.

• norms concerning social behaviors are in use in the classroom

• norms introduced within first three weeks of school using skillbuilders
• norms publically displayed in classroom

• norms introduced within first three weeks of school using skillbuiders 
• norms publically displayed in classroom 
• norms referred to during ci rotation 
   

• norms introduced within first three weeks of school using skillbuilders 
• norms publically displayed in classroom 
• norms referred to during ci rotation 
• norms referred to as part of everyday life in the classroom 

• 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

 .

• stated 
• written on activity cards 
• linkage not apparent 
   

• written on activity cards 
• addressed by some of the activities 
• states a concept or a relationship 
• linkage to some of the activities

• written on activity cards 
• addressed by each of the activities 
• states a concept or a relationship 
• 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 
• connected to evaluation criteria 
• is referred to either during orientations and/or wrap-ups 
• facilitators are reminded during huddles

• concretely oriented, low level thought (Bloom) ïhas 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)

• more than one answer possible 
• more than one way to solve the problem 
• ïuses multiple abilities
• requires variety of skills and behaviors 
• is uncertain
• group goal 
• is performance based

• more than one answer 
• more than one way to solve the problem 
• ïuses multiple abilities
• requires variety of skills and behaviors 
• is uncertain and has a group goal 
• is performance based 
• is intrinsically interesting and rewarding

• 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 three activities

• general non-specific feedback given

• student named 
• multiple ability identified

• student named 
• multiple ability identified
• ability tied to group goal

• student named 
• multiple ability identified
• ability tied to group goal
• linked to real job
•