Teacher’s Name:



Campus: Date:SCHOOL-WIDE SYSTEMSAdvancedProficientWorking TowardsNeeds ImprovementBreakfastBB and breakfasts set out at 7:00 by custodianTeacher monitors are on time and are actively monitoringRoom is silent 95% of students are doing Brain Breakfast or independent reading without reminder100% of students are seated or moving with permission90% of students have arrived 5 minutes prior to CircleTransition to Circle is quiet and quick HW collection system runs seamlessly and requires no management from school leadersSystems guarantee that students leave eating area clean BB and breakfasts set out at 7:00 by custodianTeacher monitors are on time and are mostly actively monitoringRoom is silent 90% of students are doing Brain Breakfast or independent reading without reminder90% of students are seated or moving with permission85% of students have arrived 5minutes prior to CircleTransition to Circle is quiet and quick HW collection system runs seamlessly and requires no management from school leadersSystems guarantee that students leave eating area clean BB and breakfasts are not yet set out upon student arrival at 7:00Teacher monitors are late and/or not actively monitoringFrequent reminders must be made to keep the room silent80% of students are doing Brain Breakfast or independent reading without reminderA significant number of students are moving about the cafeteria without permission80% of students have arrived 5minutes prior to CircleTransition to Circle is inefficient HW collection system requires management from school leadersSome students clean up in eating area, but cafeteria is left somewhat messyBB and breakfasts are not yet set out upon student arrival at 7:00Teacher monitors are late and are not actively monitoring Frequent reminders must be made to keep the room silent Less than 80% of students are doing Brain Breakfast or independent reading without reminderA significant number of students are moving without permissionLess than 80% of students have arrived 5 minutes prior to CircleTransition to Circle is inefficient requiring correction from teachers and school leadersHW collection system is not in placeCafeteria is left messyCommunity CircleCircle is organized such that all students can see and actively participate in circle activities.All circle topics address core values, college, or community needs.All students are silent and tracking the speaker. Students are engaged and participate enthusiastically. Leader encourages student participation through relevant questions and/or student presentation.Leader provides opportunity for teachers to present or give input. All transitions within circles are silent, smooth, and efficient. Leader always models taxonomy techniques (cold call, CFU, positive framing)Circle is organized such that almost all students can see and actively participate in circle activities.Almost all circle topics address core values, college, or community needs.95% of students are silent and tracking the speaker. Students are engaged and participate.Leader encourages student participation through relevant questions and/or student presentation.Leader provides opportunity for teachers to present or give input. Transitions within circles are mostly silent, smooth, and efficient. Leader consistently models taxonomy techniques (cold call, CFU, positive framing)Circle is somewhat unorganized such that some students are unable to see and participate in circle activities.Circle topics may not be connected to core values, college, or community needs. There are some side conversations and not all students are tracking the speaker.Students participate begrudgingly. Leader does not encourage student participation with questions or student presentation. Leader infrequently opens the floor for other adult voices.Transitions within circle can be noisy or take too long. Leader occassionally models taxonomy techniques (cold call, CFU, positive framing)Circle is poorly organized, limiting students’ ability to see and participate in circle activities.Circle topics are not connected to core values, college, or community needs. Side conversations disrupt the flow of CircleStudents do not participate. Other adults do not participate.Transitions within circle are almost always noisy and take too long. Leader does not model taxonomy techniques (cold call, CFU, positive framing)SCHOOL-WIDE SYSTEMSAdvancedProficientWorking TowardsNeeds ImprovementLeader ToneLeaders are always upbeat, motivational, and inspiring. Positive Framing: leaders narrate the positive student behaviors (rather than calling out the negative) and use praise, challenge and aspiration to motivate the studentsLeaders are attentive to every detail in school and address those that are out of place immediately. Leaders carry themselves with confidence and authority so that students are keenly aware of their presence.Leaders are most often upbeat, motivational, and inspiring with occasional moments of ineffective tone, language or delivery. Positive Framing: leaders almost always narrate the positive student behaviors (only rarely calling out the negative) and use praise, challenge and aspiration to motivate the studentsLeaders are attentive to most details in school and address those that are out of place quickly. Leaders carry themselves with confidence and authority so that students are aware of their presence.Leaders seem overwhelmed or aloof and only make occasional attempts at being motivated and inspiringLeaders narrate negative rather than positive behaviors.Leaders are inconsistent with recognizing details and/or addressing those quickly.Acts of student misbehavior occur within the presence of the principal.Leaders seem overwhelmed, aloof, and does not make occasional attempts at being motivated and inspiring.Leaders are mostly negative in their interactions with students and teachers Leaders do not recognize details and/or do not address those quickly.Acts of student misbehavior occur within the presence of the principal.LunchLunches are set up beforehand by custodian. Lunch lines are highly organized Teacher monitor completes lunch tracking systemLunch is served within 10 minStudents are seated during lunch according to grade level.Transition to clean up and dismissal occur with little to no teacher interventionStudents are engaged in polite conversation at a reasonable tone Students wipe tables, clean up the floor.Student leaders monitor that clean-up is completeStudents respond immediately to hand clap signaling the end of lunchDismissal is complete within 5 min.ES/MS: No movement without permission. ES/MS: Teachers are on time for pick-up from lunch ES/MS: Dismissal is silent. Lunches are set up beforehand by custodian. Lunch lines are organized with minimal disruptionsTeacher monitor completes lunch tracking systemLunch is served within 10 minStudents are seated during lunch according to grade level.Transition to clean up and dismissal occur with little to no teacher interventionStudents are engaged in polite conversation at a reasonable tone Students wipe tables, clean up the floor.Student leaders and teachers monitor that clean-up is complete.Students respond to hand clap signaling the end of lunchDismissal is complete within 5 min.ES/MS: No movement without permission.ES/MS: Teachers are on time for pick-up from lunchES/MS: Dismissal is silent.Lunch is not yet set up when students arriveLines are disorganized, making lunch tracking difficultTeacher monitors sometimes complete lunch tracking systemTeachers and leaders have to give frequent reminders for clean-upStudents need frequent reminders to be silent during clean-up/dismissalStudent conversation is either loud or happens at inappropriate times Hand clap must be repeated in order for students to respond.After dismissal the cafeteria requires cleaning Dismissal is complete within 10 minutes. ES/MS: There is an excess of student movement during lunchES/MS: Teachers arrive late for student pick-up ES/MS: Dismissal is quiet, but not silent.Lunch is not yet set up when students arriveLines are disorganized, making lunch tracking difficultTeacher monitor do not complete lunch tracking systemStudents do not clean up on their ownStudents need frequent reminders to be silent during clean-up/dismissalStudents do not respond to the hand clap with silence and tracking. After dismissal the cafeteria requires cleaning Tone of lunch is loud or students are engaged in inappropriate discussionsES/MS: There is an excess of student movement during lunchES/MS: Teachers arrive late for student pick-upES/MS:Dismissal is loudSCHOOL-WIDE SYSTEMSAdvancedProficientWorking TowardsNeeds ImprovementCheck-Out DismissalES/MS: Students will have materials ready for checkout before they enter the classroom. 90% of students are reading independently without adult instruction.ES/MS: Students are silent in the hallway and in the classroom without adult instruction.There are no students in hallways after dismissal.ES/MS: All teachers walk their detention/study hall students silently to the proper room; all teachers walk the remaining students silently to the exit. Students do not need reminders. Outside building teacher supervisor is present on time and creates pleasant but not silent environment for 15 mins. (not DTMS) Students do not require correction.Students outside are not running or touching one anotherStudents must respond immediately to hand clap or other instruction.Transition back into building is silent without correction. Students begin homework automatically. Atmosphere is quiet and businesslike. ES/MS: Students have materials ready for checkout without prompting as soon as they enter the classroom.ES/MS: Students are silent in the hallway and during the checkout process.There are few students in hallways after dismissal.ES/MS: All teachers walk their detention/study hall students silently to the proper room; all teachers walk the remaining students silently to the exit. Outside building teacher supervisor is present on time who creates pleasant but not silent environment for 15 mins. (not DTMS)Students outside are not running or touching one anotherStudents must respond immediately to hand clap or other instruction.Transition back into building is silent. Students begin homework automatically. Atmosphere is quiet and businesslike.ES/MS: Students need teacher prompting to get materials out for checkoutES/MS: Students have some side conversations during checkout process. There are many students in hallways after dismissal.ES/MS: Some teachers walk their detention/study hall students silently to the proper room; some walk the remaining students silently to the exit. Outside building teacher supervisor is sometimes late and and/or creates a loose environment for 15 mins. (not DTMS)Some students outside are running or touching one another.Students do not respond immediately to hand clap or other instruction the first time they are given.Transition back into building is quiet, but not silent.Students begin homework with teacher/leader instructions. Atmosphere is somewhat noisy.ES/MS: Students need multiple teacher prompts to get materials out for checkoutES/MS: Students have numerous side conversations during checkout process. There are many students in hallways after dismissal.ES/MS: Few teachers walk their detention/study hall students silently to the proper room; few walk the remaining students silently to the exit. Outside building teacher supervisor is often late and and/or creates a loose environment for 15 mins. (not DTMS)Many students outside are running or touching one another.Students do not respond immediately to hand clap or other instruction the first time they are given and/or respond disrespectfully.Transition back into building is noisy. Students begin homework with multiple reminders of teacher/leader instructions. Atmosphere is noisy.SCHOOL-WIDE SYSTEMSAdvancedProficientWorking TowardsNeeds ImprovementStudent Discipline System (Paycheck/PRIDE /Check Sheet)Teachers give dollars for appropriate reasons, at appropriate timesDollars taken away appropriately (not extremely; not beyond -5) and consistentlyA paycheck monitor has been established for every homeroom who is consistently accurate and honestStudent dollar amounts/paycheck detention are posted weeklyA system of tracking paycheck from week to week is in placePaycheck data is made available to teachersA system of incentives and rewards has been established for high paycheck earners that is consistently implementedNOTE: Use a different tool for elementaryTeachers give dollars for appropriate reasons, at appropriate timesDollars taken away appropriately (not extremely; not beyond -5) and consistentlyA paycheck monitor has been established for every homeroom who is consistently accurate and honestStudent dollar amounts/paycheck detention are posted weeklyA system of tracking paycheck from week to week is in placeA system of incentives and rewards has been established for high paycheck earnersTeachers give dollars indiscriminately or as a tool for bribing students into complianceDollars taken away inappropriately or dollar amounts are extremeTeachers rely solely on the paycheck system for managementA paycheck monitor has been established for every homeroom Frequent errors in paycheck deductions occurStudent dollar amounts/paycheck detention are posted on an inconsistent basisNo system of tracking paycheck amounts has been implementedNo system for paycheck rewards and incentives has been implementedTeachers give dollars indiscriminately or as a tool for bribing students into compliance or teachers do not give dollars, using the paycheck solely as a punitive measureDollars taken away inappropriately or dollar amounts are extremeTeachers rely solely on the paycheck system for managementPaycheck monitors are not consistent from week Frequent errors in paycheck deductions occurStudent dollar amounts/paycheck detention are not postedNo system of tracking paycheck amounts has been implementedNo system for paycheck rewards Dress Code100% Shirts tucked in100% uniform belts, shoes, pants, dresses100% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS100% No extras (coats, non-uniform sweaters, etc.)Uniform discrepancies are identified and acted upon95% Shirts tucked in95% uniform belts, shoes, pants, dresses95% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS95% No extras (coats, non-uniform sweaters, etc.)Uniform discrepancies are identified and acted upon90% Shirts tucked in90% uniform belts, shoes, pants, dresses90% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS90% No extras (coats, non-uniform sweaters, etc.)Uniform discrepancies are identified and not acted uponLess than 90% Shirts tucked inLess than 90% uniform belts, shoes, pants, dressesLess than 90% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMSLess than 90% No extras (coats, non-uniform sweaters, etc.)Uniform discrepancies are not identified Common SpacesCommon Spaces:Bulletin boards are attractive and promote student learning and the school’s missionBulletin boards are updated (student work is no more 3 – 4 weeks old)Clutter-free: bags, coats and other objects have a designated placeCommon Spaces:Bulletin boards are filled and promote student learning and the school’s missionMostly Clutter-free: almost all bags, coats and other objects have a designated placeCommon Spaces:Bulletin boards are inconsistently used to promote student learning/missionSomewhat cluttered: some bags, coats and other objects do not have a designated placeCommon Spaces:Bulletin boards are inconsistently used to promote student learning/missionSomewhat cluttered: some bags, coats and other objects do not have a designated placeTEACHER PROFICIENCIESAdvancedProficientWorking TowardsNeeds ImprovementPositive Framing and Teacher Tone 90-100% of teachers are upbeat, positive, motivated, and inspiring in the classroom. The general tone of classroom is efficient, respectful and positive. Frequently narrates positive student behaviors (rather than calling out the negative) and uses praise, challenge and talking aspiration to motivate the students.75-90% of teachers are upbeat, positive, motivated, and inspiring in the classroom. The general tone of the classroom is efficient, respectful and positive. Narrates positive student behaviors (rather than calling out the negative) and uses praise, challenge and talking aspiration to motivate the students.60-75% of teachers are upbeat, positive, motivated, and inspiring in the classroom.The general tone of the classroom is inconsistent in efficiency, respectfulness, and positivity. Does not use positive framing OR Narrates negative student behaviors as often as positive, or teacher does not use positive framing inconsistently using praise, challenge or aspiration to motivate students.Most teachers are uninspiring and/or negative in the classroomThe general tone of classroom is inefficient and/or negative. Does not use positive framing, and does not work to motivate students.Student Joy & EngagementStudents seem to be joyful and excited to be in school90-100% of students are engaged in classroom activities.Older students internalize and model behavioral expectations without teacher supervision. 100% of students exhibit STARS or professional postureMost students seem to be joyful and excited to be in school80-90% of students are engaged in classroom activities.Older students internalize and model behavioral expectations with minimal teacher supervision. 90% of students exhibit STARS or professional postureWhile many students seem joyful, there are notable instances of student arguments and/or lack of joy 70-80% of students are engaged in classroom activities.The older students have not internalized behavioral expectations and are resistant to those expectations. 70% of students exhibit STARS or professional postureStudents generally seem disinterested in schoolLess than 70% of students are engaged in classroom activities.The older students have not internalized behavioral expectations and are more resistant to those expectations than younger studentsLess than 70% of students exhibit STARS or professional postureStrong VoiceEconomy of language: minimal language is used to build student complianceDon’t talk over students: adults never talk over student chitchatDo not engage: adults never engage student excuses/distractions during correction of student misbehaviorNon-verbal authority: adults always use square up/stand still and proximity to maintain student complianceQuiet power: teacher always speaks slowly and quietly to develop complianceEconomy of language: minimal language is used to build student complianceTeachers/leaders rarely allow student side conversations while talkingTeachers/leaders rarely engage student excuses/distractions during correction of student misbehaviorNon-verbal authority: adults almost always use square up/stand still and proximity to maintain student complianceQuiet power: teacher almost always speaks slowly and quietly to develop complianceMore language is used than needed to build student complianceTeachers/leaders sometimes allow student side conversations while talkingTeachers/leaders sometimes engage student excuses/distractions during correction of student misbehaviorNon-verbal authority: adults sometimes use square up/stand still and proximity to maintain student complianceQuiet power: teacher sometimes speaks slowly and quietly to develop complianceTeachers are so verbose that students do not understand compliance requestedStudent side conversations often occur while teacher is talkingTeachers/leaders often engage student excuses/distractions during correction of student misbehaviorNon-verbal authority: adults rarely use square up/stand still and proximity to maintain student complianceQuiet power: teacher rarely speaks slowly and quietly to develop complianceWhat to DoDirections are specific, concrete, sequential, observable steps; steps are small enough that every student easily compliesNarrate compliance instead of telling what not to doDirections are specific, concrete, sequential, observable steps; sometimes more specific steps need to be offered if a few students do not comply on first attemptNarrate compliance and instead of telling what not to doDirections sometimes lack being specific, concrete, sequential and/or observableMore specific directions are not offered is students do not complyTeacher sometimes narrates what not to doDirections are vague and difficult to follow/understandTeacher often narrates what not to do100%Least invasive interventions (mostly non-verbals, group reminders, positive framing)Less than 10% of class time is spent redirecting students 100% of hands raised during review of material Expectations for group work100% of students are able to answer upon being cold-called Least invasive interventions (some verbal and some non-verbal redirects)20% of class time spent redirecting students90% of hands raised during review of material Expectations for group work90% of students are able to answer upon being cold-called Teacher mostly uses invasive interventions (verbal reminders and redirects; too much teacher talk)40% of class time spent redirecting students80% of hands raised during review of material Expectations for group work80% of students are able to answer upon being cold-called Teacher uses all invasive interventions (verbal reminders and redirects; too much teacher talk; rhetorical questions)60% of class time spent redirecting studentsLess than 80% of hands raised during review of material Expectations for group workLess than 80% of students are able to answer upon being cold-called Student Response to CorrectionImmediateSilentTeacher correction is accomplished through direct eye contactPositive/RespectfulBehavior does not reoccur within the same periodImmediateSilentTeacher correction is nonverbal (tap on the desk, hand signal, etc) Positive/RespectfulBehavior does not reoccur within the same periodThere is wait time before the action is correctedTeacher correction is verbal.Student responds but not immediatelyStudent responds negatively, but corrects action (rolls eyes, sucks teeth, sigh)Student action has to be corrected multiple times within a periodStudent doesn’t respondStudent talks back (open defiance)Student only responds after the threat of a serious consequence.Do it AgainStudent group actions are done uniformly every timeThere is no evident need for “Do It Again;” it clearly has been done beforeWhen student group actions are done incorrectly (walking in hallway, taking out materials, etc,), teacher has class repeat actions 100% of the timeActions are repeated until 100% of the students are compliantWhen student group actions are done incorrectly (walking in hallway, taking out materials), teacher has class repeat actions 75%+ of the timeActions are repeated until 90% of the students are compliantTeacher does not ask student to repeat incorrect group actions regularlyWhen repeated, student behavior still is noncompliantTracking100% tracking of teachers90% tracking of peers100% tracking of teachers80% tracking of peers90% tracking of teachers70% tracking of peersLess than 90% tracking of teachersLess than 70% tracking of peersCLASSROOM SYSTEMSAdvancedProficientWorking TowardsNeeds ImprovementEntry90 – 100% of students enter the classroom in less than one minute100% of teachers greet 100% of their students with a handshake and greetingAll teachers ensure that 100% of students give eye contact and return the greeting. Students that do not comply are asked to re-greet100% of students enter the classroom and follow set directions or classroom routines100% of teachers are standing at the door waiting to receive students for their next class100% of classes start on time or within 2 minutes of receiving class90% of teachers notice 100% of student compliance issues (i.e. uniform issues, manners, etc.)80% - 90% of students enter the classroom in less than one minute90% of teachers greet 100% of their students with a handshake and greeting90% of teachers ensure that 100% of students give eye contact and return the greeting. Students that do not comply are asked to re-greet90% of students enter the classroom and follow set directions or classroom routines90% of teachers are standing at the door waiting to receive students for their next class90% of classes start on time or within 2 minutes of receiving class80% of teachers notice 100% of student compliance issues (i.e. uniform issues, manners, etc.)70% - 80% of students enter the classroom in less than one minute70% - 80% of teachers greet 100% of their students with a handshake and greeting80% of teachers ensure that 100% of students give eye contact and return the greeting. Students that do not comply are asked to re-greet80% of students enter the classroom and follow set directions or classroom routines80% of teachers are standing at the door waiting to receive students for their next class80% of classes start on time or within 2 minutes of receiving class70% of teachers notice 100% of student compliance issues (i.e. uniform issues, manners, etc.)Less than 70% of students enter the classroom in less than one minuteTeachers rarely greet students Less than 70% of students enter the classroom and follow set directions or classroom routinesLess than 70% of teachers are standing at the door waiting to receive students for their next classLess than 80% of classes start on time or within 2 minutes of receiving classLess than 70% of teachers notice 100% of student compliance issues (i.e. uniform issues, manners, etc.)Distributing/Collecting Work & Lesson materials90 – 100% of teachers display evidence of a system for distributing/collecting work that is efficient, and routinized 90% - 100% of students are silent or engaged in an activity while work is being collected or distributed 80% – 90% of teachers display evidence of a system for distributing/collecting work that is efficient, and routinized 80% - 90% of students are silent or engaged in an activity while work is being collected or distributed 70% - 80% of teachers display evidence of a system for distributing/collecting work that is efficient, and routinized 70% - 80% of students are silent or engaged in an activity while work is being collected or distributed Less than 70% of teachers display evidence of a system for distributing/collecting work that is efficient, and routinized Less than 70% of students are silent or engaged in an activity while work is being collected or distributed Transition bet. activitiesEfficient, time-saving (30 sec) routineSilent or the talking is directly connected to the contentTeacher initiated using economy of language (Teacher says “transition” and students move)Immediately after the transition students begin task.Students know how to adjust the physical setting. (MS/HS Teacher initiated).Evidence of a routineEfficient, time-saving ( up to 1 min) routineSilent or the talking is directly connected to the contentTeacher facilitatedAfter the transition students are waiting for directions.Students know how to adjust the physical setting. (MS/HS Teacher facilitated).Evidence of a routineInefficient, more than one minuteOff task talking, too noisyTeacher has to repeat directions.After the transition students are off task.Physical setting is not adjustedNot a clearly established routine, teacher has to redo the transitionInefficient, more than one minuteOff task talking, too noisyTeacher has to repeat directions.After the transition students are off task.Physical setting is not adjustedNot a clearly established routine, teacher has to redo the transitionExit from ClassClass ends on time with sufficient time to line up studentsTeacher uses a consistent system to have students line up that is organized, quick, and efficientTeacher ensures that the students are silent before leaving for the next classTeacher leads students to the next classDuring the transition the students remain silent without teacher reminderClass ends on timeTeacher uses a consistent system to have students line up that is organized, quick and efficientStudents are silent in lineTeacher leads students to the next classDuring transition the students may need reminders to stay silent in lineClass ends in a rushed or hurried way or goes over timeTeacher lines up students in a disorganized way, or does not check to see that all students are ready to be lined upStudents are talking in lineTeacher does not lead students all the way to the next classDuring the transition students are not silent Class ends late or in a rushed or hurried wayNo evidence of a systematic dismissal process is evidentStudents are openly talking in line Teacher does not lead students to the next classStudents are loud and disorganized during the transition.Transitions between classesHallways are silent (ES/MS)HS: 100% Students are speaking in a professional tone100% of students make transition to class within the given amount of timeAll students are walking urgently to class90% of the students are silent(ES/MS)HS: 80% Students are speaking in a professional tone 95% of students make transition to class within the given amount of time. Students who don’t receive a clear consequence.Most students are walking urgently to class75% of the students are silent(ES/MS)HS: 70% Students are speaking in a professional tone 90% of students make transitions to class within the given amount of time. Students who don’t receive a clear consequence.Students are inconsistently walking to class.Below 75% of the students are silent(ES/MS)HS: Less than 70% Students are speaking in a professional tone Less than 90% of students make transitions to class within the given amount of time. Students who don’t receive a clear consequence.Students are running or roughhousing on the way to class.Students are purposely walking slowly to classStudent Binders/ Notebooks100% of papers are filed (there are no loose papers in binders or backpacks)90% of all papers in student binders are in the appropriate sectionBinders are organized in chronological orderBinder tabs are appropriate to subject matterStudents can readily produce material from binder to use as resources100% of student binders reflect the teacher’s organizational systemTeacher monitors student binders twice per marking cycle90% of student papers are filed 80% of all papers in student binders are in the appropriate sectionsBinders are organized in chronological orderBinder tabs are appropriate to subject matter90% of students can readily produce resources from their binders or notebooks90% of student binders reflect the teacher’s organizational systemTeacher monitors student binders once per marking cycle80% of student papers are filedThere are a significant amount of papers in the front or back pockets of the bindersNo attention paid to chronological ordering in the binderBinder tabs are not appropriate to subject area, or all work is being filed into one or two tabs80% of students can produce resources from their binders or notebooks80% of student binders reflect the teacher’s organizational systemTeacher does not monitor student bindersLess than 80% of student papers are filedMany papers in the front or back pockets of the bindersBinder has no chronological orderBinder tabs are not appropriate to subject area or are misused/absentLess than 80% of students can produce resources from their binders or notebooksLess than 80% of student binders reflect the teacher’s organizational system or there is no systemTeacher does not monitor student bindersAssignment Pads/HW100% of students use an assignment pad to capture all homework assignments or 100% of high school students can produce their syllabi/agendasAll homework assignments are posted as part of the daily agendaTeacher always allots ample time have students write down homework assignmentsTeacher takes time to explain directions on all non-routine homework assignments100% of students have a designated folder or notebook for each subject to keep all homework assignmentsHomework folders are used exclusively for homework and are free of clutter and older papers90% of students use an assignment pad to capture all homework assignments/90% of all high school students can produce syllabi/agendasAll homework assignments are posted as part of daily agendaTeacher allots ample time to have students write down homework assignments 90% of the timeTeacher takes time to explain all non-routine homework assignments90% of all students have a designated folder or notebook for each subject to keep all homework assignmentsHomework folders are used exclusively for homework and are free of clutter and older papers80% of students use an assignment pad to capture all homework assignments/80% of all high school students can produce syllabi/agendasHomework assignments inconsistently posted as part of daily agendaTeacher infrequently allots ample time to have students write down homework assignmentsTeacher does not preview homework assignmentsLess than 90% of students have a designated homework folder or notebook for each subject to keep all homework assignmentsHomework pads/agendas sloppy and cluttered with student work or papersLess than 80% of students use an assignment pad to capture all homework/less than 80% of all high school students can produce syllabi/agendasHomework assignments are not posted as part of the daily agendaTeacher does not allot time to have students write down assignmentsTeacher does not preview homework assignmentLess than 90% of students have a designated homework folder or notebook for each subject to keep all homework assignmentsHomework pads/agendas sloppy and cluttered with student work or papers or students do not have agendasClassroom EnvironmentAttractiveness—100% of classrooms are:Clutter-Free: clean with effective storage for materials, supplies, etc.Desk configuration makes sense and is not too tight/looseTeacher desk and surrounding area are clean and well-organizedClassroom libraries (when applicable) are well organized and appealing to student readersWalls—100% of classroom walls have:Posted agenda, objectives & HWPosted schedule, team list, & bathroom signout sheetSignage supports learning objsHigh quality student work postedInstructional signage: word wall organized by content, unit or alphabetical; process steps Other Systems—100% of classes have:Clear, effective systems for student work, extra assignment copies, and plan for purged workStudent bags and coats have a placeAttractive—90% of classrooms are:Mostly Clutter-Free: general cleanliness and storage for materials, supplies, etc.Desk configuration makes sense and is not too tight/looseTeacher desk and surrounding area are generally clean and organizedClassroom libraries (when applicable) are organizedWalls—90% of classroom walls have:Posted agenda, objectives & HWPosted schedule, team list, & bathroom signout sheetSignage supports learning objsHigh quality student work postedInstructional signage Other Systems—90% of classes have:Clear systems for student work, extra assignment copies, and plan for purged workMost student bags and coats have a placeAttractiveness—70% of classrooms:Mostly Clutter-Free: general cleanliness and storage for materials, supplies, etc.Desk configuration makes sense and is not too tight/looseTeacher desk and surrounding area are generally clean and organizedClassroom libraries (when applicable) are organizedWalls—70% of classroom walls have:Posted agenda, objectives & HWPosted schedule, team list, & bathroom signout sheetSignage supports learning objsHigh quality student work postedInstructional signage Other Systems—70% of classes have:Clear systems for student work, extra assignment copies, and plan for purged workMost student bags and coats have a placeAttractiveness—Most classrooms:Cluttered: disorganized and little storage for materials/supplies.Desk configuration doesn’t make senseTeacher desk area is generally unorganizedWalls—Most classroom walls do not have:Posted agenda, objectives & HWPosted schedule, team list, & bathroom signout sheetSignage supports learning objsHigh quality student work postedInstructional signage Other Systems—Most classes have:No systems for student work, extra assignment copies, etc.student bags and coats do not have a place ................
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