Check

Evidence of recommendation implementation

Instruction

Students in all classes are observed actively engaged in such exercises as:

• Academic literacy: Reading challenging material, writing multi-paragraph compositions, and speaking or presenting

• Discussing and summarizing

• Answering or posing questions and hypotheses

• Demonstrating

• Calculating

• Practicing

• Applying new knowledge

• Participating in simulations and laboratories

• Taking notes while actively listening

• Graphing and mind mapping

• Researching

• Solving problems

• Organizing their work

• Developing study skills

• Reviewing, correcting, and editing work

• Working on projects or conducting research as a whole class or in small teams.

There are posted, observable, standards-based rubrics for open-ended assignments and grading criteria for other assignments.

High levels of student engagement, critical thinking, or challenging grade-level work are evident on bulletin boards and in portfolios.

Students are seen demonstrating their competence and mastery of standards in a variety of ways.

If interviewed, students can explain which concepts they are learning.

Any given student’s schedule indicates that she or he has taken, or is on course to take, classes in all the recommended and required middle grades subjects (English-language arts, mathematics, history/social science, science, physical education, health, visual and performing arts, foreign/world language, and career education). 

Lesson plans indicate that students are receiving grade-level, standards-based, interdisciplinary assignments.

There is evidence that student assignments are routinely evaluated by teachers. Student work has been evaluated by the teacher and has meaningful written suggestions for improvement.

Assessment

Teachers’ syllabi and grading records reflect use of common, grade-level assessments in every classroom on a regular schedule, including quizzes, assignments, projects, oral reports, and tests.

Teacher team agendas and minutes reflect frequent meetings to review the results of common assessments and discuss how to adapt instruction to help more students reach proficiency.

Students are engaged in accelerated academic interventions before, during, and after school.

There is an articulated, schoolwide plan to provide additional time and help each student learn when he or she cannot meet expectations or keep up with the rigorous curriculum.

Intervention

There is evidence that teachers differentiate instruction for students who have not yet attained proficiency.

Teachers are observed tutoring individual students.

Teachers and students discuss study skills they use to reinforce learning.

 Student work and activity is convincingly aligned to grade-level standards.

• If work is not at grade level for all students, the teacher can clearly articulate (orally or through the lesson plan pacing guide) how the work or activity will scaffold up to grade-level standards.
• If work is not at grade level for some students, the teacher can clearly articulate the differentiated plan of instruction for students with specific needs.

The teacher can clearly articulate (from the results of common assessments) what students have learned and still need to know.