Taking a Close

Look at the
Providing educators with examples 5D+ Rubrics
of instructional practice is at the

heart of the 5D+ Rubric for Creating resources to make the

most of your classroom
Instructional Growth and Teacher
instruction and learning space.
Evaluation a growth-oriented tool

for improving instruction.

September 1, 2016
Bianca Hill, Elisabeth Barrow,
and Amy Carpenter
Learning Targets
Teachers will increase their knowledge of the
5D+ Evaluation Domains: Purpose, Classroom
Environment & Culture, Student Engagement,
Curriculum & Pedagogy, Assessment for
Learning, and Professional Collaboration
Teachers will gain a greater understanding of
the 5D+ Sub-domains and what evidence might
look like
5D+ Evaluation Process
Inquiry Cycle: Self-Assess, Goal Setting (professional and student growth),
Pre-Inquiry Conference, Implementation and Support
(observations/feedback), Post-Inquiry Conference
Rubrics: 6- Purpose, Student Engagement, Classroom Environment and
Culture, Curriculum and Pedagogy, Assessment for Student Learning and
Professional Communication and Collaboration
Pivot: Self-Assessment, Professional Growth Plan

An Instructional Coach is available to support you in your Professional Growth!

Purpose
Standards
Teaching Point
Learning Target
PURPOSE-
P1: Connection to standards, broader purpose and
transferable skill
P2: Connection to previous/future lessons
P3: Teaching points
P4: Communication of LT
P5: Success criteria
 Purpose Examples
DIsplay learning target (SmartBoard, poster, student note on desk)
Share (turn-talk) with a partner
Turn and Talk example https://youtu.be/2zSUCh10vHY
Be clear about end goal
Show how they met learning target
Be specific with examples of target
Verbally restate target during lesson
Have kids discuss or with each other what lesson was yesterday (connect to
previous lesson)
Purpose Examples
 Student
Engagement
Intellectual Work
Engagement Strategies
Talk
Student Engagement-SE 1-6
SE1-Intellectual Work: Quality of questioning
SE2-Intellectual Work: Ownership of learning (Locus of Control)
SE3-Engagement Strategies: High cognitive demand
SE4-Engagement Strategies: Strategies that capitalize on learning needs
SE5-Engagement Strategies: Expectation, support, participation in meaning
making
SE6-Talk: Substance of talk
 Intellectual Work
Quality of Questioning
Teacher asks questions to probe and deepen understanding
and uncover misconceptions
Teacher assists students in clarifying their thinking with one
another
Ownership of Learning
Teacher provides opportunities and strategies for students to
take ownership of their learning and some locus of control is
with students in ways to support learning
Engagement Strategies
High Cognitive Demand
Teacher expectations and strategies engage most students in high
cognitive demand
Strategies Capitalize on Learning Needs of Students
Teacher utilizes knowledge of students to determine engagement
strategies
Expectations support an opportunity for participation and
meaning making
Teacher sets expectation and provides support for a variety of
engagement strategies and structures that facilitate participation and
meaning making. Most have the opportunity to engage in quality talk
Substance of Student Talk
Student to student talk reflects
knowledge and ways of thinking
associated with content. Students
provide evidence to support their
thinking
 Student Engagement Examples
Turn & Talk
Open-ended questions
Variety of activities (Blooms)
Adjust lesson to meet student needs (individual and group)
Model student talk and strategies
Listen for content-specific language
Math - red when ready
Scaffolding for individual students (as well as the group)
Procedures in place - students know what to do and what to
expect
Student Engagement Examples
Student Engagement Examples
Student Engagement Examples
Student Engagement Examples

We have this book!

Assessment for
Student
Learning
Assessment
Adjustments
Assessment: A1-6
A1-Assessment: Self assessment connected to success criteria
A2-Assessment: Demonstration of learning
A3-Assessment: Formative assessment
A4-Assessment: Collection system for formative assessment data
A5-Assessment: Student use of assessment data
A6-Adjustments: Teacher use of formative assessment data
Assessment for Learning Examples
Class grid for anecdotal notes
Conferencing
Checklist to monitor and assess student progress
Whiteboards (observe and snap pics for later review)
Exit tickets
Turn and talk conversations
Self assessments (ex: thumbs up/down, fingers to show success criteria)
Rubrics
Performance Assessments (tape and review videotapes)
District and State Assessments (I-Ready, DRA, MLPP, M-Step, Running Records, etc)
On-demand writing
Math - Module tests
Student presentation of knowledge
Curriculum and
Pedagogy
Curriculum
Teaching Approaches and/or
Strategies
Scaffolds for Learning
 Curriculum & Pedagogy CP 1-7
CP1-Curriculum: Alignment of instructional materials and tasks-Common Core, Atlas Rubicon, units of
study, organized materials/supplies
CP2-Teaching Approaches &/or Strategies: Discipline-specific conceptual understanding- Real-World
connections to instruction that probes deeper and connected thinking
CP3-Teaching Approaches &/or Strategies: Pedagogical content knowledge, inquiry, research,
experimenting, workshop model
CP4-Teaching Approaches &/or Strategies: Teacher knowledge of content fluent confident with
information, able to answer student questions, makes real world connections
CP5-Teaching Approaches &/or Strategies: Differentiated instruction leveled reading materials, visuals,
audio, oral assessmentsDiff Inst Strategies
CP6-Scaffolds for Learning: Scaffolds the task Breaking up learning into smaller sections to support
student learning
CP7-Scaffolds for Learning: Gradual release of responsibility- teacher models, students practice until
learned, evidence of students knowing the routines and procedures
 Curriculum & Pedagogy Examples
Common Core Standards: http://www.corestandards.org/
CPS Atlas Rubicon: https://authenticate.rubicon.com/#/login
Workshop Model: http://schools.nyc.gov/documents/d75/math/Workshop%20model.pdf
Gradual Release of Responsibility Model:
https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
Gradual Release of Responsibility Video:
https://www.teachingchannel.org/videos/gradual-release-of-responsibility
Discipline-Specific Conceptual Understanding:
http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf
Curriculum & Pedagogy Examples
 Classroom
Environment
and Culture
Use of Physical Environment
Classroom Routines and
Rituals
Classroom Culture
Classroom Environment & Culture CEC1-7
CEC1-Use of Physical Environment: Arrangement of classroom
CEC2-Use of Physical Environment: Accessibility and use of materials
CEC3-Classroom Routines and Rituals: Discussions, collaboration and
accountability
CEC4-Classroom Routines and Rituals: Use of learning time
CEC5-Classroom Routines and Rituals: Managing student behavior
CEC6-Classroom Culture: Student status
CEC7-Classroom Culture: Norms for learning
Classroom Environment & Culture Examples
-Students (and teacher) follow a well-established behavior plan (ie: Conscious Discipline, Star charts,
etc.) SHARE YOUR PLANS WITHIN AND ACROSS SCHOOLS
-Students are familiar and independent with routines
-Students are easily able to access materials/tools (clearly labeled and organized)
-Students know how to turn and talk, use sentence starters, are accepting of others opinions and
feelings
-Students use a daily agenda and can easily transition between subjects and activities
 Professional
Collaboration
and
Communication
Professional Learning and
Collaboration
Communication and
Collaboration
Professional Responsibilities
Professional Collaboration & Communication Examples
PCCI: Grade level meetings, Staff Meetings, Informal
conversations, including ancillary staff in the
conversations, co-horts, coordinating with staff between
schools.

PCC2: Working with other staff, working between grade

levels, problem solving with peers, talking to prior years
teachers for guidance.
Student Growth Goals
Assessments: iReady, DRA, DIBELS, Writing Pathways Rubrics, Fact Fluency

Samples:
Students will grow by one grade level in reading as measured by DRA, QRI, or other
standardized leveling system.
Students will achieve/score ____ on ____ as demonstrated/measured by ______.
Students in tier 1 will improve by ____ as measured by ______.
Students in tier 2 will improve by ____as measured by _____
Students in tier 3 will improve by ____ as measured by _____
Students will make measureable progress in ___. Each will improve by 1 performance level in 2
or more areas of the rubric.
Students will increase their fluency in math facts as assessed by grade level fact assessment