DRAFT - Denver Public Schools



DPS Elementary Mathematics Program

Special Education Center Program Teachers

Proficiencies in Everyday Mathematics Instruction

(This rubric would only be used by teachers who possessed the Everyday Math materials and with students for whom the curriculum was determined to be instructionally appropriate)

(This rubric has been modified in bold print to reflect the unique needs of special education students in center programs)

| |Getting Started |Developing |Highly Effective |

|Management of Student Work |Teachers use math journals, exit slips, and math logs |Teacher directs students’ use of math journals, exit |Students initiate and use their completed journals, exit slips, |

|(Self-Management of |as discrete items without connection over time. |slips, and math logs. |and math logs as a reference for future work. (Based on individual|

|Learning) |(Based on individual student’s cognitive, |(Based on individual student’s cognitive, |student’s cognitive, developmental, and social emotional needs and|

| |developmental, and social emotional needs and |developmental, and social emotional needs and |abilities) |

| |abilities) |abilities) | |

|Implementation of program: |Lessons incorporate the following elements: |Lessons incorporate the following elements: |Lessons incorporate the following elements: |

|lesson |Getting Started |Getting Started |Getting Started |

| |Part 1: Teaching the Lesson |Part 1: Teaching the Lesson |Part 1: Teaching the Lesson |

| |Part 2: Ongoing Learning and Practice |Part 2: Ongoing Learning and Practice |Part 2: Ongoing Learning and Practice |

| | |Lessons intermittently incorporate aspects of Part 3: |Lessons routinely incorporate Part 3: Options for Individualizing.|

| |Teacher pace would be determined based on the |Options for Individualizing. These are implemented on a|These are implemented with a seamless transition between |

| |individual student’s cognitive, developmental, and |mechanistic basis and may interrupt the class routine. |individualization and whole group. |

| |social emotional needs and abilities. | | |

| | |Teacher pace would be determined based on the | |

| | |individual student’s cognitive, developmental, and |Teacher pace would be determined based on the individual student’s|

| | |social emotional needs and abilities. |cognitive, developmental, and social emotional needs and |

| | | |abilities. |

|Implementation of program: |Transitions take time and significant teacher |Established rituals and routines for manipulative use |Established rituals and routines for manipulative use and |

|classroom environment |direction. Established rituals and routines are not |and transition between lesson components are evident. |transition between lesson components are evident. These routines |

| |evident. | |maximize student learning time. |

| | |Classroom arrangement reflects a mixture of | |

| |Classroom arrangement does not promote |teacher-directed and student-to-student interactions. |Classroom arrangement reflects an emphasis on student-to-student |

| |student-to-student interactions and reflects an | |interactions. |

| |emphasis on teacher-directed instruction. |Classroom has learning goal poster accessible with | |

| | |Everyday Math program artifacts (i.e., number line with|Classroom has learning goal poster accessible with Everyday Math |

| |Classroom has learning goal poster accessible with |negative numbers, hundreds chart, etc.) appropriate for|program artifacts (i.e., number line with negative numbers, |

| |Everyday Math program artifacts (i.e., number line with|the grade-level and unit. Math word walls are present.|hundreds chart, etc.) appropriate for the grade-level and unit. |

| |negative numbers, hundreds chart, etc.) appropriate for| |Math word walls are present. Students use the math artifacts |

| |the grade-level and unit. |Some student work is displayed, primarily with a focus |displayed around the room for instructional guidance. |

| | |on “A” papers. Little variety of work is evident. | |

| |Classroom displays are predominantly commercial ones | |A variety of student work revealing student thinking is displayed.|

| |with little or no student work displayed. Student work | |This work represents a range of understanding with a focus on |

| |that is displayed is mostly identical with little | |original products. |

| |evidence of student thinking. | | |

|Implementation of program: |Students work on journal pages and games based upon |Some students initiate work on journal pages and games |Students initiate work on journal pages and games practice when |

|students’ self-management |teacher direction only. |practice when they finish early without teacher |they finish early. Students base decisions on what to work on |

|of learning | |direction. |based on the math learning goals. |

| |No distinction for use of tools (mental math, pencil | | |

| |and paper, calculator, etc.) is made between problems |Teachers choose appropriate tools (mental math, pencil |Students choose appropriate tools for solving problems (mental |

| |and/or units. |and paper, calculator, etc.) for solving problems. |math, pencil and paper, calculator, etc.). |

| | | | |

| |When students work in groups, they rely on frequent |When students work in groups, there is some evidence of|Groups focus on mathematics as they manage their own work. |

| |teacher prompting and response to questions. (Based on |self-management of the task. In addition, there is some|Students use group members as collaborators with little need for |

| |individual student’s cognitive, developmental, and |evidence of students’ productive reliance on group |teacher direction or clarification. (Based on individual student’s|

| |social emotional needs and abilities) |members; however, the teacher still remains the final |cognitive, developmental, and social emotional needs and |

| | |authority. (Based on individual student’s cognitive, |abilities) |

| | |developmental, and social emotional needs and | |

| | |abilities) | |

|Assessment |Consists primarily of evaluation of homework |Incorporates a variety of standards-based assessments |Routinely incorporates a variety of standards-based assessments |

| |(Homelinks/Studylinks), quizzes, and tests (Checking |(e.g., ‘kid-watching’, presentations, observations, |(e.g., presentations, observations, portfolios) in addition to |

| |Progress). (Based on individual student’s cognitive, |portfolios) in addition to homework |homework (Homelinks/Studylinks), quizzes, and tests (Checking |

| |developmental, and social emotional needs and |(Homelinks/Studylinks), quizzes, and tests (Checking |Progress). Student self-assessment is an integral part of the |

| |abilities) |Progress). (Based on individual student’s cognitive, |over-all assessment. (Based on individual student’s cognitive, |

| | |developmental, and social emotional needs and |developmental, and social emotional needs and abilities) |

| |Assessment is used primarily for determining grades. |abilities) | |

| | | |Assessment is used to determine appropriate instructional |

| |Individual profiles of progress are not used to assess |Assessment is used primarily for determining grades |strategies. |

| |student understanding. |with some implications for instruction. | |

| | | |Data from assessment are managed with individual profiles of |

| |Journal feedback (oral and/or written, depending on the|Data from assessment are managed with individual |progress for formative purposes in conjunction with the IEP. |

| |grade level) focuses on scores and grades. |profiles of progress for summative purposes. | |

| | | |Journal feedback (oral and/or written, depending on the grade |

| | |Journal feedback (oral and/or written, depending on the|level) is about diagnosing and extending students’ learning that |

| | |grade level) contains a mix of grades and scores with |promotes student self-monitoring of progress. Journal feedback is |

| | |some feedback focusing on improvement of student |provided several times over each unit. |

| | |learning. | |

|Questioning |Teacher uses questions that focus on management of |Teacher asks questions that encourage students to |Teacher uses questions that focus on prompting mathematical |

| |student behavior and work. (Based on individual |extend and clarify their thinking, probe deeper, and |reflection and on deep understanding of the mathematical ideas. In|

| |student’s cognitive, developmental, and social |make connections. (Based on individual student’s |addition, teacher asks questions that encourage students to extend|

| |emotional needs and abilities) |cognitive, developmental, and social emotional needs |and clarify their thinking, probe deeper, and make connections. |

| | |and abilities) |(Based on individual student’s cognitive, developmental, and |

| |Wait time for student response is minimal. Teacher | |social emotional needs and abilities) |

| |prompts students at the first sign of difficulty. |Teacher gives some time for students to struggle before| |

| | |rushing to provide answers. |Teacher is comfortable with providing sufficient wait time for |

| |Students’ questions to peers are absent or are not | |students to struggle with questions as a way of ensuring student |

| |related to the content of the task. |Students’ questions to peers are infrequent and are |accountability. |

| | |limited to procedures. | |

| | | |Students’ questions to peers focus on clarifying understanding of |

| | | |each others’ |

| | | |thinking. |

3/1/05 Denver Public Schools Department of Student Services

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