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Rubric for CI Rotation

I've tried to be clear about how the individual parts of this unit might look as you are able to demonstrate increasing skill putting it together. I know that your ability to do all this is related to the context established by mentor teacher. This rubric is only related to how well you are able construct your ci rotation, not to how it will be graded.

.	beginning	progressing	proficient	exceptional
Norms	norms concerning social behaviors are in use in the classroom	norms concerning social behaviors are in use in the classroom ci norms publically displayed in classroom	ci norms introduced within one week of rotation ci norms introduced through use of skillbuilders ci norms publically displayed in classroom ci norms referred to during ci rotation	ci norms introduced at least three weeks before rotation ci norms introduced through use of skillbuilders ci norms publically displayed in classroom ci norms referred to during ci rotation ci norms used continuously in the classroom
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Roles	roles are talked about in a general sense in the classroom	roles are taught or modeled in some way for children roles are used during rotation	roles are taught or modeled in some way for children role descriptions are posted in room roles are used during rotaion role badges in use during rotation	roles are taught or modeled in some way for children role descriptions are posted in room roles are used during rotaion role badges in use during rotation children show familiarity with roles

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Big Idea	big idea not stated or stated as a "topic"	written on activity cards addressed by some of the activities big idea states a concept or a relationship or asks an "essential question"	written on activity cards addressed by each of the activities states a concept or a relationship or asks an essential question is referred to either during orientations and/or wrap-ups	written on activity cards addressed by each of the activities states a concept or a relationship or asks an essential question connected to evaluation criteria is referred to either during orientations and/or wrap-ups facilitators are reminded during huddles
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Rich, Multiple Ability Tasks	concretely oriented, low level thought (Bloom) has a single right answer task could be done better by an individual	more than one answer possible more than one way to solve the problem conceptually oriented (Bloom) task better done by a group (group goal) included in report	more than one answer possible more than one way to solve the problem uses multiple abilities requires variety of skills and behaviors is uncertain group goal is performance based included in report	more than one answer more than one way to solve the problem uses multiple abilities ï requires variety of skills and behaviors is uncertain and has a group goal is performance based is intrinsically interesting and rewarding included in report
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Multiple Ability Treatment Status Treatment 1 (Establishing mixed expectations for competence)	mabs talked through by teacher mabs may be confused with multiple intelligences academic and social orientations indistinguishable may not be included in report	mabs posted in class mabs have an academic orientation mabs are specific behaviors, not generalized intelligences included in report	mabs posted and visible in class mabs have an academic orientation mabs reviewed at least during the orientation or wrapup included in report	mabs posted and visible in class mabs have an academic orientation mabs reviewed during the orientation and added to in discussion with the kids mabs used in assigning competence included in report
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Rotation	includes at least three activities occurs as part of a unit after unit has begun	at least three rich activities taught simultaneously occurs as part of a unit after unit has begun	at least three rich activities taught simultaneously occurs as part of a unit after unit has begun proper use of orientation and wrapup children get to do all three activities	more than three activities are taught simultaneously so there are four students per group occurs as part of a unit after unit has begun proper use of orientation and wrapup children get to do all activities
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Assigning Comptence: Status Treatment 2	AC not reported or reported only as done non-specific feedback reported as AC	student named multiple ability identified and includes academic abilities actual wording included in report	student named multiple ability identified and includes academic abilities ability tied to group goal actual wording included in report	student named multiple ability identified and separates social from academic abilities ability tied to group goal linked to real job actual wording included in report
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Student Vignettes	anecdotal vignettes omitted	anecdotal vignettes included connections between academic and social behaviors may be unclear	anecdotal vignettes included connections between academic and social behaviors clear changes during rotation noted	anecdotal vignettes included connections between academic and social behaviors clear changes during rotation noted content acquisition noted
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Pre/Post Content Acquisition Data	no pre/post data	pre/post data attempted test included	pre/post data collected correctly test included	pre/post data collected correctly average gain score (ags) calculated ags applied to write up ags computed for top half and bottom half of class and compared test included