The levels of performance considered at the element level are not intended to be used to label teachers as Not Evident, Emerging, Proficient, and Exemplary. Performance on each element is aggregated at the strand level for the purpose of scoring the Annual Classroom Analysis Form. 1 9/10/2008 CLASS Keys 12/4/2008

Continuum of Improvement A rubric with four levels of performance. Evidence Examples that develop the expectations for the rubric. Element Descriptors Words/phrases found in the element, rubric, or evidence. Data Sources Suggested artifacts and conference discussion topics. Research Rationale Current research justifying the element. Each Element in the CLASS Keys Contains 2 12/4/2008

Examples of Evidence Teacher Evidence Lesson plans and units:  Do not include diagnostic assessments in plans. Observation:  Does not use informal or formal diagnostic assessments at the beginning of a lesson or unit. Conference:  Cannot describe how a unit or lesson was planned based on diagnostic data. Student Evidence  Cannot recall the teacher using diagnostic assessment strategies. Teacher Evidence Lesson plans or units:  Include diagnostic assessments at the beginning of some instructional units. Observation:  Uses at least one formal or informal diagnostic assessment at the beginning of a lesson or unit. Conference:  Understands the need to differentiate to address the needs of students, but is not certain how to plan for a differentiated lesson. Student Evidence  Gives limited examples of how the teacher assesses prior knowledge. Teacher Evidence Lesson plans or units:  Use a variety of diagnostic activities at the beginning of most lessons and units. Observation:  Differentiates the lesson to address the needs of students. Conference:  Describes how a unit or lesson was adapted based on diagnostic assessment data. Student Evidence  Gives a variety of examples of how the teacher assesses prior knowledge at the beginning of most units/courses, etc. Teacher Evidence Lesson plans or units:  Use a variety of diagnostic assessment strategies in all instructional planning. Observation:  Involves students in deciding how instruction will be differentiated based on diagnostic data results. Conference:  Explains the different forms of assessments used, why diagnostic work is not graded, and how it is used. Student Evidence  Expects diagnostic assessments to be used at the beginning point of instruction.  Not Evident  Emerging  Proficient  Exemplary 3 9/10/2008

Examples of Evidence Teacher Evidence Lesson plans and units:  Do not include diagnostic assessments in plans. Observation:  Does not use informal or formal diagnostic assessments at the beginning of a lesson or unit. Conference:  Cannot describe how a unit or lesson was planned based on diagnostic data. Student Evidence  Cannot recall the teacher using diagnostic assessment strategies. Teacher Evidence Lesson plans or units:  Include diagnostic assessments at the beginning of some instructional units. Observation:  Uses at least one formal or informal diagnostic assessment at the beginning of a lesson or unit. Conference:  Understands the need to differentiate to address the needs of students, but is not certain how to plan for a differentiated lesson. Student Evidence  Gives limited examples of how the teacher assesses prior knowledge. Teacher Evidence Lesson plans or units:  Use a variety of diagnostic activities at the beginning of most lessons and units. Observation:  Differentiates the lesson to address the needs of students. Conference:  Describes how a unit or lesson was adapted based on diagnostic assessment data. Student Evidence  Gives a variety of examples of how the teacher assesses prior knowledge at the beginning of most units/courses, etc. Teacher Evidence Lesson plans or units:  Use a variety of diagnostic assessment strategies in all instructional planning. Observation:  Involves students in deciding how instruction will be differentiated based on diagnostic data results. Conference:  Explains the different forms of assessments used, why diagnostic work is not graded, and how it is used. Student Evidence  Expects diagnostic assessments to be used at the beginning point of instruction.  Not Evident  Emerging  Proficient  Exemplary 4 12/4/2008

Continuum of Improvement A rubric with four levels of performance. Evidence Examples that develop the expectations for the rubric. Element Descriptors Words/phrases found in the element, rubric, or evidence. Data Sources Suggested artifacts and conference discussion topics. Research Rationale Current research justifying the element. Each Element in the CLASS Keys Contains 5 12/4/2008

Element Descriptors Diagnostic Assessments – A variety of assessment tasks and processes used to determine students’ level of knowledge, skills, and understandings at the beginning of a course, grade level, unit, and/or lesson. (School Keys) Also called pre-assessment and can include self-assessment. Disaggregated Data – Data that has been broken down into its parts. Differentiation -- The adjustment of the teaching process according to the learning needs of the pupils. Differentiated instruction is provided to support students according to their instructional needs, including modification of content, process, product, and learning environment based upon readiness levels, learning styles, and interests as well as background knowledge. 6 9/10/2008 CLASS Keys 12/4/2008

Continuum of Improvement A rubric with four levels of performance. Evidence Examples that develop the expectations for the rubric. Element Descriptors Words/phrases found in the element, rubric, or evidence. Data Sources Suggested artifacts and conference discussion topics. Research Rationale Current research justifying the element. Each Element in the CLASS Keys Contains 7 12/4/2008