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iRubric: Classroom Practices that Reduces Underachievement in Gifted rubric
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Classroom Practices that Reduces Underachievement in Gifted
identifying appropriate observable classroom practices by teachers that would indicate an environment that could potentially reverse underachievement in gifted students.
Rubric Code:
EXC42WC
By
lindalowery
Draft
Public Rubric
Subject:
Education
Type:
Assessment
Grade Levels:
K-5
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Beginning
1 pts
Developing
2 pts
Applying
3 pts
Classroom environment
Beginning
Classroom has adequate supplies needed to complete each lesson.
Developing
Classroom has adequate supplies needed to complete each lesson. Organization allows for planned teacher to teacher and student to student interactions.
Applying
Classroom has adequate supplies needed to complete each lesson. Organization allows for planned teacher-to- teacher and student-to-student interactions. Organization has accommodations for special needs students.
Teacher respects cultural differenc
Beginning
Teacher increases knowledge of family cultural beliefs within school that impact academic success for students
Developing
Teacher examines own cultural worldview and how it impacts student achievement.
Applying
Teacher develops inclusive school community that continually monitors and adjusts impact of cultural diversity to maximize family engagement in supporting student achievement.
Teacher demonstrates an awareness o
Beginning
Teacher demonstrates an awareness of multiple perspectives and opens discussions about subject matter to the class. Strives to include content that dispels stereotypes.
Developing
Teacher routinely discusses multiple perspectives in subject matter and includes attention to students' personal, family, and community experiences. Individual differences are respected.
Applying
Teacher strategically introduces resources and experiences that challenge the learner's beliefs and assumption about common understandings, thus creating an environment where critical thinking is a habit.
Teacher selects resources to meet r
Beginning
Teacher has limited knowledge of additional resources and attempts to meet the individual needs of some students (¡. e., low achieving or gifted) by assessing resources.
Developing
Teacher routinely utilizes supplemental materials and outside resources with students at both ends of the learning curve.
Applying
Teacher actively seeks out resources from the community or professional organizations and utilizes these sources and materials for the benefit of various learners.
Teacher uses media and technology t
Beginning
Teacher uses some media and/or technology, but it is inconsistent or of limited quality.
Developing
Lessons consistently use media and/or technology to add instructional impact and increase learning.
Applying
Teacher takes initiative to integrate new technology formats into curriculum. Quality and depth are consistently strong.
Students are allowed to pursue topi
Beginning
Students are given opportunities to actively participate in classroom activities.
Developing
Students are given opportunities to actively participate in classroom activities. Assessment of students understanding using techniques that align to the standards.
Applying
Students are given opportunities to actively participate in classroom activities. Assessment of students understanding using techniques that align to the standards. Movement of students to rigorous levels of understanding required by the lesson objectives.
Teacher maintains open communicatio
Beginning
Invites families/parents to meet with the teacher two times yearly to obtain feedback.
Developing
Schedules structured parent-teacher conference, with or without student, at least two times per year to update family on child's current academic learning.
Applying
Implements multiple interactive parent-student-teacher meetings to set, monitor, and adjust student learning with high expectations related to the Academic Standards.
Keywords:
Underachievement in gifted students.
Subjects:
Education
Types:
Assessment
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