ࡱ> >@=B` pbjbjss 8h ],0008h|<,""""""""$#h%T<"<"Q"p"" T0JBg"0"K&>&&<"<"X",,,0,,,0,,,  EMBED Excel.Sheet.8  ElementsCompetent (C)Exemplary (E)Creating a PositiveStrategies assure a positive classroomStrategies assure a positive classroom Classroom Environmentenvironment that reflects support andenvironment that reflects support andshows respect for all students.shows respect for all students.Interactions among individuals andInteractions among individuals andgroups are limited to promoting polite,groups promote polite, cooperative,cooperative, and active engagement inand active engagement in learning.learning.Managing ClassroomClassroom routines and procedures,Classroom routines and procedures, Proceduresincluding those involving volunteers andincluding those involving volunteers andparaprofessionals, are seamless andparaprofessionals, are seamless infunction smoothly with little loss oftheir operation, and students assumeinstructional time; students confidentlyresponsibility for establishing andfollow routines and procedures.implementing procedures for theclassroom's smooth functioning.Managing StudentClear standards of conduct have beenProvides evidence of student participa- Behaviorestablished. Consistent appropriatetion in setting expectations andresponse to student misbehavior, thatmonitoring behavior; establishes rulesis respectful of students, is planned.that support the internalization ofdemocratic values in the classroom;plans for monitoring of studentbehavior is subtle and preventive;response to student behavior issensitive to individual students' needs.Organizing PhysicalThe classroom's physical arrangementThe classroom is safe, and students Spacesupports the learning activities;help ensure that the physicalstandard safety procedures in theenvironment supports the learning ofphysical environment are apparent,all students.resulting in students' abilities tocomplete activities without risk ofphysical harm; learning is accessibleto all students.Communicating withA systematic plan for communicationFrequent and sensitive communication Families/Caregiverswith families/caregivers about studentswith families/caregivers is established;is evident; engagement of families/families/caregivers are successfullycaregivers in the instructional programpartnered in the instructional program;is invited/initiated with documentationstudents participate in activities toof family responses.communicate with families/caregivers.     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n0Arial1' &ww \@!I0dv% Rp Arialx*0&x[w&"0$" To0Arial1' &wwo \$"I0dv% % % % % % " !% %   4% % % % % % %     T| 3UUAA L\Student:% TPe2UUAA+L _______________________________________  % Tf73UUAAf LdInstructor: % T<82UUAA8(L _______________________________________ % % % % " !% %    RpArial1' &x[w'm0m tm0Arial1' &ww u\mI0dv% % % " !% %   l  TlUUAAkLt Circle performance    %% % " !% %    % % % " !% %     T|R UUAARL\Elements %% TpUUAALXlevel.  % % " !% %    % % " !% %     T"UUAA"Lt If D, check reason.     % % " !% %    Rp Arialx*0&x[w#0# o0Arial1' &ww \#I0dv% % % % " !% %   8% % % % %   TP 7UUAA +LCreating a Positive Classroom Environment        %  % % T4UUAAL(2.1k-2.3k, 2.21s, 2.23k)         % % TT9V7UUAA9LPDTT7UUAALPCTTn7UUAAnLPE% % " !% %    RpArial/& &x051&l0$l l0Arial1' &ww9 \$lI0dv% % % % " !% %   <l% % % % %   T <kUUAA ; L`Diversity:  % T8<jUUAA<RL Provides little or no information about meeting the needs of a diverse classroom       $   $         $% % % % " !% %    %   T pUUAA p Ldpopulation.   % % % % % " !% %   % % % % %   T\ UUAA -LTeacher-Student/Student-Student Interactions:   % TPUUAA+L Fails to provide a structure that ensures           % % % % " !% %    %   Tx yUUAA 2Lpolite, respectful, and cooperative interactions.           % % % % % " !% %    <% % % % %   T ;UUAA LActive Engagement in Learning:  %   % T g:UUAA 6L Does not establish a positive classroom climate that          $  $   % % % % " !% %    %   T8 @nUUAA @'Lfosters active engagement in learning.     $    % % % % % " !% %   t% % % % %   T tUUAA sLManaging Classroom Procedures #   %  % T{cUUAA{L(2.6k-2.12k, 2.6s-2.8s, 4.16k)           % % TT9tVUUAA9sLPDTTtUUAAsLPCTTntUUAAnsLPE% % " !% %    % % % % " !% %   % % % % %   T UUAA  LdTransitions:  % T4UUAAQL Transition procedures presented are haphazard, inefficient, or nonexistent, and               % % % % " !% %    %   TP  UUAA +Lwill result in loss of instructional time.         $ % % % % % " !% %   @% % % % %   T ?UUAA L|Materials and Supplies:#     % Tk>UUAA>L Procedures presented for handling materials and supplies are       $       % % % % " !% %    % % % % % " !% %   Dt% % % % %   TX DqUUAA CWLhaphazard, inefficient, or nonexistent, and will result in loss of instructional time.                  $ % % % % " !% %    % % % % % " !% %   x% % % % %   T xUUAA wLNon-Instructional Duties:    % TxUUAAx@L Procedures presented for handling non-instructional duties are             % % % % " !% %    %   TP UUAA VLhaphazard, inefficient, or nonexistent, and will result in loss of instructional time.                 $ % % % % % " !% %   % % % % %   T UUAA !LVolunteers and Paraprofessionals:     % Th8UUAA/L Procedures presented for volunteers and para-         % % % % " !% %    %   T BUUAA bLprofessionals are haphazard, inefficient, or nonexistent, and will result in loss of instructional                      % Tl HfvUUAA HLXtime. $ % % % % % " !% %   |% % % % %   T |NUUAA {LManaging Student Behavior #     % TOUUAAOL(2.13k, 2.15k-2.18k, 2.6s)         % % TT9|VUUAA9{LPDTT|UUAA{LPCTTn|UUAAn{LPE% % " !% %    % % % % " !% %   V% % % % %   T UUAA  LhExpectations: % TQUUAAJL Rules related to student behavior reflect lack of clear expectations and                    % % % % " !% %    %   TT QUUAA ,Lare not based on accepted behavioral theory.         % % % % % " !% %   H% % % % %   T GUUAA LMonitoring of Student Behavior:#      % TFUUAA7L Indications of how student behavior will be monitored            $ % % % % " !% %    % % % % % " !% %   L|% % % % %   T LyUUAA KFLreflect lack of understanding related to monitoring student behavior.            $       % % % % " !% %    % % % % % " !% %   % % % % %   T {UUAA LResponse to Student Behavior:    % T|UUAA|6L Given methods for responding to student behavior are !  $          % % % % " !% %    %   T  UUAA Lhinappropriate.    % % % % % " !% %   % % % % %   T ;UUAA LOrganizing Physical Space !      % T<\UUAA<Lt(2.19k-2.22k, 2.18s)       % % TT9VUUAA9LPDTTUUAALPCTTnUUAAnLPE% % " !% %    % % % % " !% %   L% % % % %   T$ KUUAA $LSafety and Arrangement of Furniture:  %   % TlXJUUAA0L Fails to use standard safety procedures in the            % % % % " !% %    % % % " !% %   P  T P~UUAA PLxphysical environment.   $ % % " !% %    % % % % % " !% %   % % % % %   T UUAA 8LAccessibility to Learning and Use of Physical Resources:           % T~UUAAL The physical arrangement    $ % % % % " !% %    %   T\ kUUAA XLdoes not support learning of all students. Some aspects of the lesson may be physically          $      $    % T PUUAA Linaccessible for some students.     $    % % % % % " !% %    P% % % % %   T< WOUUAA (LCommunicating with Families/Caregivers %%   !  %    % TX'LUUAAX' Ld(4.1k-4.2k)     % % TT9 VOUUAA9LPDTT OUUAALPCTTn OUUAAnLPE% % " !% %    % % % % " !% %   T% % % % %   TT TUUAA S,LInformation about the Instructional Program: %      %% T\TUUAAT-L Provides little or no information about how       $   % % % % " !% %    %   T UUAA FL(s)he will inform families/caregivers about the instructional program.   $ $         $ % % % % % " !% %   % % % % %   T0 UUAA &LInformation about Individual Students: %      % TUUAA3L Provides little or no information about how (s)he       $    % % % % " !% %    %   T }UUAA ALwill contact families/caregivers about their individual children.   $            % % % % % " !% %   $T% % % % %   T $SUUAA #?LEngagement of Families/Caregivers in the Instructional Program:%  %        %% T$fRUUAA$Lp Makes few or no #   % % % % " !% %    % % % " !% %   X  T XUUAA XaLattempts to provide for involvement of families/caregivers in regard to the instructional program $       $  $           $% % " !% %    %   T UUAA Land/or classroom activities.   $    % % % % % " !% %   % % % % %   T UUAA LtStandard English:    % TUUAAGLDisplays a lack of understanding, use and modeling of Standard English.           $       % % % % " !% %    % % " !% %   $   T k# UUAA LSuggestions for Improvement:   %%% % " !% %    Rp Arial&&x[wHo0n dn0Arial1' &ww \nI0dv% % % " !% %    8   TP j UUAA VL D = Developing; C=Competent; E=Exemplary          % % " !% %      TA  UUAAA DL Descriptors for C and E on the following page.               % % " !% %    '% (   &% +6+<% Ld+.;+4!??% +t6+% Ld+t.+t4!??% +|6+% Ld+|.+|4!??% +6+% Ld+.+4!??% h6 % Ldh h` !??% l6 % Ldl l\ !??%  6 % Ld  G!??% l6% Ldll!??%  6 % Ld   C!??% 6% Ld!??% + 6+T% Ld+ .S+ 4!??% 8 68 % Ld8 ; 8 C!??% h6h% Ldhkh!??% 6% Ld!??% 868% Ld8;8!??% 6% Ld!??% 6% Ld !??% p6p% Ldpsp!??% 6% Ld!??%  6 % Ld  !??% t6t% Ldtwt!??% 6% Ld!??% x6x% Ldx{x!??% 6% Ld!??% 6% Ld!??% |6|% Ld||!??% 6% Ld!??% 6% Ld!??% 6% Ld!??% 6% Ld!??% P6P% LdPSP!??% 6% Ld!??%  6 % Ld # !??% 6% Ld!??% 6% Ld!??%  6 % Ld   !??%  6 % Ld   !??%  6 % Ld   !??% ( % " !%    % ( ( ( ( ( ( " F4(EMF+*@$??FEMF+@ ObjInfo WorkbookWASummaryInformation( DocumentSummaryInformation8 FBa=6 = !8X1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *     (@  ( @  (@  (  (  (@  (  (    (@@ 8@ 8@@  (@@  (@  ( @  "8@   ( @      (@   (   (   (  "8   (@   (   (  "8   h@@    h@    h @   "8@ @   (@@   (@   h @   h@   h    h@    h    (@@   (@   ( @  (@  (@@  (@   (@  8  h@   h@   h   h  h@@   h@  "8@@   h@@  h@ Sheet1q?Sheet2d@Sheet3T >2CDlevel.ZStandard English: Displays a lack of understanding, use and modeling of Standard English. Circle performance If D, check reason.]Transitions: Transition procedures presented are haphazard, inefficient, or nonexistent, and UMaterials and Supplies: Procedures presented for handling materials and supplies areYNon-Instructional Duties: Procedures presented for handling non-instructional duties arePVolunteers and Paraprofessionals: Procedures presented for volunteers and para-!bprofessionals are haphazard, inefficient, or nonexistent, and will result in loss of instructionalVMonitoring of Student Behavior: Indications of how student behavior will be monitoredSResponse to Student Behavior: Given methods for responding to student behavior are TSafety and Arrangement of Furniture: Fails to use standard safety procedures in the$Xdoes not support learning of all students. Some aspects of the lesson may be physicallyRAccessibility to Learning and Use of Physical Resources: The physical arrangement8F(s)he will inform families/caregivers about the instructional program.YInformation about the Instructional Ƶ: Provides little or no information about how,Awill contact families/caregivers about their individual children.YInformation about Individual Students: Provides little or no information about how (s)he&aattempts to provide for involvement of families/caregivers in regard to the instructional programPEngagement of Families/Caregivers in the Instructional Ƶ: Makes few or no?and/or classroom activities.fStudent: _______________________________________ Instructor: _______________________________________3>Suggestions for Improvement:XTeacher-Student/Student-Student Interactions: Fails to provide a structure that ensures-TActive Engagement in Learning: Does not establish a positive classroom climate thatElements\Diversity: Provides little or no information about meeting the needs of a diverse classroom DCreating a Positive Classroom Environment (2.1k-2.3k, 2.21s, 2.23k)+ population.2polite, respectful, and cooperative interactions. 'fosters active engagement in learning. =Managing Classroom Procedures (2.6k-2.12k, 2.6s-2.8s, 4.16k) +will result in loss of instructional time. Whaphazard, inefficient, or nonexistent, and will result in loss of instructional time. V Vhaphazard, inefficient, or nonexistent, and will result in loss of instructional time.time.5Managing Student Behavior (2.13k, 2.15k-2.18k, 2.6s) Freflect lack of understanding related to monitoring student behavior. E inappropriate./Organizing Physical Space (2.19k-2.22k, 2.18s) physical environment.inaccessible for some students.3Communicating with Families/Caregivers (4.1k-4.2k)( WExpectations: Rules related to student behavior reflect lack of clear expectations and ,are not based on accepted behavioral theory.EV D = Developing; C=Competent; E=ExemplaryD Descriptors for C and E on the following page.: C q1_  F  dMbP?_*+%\Y&C&"Arial,Bold"&12Classroom Management Plan Rubric &10Managing the Classroom Environment &?'?)?M6hp deskjet 960cXC od,,LetterDINU"4$ŪF $$$$"d,,??U} m } I} $} }    ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '}fStudent: _______________________________________ Instructor: _______________________________________3> "#######$"  % Circle performance &()*)CElements)))+(  ,level. +-......./-  0 If D, check reason. /S1DCreating a Positive Classroom Environment (2.1k-2.3k, 2.21s, 2.23k)+ 22222223  4D  4C  4Ek5\Diversity: Provides little or no information about meeting the needs of a diverse classroom 6666666&HK7 - population......../I89 g5XTeacher-Student/Student-Student Interactions: Fails to provide a structure that ensures-6666666&E89 ; -2polite, respectful, and cooperative interactions.  ......./I89 c 5TActive Engagement in Learning: Does not establish a positive classroom climate that 6666666&E89 0 -'fosters active engagement in learning.  ......./E89 L 1=Managing Classroom Procedures (2.6k-2.12k, 2.6s-2.8s, 4.16k)  22222223 JD 4C 4El 5]Transitions: Transition procedures presented are haphazard, inefficient, or nonexistent, and  6666666&HK7 4-+will result in loss of instructional time. ......./I89 d5UMaterials and Supplies: Procedures presented for handling materials and supplies are6666666&E89 f-Whaphazard, inefficient, or nonexistent, and will result in loss of instructional time. V ......./I89 h5YNon-Instructional Duties: Procedures presented for handling non-instructional duties are6666666&E89 _-Vhaphazard, inefficient, or nonexistent, and will result in loss of instructional time......../I89 _5PVolunteers and Paraprofessionals: Procedures presented for volunteers and para-!6666666&E89 k?bprofessionals are haphazard, inefficient, or nonexistent, and will result in loss of instructional)))))))+E89 -time......../I:; D15Managing Student Behavior (2.13k, 2.15k-2.18k, 2.6s) 22222223  JD  4C  4Ef5WExpectations: Rules related to student behavior reflect lack of clear expectations and 6666666&HK7 5?,are not based on accepted behavioral theory.)))))))+L89 e5VMonitoring of Student Behavior: Indications of how student behavior will be monitored6666666&E89 U-Freflect lack of understanding related to monitoring student behavior. E ......./I89 b@SResponse to Student Behavior: Given methods for responding to student behavior are 6666666&E89 Ainappropriate......../I:; >1/Organizing Physical Space (2.19k-2.22k, 2.18s) 22222223  JD  4C  4Ec5TSafety and Arrangement of Furniture: Fails to use standard safety procedures in the$6666666&HK7 ?physical environment.)))))))+I89 BXHXI8_TX2Yy; '! '" '# '$ '% '& '' '( ') '* '+ ', '- . / 0 1 2 3 4 5 Z6 J7 8 9 : ; < = > ? a 5RAccessibility to Learning and Use of Physical Resources: The physical arrangement8 6666666&E89 a!?Xdoes not support learning of all students. Some aspects of the lesson may be physically!)))))))+E89 ("-inaccessible for some students."......./I:; B#13Communicating with Families/Caregivers (4.1k-4.2k)( #22222223 # JD # 4C # 4Eh$5YInformation about the Instructional Ƶ: Provides little or no information about how,$6666666&DK7 O%-F(s)he will inform families/caregivers about the instructional program.%......./I89 h&5YInformation about Individual Students: Provides little or no information about how (s)he&&6666666&F89 J'-Awill contact families/caregivers about their individual children.'......./I89 _(5PEngagement of Families/Caregivers in the Instructional Ƶ: Makes few or no?(6666666&F89 j)?aattempts to provide for involvement of families/caregivers in regard to the instructional program))))))))+F89 %*-and/or classroom activities.*......./I89 i+<ZStandard English: Displays a lack of understanding, use and modeling of Standard English.+=======>G:; %,5Suggestions for Improvement:,6666B66666& - . / 0 1 2 3 4 5 6_6 V D = Developing; C=Competent; E=Exemplary 6M6!D Descriptors for C and E on the following page.6 7 8 9 : ; < = > ? 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