1. High School
Standards-Based
Classroom

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

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

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

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

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

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

9. 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.

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

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

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

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

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

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

16. 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

17. 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.

18. 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

19. 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

20. 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.

21. 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.

22. 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.

23. 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.

24. 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

25. 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

26. 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.

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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.

33. 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.

34. 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

35. 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

36. 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.

37. 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

38. 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.

39. 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