Response to Instruction Rubrics
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7/29/2019 Response to Instruction Rubrics
1/9
RTI $ $RUBRIC $!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' 3' 2' 1'
Utilizes all methods of Assessment:
Project based Standardized Formative Summative Informal
Utilizes three of five methods of Assessment:
Project based Standardized Formative Summative Informal
Utilizes two methods of Assessment:
Project based Standardized Formative Summative Informal
Utilizes single method of assessment without
varying methods
Align assessments with curriculum and instruction Frequently align assessments with curricul um andinstruction
Inconsistent alignment of assessments withcurriculum and instruction
No alignment of assessments with curriculum andinstruction
Assessments are based on all levels of BloomsLevels of Taxonomy
Assessments are based on the majority ofBlooms Levels of Taxonomy.
Assessments are based on some of BloomsLevels of Taxonomy.
Assessments are not based on Blooms Levels o fTaxonomy.
Takes into account all styles of learning:
Auditory Visual Kinesthetic
Takes into account two of the three styles oflearning:
Auditory Visual Kinesthetic
Takes into account one of the three styles oflearning:
Auditory Visual Kinesthetic
Does not take into account all learning styles
Universally screen students several times peryear:
DIBELS MAPS three times per year
(determined by content areas)
Pre and post assessments asdetermined by content area
Universally screen students two times peryear:
DIBELS MAPS two times per year Pre and post assessments as
determined by content area
Universally screen students one time per year:
DIBELS MAPS one time per year Pre and post assessments as
determined by content area
No universal screening used
Ongoing analysis of results of assessments, i.e.,universal, strategic or progress monitoring toaffect changes in instruction and curriculum
Some analysis of results of assessments, i.e.,universal, strategic or progress monitoring toaffect changes in instruction and curriculum
Inconsistent analysis of results of assessments,i.e., universal, strategic or progress monitoring toaffect changes in instruction and curriculum
No analysis of data to affect changes ininstruction and curriculum
Parents and students are notified of universally
screened assessment results on an ongoing basisby:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified of universally
screened assessment results on a frequent basisby:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified of universally
screened assessment results on a infrequentbasis by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are not notified of
universally screened assessment results.
! !
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7/29/2019 Response to Instruction Rubrics
2/9
RTI $ $RUBRIC $!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' 3' 2' 1'
Utilizes all methods of Assessment as
determined by student needs: Project based Standardized Formative Summative Informal
Utilizes three of five methods of Assessment
as determined by student needs: Project based Standardized Formative Summative Informal
Utilizes two methods of Assessment as
determined by student need: Project based Standardized Formative Summative Informal
Utilizes single method of assessment without
varying methods or according to student need
Align assessments with curriculum and instruction Frequently align assessments with curricul um andinstruction
Inconsistent alignment of assessments withcurriculum and instruction
No alignment of assessments with curriculum andinstruction
Assessments are based on all levels of BloomsLevels of Taxonomy
Assessments are based on the majority ofBlooms Levels of Taxonomy.
Assessments are based on some of BloomsLevels of Taxonomy.
Assessments are not based on Blooms Level s ofTaxonomy.
Takes into account all styles of learning:
Auditory Visual Kinesthetic
Takes into account two of the three styles oflearning:
Auditory Visual Kinesthetic
Takes into account one of the three styles oflearning:
Auditory Visual Kinesthetic
Does not take into account all learning styles
Universally screen students several times peryear:
DIBELS MAPS three to four times per year
(determined by content areas andstudent needs)
Pre and post assessments asdetermined by content area
Universally screen students two times peryear:
DIBELS MAPS two times per year (determined
by content areas and student needs)
Pre and post assessments asdetermined by content area
Universally screen students one time per year:
DIBELS MAPS one time per year (determined
by content areas and student needs)
Pre and post assessments asdetermined by content area
No universal screening used
Ongoing analysis of results of assessments, i.e.,universal, strategic or skills specific assessmentsand monthly progress monitoring to affect
changes in instruction and curriculum
Some analysis of results of assessments, i.e.,universal, strategic or skills specific assessmentsand bi-monthly progress monitoring to affect
changes in instruction and curriculum
Inconsistent analysis of results of assessments,i.e., universal, strategic or skills specificassessment and little progress monitoring to affect
changes in instruction and curriculum
No analysis of data to affect changes ininstruction and curriculum
Parents and students are notified bi-weekly ofresults of skills specifics assessments and theschedule and frequency of the targeted
intervention plan on an ongoing basis by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified monthly ofresults of skills specifics assessments and theschedule and frequency of the targeted
intervention plan by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified infrequently ofresults of skills specifics assessments and theschedule and frequency of the targeted
intervention plan by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are not notified ofuniversally screened assessment results or thetarget intervention plan.
!!!!! !
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7/29/2019 Response to Instruction Rubrics
3/9
RTI $ $RUBRIC $!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' 3' 2' 1'
Utilizes all methods of Assessment as
determined by student needs: Project based Standardized Formative Summative Informal
Utilizes three of five methods of Assessment
as determined by student needs: Project based Standardized Formative Summative Informal
Utilizes two methods of Assessment as
determined by student need: Project based Standardized Formative Summative Informal
Utilizes single method of assessment without
varying methods or according to student need
Align assessments with curriculum and instruction Frequently align assessments with curricul um andinstruction
Inconsistent alignment of assessments withcurriculum and instruction
No alignment of assessments with curriculum andinstruction
Assessments are based on all levels of BloomsLevels of Taxonomy
Assessments are based on the majority ofBlooms Levels of Taxonomy.
Assessments are based on some of BloomsLevels of Taxonomy.
Assessments are not based on Blooms Levels o fTaxonomy.
Takes into account all styles of learning:
Auditory Visual Kinesthetic
Takes into account two of the three styles oflearning:
Auditory Visual Kinesthetic
Takes into account one of the three styles oflearning:
Auditory Visual Kinesthetic
Does not take into account all learning styles
Universally screen students several times peryear:
DIBELS MAPS three to four times per year
(determined by content areas andstudent needs)
Pre and post assessments asdetermined by content area
Universally screen students two times peryear:
DIBELS MAPS two times per year (determined
by content areas and student needs)
Pre and post assessments asdetermined by content area
Universally screen students one time per year:
DIBELS MAPS one time per year (determined
by content areas and student needs)
Pre and post assessments asdetermined by content area
No universal screening used
Ongoing analysis of results of assessments, i.e.,universal or skills specific assessments andweekly progress monitoring to affect changes in
instruction and curriculum
Some analysis of results of assessments, i.e.,universal or skills specific assessments and bi-weekly progress monitoring to affect changes in
instruction and curriculum
Inconsistent analysis of results of assessments,i.e., universal, or skills specific assessment andmonthly progress monitoring to affect changes in
instruction and curriculum
No analysis of data to affect changes ininstruction and curriculum
Parents and students are notified of results ofskills specifics assessments and the schedule andfrequency of the targeted intervention plan on a
weekly basis by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified frequently ofresults of skills specifics assessments and theschedule and frequency of the targeted
intervention plan by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are notified infrequently ofresults of skills specifics assessments and theschedule and frequency of the targeted
intervention plan by:
Phone E-mail, writing Parent-teacher conferences Progress Reports Report Cards
Parents and students are not notified ofuniversally screened assessment results or thetarget intervention plan.
"
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7/29/2019 Response to Instruction Rubrics
4/9
RTI $ $RUBRIC $$
$
! !
CURRICULUM'TIER'1'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.'
4' 3' 2' 1'
Materials
Materials in place but not utilized to fullpotential
Easy to access
Materials
Materials in place but not utilized to full potential
Materials
Limited materials Limited access to materials
Materials
WHAT MATERIALS??
Planning
Objective driven team common planning timewith an agenda and notes
Para/specialists collaborate with teachersregularly
Planning
Limited time to meet with few staff members Agenda provided but not thorough
Planning
Unscheduled and infrequent commonplanning time
Occasional collaboration withparaprofessionals
Planning
No common planning time Planning with no goals, agenda, or objectives
Professional Development
Form Professional Learning Communitieswithin the school and district wide
Reflection among colleagues Connected to school vision Team orientedEmbedded within the school building and theschool day
Professional Development
Individualized training but shared with othersat the school
Out of school training, not team/schooloriented, not based on the school vision
Professional Development
Individualized training and not shared Out of school building Not connected to school vision
Professional DevelopmentNo professional development
Curriculum
Researched based and targets all studentsthrough addressing the GLEs withdifferentiated instruction
All standards are addressed Common experiences
CurriculumResearched based, addressing the GLEs but notmeeting the needs of all students through effectivedifferentiated instruction
CurriculumAddressing only a few GLEs and student needs
CurriculumTeachers following gut feeling and teaching loveunits, not connected to GLEs
Fidelity of Curriculum
Student achievement is continually monitored Curriculum mapping is completed throughout
the school year (Curriculum mapping has alogical flow build up of skill and knowledge)
Fidelity of CurriculumResearched based programs connected to the core
curriculum usually followed, but not completely
Fidelity of CurriculumSelective use of programs not connected to the
school core curriculum or the GLEs
Fidelity of CurriculumWhimsical use of resources
Student/ Parent School CommunicationConsistent communication with home
Newsletters Progress notes Assignment Notebooks Syllabi Rubrics Email
Student/ Parent School CommunicationSemi-consistent communication with home
Student/ Parent School CommunicationInfrequent communication with home
Student/ Parent School CommunicationCommunication with home only when there areproblems
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7/29/2019 Response to Instruction Rubrics
5/9
RTI $ $RUBRIC $$
$
!! !
CURRICULUM'TIER'2'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.'
4' 3' 2' 1'
Materials
In place and available Easy access and utilized High quality
Materials
Materials in place but not utilized to full potential
Materials
Limited materials Limited access to them
Materials
WHAT MATERIALS??
Planning
Objective driven team and individual commonplanning time for all with an agenda andnotes
Para/specialists collaborate with teachersregularly
Data-based flexible grouping of students
Planning
Limited time with few staff members Agenda provided but not thorough
Planning
Unscheduled and infrequent commonplanning time
Occasional collaboration withparaprofessionals
Planning
No common planning time Planning with no goals, agenda, or objectives
Professional Development
Form Professional Learning Communitieswithin the school and district wide
Reflected among colleagues Connected to school vision Team oriented Embedded PD
Professional Development
Individualized training but shared with othersat the school
Training not team/school oriented, not basedon the school vision
Professional Development
Individualized training and not shared Out of school training Not connected to school vision
Professional DevelopmentNo professional development
Curriculum
Researched based and targets all students All standards are address Common experiences Target intervention that reinforce the core
curriculum
CurriculumResearched based
CurriculumAddressing only a few GLE
CurriculumTeachers gut feeling and love units
Fidelity of Curriculum
Students engaged Strategic monitoring Curriculum is mapping throughout the school
year (Curriculum mapping is logical flow buildup of skill and knowledge)
Fidelity of CurriculumResearched based programs connected to the coreGLEs mostly followed
Fidelity of CurriculumSelective use of materials
Fidelity of CurriculumWhimsical use of resources
Student/ Parent School CommunicationConsistent communication with home
Newsletters Progress notes Assignment Notebooks Syllabi Rubrics Email
Student/ Parent School CommunicationSemi-consistent communication with home
Student/ Parent School CommunicationInfrequent communication with home
Student/ Parent School CommunicationCommunication with home only when there areproblems
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7/29/2019 Response to Instruction Rubrics
6/9
RTI $ $RUBRIC $$
$
"
CURRICULUM'TIER'3'
Definition:"The"core"curriculum"is"researched"based"and"targets"all"learners"in"the"classroom.'
4' 3' 2' 1'
Materials
In place and available Easy access and utilized A variety of high quality materials
Materials
Materials in place but not utilized to full potential
Materials
Limited materials Limited access to them
Materials
WHAT MATERIALS??
Planning
Objective driven team and individual commonplanning time for all with an agenda and notes
Para/specialists collaborate w/teachers regularly Flexible grouping Data driven Student specific instruction Communication with parents
Planning
Limited time with few staff members Agenda provided
Planning
Unscheduled common planning time Occasional collaboration with
paraprofessionals
Planning
No common planning time Planning with no goals, agenda, or objectives
Professional Development
Form Professional Learning Communitieswithin the school and district wide
Reflected among colleagues Connected to school vision Team oriented Embedded PD Specialized training for staff
Professional Development
Individualized and shared with others at theschool
Out of school, not team/school oriented, notbased on the school vision
Professional Development
Individualized and not shared with others atthe school
Out of school Not connected to school vision
Professional DevelopmentNo professional development
Curriculum
Researched based and targets all students All standards are addressed Common experiences Target intervention that reinforces core
curriculum
Diagnostic interventions
CurriculumResearched based
CurriculumAddressing only a few GLE
CurriculumTeachers gut feeling and love units
Fidelity of Curriculum
Students engaged Progress monitoring Curriculum mapping (logical flow build up of skill
and knowledge) throughout the school year
Fidelity of CurriculumResearched based programs connected to theGLEs mostly followed
Fidelity of CurriculumSelective use of materials used not connected tothe core GLEs
Fidelity of CurriculumWhimsical use of resources and curriculum
Student/ Parent School CommunicationConsistent and frequent communication with homeincluding but not limited to information about thecurriculum
Newsletters Progress Notes Assignment Notebooks
Syllabi Rubrics Email
Student/ Parent School CommunicationSemi-consistent communication with home
Student/ Parent School CommunicationInfrequent communication with home
Student/ Parent School CommunicationCommunication with home ony when there areproblems
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7/29/2019 Response to Instruction Rubrics
7/9
RTI $ $RUBRIC $$
$
INSTRUCTION)TIER)1)
4) 3) 2) 1)
Core instruction is always delivered by HQ staffmembers
Core instruction is often delivered by HQ staffmembers
Core instruction is sometimes delivered by HQ staffmembers
Core instruction is not delivered by HQ staffmembers
Core instruction is always guided by clearexpectations based on the following:GLE/GSE/Core Standards/Competencies
Core instruction is often guided by clearexpectations
Core instruction is sometimes guided by clearexpectations
Core instruction is not guided by clear expectations
Core instruction is always differentiated and meetsthe needs of all learners in the classroom setting(Blooms level 1, 2, 3, 4, 5 & 6)
Core instruction is often differentiated and meets theneeds of 80% of the learners in the classroomsetting(Blooms level 1, 2, 3 & 4)
Core instruction is sometimes differentiated andmeets the needs of 79%-50% of the learners in theclassroom setting(Blooms level 1, 2 & 3)
Core instruction is not differentiated and meets theneeds of less than 50% of the learners in theclassroom setting(Blooms level 1 & 2, one size fits all mentality)
Relevant, purposeful, and enriching core instructionis always taught by passionate, active, engagingstaff (Instruction is student driven with teacher as
facilitator; students use questioning skills to create aproduct)
Relevant, purposeful, and enriching core instructionis often taught by passionate, active, engaging staff(Instruction has frequent interaction; Students
generate questions based on instruction)
Relevant, purposeful, and enriching core instructionis sometimes taught by passionate, active, engagingstaff (Instruction has limited interaction; teachers ask
comprehension based questions, students providesimple answers)
Relevant, purposeful, and enriching core instructionis not taught by passionate, active, engaging staff(Instruction is not interactive; teachers talking at
students, not with them)
Research based materials and resources needed todeliver core instruction are always available andutilized
Research based materials and resources needed todeliver core instruction are often available
Research based materials and resources needed todeliver core instruction are sometimes available
Research based materials and resources needed todeliver core instruction are not available
! !
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7/29/2019 Response to Instruction Rubrics
8/9
RTI $ $RUBRIC $$
$
INSTRUCTION)TIER)2)
4) 3) 2) 1)
Supplemental instruction is always delivered by HQstaff members
Supplemental instruction is often delivered by HQstaff members
Supplemental instruction is sometimes delivered byHQ staff members
Supplemental instruction is not delivered by HQ staffmembers
Supplemental instruction is always guided by clearexpectations based on the following: studentgenerated, data driven informationGLE/GSE/Core Standards/Competencies
Supplemental instruction is often guided by clearexpectations based on the following: studentgenerated, data driven informationGLE/GSE/Core Standards/Competencies
Supplemental instruction is sometimes guided byclear expectations based on the following: studentgenerated, data driven informationGLE/GSE/Core Standards/Competencies
Supplemental instruction is not guided by clearexpectations based on the following: studentgenerated, data driven informationGLE/GSE/Core Standards/Competencies
Instruction is always differentiated to specificallymeet the needs of targeted learners in the classroomsetting(Blooms level 1, 2, 3, 4, 5 & 6)
Instruction is often differentiated to specifically meetthe needs of targeted learners in the classroomsetting(Blooms level 1, 2, 3 & 4)
Instruction is sometimes differentiated to specificallymeet the needs of targeted learners in theclassroom setting(Blooms level 1, 2 & 3)
Instruction is not differentiated to specifically meetthe needs of targeted learners in the classroomsetting(Blooms level 1 & 2, one size fits all mentality)
Relevant, purposeful, and enriching specificinstruction is always taught by passionate, active,
engaging staff (Instruction is student driven withteacher as facilitator; students use questioning skillsto create a product)
Relevant, purposeful, and enriching specificinstruction is often taught by passionate, active,
engaging staff (Instruction has frequent interaction;Students generate questions based on instruction)
Relevant, purposeful, and enriching specificinstruction is sometimes taught by passionate,
active, engaging staff (Instruction has limitedinteraction; teachers ask comprehension basedquestions, students provide simple answers)
Relevant, purposeful, and enriching specificinstruction is not taught by passionate, active,
engaging staff (Instruction is not interactive; teacherstalking at students, not with them)
Research based materials and resources needed todeliver specific instruction are always available andutilized
Research based materials and resources needed todeliver specific instruction are often available
Research based materials and resources needed todeliver specific instruction are sometimes available
Research based materials and resources needed todeliver specific instruction are not available
! !
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7/29/2019 Response to Instruction Rubrics
9/9
RTI $ $RUBRIC $$
$
INSTRUCTION)TIER)3!4) 3) 2) 1)
Individualized, intensive, specific instruction which isalways delivered by HQ staff members
Individualized, intensive, specific instruction which isoften delivered by HQ staff members
Individualized, intensive, specific instruction issometimes delivered by HQ staff members
Individualized, intensive, specific instruction is notdelivered by HQ staff members
Individualized, intensive, specific instruction isalways guided by clear expectations based on thefollowing: student generated, data driven informationGLE/GSE/Core Standards/Competencies
Individualized, intensive, specific instruction is oftenguided by clear expectations based on the following:student generated, data driven informationGLE/GSE/Core Standards/Competencies
Individualized, intensive, specific instruction issometimes guided by clear expectations based onthe following: student generated, data driveninformationGLE/GSE/Core Standards/Competencies
Individualized, intensive, specific instruction is notguided by clear expectations based on the following:student generated, data driven informationGLE/GSE/Core Standards/Competencies
Individualized, intensive, instruction is alwaysdifferentiated to specifically meet the needs oftargeted learners(Blooms level 1, 2, 3, 4, 5 & 6)
Individualized, intensive, instruction is oftendifferentiated to specifically meet the needs oftargeted learners(Blooms level 1, 2, 3 & 4)
Individualized, intensive, instruction is sometimesdifferentiated to specifically meet the needs oftargeted learners(Blooms level 1, 2 & 3)
Individualized, intensive, instruction is notdifferentiated to specifically meet the needs oftargeted learners(Blooms level 1 & 2, one size fits all mentality)
Relevant, purposeful, and enriching specific
instruction is always taught by passionate, active,engaging staff (Instruction is student driven withteacher as facilitator; students use questioning skillsto create a product)
Relevant, purposeful, and enriching specific
instruction is often taught by passionate, active,engaging staff (Instruction has frequent interaction;Students generate questions based on instruction)
Relevant, purposeful, and enriching specific
instruction is sometimes taught by passionate,active, engaging staff (Instruction has limitedinteraction; teachers ask comprehension basedquestions, students provide simple answers)
Relevant, purposeful, and enriching specific
instruction is not taught by passionate, active,engaging staff (Instruction is not interactive; teacherstalking at students, not with them)
Research based materials and resources needed todeliver individualized, intensive, specific instructionare always available and utilized
Research based materials and resources needed todeliver individualized, intensive, specific instructionare often available
Research based materials and resources needed todeliver individualized, intensive, specific instructionare sometimes available
Research based materials and resources needed todeliver individualized, intensive, specific instructionare not available
!