End of IPR Baseline Baseline Description Year End of Year Description Criterion Score Score Learning objectives cover required content but are not Learning objectives are tightly aligned to annual learning goals closely aligned to annual learning goals (STAAR readiness and are measurable using assessments or rubrics TEKS) Teacher plans backward-designed unit by: Units include lessons, objectives, and assessments that o Using rubrics that measure student mastery of measure mastery, though theyre not closely aligned unit objectives Learning activities are only partially aligned to mastery of o Designs sequence of lessons that lead students PL-3 Designs lesson objectives toward mastery as determined by unit effective Lessons partially allow students to apply knowledge assessment lesson plans, through real-world and/or hands on experiences Lesson plans include objectives and learning activities that are units, and 2 Technology is used inconsistently to support annual learning 3 sequenced to lead students toward mastery goals Lessons allow for real-world and hands-on experiences and assessments Evidence: informal discussions about planning processes, technology regularly observation of lesson implementation (alignment), analysis Adequate time within a unit for students to master each of exit ticket and end of unit assessments, lack of objective teacher modeling and gradual release into student work Evidence: unit planning deliverables, lesson plans, OPAs, rubrics for assessments, closely aligned daily exit ticket assessments, observation of gradual release throughout a lesson, SibMe reflections I-2 Checks Teacher infrequently or never checks for student Teacher checks for understanding and accurately diagnoses understanding, or the checks are ineffective in accurately student misunderstanding at key moments during a lesson for student assessing student understanding. using a variety of methods* understanding and responds 1 Teacher does not address student misunderstanding, or the attempts to address misunderstanding are 3 Teacher adjusts lesson to ensure student understanding in response to assessments during the lesson and without to student unsuccessful. interrupting the flow of the lesson. misunderstanding Teacher provides limited feedback to students during the Teacher provides feedback throughout the lesson that lesson but students are aware if they correctly affirms correctly understood content, clarifies understand the content. misunderstood content, and extends student thinking. Evidence: observations, discussions with department Teacher uses clear systems and routines for assessing dean, Sibme, lesson plans student understanding during the lesson. Evidence: Sibme, observation feedback, conferences. *Teacher uses cold call, call-and-response, one-on-one conferencing, hands up, students coming up to the board to show understanding, and circulating observation of student work. Teacher sets and communicates high behavior Teacher effectively implements district and campus discipline expectations with students. management procedures. Teacher redirects student behavior in a manner that Teacher consistently communicates high behavioral slows lesson momentum and disrupts the learning process. expectations with students, addresses non-compliance, and Teacher assigns consequences for misbehavior that are reinforces appropriate behavior, as needed. I-9 Sets and logical, appropriate to the level of student behavior, and Teacher maintains lesson momentum because there is no implements successfully change student behaviors, but may not do so inappropriate or off-task behavior, or because the teacher discipline 2 consistently with all students. 3 redirects it in a subtle and preventative manner. management Students adhere to behavioral expectations and rules, but Teacher consistently follows-through with consequences require frequent redirection from teacher. that are logical, appropriate to the level of student behavior, procedures Evidence: observations, Sibme, conferences, and and effective at changing student behavior, when necessary. teacher reflection Students demonstrate a clear understanding of behavioral expectations and rules through their actions. Evidence: observations, Sibme, conferences, and teacher reflection