Common use of Elements Unsatisfactory Needs Improvement Proficient Exemplary Clause in Contracts

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic standards for student work, effort, interactions, and behavior expectations clear to students. May announce communicate specific standards for student work, effort, interactions, and post classroom academic and behavior rules and consequencesbehavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master accomplish challenging materialgoals. . May tell students that the subject or assignment a goal is challenging and that they need to work hard but does little to counteract student misconceptions about innate abilitynot model ways students can accomplish the goal through effective effort. . Effectively models and reinforces ways that students can master set and accomplish challenging material goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master accomplish challenging material goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility. Occasionally adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility. Consistently adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/ supports accessible to all studentsstudents for whom the educator has responsibility, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ ' misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part III: Appendix C. ESE Model Rubric for Teachers January 2012 page C-9 of C-15

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element. Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom class- room academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe de- scribe them and take ownership owner- ship of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cancan- not master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract counter- act student misconceptions about innate ability. Effectively models and reinforces rein- forces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces rein- forces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleaguescol- leagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilitiesdis- abilities. Is able to model this element. Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school com- munity.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1E-1. Clear High Expectations Does not make communicate specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives gives up on some students or communicates that some cannot master challenging material. May tell students that Occasionally communicates expectations for student work, effort, and behavior in the subject or assignment is challenging and that they need to work hard classroom, but inconsistently enforces these expectations and/or does little to counteract student misconceptions about innate ability. Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability. Effectively communicates high standards for student work, effort, and behavior such that students take ownership of meeting them; models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully successfully challenges students’ misconceptions about innate ability. Is able to model Models this elementpractice for others. II-D-3E-2. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities; models approaches that lead students to access knowledge on their own as well. Is able to model Models this element.practice for others

Elements Unsatisfactory Needs Improvement Proficient Exemplary. II-D-1. Clear Expectations Does not make specific academic standards for student work, effort, interactions, and behavior expectations clear to students. May announce communicate specific standards for student work, effort, interactions, and post classroom academic and behavior rules and consequencesbehavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master accomplish challenging materialgoals. . May tell students that the subject or assignment a goal is challenging and that they need to work hard but does little to counteract student misconceptions about innate abilitynot model ways students can accomplish the goal through effective effort. . Effectively models and reinforces ways that students can master set and accomplish challenging material goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master accomplish challenging material goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility. Occasionally adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility. Consistently adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/ supports accessible to all studentsstudents for whom the educator has responsibility, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materialsservices, and plans, communication, and/or assessments to make challenging material curriculum/supports accessible to all studentsstudents for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element.