EXPERT TEACHER RUBRIC Safe culturally competent learning environment

EXPERT TEACHER RUBRIC Safe, culturally competent learning environment BEGINNING DEVELOPING Little classroom management. No clear procedures. Has favorite students and ignores others. Engages in negative comments about students during class. Many discipline referrals. May blur physical or verbal boundaries. Classroom is usually calm, with procedures and discipline established. Some relational aggression between students. Cultural differences not always understood. Helps students when requested. Boundaries are generally appropriate and intact. Establishes mutual respect in classroom (support, insistence, high expectations). Calm, businesslike atmosphere. Classroom is relational and inclusive. Actively ensures student well-being. Gives feedback and correctives Knows where he/she wants each on student work. Most student by end of year. Can assignments on grade level. Has discuss each student with some relationships of respect with some accuracy by name and students. May work with individual achievement characteristics. students to augment their Welcomes questions from instructional needs. Slow to pick students and quickly assesses up on needs of highly mobile new students for achievement students. Knows most students’ levels. names. Most students are in top two quartiles. Content expertise Limited understanding of content. Heavily dependent on textbooks, Good understanding of content. Cannot sort important from curriculum assists, etc. Unable to Clearly explains it with stories, (purpose, unimportant. clearly explain content and examples, drawings, mental structure, translate to students’ models. Processes clearly taught. patterns, understandings. Knows when students are processes) confused versus totally wrong. Student achievement Student intervention and diagnosis Gives formative assessments but doesn’t use results for decision making in instruction. May blame students for not learning. Assignments often not on grade level. Doesn’t know value of relationships in learning. Doesn’t know names of many of his/her students. CAPABLE Says, “I treat them all the same. ” Makes few adjustments for individual students. Unable to assess what would work with individual students. Many failures. Interventions used but not necessarily successful. Accuracy of student performance limited. Often will say, “I don’t know what to do. ” Tends to be surprised by student failures. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com EXPERT Rapport with nearly every student. Positive regard for competency, culture, and individuality of each student. Gets best from students. Students have great respect for teacher. Addresses emotional issues appropriately. By end of first month of school, has an accurate assessment of individual achievement needs of each student. Daily tailors group and individual instruction to get phenomenal growth from each student. Takes students to new levels of competence and promotes their growth. Extraordinary understanding of content. Frames it so students can understand quickly. Teaches both conceptually and in great detail. Students often develop additional interest in content. Quick, accurate intervention Often uses preventive and diagnosis. Doesn’t wait for interventions before students to fail. Will seek can falter or become support for students from discouraged. Almost always multiple sources. Some intervenes accurately. Few failures. 1

EXPERT TEACHER RUBRIC (continued) BEGINNING DEVELOPING CAPABLE EXPERT Teaching performance Lots of “busy work. ” Instruction disconnected. Much “what” instruction but very little “how” and “why. ” Teaching is done “to” students, not “with” them. Instructional design is solid but fails to engage many of the students. Pedagogy is limited. Gaps in explanation. Little “why” in instruction. Has difficulty monitoring group and individuals. May get sidetracked. Lesson is connected to most students’ interests. Varied pedagogy. Opportunity to question and interact with teacher. Teacher monitors both group as a whole and individuals within group simultaneously. Paperwork, organizational and legal responsibilities, professional ethics Misses deadlines frequently. Not cognizant of legal implications of decisions. Often must be prompted about paperwork. Grading procedures, standards compliance, etc. , are questionable. Creates difficulties with other staff and administration. Blames parents or avoids parents. Little predictable communication with them. Often condescending to or defensive with parents during conferences. Meets most deadlines. Is aware of most legal implications and responds appropriately. Grades and other paperwork are accurate. Tolerated but not necessarily respected by other staff. Paperwork and organization are good. Grades are accurate and careful. Responsibilities, including legal, are addressed. Professional ethics are invariably present. Is generally respected by other staff. There’s flow to instruction (regardless of pedagogy)— seamless, almost effortless but exceedingly effective. Individually and collectively, students are engaged. Relaxed, yet intense, approach to learning. Students leave wanting to know more. Humor is often part of instruction. Paperwork completed. Virtually always organized and legal. Highly respected by other staff members, even if they don’t agree. Grades are respected. Works to create better staff relationships. Asset to campus and community. Contacts parents if there is difficulty with student. Other communication with parents is limited. In conferencing lectures more than dialogs. Doesn’t see it as partnership. Sees parents as potential partners to help student. Has regular communication with parents. Adjusts without judgment for limitations of some parents. Parental contact and interaction Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Highly regarded by parents in community. Often requested as teacher. Works to create partnership with parents. Communicates regularly and appropriately. 2

EXPERT SECONDARY PRINCIPAL RUBRIC Safe and culturally competent learning environment Operations (budgets, buildings, staff, central office relationships) Student achievement BEGINNING DEVELOPING CAPABLE EXPERT Discipline tends to be punitive rather than instructive. Focus is on individual student rather than overall structures, patterns, approaches. Individuals are not confronted (80% of referrals come from 11% of staff and 90% of referrals come from 10% of students). Staff bullies students. Facility poorly maintained and Building somewhat clean. not repaired. Dirty. Budget mistakes but uses Budget is messy. budget according to guidelines. Not exactly sure of how many Tolerates central office. Tardy staff or students. Few with written reports. Follows procedures for anything. district procedures and policies Badmouths and blames central most of time. office. Structures safe environment and monitors safety—verbally, physically, emotionally. Cultural competencies are evident. Students and staff feel safe. Discipline interactions are designed to be instructive and supportive rather than punitive. Follows and uses budget for student well-being. Reports are on time. Relationships with central office are congenial. Building is clean. Repairs are made. Follows district policies. Extremely safe and calm environment. Inclusive and relational by intent and design. Sexism, racism, bullying, etc. , are not tolerated. Students are involved in creating safety. Multiple monitors are developed to enhance well-being. Pays little attention to it. Focuses on daily crises. Does not participate in developing schedule. Few positive interactions with students. Blames students or parents. Knows half of students by name. Is in the halls. Talks to students. Asks about their courses. Has data on course and class achievement. Meets with departments to identify the ways in which he/she can provide support for greater student achievement. Arbitrary discipline. Little analysis by race or class or gender of building patterns. Unsafe physical and verbal environment. Interacts with students. Knows problem ones and “heroes. ” Little understanding of student achievement. Makes arbitrary decisions during teacher evaluation about students. Very little understanding of learning. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Skilled and innovative with budget to meet student/staff needs. Building well kept. Staff organization is excellent, procedures are outlined, roles are defined, communication is smooth and timely. Develops relationships with central office to enhance campus operations. Clarifies and maintains role of protector of high student performance. Structures schedule, department performance and counselors to enhance student achievement. Keenly aware of student data. 3

EXPERT SECONDARY PRINCIPAL RUBRIC (continued) BEGINNING DEVELOPING CAPABLE EXPERT Focuses staff performance using data and student work. Structures PLC (professional learning community) to focus on student performance. Monitors department performance as it relates to student achievement. Seeks professional development for staff. Sees the campus as an integral part of the community. Regularly seeks opinion outside of campus. Uses multiple communication mechanisms. Does not necessarily seek positive PR. Holds staff to high expectations. Provides the support so those can be reached. Teacher expertise developed. No tolerance for underperformance of staff. Provides excellent staff development. Staff performance Few expectations for staff. Faculty bullies run building. Wants loyalty rather than performance. Little interest in instruction. Knows most staff by name. Staff meetings focus on students and instruction—not operations. Can confront individual staff members. Uses walk-throughs to monitor staff. Community/ parent outreach and communication Parents are not welcome. Web page is limited. Does not have a positive image in the community. Limited communication and involvement with parents and community PR. Sees the campus as separate from the community. Conflict resolution and management skills Needs to be liked. Poor or no decisions. Blames others. His/her word means little. May exacerbate conflict. Procrastinates or uses win/lose approach. Unpredictable responses. Gathers only part of the data. Has difficulty separating the person from issue. Student, sports, and extracurricular activities Focuses on favorite sport or activity. Little attention to the big picture or participation. Tries to be unbiased in support. Does not focus much on equitable participation by gender, race, or talent. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Builds deep network of relationships outside of campus. Structures and encourages parent involvement via DVD, web, e-mail, paper, etc. Sees parents as vital to school community. Seeks positive PR for building. Uses a win/win approach. Does Identifies boundaries of not participate in triangulation. decision: BATNA (best Keeps his/her word. Needs to be alternative to a negotiated respected. Focuses on the issue agreement). Has high integrity. rather than the person. Makes decisions against wellbeing of students. Builds climate of participation and mutual respect. Focuses on win/win. Overtly seeks participation and Makes certain almost every involvement. Knows results of student participates. Makes activities. Attends when possible. certain that all activities are Emphasizes academics, as well sponsored and supported. as sports. Involves students in development. 4

EXPERT ELEMENTARY PRINCIPAL BEGINNING DEVELOPING CAPABLE EXPERT Safe and culturally competent learning environment Arbitrary discipline. Little analysis by race or class or gender of building patterns. Unsafe physical and verbal environment. Facility poorly maintained and repaired. Dirty. Budget is messy. Not exactly sure of how many staff or students. Few procedures for anything. Badmouths and blames central office. Structures a safe environment and monitors the safety— verbally, physically, emotionally. Cultural competencies are evident. Students and staff feel safe. Discipline interactions are designed to be instructive, supportive, rather than punitive. Follows and uses the budget for student well-being. Reports are on time. Relationships with central office are congenial. Building is clean. Repairs are made. Follows district policies. Extremely safe and calm environment. Inclusive and relational by intent and design. Sexism, racism, bullying etc. , are not tolerated. Students are involved in creating the safety. Multiple monitors are developed to enhance well-being. Operations (budgets, buildings, staff, central office relationships) Discipline tends to be punitive rather than instructive. Focus is on individual student rather than overall structures, patterns, approaches. Individuals are not confronted (80% of referrals come from 11% of staff and 90% of referrals come from 10% of students). Staff bullies students. Building somewhat clean. Budget mistakes but uses budget according to guidelines. Tolerates central office. Tardy with written reports. Follows district procedures and policies most of the time. Student achievement Pays little attention to it. Focuses on daily crises. Does not participate in developing schedule. Few positive interactions with students. Blames students or parents. Interacts with students. Knows the problem ones and the “heroes. ” Little understanding of student achievement. Makes arbitrary decisions during teacher evaluation about students. Very little understanding of learning. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Skilled and innovative with the budget to meet student/staff needs. Building well kept. Staff is organization is excellent, procedures outlined, roles defined, communication smooth and timely. Develops relationships with central office to enhance campus operations. Knows half of students by name. Clarifies and maintains role of Is in the halls. Talks to students. protector of high student Asks about their courses. Has performance. Structures data on course and class schedule, department achievement. Meets with performance and counselors to departments to identify the ways enhance student achievement. in which he/she can provide Keenly aware of student data. support for greater student achievement. 5

EXPERT ELEMENTARY PRINCIPAL (continued) BEGINNING DEVELOPING CAPABLE EXPERT Focuses staff performance using data and student work. Structures PLC (professional learning community) to focus on student performance. Monitors department performance as it relates to student achievement. Seeks professional development for staff. Sees the campus as an integral part of the community. Regularly seeks opinion outside of campus. Uses multiple communication mechanisms. Does not necessarily seek positive PR. Holds staff to high expectations. Provides the support so those can be reached. Teacher expertise developed. No tolerance for underperformance of staff. Provides excellent staff development. Staff performance Few expectations for staff. Faculty bullies run building. Wants loyalty rather than performance. Little interest in instruction. Knows most staff by name. Staff meetings focus on students and instruction—not operations. Can confront individual staff members. Uses walk-throughs to monitor staff. Community/ parent outreach and communication Parents are not welcome. Web page is limited. Does not have a positive image in the community. Limited communication and involvement with parents and community PR. Sees the campus as separate from the community. Conflict resolution and management skills Needs to be liked. Poor or no decisions. Blames others. His/her word means little. May exacerbate conflict. Procrastinates or uses win/lose approach. Unpredictable responses. Gathers only part of the data. Has difficulty separating the person from the issue. Reading instruction Sticks with a program with no variation. Does not know what an expert reader is. Few diagnostic tools provided. Relies on individual teacher reporting and test scores. Heavy emphasis on work sheets. Grouping is rigid. Allows some variation in the program. Mostly concerned about the lowest readers. Little attention to top third of readers. Reading instruction is mostly confined to reading time. Little time given to actual reading. Grouping is occasionally redone. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Builds a deep network of relationships outside of campus. Structures and encourages parent involvement via DVD, web, e-mail, paper, etc. Sees parents as vital to school community. Seeks positive PR for building. Uses a win/win approach. Does Identifies the boundaries of the not participate in triangulation. decision: BATNA (best Keeps his/her word. Needs to be alternative to a negotiated respected. Focuses on the issue agreement). Has high integrity. rather than the person. Makes decisions against wellbeing of students. Builds a climate of participation and mutual respect. Focuses on win/win. Has a diagnostic approach to Uses a growth model for each student as reader students as readers that each regardless of program used. student helps plan against five Reading instruction is integrated characteristics of a skilled across content. Monitors test reader (strategic, fluent, scores and actual performance motivated, comprehension, and as a reader. Uses multiple uses a process). Involves formats for reading. parents in the growth plan. 6

ASSESSMENT OF A SKILLED HISTORIAN BEGINNING HISTORIAN DEVELOPING HISTORIAN COMPETENT HISTORIAN EXPERT HISTORIAN Identifies repeat patterns in history (e. g. , migration, war, etc. ) Has no idea there are repeat patterns. Recognizes that a couple of patterns happen frequently, such as war. Articulates multiple patterns in history and can explain some of the reasons. Can predict current happenings based upon historical patterns and the synthesis of those patterns. Understands historical interpretation and bias Believes whatever the book says. Knows that there is more than one side to the story. Knows that some sources are more credible than others. Can distinguish between primary and secondary sources. Explains the role of the victor in history. Can distinguish primary and secondary sources, as well as the victor role. Can identify the prevailing ideologies of the time and the influence on what is recorded and observed. Identifies and integrates canons of history (e. g. , military, religious, governmental, arts, social, cultural, country, world, etc. ) Thinks history is only one canon and one country. Knows there is more than one canon but does not integrate them as part of cause and effect. Integrates the canons and explains the influence of one on the other for a particular country. Integrates the canons and explains the influence of one on the other for the world. Can explain the influence of a country on world events. Explains cause and effect, generational linkages, role of personality and timing, chronological sequence Knows only chronological sequence. Identifies chronological sequence. Can explain cause and effect of some events. Can explain cause and effect and role of intergenerational interactions. Recognizes that personality and timing play a role. Explains the chronological sequence of interlocking personality, timing, precedents, and events. Identifies the places where another choice might have been made. Understands accuracy of interpretation, sources, conclusions Thinks the written document is accurate. Realizes that historical interpretation is based upon the victor. Believes that accuracy is possible by careful documentation of sources. Articulates the nebulous and even nefarious difficulties of accuracy. Identifies the methodologies most probable to approximating historical accuracy. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 7

SKILLED MUSICIAN RUBRIC (in Band Orchestra) CRITERIA 1 2 3 4 Accuracy Not in time Several wrong notes Wrong key Mostly in correct time Misses notes Key is correct Fingerings are off In correct time Mostly uses correct fingerings Notes are correct Timing is virtually always correct Fingerings are correct Notes are virtually always correct Articulation No variation in tempo Markings not observed No contrast in sound Some variation in tempo but not correct Some contrast but incorrect for piece Random use of markings Tempo mostly correct Mostly correct use of markings Dynamic contrast thin but correct Markings are virtually always observed and followed Wide range of dynamic contrast Tempo is correct Sound quality Thin timbre High and low notes off Too loud or too soft for note or section Unpleasant to ear Timbre for most notes is fuller All difficult notes have some timbre Use of sound markings is random Timbre is mostly full Sound markings are used but not advantageously Timbre is full Sound markings are correctly interpreted and followed Interpretation No meaning assigned to piece No understanding of intent or purpose of composer Playing indicates emotion but little understanding of meaning Understands that piece has climax but does not know where it is Playing mostly conveys meaning and always conveys emotion Understands role of climax Can talk about intent and purpose Playing conveys meaning and emotion Climax can be identified Plays truly to intent and purpose Ensemble contribution Does not pay attention to conductor Periodically pays attention to conductor Is mostly in balance with group Listens to his/her section Little understanding of his/her contribution to melody Mostly follows conductor’s interpretations Is in balance with group Mostly listens to piece as whole Can verbally articulate contribution to melody but does not always reflect that in his/her playing Follows conductor’s interpretation Is in balance with group Listens to piece as whole Understands his/her contribution to melody Listens only to his/her playing Too loud/too soft for group Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 8

COMMUNICATION EXPERT RUBRIC: LANGUAGE ARTS (Viewer/Reader/Listener = VRL or Audience) BEGINNING DEVELOPING CAPABLE EXPERT Audience Has no concept there is an audience. Simply doing an activity—only has benefits to the creator. Knows there is an audience but does not know much about the audience. Addresses audience vaguely. Deeply understands the thinking and behaviors of the audience. Addresses the audience for mental and emotional buy-in. Author’s or creator’s purpose Does not have a purpose for communication—entertain, influence, persuade, inform. Person is “sharing. ” Has a purpose but makes it obvious to the VRL. Arguments and constructs to support the purpose inept or missing. Knows the demographics of the audience and some of the audience likes and dislikes. Addresses the audience mentally. May combine purposes. Arguments and constructs support the purpose. Not totally compelling to VRL. Medium (fiction or nonfiction text, movies, advertising, theatre, lecture, film, podcast, technical manual, etc. ) Structure Limited to the use of one medium. Does not correlate medium to purpose or audience. Can differentiate why different media would have impact on the VRL. Can create at least one or two of the media. Can use four or five of the media adequately. Has some impact on the VRL. Can use four or five of the media well with significant impact on the VRL. Conveys a message well. Selected structure is poorly organized, incoherent, no attachment to purpose. Selected structure is not appropriate for the audience. Understands the concepts of structures but does not know how to use them. Selected structure is appropriate for purpose and audience. Selected structure is cohesive and tightly organized and appropriate for purpose. Uses the structure to manipulate the VRL. Structure keeps VRL “spellbound” —moves them through medium without pause. Viewer/reader automatically accepts purpose. May manipulate structure for added benefit of impact on VRL. Influencers (font, light, color, space, graphics, sound, music) Has no concept that an audience can be “manipulated” through these influencers. Selects influencers based upon what he/she likes but has little concept of impact on audience. Uses some of the influencers with mixed results with the audience. Can use three or more influencers with intention to achieve purpose(s) and VRL response. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com Combines purposes. Weaves arguments and constructs so skillfully it may meet all four purposes. Compelling to the VRL. 9

COMMUNICATION EXPERT RUBRIC: LANGUAGE ARTS (continued) (Viewer/Reader/Listener = VRL or Audience) BEGINNING DEVELOPING Analysis of creator’s bias (voice, omission, use of influencers, information selection) Believes what creator has delivered. No understanding of own bias or biases of others. Can barely use any of the processes. Lack of processes seriously interferes with all work. Very little use of conventions. Can use some of the tools in his/her work or creations. May not always be able to recognize it in other creations. Can use the processes appropriately for all assigned tasks. Can analyze where/when processes need to be improved. Uses standard conventions. Uses the tools of bias in his/her own creations with awareness and intent. Identifies bias in creations of others. Processes (reading, writing, speaking, listening, viewing) and conventions (spelling, punctuation, etc. ) Patterns (characterization, themes, story lines, advertising tools, visual representations, arguments/logic, text organization) Knows that all creators/authors have biases but cannot articulate or identify the bias. Does not recognize his/her own bias in communication. Has some of the processes appropriate for the required work but not all. Performance uneven. Conventions uneven. Can use and recognize a few of the patterns. Does not understand the impact on the VRL. Can analyze and use two or three of the patterns well. Can articulate the impact on the VRL. Can use most with skill and intention. Adept at combining patterns for added impact on the VRL. Has no recognition of patterns. Has not had enough exposure to different patterns to recognize them. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com CAPABLE EXPERT Excels at the use of processes. Can combine processes for even more impact on audiences and assigned tasks. Uses standard conventions. 10

SKILLED MATHEMATICIAN RUBRIC (focus is on expertise of student) BEGINNING Numbers and operations Can use whole numbers. Can compare quantities. Confuses use of operations. Accuracy inconsistent. Algebra Has no idea that algebra helps to solve for the unknown. Can identify a few of the symbols and procedures. Basic equations are a challenge, and articulation of the problem is limited. Geometry Concept of proof is vague. Knows the name of some geometric shapes. Geometric modeling, visualization of shape movement is limited, spatial reasoning not understood. Knows why measurement is important. Some units and systems are understood. Tools, formulas, techniques, attributes not understood. Measurement DEVELOPING CAPABLE EXPERT Can use procedures and algorithms. Uses decimals, integers, fractions. Can estimate answers. Selects correct operation. Often accurate. Uses the symbols and procedures. Can use some of the patterns and functions. Can verbalize some of the generalizations of algebra. Can articulate what the problem is trying to solve/find. Knows procedurally how to do proofs. Names shapes. Can measure shapes and compare measurement of various shapes. Some visualization of shape movement. Can use paper/pencil for numbers and operations. Translation between/among numbers, fractions, decimals sometimes unclear. Often limited to one method of computation. Uses the formalized patterns, functions and generalizations of algebra. Can verbalize thinking but is limited to the replication of what has been taught. Is fluent in computation and operations. High level of mental automaticity. Always accurate. Can use multiple computational methods as well as mental models. Can manipulate and evaluate the formalized patterns, functions, and generalizations of mathematical thinking. Can manipulate, evaluate, and develop equations and representational systems. Proof and justification inherent. Uses and manipulates visualization, spatial reasoning, geometric modeling along with mathematical arguments. Articulates real-world applications of each. Articulates how measurement is integral to mathematics. Manipulates and uses tools, formulas, techniques, attributes to most accurately solve and address problems. Articulates limitations of measurement tools and identifies needed developments. Uses units, systems, and processes of measurement. Can translate between and among measurement systems. Can use some of the tools, formulas, and techniques. Can do proofs and justification. Can do geometric modeling, visualization, and spatial reasoning. Mathematical arguments limited. Difficulty expressing real-world applications. Articulates how attributes contribute to measurement and why certain tools and techniques are better than others for a given situation. Uses what has been taught. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 11

SKILLED MATHEMATICIAN RUBRIC (continued) (focus is on expertise of student) BEGINNING Data analysis and Can barely formulate a question. Data collection, probability DEVELOPING CAPABLE Uses good questions and data collection. Uses statistics to analyze data, infer, and predict more than one way. Can identify basic probabilities from the data. Articulates the limitations of the data. Has one strategy to use but gives Has two or three strategies to up if that one does not work. Can use. Can set up the problem a identify what needs to be solved. couple of different ways. Can verbalize conceptually what the problem is seeking to know. EXPERT Understands the relationship between the question and data display, organization collected. Can organize data. fragmented. Has no concept Has difficulty with inference and of how data analysis impacts prediction of data. Limited use of personal life. probabilities. Questions, data collection, and analysis insightful and accurate. Uses multiple statistical methods. Blends probability in with predictive tools and infers likelihood of anomalies in data. Problem solving Has no strategies to use to solve problems. No persistence. Does not understand what is being solved. Reasoning and proof Math makes no sense. Does not understand why it is needed. Can count and order things, particularly money. Communication Limited use of mathematical vocabulary. Little conceptual language. Unable to explain in writing. Can verbalize the questions around the problem. Can use multiple strategies. Can solve the problem more than one way. Extrapolates on additional possibilities. Can evaluate mathematical reasoning and proofs for viability and develop mathematical conjectures. Can identify irregularities in real-world and abstract representations. Can use mathematical arguments and rationales with precise mathematical language. Can explore arguments from theoretical frames. Can use the proofs and reasoning but cannot explain why the reasoning works. Identifies patterns, structures, and regularities. Mathematical conjectures are vague. Uses the vocabulary correctly as well as procedurally. Can amend an explanation in writing or orally. Difficulty explaining the rationale. Can use mathematical reasoning and proofs and explain them. Understands the concept of mathematical conjectures. Can identify the patterns and regularities. Uses the language correctly both procedurally and conceptually. Can make an argument with appropriate rationale. Can refine the argument. Some use of rationale. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 12

SKILLED MATHEMATICIAN RUBRIC (continued) (focus is on expertise of student) BEGINNING DEVELOPING CAPABLE EXPERT Connections Sees each math lesson as unrelated to anything else in math. No practical application of math in personal life. Sees personal application(s). Articulates in a limited way how the math disciplines are interrelated (algebra, geometry, etc. ). Articulates the contribution of mathematics to every way of life and its utility there. Articulates its impact on their future life. Explains inter- relatedness of math at the personal, professional, and global levels. Articulates the contribution of mathematics over time and extrapolates into the future. Identifies possible new tools that would enhance the field. Representations (charts, drawings, pictures, concrete materials, tables, graphs, number and letter symbols, spreadsheets, music, time, symbols, equations, architecture, drafting, cooking, etc. ). Does not understand that math is a representational system of thinking. Uses numbers to count things, time to get to work/school, and space to live in but does not see these as related to math. Knows a couple of representational systems but has limited ability to verbally explain them or manipulate the data another way. Does know that math is representational. Can use multiple representational systems but does not use them in an integrated way to express multiple findings—concepts, relationships, concrete realities, etc. Can articulate the representational nature of math and multiple applications. Uses multiple representational systems to model and interpret physical, social, and mathematical issues. Can represent at the conceptual, relationship, and concrete level. Can verbally explain the representation as well. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 13

Reading Rubric: Grade 1 Student name: ____________ Campus: ______________ BEGINNING School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Fluent Decodes words haltingly Misses key sounds Identifies most letter sounds Identifies short vowels Says/recognizes individual words Decodes sentences haltingly Knows conditions for long vowels (vowel at end of syllable, e. g. , me, he) Identifies blends and consonants Decodes digraphs and r-control vowels (or, ar, etc. ) Reads at rate that does not interfere with meaning Knows vowel teams (ea, ee, oa, etc. ) Identifies common spelling patterns Uses word-attack skills to identify new words Reads sentences in meaningful sequence Reads with expression Decodes polysyllabic words Decodes words in context of paragraph Decodes words accurately and automatically Reads paragraphs in meaningful sequence Reads with expression, fluency, appropriate tone, and pronunciation Constructive Predictions are incomplete, partial, and unrelated Predictions indicate no or inappropriate prior knowledge Predicts what might happen next Makes minimal links to personal experience/prior knowledge Predicts story based on pictures and other clues Relates story to personal experience/prior knowledge Can predict possible endings to story with some accuracy Can compare/contrast story with personal experience Motivated Does not read independently Concentrates on decoding Reads when teacher or parent requests Eager to utilize acquired skills (words and phrases) Will read for specific purpose Uses new skills frequently in selfselected reading Self-initiates reading Reads for pleasure Strategic Does not self-correct Uncertain as to how parts of story fit together Recognizes mistakes but has Has strategies for self-correction difficulty in self-correcting (reread, read ahead, ask Can identify characters and setting questions, etc. ) in story Can identify characters, settings, and events of story Analyzes self-correction strategies as to best strategy Can talk about story in terms of problem and/or goal Process Cannot tell what has been read Does not sort important from unimportant Organizes reading by sorting important from unimportant Can determine with assistance what is important and unimportant Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 14

Reading Rubric: Grade 2 Student name: ____________ Campus: ______________ BEGINNING School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Fluent Misses key phonemic elements Rate of reading interferes with meaning New vocabulary impairs understanding Knows basic phonetic structure of vowels: short, long, r-control, vowel teams Occasionally rate of reading interferes with meaning Mispronounces unfamiliar words Uses word-attack skills to identify Decoding not an issue; it is taken new words in section for granted Says sentences in meaningful Analyzes selection and uses most sequence effective reading rate Uses contextual clues to determine Enjoys new words and practices pronunciation of new words using them in his/her vocabulary Constructive Makes some use of clues to determine what text will be about May mention character he/she read about previously Skips over new words Can predict what character might do next Remembers general characters but not detail New vocabulary impairs understanding Can predict possible outcomes from selection Can identify main character For new word, can give example but not definition Connects personal experience to predict outcomes Can give detailed accounting of character and motive Can generate definition or synonym for new word Motivated Has limited interaction with or response to reading Reads only when asked May be involved in or identify with portion of story Self-initiates reading Responds on personal basis to selection Has criteria for selecting reading materials Tells others about what he/she has read Analyzes personal choices and determines new selections to explore Strategic Is uncertain as to how all parts fit Has structure for story reading together but can identify parts of selections Understands criteria of expository piece Differentiates fiction from nonfiction by structure of piece Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 15

Reading Rubric: Grade 2 (continued) Student name: ____________ Campus: ______________ BEGINNING Process Before During DEVELOPING CAPABLE EXPERT Has purpose for reading but relies heavily on pictures Has only external strategies (will ask for help) Can identify which part he/she liked best Demonstrates some knowledge of clues to use before reading (looks at graphics, predicts, asks questions) Uses some strategies during reading * Can summarize with assistance/direction Applies strategies before reading that help better understand what text will be about Applies appropriate strategies while reading; can self-correct ** Summarizes accurately Simply begins reading; does not know purpose Keeps reading if he/she does not understand After Cannot verbalize what he/she read School year: _______ Grade: ______ * Reading strategies: Summarizes, retells events; makes mental picture of what author says; predicts next event; alters predictions based on new information. ** Self-correction or “fix-up” strategies: Looks back, looks ahead, rereads, slows down, asks for help. Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 16

Reading Rubric: Grade 3 Student name: ____________ Campus: ______________ BEGINNING School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Fluent Mispronounces common words Decodes sentences haltingly Sees word root and endings separately Decodes words accurately and automatically Understands that prefixes, roots, and suffixes are “changeable parts” Decodes words in context of paragraph Analyzes pronunciation using analogy to known words and word parts Reads with expression, fluency, and appropriate tone and pronunciation Constructive New vocabulary impairs understanding Predicts story based on pictures and other clues Can generate an example or synonym for new word Identifies parts of story in relation to his/her own experience Can generate synonyms, definition, or antonym for new word Connects personal experience to clues and text Uses new and unusual words in writing or speaking Can compare and contrast previous personal experience to parts of story Motivated Reading is initiated by teacher Holds as much beginning information as possible and forgets rest Does not read for information Reading is initiated by student May describe what selection is about and provide some detail Reads for information if teacherinitiated Reads for pleasure Identifies main idea Uses appropriate text for needed information Reads for pleasure and information as needed Identifies main idea and supporting information Compares/contrasts one piece of reading with/to another Strategic Has difficulty differentiating important from unimportant Does not self-correct Knows important parts exist but cannot always identify Recognizes mistakes but has difficulty in self-correcting Can identify important information Can identify and store important Has strategies for self-correction ** information and discard unimportant Analyzes self-correction strategies as to best strategy Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 17

Reading Rubric: Grade 3 (continued) Student name: ____________ Campus: ______________ BEGINNING Process Before During After School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Prereading strategies involve number of pages and size of print Calls words and skips words if they cannot be understood or pronounced Summaries are retelling of as much as is remembered Identifies purpose for reading Some aspects of text are connected to prior knowledge/ experience Needs help with summary; can identify which part he/she liked best Identifies purpose and applies strategies before reading that help better understand what text will be about Uses some strategies during reading * Has strategy for categorizing and summarizing information Determines strategies needed to understand selection Applies appropriate strategies while reading; can self-correct ** Organizes reading by sorting important from unimportant and relating it to purpose and structure * Reading strategies: Summarizes, retells events, makes mental picture of what author says; predicts next event, alters predictions based on new information. ** Self-correction or “fix-up” strategies: Looks back, looks ahead, rereads, slows down, asks for help. Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 18

Reading Rubric: Grade 4 (continued) Student name: ____________ Campus: ______________ BEGINNING School year: _______ Grade: ______ DEVELOPING Sees word root and ending separately Decodes words in context of paragraph CAPABLE Understands that prefixes, roots, and suffixes are “changeable parts” Decoding is non-issue EXPERT Fluent Mispronounces common words Decodes words haltingly Analyzes pronunciation using analogies to known words and word parts Reads with expression, fluency, and appropriate tone and pronunciation Constructive Can predict what character might Can predict possible endings to Can predict more than one do next story ending/solution New vocabulary impairs Can generate example or synonym Can generate synonyms, understanding for new word definition, or antonyms for new word Can predict endings to story and explain advantages and disadvantages for author in using various endings Uses new vocabulary in writing or speaking Motivated Little understanding of reason for Reads text because teacher said Establishes clear purpose for reading to reading Limited interaction with or May mention character he/she has Compares/ response to reading read about previously contrasts one piece of reading with/to another Evaluates purpose for reading Analyzes personal choices and determines new selections to explore Strategic Does not have enough Has difficulty asking questions information to ask questions Can use structures to identify Has difficulty differentiating important information important from unimportant Differentiates fiction from non. Has some difficulty differentiating fiction by structure of piece structure of fiction from nonfiction Can ask questions about what was Asks questions that tie this text read and other reading together Uses structures to assign order, Uses structure to determine most remember characters, and important aspects of text to identify problem/goal remember Can differentiate among structures Can differentiate among non-fiction used in fiction *** structures **** Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 19

Reading Rubric: Grade 4 (continued) Student name: ____________ Campus: ______________ BEGINNING Process Before Prereading strategies involve During After number of pages and size of print Calls words and skips words if not understood Summaries are retelling of as much as is remembered School year: _______ Grade: ______ DEVELOPING Identifies purpose for reading Some aspects of text are connected to prior knowledge/ experience Can identify part he/she likes best but needs help with summary CAPABLE EXPERT Applies strategies before reading that help him/her better understand what text will be about Uses some strategies during reading * Has strategy for categorizing information Determines strategies needed to better understand selection Applies appropriate strategies while reading; can self-correct ** Organizes reading by sorting important from unimportant and relating it to purpose and structure * Reading strategies: Summarizes, retells events, makes mental picture of what author says, predicts next event, alters predictions based on new information. ** Self-correction or “fix-up” strategies: Looks back, looks ahead, rereads, slows down, asks for help. *** Fiction structure (examples): Flashbacks, chronological, episodic, story within story. **** Non-fiction structure (examples): Topical, cause and effect, sequential, comparison/contrast, persuasive. Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 20

Reading Rubric: Grade 5 Student name: ____________ Campus: ______________ BEGINNING School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Fluent Rate of reading interferes with meaning Occasionally rate of reading interferes with meaning Analyzes selection and uses most effective reading rate Can articulate the demands of the reading task Constructive Has trouble understanding meaning of text Vocabulary slows reader Can understand text but has difficulty formulating questions Can use text to make meaning of new vocabulary Can explain why text is important and can summarize main points Can ask questions over text Assigns meaning and relates information in a larger context of knowledge Vocabulary applied outside of text and used to refine understanding Motivated Does not read for information; concentrates on decoding Can provide some details about selection Reading is initiated by teacher Holds as much beginning information as possible and forgets rest May describe what selection is about and provide some detail Reading is initiated by student Identifies main idea; determines fact from non-fact Compares and contrasts information to other events or experiences Shares reading with others Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 21

Reading Rubric: Grade 5 (continued) Student name: ____________ Campus: ______________ BEGINNING Differentiates fiction from nonfiction by structure of piece Sorting Can remember some of important pieces Does not have enough Asks questions information to ask questions Does not self-correct Selfcorrection strategies Identifies Little understanding of reason for reading purpose Strategic School year: _______ Grade: ______ DEVELOPING CAPABLE EXPERT Can differentiate among structures used in fiction *** Uses structures to assign order, remember characters, and identify problem/goal Has difficulty asking questions Can differentiate among non-fiction structures **** Uses structures to determine most important aspects of text to remember Can ask questions about what was read Has strategies for self-correction ** Can articulate and analyze author’s use of structure Discusses how structures assist reader in sorting important from unimportant Asks questions that tie this text to others Analyzes self-correction strategies as to best strategy ** Recognizes mistakes but has difficulty self-correcting Reads text because teacher said to Establishes clear purpose for reading Evaluates purpose for reading Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 22

Reading Rubric: Grade 5 (continued) Student name: ____________ Campus: ______________ BEGINNING Process Before During After Does not predict Keeps reading if he/she does not understand Summaries are retelling of as much as is remembered School year: _______ Grade: ______ DEVELOPING Has some difficulty making predictions Uses some strategies during reading * Has strategy for categorizing information CAPABLE Applies strategies before reading that help better understand what text will be about Applies appropriate strategies while reading; can self-correct ** After reading, revises schema/conceptual organization EXPERT Predicts and identifies how author or genre tends to end selections Analyzes own reading and thinking while reading Develops more clarity in thinking as result of reading * Reading strategies: Summarizes, retells events, makes mental picture of what author says, predicts next event, alters predictions based on new information. ** Self-correction or “fix-up” Strategies: Looks back, looks ahead, rereads, slows down, asks for help. *** Fiction structures (examples): Flashbacks, chronological, episodic, story within story. **** Non-fiction structures (examples): Topical, cause and effect, sequential, comparison/contrast, persuasive. Excerpted from Removing the Mask by Paul D. Slocumb and Ruby K. Payne. Copyright 2013 aha! Process, Inc. All rights reserved. www. ahaprocess. com 23