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iRubric: Classroom Practices that Reduces Underachievement in Gifted rubric

iRubric: Classroom Practices that Reduces Underachievement in Gifted rubric

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Classroom Practices that Reduces Underachievement in Gifted 
identifying appropriate observable classroom practices by teachers that would indicate an environment that could potentially reverse underachievement in gifted students.
Rubric Code: EXC42WC
By lindalowery
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5

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  Beginning

1 pts

Developing

2 pts

Applying

3 pts

Classroom environment

Beginning

Classroom has adequate supplies needed to complete each lesson.
Developing

Classroom has adequate supplies needed to complete each lesson. Organization allows for planned teacher to teacher and student to student interactions.
Applying

Classroom has adequate supplies needed to complete each lesson. Organization allows for planned teacher-to- teacher and student-to-student interactions. Organization has accommodations for special needs students.
Teacher respects cultural differenc

Beginning

Teacher increases knowledge of family cultural beliefs within school that impact academic success for students
Developing

Teacher examines own cultural worldview and how it impacts student achievement.
Applying

Teacher develops inclusive school community that continually monitors and adjusts impact of cultural diversity to maximize family engagement in supporting student achievement.
Teacher demonstrates an awareness o

Beginning

Teacher demonstrates an awareness of multiple perspectives and opens discussions about subject matter to the class. Strives to include content that dispels stereotypes.
Developing

Teacher routinely discusses multiple perspectives in subject matter and includes attention to students' personal, family, and community experiences. Individual differences are respected.
Applying

Teacher strategically introduces resources and experiences that challenge the learner's beliefs and assumption about common understandings, thus creating an environment where critical thinking is a habit.
Teacher selects resources to meet r

Beginning

Teacher has limited knowledge of additional resources and attempts to meet the individual needs of some students (¡. e., low achieving or gifted) by assessing resources.
Developing

Teacher routinely utilizes supplemental materials and outside resources with students at both ends of the learning curve.
Applying

Teacher actively seeks out resources from the community or professional organizations and utilizes these sources and materials for the benefit of various learners.
Teacher uses media and technology t

Beginning

Teacher uses some media and/or technology, but it is inconsistent or of limited quality.
Developing

Lessons consistently use media and/or technology to add instructional impact and increase learning.
Applying

Teacher takes initiative to integrate new technology formats into curriculum. Quality and depth are consistently strong.
Students are allowed to pursue topi

Beginning

Students are given opportunities to actively participate in classroom activities.
Developing

Students are given opportunities to actively participate in classroom activities. Assessment of students understanding using techniques that align to the standards.
Applying

Students are given opportunities to actively participate in classroom activities. Assessment of students understanding using techniques that align to the standards. Movement of students to rigorous levels of understanding required by the lesson objectives.
Teacher maintains open communicatio

Beginning

Invites families/parents to meet with the teacher two times yearly to obtain feedback.
Developing

Schedules structured parent-teacher conference, with or without student, at least two times per year to update family on child's current academic learning.
Applying

Implements multiple interactive parent-student-teacher meetings to set, monitor, and adjust student learning with high expectations related to the Academic Standards.



Keywords:
  • Underachievement in gifted students.

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