iRubric: AIG in the Classroom rubric

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AIG in the Classroom

Effectiveness of a Successful AIG classroom

Rubric Code: JA528X

By joannedadams

Draft

Public Rubric

Subject: (General)

Type: Assignment

Grade Levels: (none)

AIG in the Classroom
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts
Teacher Training	Poor No training to teach AIG students is required.	Fair AIG classes are available for classroom teachers.	Good AIG classes are suggested and offered to classroom teachers	Great AIG classes are required of all classroom teachers that will teach gifted students.
Curriculum / Instruction	Poor No policies regarding curriculum or instruction. Basic instruction evident.	Fair Curriculum mentioned and policies are available. Mastery of curriculum evident, no acceleration present.	Good Curriculum is Outlined and Instructional Strategies. Independent study available to students that are interested.	Great Curriculum Map and Instructional strategies are present. Independent Study or activity that develops higher level thinking skills evident and encouraged.
Counseling / Guidance	Poor No counseling or guidance resources available	Fair Counseling or guidance resources are mentioned.	Good List of counseling or guidance resources available.	Great Community network of resources for guidance and counseling.
Underserved Populations	Poor No place for inclusion.	Fair Idea for plan, no action.	Good Inclusion plan started and being tested.	Great Plan in action for inclusion.
Environment	Poor Strict, quite environment.	Fair Class discussion when called on to speak.	Good Students working independently and in groups.	Great Students working independently and in groups using various resources, discussion among themselves, and with teacher.
Compact Curriculum	Poor Content Standards and skills pre-assessed.	Fair Content Standards assessed, mastery achieved.	Good Independent Study or other activities that focus on higher level thinking skills.	Great Independent/ Group Study or other activities that focus on higher level skills with time line established for finished product.
Thematic Units	Poor Thematic Unit in one discipline area confined and focused.	Fair Thematic Unit in two discipline areas confined and focused.	Good Thematic Unit in multiple disciplines confined, focused, in depth and complexity of curriculum.	Great Thematic Unit taught in multiple disciplines. Confined, focused, in depth, complex, critical and analytic thinking evident. Product produced.
Assessment	Poor No pre-assessment given	Fair Performs target task with rest of class although passed pre-assessment.	Good Target task performed and answering high-level questions.	Great Tested out of task, completed higher level assignment and produced product / activity that enhances learning.
Flexible Grouping	Poor All students working independently.	Fair Higher-level students helping lower level students.	Good Students working as partners with same ability students.	Great Students working in chosen groups with same ability and intelligence.
Differentiation	Poor Students are completing different assignments.	Fair Students are completing different assignments with varying degrees of complexity.	Good Students are completing complex assignments using Bloom's questioning stems.	Great Students completing complex, in-depth task using Bloom's questioning stems and alternate evaluations. Acceleration is evident.

Keywords:

Complex, in depth, differentiated Curriculum

Subjects:

(General)

Types:

Assignment

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