Some examples of behaviors that satisfy the criteria. lV. lolptlnoNs BASIC IDENIIF¡CATION A. @ disÞlays 4w wheel in class md intuduces u¡¡it b clâss DESIGNS coHE¡tvE AcfrvrTy TIOW wlTHIN ude$hnd studenß so A flow CONCEPTUAL -mcets FRAMEIIORI( paEnt and explaire dt dwelopment dth mncemd BAstc lDENTrFrcATtoN INSTRUCfION, 4W dth @ -shares B. ALIGNS packågè ties to stmdårds PRACTICE, BAsrc lDENTtFtcATroN @ -notes on lesson C. USES RENECTIVE pìm suggestioN PRACÍICE FOR fo¡ PROFESSIONÂI disdsses vntlì mentor teachq successes GROWÍH nqt use md challenges of unit last BASIC IDENÎIFICAÎION @ -sks Dept Head for heþ with fin& ing resources D. PARTICIPATES IN TEAG}IER ægulùly with teachi¡gbuddy to shùe irutructioÊ COII.ABORATION FOR speal<s INSTruCl|ONAL IMPROVEMENT teclniques aÌ ruit mhtup adidües, wil¡ æncept inmbÌmd@m* tlE AccoMl'.toDATroN bulletin boad b shtr Irye$ and reladonshps of Þrcjed sHtrs Ðd helps them -dispÌars 'tmbuger" frmughout projed ACCOI¡,rODAllON to a of semester pÉsenüng advities, prcjeó, -âttends PROCESS €nffiuBedqltu AHeddbbbm lælretDCs fo¡ hþgEdlddìm conbibutes to 4MAT coadring sessions -il¡fomally meets witÌì "lucll bunch" tobninstom Accor,it{oDATtoN RECOGNF|O¡| withaf(]mall@ing @ offen dæs¡oom space to collect @ sewes as nentø to novice teaclre$ æd æsists t].em in simal dqrelopmmt uits for disûibution ssists with sdredulingleiming pùtlrer- a.tivitiB fd 4Eluatim s'obsmtioN pilbrq d@Ðßprofæ 4MAT wheel -reflects on successes md challenges in hsÀis B. IS AVARE OF lHE DIVERSIry IN O lrM styìe with students $peâks to studÐts âbdt the legitimaqr' of their different LEANNING ryPES apploadres to @ IIARNERS CAN other cy.l. EUCCESSFUL reseæh prcject in plaß on tìe -remùrds students all æ NæssfuÌ buildi¡g when moving rycle that ætd BAstc IDENfl¡tcATtoN A¡PLICAIIoN @ sewes æ building Live'fext @o¡'dinator roordinates oNite coadring activities ACTTVE RECOGNfTIOÑ ø +ras added mùlti- modal activitís (d¡wi¡g, muiq etc.) -indudes ol)tioN in wâys students pracüce nw cm D. APPRECIATES O -refe$ to pGitjve æpect of divdsity in STUDENT p¡oblem$olving DIFTERENCES $hæs hN diffelent students' insights help in dæs -p¡esents ir¡for- mation in more than wð/, e.g. guest speakers, tdt, peer teactrerc, disovery method, etc.and pnctiæ AcffvE REcoGNrtoN @ €sks students to shæ hN thel¡ developed solution -sk6 for mùltiple úMers to prcblems <Þts c@tûs to add6s fow quatÞants {rcûps d6ks md tabls to meet diffæ ingne€ds forindiviè orgNpwqk ual ACCO^.IÀ.{OD llON @ develops a multi- lingual rcrd wall for uit concepts €mphæizeê home dperiences in 1R âctivities Acco¡ilr.roD¡noN @ -inaeæes use of foosed gloup work -indudæ collab@tire leming strate gies o¡ studies 4 ACCOI¡lÀ,tODATION @ ACÍIVE RECOGNfIION ø ft- cncou.ges dmts to be who tl€5¡ æ while stretdrihg to BE p$itiæ feedback on wheeled uDits frcm student behavio¡ i¡lomation BASIC IDENTIÍICAI|ON C. BELIEVES ALL -receiwes FI.UENT APPLICAIION @ scales penonal wheel md hæ a nting of I or better md work -hæ shùed his /her ACCorlA.toD¡rþN @ {hues pe¡sonal wheel with peÐ or 4MAI coad¡ using 4MAI leùning (D+eroesæadis trict 4MAT traind direct¡ m acûon FLUENT m E,SIC IDENÏTrcATþN stlategies @ -mæts regula¡fy AcftvE REcoGNrroN @ shæes personaì students IIUENT APPLICATION md on- to âU styles to work as a model ACCOÀ{À{ODAIIoN O LEARNING @ øpresses aboutteadìing foù q¡radlÐts -s.plains ìeæi¡g 4t'rlr relcurHs/ NriNlum plmning,usi¡gM stmdùds b be AcltvE REcoGNrroN II{E UNDERSIANDS TLUINT APPLICAÏION letur home paÉnb at begiming @ -sends @ -Ieeps aleaming log md revies ùecdotes b better om pmchce -applies to attend a workshop forusing on specilic tuchniques AOfvE the prccesses they used AcflvE tlEcoGNnþN @ -presenß mitplil to waluato¡ md e4Ìairu ünks mong see À (Mæalürgmqiû (lrepßdffifGtu adiüties disflsses bigpitue ideas with studenb BAsrc lDENTrFrcÀrloN FTUENT APPL|CATIoN @dd@â'tuh" búehMtus'm @ {hares uitdú peer coach md üiks ûom made b topi6 md skils foü elemenb -ws oloEd highlighbsbwiff(rm wo¡k for ongfenæ pmdice based on llANDARDS ACftvE llEcoGNfTroN @ -hetps studenß atr æab pelformmce bsß -has studenß ASSESSMENÍ AND l. vArues cRrrERrA cRtrERtA sudr æ jigsaws fishbml A'PLTAToN FLUENT @ d;spÌays wheeb for Grent urút in class -includes disession of upæming wheeÌs in parent newsleftr leads Þarent taining ILUENÌ APPL¡CAIION @ disosses differences in student moti@tion ùd pùticipation after quadlût 1 activities ftuÊNl APP|-|CAÏoI{ @ desigs student bam with aU fou 6'l)es induded -poinb outwðÆ in which different studenb shine or lead amss poinb in rycle 1 3 2 lll. srcls: EASIC IDENÎIFICAIION A. PROVIDE¡ INFORMATION AND @ dælops gÞphic orgÐizeß for stu- GUIDÊD PRACIICE MODALITIES d@t uaÌJÆis of tqt *uggests informatíon be represented æ posters, skits, or nMspaper page B. OFFERS IUDENT @ dwelops mætery USING MULTIPI.E INTEI.IIGENCES AND PERCEPfUAL BAslc lDENrFrcAnoN test CHOICE AND including reqùired md option- IÑDEPENDENT aì æroses IEO{NOLOGY IN stmdùds on lesson SIANDARDS BASEI) plm INSTruCIION -places stÐdùds for eâdh unit on boæd for student or pùent reviff BAsIc IDENrlFTAfloN O -supÞlemenb tadi- ÍARIEÍY OF tional test based Slade FORMATIVE AND vdth a as a debate ;UII¡IATIVE sch sËl ASSESSMENTS -includes resulß f¡om perfommce gloupprcjd or a ingade Bastc lDENrFtcÀÏoN @uses a checklist to PRÉSENTS æsess A BA!áNCED SCORING PACKAGE FOR UNITS gtoup's ongc ing participation specific feedback on qualitj¡ of a {ffeß line d¡åwing in p¡ogless o C. WORIG wlTH sÍuDENr's 10 CRËATE RUERICS BASIC IDENIIFICATION O - ÌwiMs teacher- rubrics ior created debate on capital pwishment {hæs læt yeù's clæs prcjects to model how rubrics BASIC IDENÍIFICATION D. COMMUNICATES ASSESSMENÍ DATA tristories ACCOMI{ODATION onesponds via email b intemadonal gbup studying æncept *hadow cæerbæd @ - uses electronic portfolio for self Ðd supports student exploration of advmæd softwùe applications students - mâintains electronic data lecords for Ðalyôis softræe AccofiÀ.toDATtoN multidisciplinary stÐdùds to dpmd unit adivities frme @ncelfual wolk on unit plñ themahc instruction to integÞte o6seridlù skiìls - -pesonâlizes standædsòased cüli@lum to include lelated concepts theory Accoill,loDAnoN simulation md disc@erybæed @-rwiws stùduds to siål develoÞs a commurútj¡ based reseùch Þrcjed @ - uses uses CONTENT TO field -models corect content rc@bulary -models @rect content skills BE TAUGHf ÈASIC IDENTIFICAÍION FLUENT APPLICAÍION @ creates role of prcminent soentrst md palticipates in a debate on contwer- menbr lor a day ùd presnts re{lections ACTTVE RECOGN|Í|ON -relates FOUNDATION IN intæsts to - -famüaùes tudents with Inteñet basics - develoÞs and shæs udt plùs using student demonsùation to teach pee¡s O chæÞaining or expeúmæs in A. STRONG FLUEÑT CURR¡CULUM SCOPE plan AND SEQUENCÊ -shdes unit standùds witl. students eithe¡ orally orby witing sme* ter ol yeù-longbæis to dweìop integÞted sequence of con- æpts,topi6, and alss conte¡t disciplines boùd CONTENT TAUGHT IN O {Ìuste6 discipline concepts into meaningfrrl sections when plaming disdsses t¡ow @n- tN$rucfþNÂt- æpts C. DESIGNS A CONCEPnJAL FRAMEIIORI( FOR omect to stu- de¡ts'ìives UNITS BASIC IDENIIFICAÎION FLUENÎ APPTICATION @ -works on on BASIC IDEÑI¡FICAÎION APPLICAIIoN md comunication skills @ -wites local or state standùds in B. UNDERSÍANDS 4[{AT disosses where ìnstructional activi@ D. APPUES THE rmtoo ro ties fâIl acrcss quad- ACTÍVE ItECOGñfflON @ -indudes webbæed resouces for student use -indudes audio md visual media to plee Ðt additional pe¡- dards in lessons €xtends discipÌine study beyond minimum standards FLUENÌ APPLTATq{ @ -hæ autt.r€d at leæt one int*disci- Þlinary 4MAf unit md sresstullyfielè tested it spectves Acfflc REcoGNrroN @ -lwiwsNûi@la issues with peeE aocs gÞde lwels -pùticipates in instructioral teÐs fodsed on sh¡dent Accot¡,þDAnoì{ O -references FI.UENI A9PLICAIION or- rent rderstandings frcm national content org:anizæ @ -has authored at Ìeast one i¡terdisci- tions and measred stu- plinary4MAIunit grcupings -includes local and national standards in unit plans relwant statdards ACTÍVE RECOGNIÍION .ACCOf¡lt'Ð/ülql FLUENT ø $hares Þìanning malñ orlists deli* eating ænæpts and topiG disesses wlÌy 1R activities linkto onæpt and 2L to topic ACTfVE RECOGNIÍION @ assigns rellective tasks sctr as journal, nowerbal re1> resentâtioN PERSONAI- rmts €ssigB active tasks PI.ANNING AND -links 2L ir¡Jormation witlì 5L practiæ activities tery TEACHING Accol'{i{oDAÏoN @ Ìefelenæs stan- such as oeating 3 dimeNional modeìs or skits to sh@ mas @ -indudes onæp tual umbrellas for uits -pârticipates in peer æachìng sessiom and shares hry umbrella s relate aooss multiple units ACCO}iI¡þDAI¡oÌ{ @ expìairu scope md sequen@ of con- nected 4MATuits at pMt confæ¡ce displays a bulletin boald i[ustrating major relatio$Ììips Ðongmit concepts Ðd activiti6 dent growtl. agâinst APPUCAÏoN @*hars pereonal semester @iola in Livellst oacl.es olleagpes and starts with hñingthem desoibe rrmbrellas TI.UENI APPLICAIION @ ?articipates in -grâdes math worksheets with O AcTflG "ECOGNfIION -prcvides â step b5¡ sbp outline for a hajor report and ø grades prccess assigns a daily doment joumaÌ to prcgress in findi¡gs undestúding AcflvE tlEcoGNfTroN @ -begins a Mitinguitwith home on Monday ACIIVE RECOGNfTION with stu- @ -wolks denß to wib rubrics for oml history pmjd dwelops temÞlab for sdenß to 6e in cEatng rubrics b flåluaG peer 6Hb ACTÍVE RECOGNIÍION ø -posts monthly æsessments on school website student md mers a model leftr showing parts to be included lisß facts to be included in diorma at start of project -keeps records student jounals wery Wednesday ¡{CCOI#'toDATlON final exm ouüne md athletic pedomame eryedations at *art of cardiovaselar uit -seûds weeHy home wo* mdÞrcjd guide @ -hmds out letter- @mentson -reads Accol'ü.roDAÏoN @ æates a særing package that includes a mindmap, chapter oudine, quiz, field wor\ and orâl presentatron of prcjed 4MAT Nridla {eryes on professional development teâm Ðd offen 4MAT ûåining uÞte date md sends home acruate midpoint glade wiws ffi @ AccoMl'{oDAÏoN rotre6 superior models of "gudrcp abms" to shüe with nú semester's gloup {reabs a model porüù lio of fashion desiSn slctches dth class FIUENT APPIICAIIoN @ desiCns a student portfoüo whidr Equires refldion on fhe prccess a$d mâlysis of the final prcjed -uses studenß' rubrics FLUENT APPLtcÀlloN @ dwelops a nine wæk score cå¡d for assigmenß and major prcjeß aDd indudes ex@Ìes ol superioe average, and incomplete student wo¡k FTUENT APPLrcATION @ sends home a quaF terly newsleftr dth explilåüon of assese ment of up@ming prcjed -shæs lib¡ary of fair prcjed duìngpaÉnt model science help AccoilÀ.toDÄTtoN @ +ebüshesæry Þidryas¿tuetodG l¿b dft fidenb üêù rdû'.llÐce onpænd potrolios to he student ùd}% ùeir -ùses FLUENI APPLtcAïo¡t OpariciÞaþs in schæÌ fair set in local fiÞhouse or other æm seting May frcm school -aranges for m interpreter at ænfeÉnæs when teacher camot speak the parenß' l¡nguage mriv @(Btloo3 About Learning, lnc. 1951 N. Old Rand Road, Wauconda, lL dr- ridlum develophehl tem and shares ASSESSMENT cRtrERtA A. PROVIDES A B. qpmd of music to ø @-indicates srcus: mal]æs teo pieces A. HAS tlìei¡ peNonal Nigmdts EASIC IDENÍIF¡CAÎION FLUENT APPLICAÎION @ +ncæmges ssig¡s comunity intNiws ol oral adapt fiveTe* EASIC IDENIIFICATION lll. dl@ sbrdents to @ ACff\E RECOGN]ÍION ø - pEvides student púducdon sofMre to hclude hågery ùd ontent @ detrmines why concept is reÌmt to students' lives REcoGNrfloN ompilesud EASIC IDENÎRCATION of D. INTEGRATES AcfnE @ i¡dividual ebriß -p¡oqdes acæss to softwde fo¡ inûe duction or pÞctiæ RELRr'ANT MANNER sho¡t video clips to topic {eatea collage of images repres@ting theme Drojects mong @ -tead¡es systematically word processing skills ,APPUES ø {omects pelfomm@ based cl¡oiæ Accor¡¡.{oDAlloN AcrrvE REcoGNFtoN concelf disossion {e¿tes gloup æd dfeß PRACTICE C. ll. ¡<xow¡-EDGE cRrrERrA rNsrRucfroN cRtrERtA ó0084 80GB294MAT aboutlearning.com No reproduction or duplication alloffed.