!

R T I $$ R UBRIC $ ASSESSMENT'TIER'1'

Definition:"Assessment"is"the"process"of"collecting"information"and"evaluation"is"using"the"information"to"make"individual"student"curriculum"and"instruction"decisions."

4'
Utilizes all methods of Assessment: Project based Standardized Formative Summative Informal Align assessments with curriculum and instruction Assessments are based on all levels of Blooms Levels of Taxonomy Takes into account all styles of learning: Auditory Visual Kinesthetic Universally screen students several times per year: DIBELS MAPS three times per year (determined by content areas) Pre and post assessments as determined by content area Ongoing analysis of results of assessments, i.e., universal, strategic or progress monitoring to affect changes in instruction and curriculum Parents and students are notified of universally screened assessment results on an ongoing basis by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

3'
Utilizes three of five methods of Assessment: Project based Standardized Formative Summative Informal Frequently align assessments with curriculum and instruction Assessments are based on the majority of Blooms Levels of Taxonomy. Takes into account two of the three styles of learning: Auditory Visual Kinesthetic Universally screen students two times per year: DIBELS MAPS two times per year Pre and post assessments as determined by content area Some analysis of results of assessments, i.e., universal, strategic or progress monitoring to affect changes in instruction and curriculum Parents and students are notified of universally screened assessment results on a frequent basis by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

2'
Utilizes two methods of Assessment: Project based Standardized Formative Summative Informal Inconsistent alignment of assessments with curriculum and instruction Assessments are based on some of Blooms Levels of Taxonomy. Takes into account one of the three styles of learning: Auditory Visual Kinesthetic Universally screen students one time per year: DIBELS MAPS one time per year Pre and post assessments as determined by content area

1'
Utilizes single method of assessment without varying methods

No alignment of assessments with curriculum and instruction Assessments are not based on Blooms Levels of Taxonomy. Does not take into account all learning styles

No universal screening used

Inconsistent analysis of results of assessments, i.e., universal, strategic or progress monitoring to affect changes in instruction and curriculum Parents and students are notified of universally screened assessment results on a infrequent basis by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

No analysis of data to affect changes in instruction and curriculum Parents and students are not notified of universally screened assessment results.

R T I $$ R UBRIC $ ASSESSMENT'TIER'2'

Definition:"Assessment"is"the"process"of"collecting"information"and"evaluation"is"using"the"information"to"make"individual"student"curriculum"and"instruction"decisions."

4'
Utilizes all methods of Assessment as determined by student needs: Project based Standardized Formative Summative Informal Align assessments with curriculum and instruction Assessments are based on all levels of Blooms Levels of Taxonomy Takes into account all styles of learning: Auditory Visual Kinesthetic Universally screen students several times per year: DIBELS MAPS three to four times per year (determined by content areas and student needs) Pre and post assessments as determined by content area Ongoing analysis of results of assessments, i.e., universal, strategic or skills specific assessments and monthly progress monitoring to affect changes in instruction and curriculum Parents and students are notified bi-weekly of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan on an ongoing basis by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
!!!!

3'
Utilizes three of five methods of Assessment as determined by student needs: Project based Standardized Formative Summative Informal Frequently align assessments with curriculum and instruction Assessments are based on the majority of Blooms Levels of Taxonomy. Takes into account two of the three styles of learning: Auditory Visual Kinesthetic Universally screen students two times per year: DIBELS MAPS two times per year (determined by content areas and student needs) Pre and post assessments as determined by content area Some analysis of results of assessments, i.e., universal, strategic or skills specific assessments and bi-monthly progress monitoring to affect changes in instruction and curriculum Parents and students are notified monthly of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

2'
Utilizes two methods of Assessment as determined by student need: Project based Standardized Formative Summative Informal Inconsistent alignment of assessments with curriculum and instruction Assessments are based on some of Blooms Levels of Taxonomy. Takes into account one of the three styles of learning: Auditory Visual Kinesthetic Universally screen students one time per year: DIBELS MAPS one time per year (determined by content areas and student needs) Pre and post assessments as determined by content area Inconsistent analysis of results of assessments, i.e., universal, strategic or skills specific assessment and little progress monitoring to affect changes in instruction and curriculum Parents and students are notified infrequently of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

1'
Utilizes single method of assessment without varying methods or according to student need

No alignment of assessments with curriculum and instruction Assessments are not based on Blooms Levels of Taxonomy. Does not take into account all learning styles

No universal screening used

No analysis of data to affect changes in instruction and curriculum Parents and students are not notified of universally screened assessment results or the target intervention plan.

R T I $$ R UBRIC $ ASSESSMENT'TIER'3''''''

Definition:"Assessment"is"the"process"of"collecting"information"and"evaluation"is"using"the"information"to"make"individual"student"curriculum"and"instruction"decisions."

4'
Utilizes all methods of Assessment as determined by student needs: Project based Standardized Formative Summative Informal Align assessments with curriculum and instruction Assessments are based on all levels of Blooms Levels of Taxonomy Takes into account all styles of learning: Auditory Visual Kinesthetic Universally screen students several times per year: DIBELS MAPS three to four times per year (determined by content areas and student needs) Pre and post assessments as determined by content area Ongoing analysis of results of assessments, i.e., universal or skills specific assessments and weekly progress monitoring to affect changes in instruction and curriculum Parents and students are notified of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan on a weekly basis by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
"

3'
Utilizes three of five methods of Assessment as determined by student needs: Project based Standardized Formative Summative Informal Frequently align assessments with curriculum and instruction Assessments are based on the majority of Blooms Levels of Taxonomy. Takes into account two of the three styles of learning: Auditory Visual Kinesthetic Universally screen students two times per year: DIBELS MAPS two times per year (determined by content areas and student needs) Pre and post assessments as determined by content area Some analysis of results of assessments, i.e., universal or skills specific assessments and biweekly progress monitoring to affect changes in instruction and curriculum Parents and students are notified frequently of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

2'
Utilizes two methods of Assessment as determined by student need: Project based Standardized Formative Summative Informal Inconsistent alignment of assessments with curriculum and instruction Assessments are based on some of Blooms Levels of Taxonomy. Takes into account one of the three styles of learning: Auditory Visual Kinesthetic Universally screen students one time per year: DIBELS MAPS one time per year (determined by content areas and student needs) Pre and post assessments as determined by content area Inconsistent analysis of results of assessments, i.e., universal, or skills specific assessment and monthly progress monitoring to affect changes in instruction and curriculum Parents and students are notified infrequently of results of skills specifics assessments and the schedule and frequency of the targeted intervention plan by: Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards

1'
Utilizes single method of assessment without varying methods or according to student need

No alignment of assessments with curriculum and instruction Assessments are not based on Blooms Levels of Taxonomy. Does not take into account all learning styles

No universal screening used

No analysis of data to affect changes in instruction and curriculum Parents and students are not notified of universally screened assessment results or the target intervention plan.

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CURRICULUM'TIER'1'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.

4'
Materials Materials in place but not utilized to full potential Easy to access Planning Objective driven team common planning time with an agenda and notes Para/specialists collaborate with teachers regularly Professional Development Form Professional Learning Communities within the school and district wide Reflection among colleagues Connected to school vision Team oriented Embedded within the school building and the school day Curriculum Researched based and targets all students through addressing the GLEs with differentiated instruction All standards are addressed Common experiences Fidelity of Curriculum Student achievement is continually monitored Curriculum mapping is completed throughout the school year (Curriculum mapping has a logical flow build up of skill and knowledge) Student/ Parent School Communication Consistent communication with home Newsletters Progress notes Assignment Notebooks Syllabi Rubrics Email

3'
Materials Materials in place but not utilized to full potential

2'
Materials Limited materials Limited access to materials Planning Unscheduled and infrequent common planning time Occasional collaboration with paraprofessionals Professional Development Individualized training and not shared Out of school building Not connected to school vision

'

1'

Materials WHAT MATERIALS??

Planning Limited time to meet with few staff members Agenda provided but not thorough Professional Development Individualized training but shared with others at the school Out of school training, not team/school oriented, not based on the school vision

Planning No common planning time Planning with no goals, agenda, or objectives Professional Development No professional development

Curriculum Researched based, addressing the GLEs but not meeting the needs of all students through effective differentiated instruction

Curriculum Addressing only a few GLEs and student needs

Curriculum Teachers following gut feeling and teaching love units, not connected to GLEs

Fidelity of Curriculum Researched based programs connected to the core curriculum usually followed, but not completely

Fidelity of Curriculum Selective use of programs not connected to the school core curriculum or the GLEs

Fidelity of Curriculum Whimsical use of resources

Student/ Parent School Communication Semi-consistent communication with home

Student/ Parent School Communication Infrequent communication with home

Student/ Parent School Communication Communication with home only when there are problems

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CURRICULUM'TIER'2'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.

4'
Materials In place and available Easy access and utilized High quality Planning Objective driven team and individual common planning time for all with an agenda and notes Para/specialists collaborate with teachers regularly Data-based flexible grouping of students Professional Development Form Professional Learning Communities within the school and district wide Reflected among colleagues Connected to school vision Team oriented Embedded PD Curriculum Researched based and targets all students All standards are address Common experiences Target intervention that reinforce the core curriculum Fidelity of Curriculum Students engaged Strategic monitoring Curriculum is mapping throughout the school year (Curriculum mapping is logical flow build up of skill and knowledge) Student/ Parent School Communication Consistent communication with home Newsletters Progress notes Assignment Notebooks Syllabi Rubrics Email

3'
Materials Materials in place but not utilized to full potential

2'
Materials Limited materials Limited access to them Planning Unscheduled and infrequent common planning time Occasional collaboration with paraprofessionals Professional Development Individualized training and not shared Out of school training Not connected to school vision

'

1'

Materials WHAT MATERIALS??

Planning Limited time with few staff members Agenda provided but not thorough

Planning No common planning time Planning with no goals, agenda, or objectives

Professional Development Individualized training but shared with others at the school Training not team/school oriented, not based on the school vision

Professional Development No professional development

Curriculum Researched based

Curriculum Addressing only a few GLE

Curriculum Teachers gut feeling and love units

Fidelity of Curriculum Researched based programs connected to the core GLEs mostly followed

Fidelity of Curriculum Selective use of materials

Fidelity of Curriculum Whimsical use of resources

Student/ Parent School Communication Semi-consistent communication with home

Student/ Parent School Communication Infrequent communication with home

Student/ Parent School Communication Communication with home only when there are problems

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CURRICULUM'TIER'3'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.

4'
Materials In place and available Easy access and utilized A variety of high quality materials Planning Objective driven team and individual common planning time for all with an agenda and notes Para/specialists collaborate w/teachers regularly Flexible grouping Data driven Student specific instruction Communication with parents Professional Development Form Professional Learning Communities within the school and district wide Reflected among colleagues Connected to school vision Team oriented Embedded PD Specialized training for staff Curriculum Researched based and targets all students All standards are addressed Common experiences Target intervention that reinforces core curriculum Diagnostic interventions Fidelity of Curriculum Students engaged Progress monitoring Curriculum mapping (logical flow build up of skill and knowledge) throughout the school year Student/ Parent School Communication Consistent and frequent communication with home including but not limited to information about the curriculum Newsletters Progress Notes Assignment Notebooks Syllabi Rubrics Email
"

3'
Materials Materials in place but not utilized to full potential

2'
Materials Limited materials Limited access to them Planning Unscheduled common planning time Occasional collaboration with paraprofessionals

'

1'

Materials WHAT MATERIALS??

Planning Limited time with few staff members Agenda provided

Planning No common planning time Planning with no goals, agenda, or objectives

Professional Development Individualized and shared with others at the school Out of school, not team/school oriented, not based on the school vision

Professional Development Individualized and not shared with others at the school Out of school Not connected to school vision

Professional Development No professional development

Curriculum Researched based

Curriculum Addressing only a few GLE

Curriculum Teachers gut feeling and love units

Fidelity of Curriculum Researched based programs connected to the GLEs mostly followed

Fidelity of Curriculum Selective use of materials used not connected to the core GLEs

Fidelity of Curriculum Whimsical use of resources and curriculum

Student/ Parent School Communication Semi-consistent communication with home

Student/ Parent School Communication Infrequent communication with home

Student/ Parent School Communication Communication with home ony when there are problems

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INSTRUCTION)TIER)1)
4)
Core instruction is always delivered by HQ staff members Core instruction is always guided by clear expectations based on the following: GLE/GSE/Core Standards/Competencies Core instruction is always differentiated and meets the needs of all learners in the classroom setting (Blooms level 1, 2, 3, 4, 5 & 6) Relevant, purposeful, and enriching core instruction is always taught by passionate, active, engaging staff (Instruction is student driven with teacher as facilitator; students use questioning skills to create a product) Research based materials and resources needed to deliver core instruction are always available and utilized

3)
Core instruction is often delivered by HQ staff members Core instruction is often guided by clear expectations Core instruction is often differentiated and meets the needs of 80% of the learners in the classroom setting (Blooms level 1, 2, 3 & 4) Relevant, purposeful, and enriching core instruction is often taught by passionate, active, engaging staff (Instruction has frequent interaction; Students generate questions based on instruction) Research based materials and resources needed to deliver core instruction are often available

2)
Core instruction is sometimes delivered by HQ staff members Core instruction is sometimes guided by clear expectations Core instruction is sometimes differentiated and meets the needs of 79%-50% of the learners in the classroom setting (Blooms level 1, 2 & 3) Relevant, purposeful, and enriching core instruction is sometimes taught by passionate, active, engaging staff (Instruction has limited interaction; teachers ask comprehension based questions, students provide simple answers) Research based materials and resources needed to deliver core instruction are sometimes available

1)
Core instruction is not delivered by HQ staff members Core instruction is not guided by clear expectations

Core instruction is not differentiated and meets the needs of less than 50% of the learners in the classroom setting (Blooms level 1 & 2, one size fits all mentality) Relevant, purposeful, and enriching core instruction is not taught by passionate, active, engaging staff (Instruction is not interactive; teachers talking at students, not with them) Research based materials and resources needed to deliver core instruction are not available

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INSTRUCTION)TIER)2)
4)
Supplemental instruction is always delivered by HQ staff members Supplemental instruction is always guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Instruction is always differentiated to specifically meet the needs of targeted learners in the classroom setting (Blooms level 1, 2, 3, 4, 5 & 6) Relevant, purposeful, and enriching specific instruction is always taught by passionate, active, engaging staff (Instruction is student driven with teacher as facilitator; students use questioning skills to create a product) Research based materials and resources needed to deliver specific instruction are always available and utilized

3)
Supplemental instruction is often delivered by HQ staff members Supplemental instruction is often guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Instruction is often differentiated to specifically meet the needs of targeted learners in the classroom setting (Blooms level 1, 2, 3 & 4) Relevant, purposeful, and enriching specific instruction is often taught by passionate, active, engaging staff (Instruction has frequent interaction; Students generate questions based on instruction) Research based materials and resources needed to deliver specific instruction are often available

2)
Supplemental instruction is sometimes delivered by HQ staff members Supplemental instruction is sometimes guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Instruction is sometimes differentiated to specifically meet the needs of targeted learners in the classroom setting (Blooms level 1, 2 & 3) Relevant, purposeful, and enriching specific instruction is sometimes taught by passionate, active, engaging staff (Instruction has limited interaction; teachers ask comprehension based questions, students provide simple answers) Research based materials and resources needed to deliver specific instruction are sometimes available

1)
Supplemental instruction is not delivered by HQ staff members Supplemental instruction is not guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Instruction is not differentiated to specifically meet the needs of targeted learners in the classroom setting (Blooms level 1 & 2, one size fits all mentality) Relevant, purposeful, and enriching specific instruction is not taught by passionate, active, engaging staff (Instruction is not interactive; teachers talking at students, not with them) Research based materials and resources needed to deliver specific instruction are not available

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INSTRUCTION)TIER)3!
4)
Individualized, intensive, specific instruction which is always delivered by HQ staff members Individualized, intensive, specific instruction is always guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Individualized, intensive, instruction is always differentiated to specifically meet the needs of targeted learners (Blooms level 1, 2, 3, 4, 5 & 6) Relevant, purposeful, and enriching specific instruction is always taught by passionate, active, engaging staff (Instruction is student driven with teacher as facilitator; students use questioning skills to create a product) Research based materials and resources needed to deliver individualized, intensive, specific instruction are always available and utilized
!

3)
Individualized, intensive, specific instruction which is often delivered by HQ staff members Individualized, intensive, specific instruction is often guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Individualized, intensive, instruction is often differentiated to specifically meet the needs of targeted learners (Blooms level 1, 2, 3 & 4) Relevant, purposeful, and enriching specific instruction is often taught by passionate, active, engaging staff (Instruction has frequent interaction; Students generate questions based on instruction) Research based materials and resources needed to deliver individualized, intensive, specific instruction are often available

2)
Individualized, intensive, specific instruction is sometimes delivered by HQ staff members Individualized, intensive, specific instruction is sometimes guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Individualized, intensive, instruction is sometimes differentiated to specifically meet the needs of targeted learners (Blooms level 1, 2 & 3) Relevant, purposeful, and enriching specific instruction is sometimes taught by passionate, active, engaging staff (Instruction has limited interaction; teachers ask comprehension based questions, students provide simple answers) Research based materials and resources needed to deliver individualized, intensive, specific instruction are sometimes available

1)
Individualized, intensive, specific instruction is not delivered by HQ staff members Individualized, intensive, specific instruction is not guided by clear expectations based on the following: student generated, data driven information GLE/GSE/Core Standards/Competencies Individualized, intensive, instruction is not differentiated to specifically meet the needs of targeted learners (Blooms level 1 & 2, one size fits all mentality) Relevant, purposeful, and enriching specific instruction is not taught by passionate, active, engaging staff (Instruction is not interactive; teachers talking at students, not with them) Research based materials and resources needed to deliver individualized, intensive, specific instruction are not available