I regularly and purposefully consider all students with diverse learning needs and adapt/modify the planning as necessary.
What is differentiation?
(clearly identified outcomes/goals)
100
Students regularly and purposefully refer to rubrics as a guide to represent their learning.
What is use of rubrics and exemplars?
(utilization of rubrics and exemplars)
100
Students regularly and purposefully self-reflect on their understanding of the new knowledge and set goals for further learning.
What is self-reflection and goal setting?
(introduction of new knowledge)
100
I regularly and purposefully use pre and post-assessment to determine the growth.
What is pre and post assessment?
(tracking and communicating achievement)
100
I regularly and purposefully re-teach based on the individual needs of all students.
What is monitoring?
(additional supports/pyramids of interventions)
200
Students have the opportunity for purposeful input into determining the group structures, including: physical arrangement, choice of group members, consideration of others' learning styles, etc.
What is student input?
(culture and expectations)
200
I regularly and purposefully pan to use a variety of assessment tools to reflect achievement of the outcomes/individual learning goals.
What is variety of assessment tools?
(pre-planning/backwards design)
200
I regularly and purposefully encourage individual interests around new knowledge.
What is activating prior knowledge?
(introduction of new knowledge)
200
I regularly and purposefully provide opportunities for all students to connect the outcomes/individual learning goals to relevant real world contexts.
What is real world context?
(deepening understanding)
200
Assessment criteria and tasks are regularly & purposefully explained to students and parents.
What is criteria for assessment?
(summative assessment)
300
I regularly and purposefully foster a culture of encouragement and expectation for the success of all students.
What is being a facilitator?
(culture and expectations)
300
I regularly and purposefully modify instructional plans based on student readiness, interest and evidence of outcomes/individual learning goals.
What is backwards design?
(pre-planning/backwards design)
300
I regularly and purposefully revisit and review the outcomes/individual learning goals to ensure understanding.
What is review?
(experiencing and developing new knowledge)
300
Learning activities are regularly and purposefully designed and differentiated for high engagement. Learning tasks consider ability levels, interests and learning styles.
What is differentiation?
(deepening understanding)
300
I regularly and purposefully ask probing questions and create multiple opportunities for students to show various levels of understanding.
What is feedback?
(formative assessment)
400
Students regularly and purposefully communicate their learning relative to the outcome(s)/learning goals.
What is reflection?
(pre-assessment)
400
I regularly and purposefully collaborate with students when designing rubrics.
What is rubric design?
(utilization of rubrics and exemplars)
400
Students are regularly and purposefully involved with others as they practice or interact with the outcomes/individual learning goals.
What is student collaboration?
(experiencing and developing new knowledge)
400
Students regularly articulate what they need to do to achieve excellence and then devise a purposeful plan to attain it.
What is self-assessment and goal setting?
(tracking and communicating achievement)
400
I regularly and purposefully select the most recent critical evidence of achievement when reporting student learning.
What is critical evidence?
(summative assessment)
500
Students regularly have opportunities to assist in building leadership skills.
What is citizenship?
(culture and expectations)
500
Students regularly and purposefully have the opportunity to provide input during planning.
What is student input?
(pre-planning/backwards design)
500
I regularly and purposefully give students the opportunity to interact with the outcomes/individual learning goals in small chunks that require descriptions, discussions and predictions.
What is chunking?
(experiencing and developing new knowledge)
500
Students regularly and purposefully interact with the new understandings through "higher order" thinking?
What is critical thinking?
(deepening understanding)
500
Students actively request to demonstrate their new learning by resubmitting or redoing learning activities.
What is student accountability?
(additional supports/pyramids of interventions)