2.4a Behavioral Standards of conduct have been Standards of conduct and Standards of conduct and consequences established and communicated consequences have been have been established and communicated Expectations and appear to be clear to established and to students. Students have participated in RIPTS 6 students. communicated and appear development. INTASC: 3 to be clear to students. 2.4b Responding Educator’s response to student Educator’s response to Educator’s response to student misbehavior is inconsistent. student misbehavior is misbehavior is appropriate, consistent, to Student appropriate, consistent and timely and successful. OR Misbehavior timely. No student misbehavior is observed. RIPTS 6 INTASC: 3 STANDARD 3: Instruction/Service Delivery Component 3.1: Communicating with Students Developing Effective Highly Effective Observations Component 3.1a Educator explains the Educator explains the Educator clearly explains the instructional purpose of the instructional purpose of the instructional purpose of the lesson or Expectations for lesson or unit, attempting to lesson or unit, linking to unit, linking to broader authentic Learning communicate where it is broader authentic learning, learning, appropriate standards and RIPTS 8 situated within broader appropriate standards or 21st century skills’ expectations. INTASC: 8 learning. 21st century skills’ Educator explains how students will expectations. Educator demonstrate their learning with explains how students will exemplars to guide student demonstrate their learning. achievement. 3.1b Directions Educator directions and Educator directions and Educator directions and procedures are procedures are clarified after procedures are clear. complete, and anticipate possible and Procedures initial confusion. misunderstanding. RIPTS68 INTASC: 8 3.1c Explanation Educator’s explanation of Educator’s explanation of Educator’s explanation of content is content is clear and correct content is clear and correct and correct and connects with students’ of Content but does not make a and connects with students’ knowledge, experience, appropriate RIPTS 2,8 connection with students’ knowledge, experience, standards or 21st century skills’ INTASC: 4,8 knowledge, experience, appropriate standards or expectations. Students contribute to appropriate standards or 21st century skills’ explaining content to their peers. 21st century skills’ expectations. expectations. Component 3.2: Using Questioning and Discussion Techniques Developing Effective Highly Effective Observations Component
2.4a Behavioral Expectations RIPTS 6 INTASC: 3 Standards of conduct have been established and communicated and appear to be clear to students. Standards of conduct and consequences have been established and communicated and appear to be clear to students. Standards of conduct and consequences have been established and communicated to students. Students have participated in development. 2.4b Responding to Student Misbehavior RIPTS 6 INTASC: 3 Educator’s response to student misbehavior is inconsistent. Educator’s response to student misbehavior is appropriate, consistent and timely. Educator’s response to student misbehavior is appropriate, consistent, timely and successful. OR No student misbehavior is observed. STANDARD 3: Instruction/Service Delivery Component 3.1: Communicating with Students Component Developing Effective Highly Effective Observations 3.1a Expectations for Learning RIPTS 8 INTASC: 8 Educator explains the instructional purpose of the lesson or unit, attempting to communicate where it is situated within broader learning. Educator explains the instructional purpose of the lesson or unit, linking to broader authentic learning, appropriate standards or 21st century skills’ expectations. Educator explains how students will demonstrate their learning. Educator clearly explains the instructional purpose of the lesson or unit, linking to broader authentic learning, appropriate standards and 21st century skills’ expectations. Educator explains how students will demonstrate their learning with exemplars to guide student achievement. 3.1b Directions and Procedures RIPTS68 INTASC: 8 Educator directions and procedures are clarified after initial confusion. Educator directions and procedures are clear. Educator directions and procedures are complete, and anticipate possible misunderstanding. 3.1c Explanation of Content RIPTS 2,8 INTASC: 4,8 Educator’s explanation of content is clear and correct but does not make a connection with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Educator’s explanation of content is clear and correct and connects with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Educator’s explanation of content is and correct and connects with students’ knowledge, experience, appropriate standards or 21st century skills’ expectations. Students contribute to explaining content to their peers. Component 3.2: Using Questioning and Discussion Techniques Component Developing Effective Highly Effective Observations
RI-ICEE-Notes.docx