Response to Instruction Rubrics

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:


Utilizes two methods of Assessment:


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:


Takes into account one of the three styles oflearning:


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


screened assessment results on a frequent basisby:



screened assessment results on a infrequentbasis by:


Parents and students are not notified of

universally screened assessment results.

! !


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


varying methods or according to student need







Assessments are not based on Blooms Level s ofTaxonomy.









DIBELS MAPS three to four times per year

(determined by content areas andstudent needs)



DIBELS MAPS two times per year (determined

by content areas and student needs)



DIBELS MAPS one time per year (determined




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


Inconsistent analysis of results of assessments,i.e., universal, strategic or skills specificassessment and little progress monitoring to affect



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:


Parents and students are notified monthly ofresults of skills specifics assessments and theschedule and frequency of the targeted

intervention plan by:


Parents and students are notified infrequently ofresults of skills specifics assessments and theschedule and frequency of the targeted



Parents and students are not notified ofuniversally screened assessment results or thetarget intervention plan.

!!!!! !


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


varying methods or according to student need







Assessments are not based on Blooms Levels o fTaxonomy.









DIBELS MAPS three to four times per year

(determined by content areas andstudent needs)



DIBELS MAPS two times per year (determined




DIBELS MAPS one time per year (determined




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


Inconsistent analysis of results of assessments,i.e., universal, or skills specific assessment andmonthly progress monitoring to affect changes in



Parents and students are notified of results ofskills specifics assessments and the schedule andfrequency of the targeted intervention plan on a

weekly basis by:


Parents and students are notified frequently ofresults of skills specifics assessments and theschedule and frequency of the targeted



Parents and students are notified infrequently ofresults of skills specifics assessments and theschedule and frequency of the targeted



Parents and students are not notified ofuniversally screened assessment results or thetarget intervention plan.

"


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


Individualized training but shared with othersat the school

Out of school training, not team/schooloriented, not based on the school vision


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


5/9

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$

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CURRICULUM'TIER'2'


4' 3' 2' 1'

Materials

In place and available Easy access and utilized High quality

Materials


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




Reflected among colleagues Connected to school vision Team oriented Embedded PD


Individualized training but shared with othersat the school

Training not team/school oriented, not basedon the school vision


Individualized training and not shared Out of school training Not connected to school vision


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


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 CommunicationCommunication with home only when there areproblems


6/9

RTI $ $RUBRIC $$

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CURRICULUM'TIER'3'


4' 3' 2' 1'

Materials

In place and available Easy access and utilized A variety of high quality materials

Materials


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




Reflected among colleagues Connected to school vision Team oriented Embedded PD Specialized training for staff


Individualized and shared with others at theschool

Out of school, not team/school oriented, notbased on the school vision


Individualized and not shared with others atthe school

Out of school Not connected to school vision


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


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 CommunicationCommunication with home ony when there areproblems


7/9

RTI $ $RUBRIC $$

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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

! !


8/9

RTI $ $RUBRIC $$

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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

! !


9/9

RTI $ $RUBRIC $$

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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)


instruction is often taught by passionate, active,engaging staff (Instruction has frequent interaction;Students generate questions based on instruction)


instruction is sometimes taught by passionate,active, engaging staff (Instruction has limitedinteraction; teachers ask comprehension basedquestions, students provide simple answers)


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

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Response to Instruction Rubrics

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