NEWARK CENTRAL SCHOOL DISTRICT PLANNING RUBRIC All-in Going Deeper Getting Started Sharing the The Learning Target and Learning Target and Learning Target and Preparation Success Criteria are Success Criteria are Success Criteria are Learning for Work derived from content derived from general not derived from Target standards, are specific to academic tasks, are standards and do not the lesson, student student friendly and clearly reference friendly, measurable, and measurable, but are academic tasks. clearly identify intended not derived from learning. (See LT rubric) content specific standards. Introducing the The lesson is intentionally The lesson may be Lesson is not connected to previous and connected to connected to Lesson/ future lessons in a previous lessons, and previous lessons, and Activating trajectory of learning; teacher plans an there is no plan for Strategy There is a plan for sharing activating activity activating knowledge the necessary background that is more of a and/or engaging knowledge/vocabulary to “warm-up.” students in the allow students to access lesson. lesson, and has prepared students for opportunities to work together. There are planned There is a plan for There are no Construction HOT/Formative questions that require questioning, but questions or Assessment/ of Learning students to think at the mostly lower level feedback Feedback Experience higher levels of Bloom, thinking is evident. opportunities. and stimulate high levels Feedback of student interaction. opportunities are Lesson is structured for limited to teacher both students and teacher directed only. to receive feedback on students’ progress toward the Learning Target. Differentiation Tasks have been tailored There is no evidence Tasks are not tailored to the specific learning of tasks tailored to to specific student based on Data needs of the group or specific student needs and individual. Plan includes needs, but whole there is no plan for where students will work group, small group, how students will be as a whole group, small and independent grouped. group, pairs, or learning independently based on opportunities are need. evident. There is a plan for how Reflection There is no plan for Lesson Sharing and students will reflect on opportunities are how students will Reflection of Reflection and share what they evident, but not reflect on and share the Learning learned relative to the directly linked back what they learned. Learning Target and to the Learning Success Criteria. Target and Success Criteria.
All-in Going Deeper Getting Started Preparation for Work Sharing the Learning Target The Learning Target and Success Criteria are derived from content standards, are specific to the lesson, student friendly, measurable, and clearly identify intended learning. (See LT rubric) Learning Target and Success Criteria are derived from general academic tasks, are student friendly and measurable, but are not derived from content specific standards. Learning Target and Success Criteria are not derived from standards and do not clearly reference academic tasks. Introducing the Lesson/ Activating Strategy The lesson is intentionally connected to previous and future lessons in a trajectory of learning; There is a plan for sharing the necessary background knowledge/vocabulary to allow students to access lesson, and has prepared students for opportunities to work together. The lesson may be connected to previous lessons, and teacher plans an activating activity that is more of a “warm-up.” Lesson is not connected to previous lessons, and there is no plan for activating knowledge and/or engaging students in the lesson. Construction of Learning Experience HOT/Formative Assessment/ Feedback There are planned questions that require students to think at the higher levels of Bloom, and stimulate high levels of student interaction. Lesson is structured for both students and teacher to receive feedback on students’ progress toward the Learning Target. There is a plan for questioning, but mostly lower level thinking is evident. Feedback opportunities are limited to teacher directed only. There are no questions or feedback opportunities. Differentiation based on Data Tasks have been tailored to the specific learning needs of the group or individual. Plan includes where students will work as a whole group, small group, pairs, or independently based on need. There is no evidence of tasks tailored to specific student needs, but whole group, small group, and independent learning opportunities are evident. Tasks are not tailored to specific student needs and there is no plan for how students will be grouped. Lesson Reflection Sharing and Reflection of the Learning There is a plan for how students will reflect on and share what they learned relative to the Learning Target and Success Criteria. Reflection opportunities are evident, but not directly linked back to the Learning Target and Success Criteria. There is no plan for how students will reflect on and share what they learned. NEWARK CENTRAL SCHOOL DISTRICT PLANNING RUBRIC