tasks. are portfolio-based with clear illustrations of student progress toward state content standards. include descriptions of how assessment results will be used to inform future instruction. Assessment Plans: are aligned with state content standards. have clear measurement criteria. measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, short answer, or multiple choice test). require written tasks. include performance checks throughout the school year. Assessment Plans: are sometimes aligned with state content standards. have measurement criteria. measure student performance in more than one way (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require limited written tasks. include performance checks but may not be monitored consistently. Assessment are rarely aligned with state content standards. have ambiguous measurement criteria. measure student performance in less than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). include performance checks, although the purpose of these checks is not clear. Evidence
Environment Exemplary (4) Proficient (3) Improvement (2) Unsatisfactory (1) Description of Qualifying Measures Consistent Evidence of Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning. Some Evidence of Student Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning Moving Towards Student Centered Learning/Student Ownership of Learning-Consistent Reliance on Teacher Direction. Heavy emphasis on Teacher Direction – Minimal Evidence of Student Ownership of Learning Expectations ADEPT 4A,B;8C; 9B ___ Teacher sets high and demanding academic expectations for every student. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities all students can experience success. Students take initiative and follow through with their own work. Teacher optimizes instructional time, teaches more material, and demands better performance from every student. Teacher sets high and demanding academic expectations for every student. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities most students can experience success. Students complete their work according to teacher expectations. Teacher sets high and demanding academic expectations for most students. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities where some students can experience success. Teacher expectations for student work are not clear for all students. Teacher expectations are not sufficiently high for every student. Teacher creates an environment where mistakes and failure are not viewed as learning experiences. Students demonstrate little or no in the quality of their work.
Respectful Culture9 ADEPT8B,C;9A Score: ___ Teacher-student interactions demonstrate caring and respect for one another. Students exhibit caring and respect for one another. Teacher out, and is receptive to the interests and opinions of all students. Positive relationships and interdependence characterize the classroom. Teacher-student interactions are mostly friendly, but may reflect occasional inconsistencies. Students exhibit respect for the teacher, and are polite to each other. Teacher is often receptive to the interests and opinions of students. Teacher-student interactions are sometimes friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students exhibit respect for the teacher, and are generally polite to each other. Teacher is sometimes receptive to the interests and opinions of students. Teacher-student interactions are sometimes authoritarian, negative, or inappropriate. Students exhibit disrespect for the teacher. Student interaction is characterized by conflict, sarcasm, or put-downs. Teacher is not receptive to interests and opinions of students. Evidence Notes: