Processing Content Rubric

Processing Content Rubric Trait Level 1 Level 2 Level 3 Level 4 Content Understanding Comprehension of the Content Under Discussion Reasoning Ability to Use the Content to Explore an Issue, Reach Agreement, Make a Decision, or Discuss a Point The student uses basic knowledge incorrectly. The student struggles to provide ideas or support for ideas. Ideas are extremely limited or hard to understand. The student has difficulty understanding themes and distinguishing main ideas and supporting details. Terminology is used incorrectly. The student accepts ideas of others without much thought. The student jumps randomly from one aspect of an issue to another. The student provides little relevant information or contributes little to the discussion. Opinions may be stated as facts. The student shows little evidence of understanding the task and how to sustain the inquiry to adequately fulfill it. There is little sense of which information is of most importance. The student frequently asks for repetition of ideas, but shows little evidence of understanding. Ideas are reasonably clear, but the listener needs to make some guesses as to what the student meant. Some vocabulary is used correctly and some is not. Ideas are correct but not concise. Contributions to the group are generally supported by some facts, examples, analogies, statistics, etc., but there s a sense that more is needed. The student relies on the momentum of the group to motivate inquiry. The student generally distinguishes fact from opinions. The student may be repetitive with comments. Ideas are clear and concise, vocabulary is used correctly, and examples support most ideas. Information and knowledge are accurate. The student supports statements with accurate explanations, reasons, or evidence. The student participates actively in the inquiry developed y the group. The student develops and supports a position with explanations and reasons. The student clearly distinguishes between fact and opinion. The student sustains activity on the group task. The student asks some clarifying questions. The student understands significant ideas relevant to the issue under discussion. This is indicated by correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstration of which distinctions are important to make, and explanations that are concise and to the point. The student elaborates completely on statements with accurate explanations, reasons, or evidence. The student actively participates in the development of the group mission. The student takes a position or makes a claim and defends it with explanations, reasons, or evidence. The student argues by analogy. The student recognizes the accuracy, logic, relevance, or clarity of statements. The student recognizes contradictions and irrelevant comments. The student has a clear idea of the shape of the task and sustains inquiry until the task is completed. The student knows when the task is completed satisfactorily. The student asks clarifying questions and knows when clarifying questions need to be asked. The student distinguishes fact from opinion. The student summarizes points of agreement and disagreement

to set the stage for further movement; the student knows when such summaries are useful. Interaction with Others The student does not fulfill assigned roles. Interaction does not reflect group norms. The student makes irrelevant or distracting statements. Interruptions, when they occur, are unconstructive and discourteous. The student monopolizes the conversation a pattern of domination with the effect of preventing others from contributing. The student makes a personal attack; language might suggest bias toward a group member or others. The student is uninvolved in the discussion, even when directly asked for an opinion. Nonverbal behavior is inconsistent with verbal behavior usually the nonverbal behavior is very negative while the verbal behavior might be positive. Nonverbal behavior may alienate the student from other group members. Talk is self-oriented I. The student attends to the discussion, but doesn t participate very much. The student s contributions do not detract from the group s purpose or goals. The student participates in the group with prompting. The student responds to solicitation of opinions or ideas, but doesn t volunteer them. The student participates in development of the group process, including identifying roles and accepting responsibility for fulfilling assigned roles within the group. The student s contributions meet the group s purpose or goals. The student participates freely and contributes opinions and ideas to the group. The student occasionally builds constructive interchanges between participants. The student initiates development of the group process, including identifying roles and accepting responsibility for fulfilling assigned roles within the group. Interaction reflects group norms the student is appropriate for the group and setting. The student acknowledges the statements of others in a way that builds a consecutive interchange between participants. Replies to others are responsive to the statement and indicate that the student understood it and thought about it. When disagreeing, the student does it respectfully. The nature of the disagreement is stated and an invitation to respond extended. The student makes sure that all relevant points of view are heard. The student is courteous and attentive. Nonverbal behavior is consistent with verbal behavior; both are positive. Positive nonverbal behavior includes nodding, learning forward, and maintaining eye contact. When conflicts arise, the student attempts to resolve them. Talking is task oriented and group oriented we.

Writing Rubric Criteria Level 1 Level 2 Level 3 Level 4 Ideas: the heart of the message, the content of the piece, The paper has no clear sense of purpose or central theme. The reader must make inferences based The writer is beginning to define the topic, even the development is still basic or general. The topic is fairly The paper is clear and focused. Details enrich the central theme. The topic is the main theme, on sketchy or missing details. broad. Support is attempted. Ideas manageable. Reasonably with details that Information is limited or unclear or are reasonably clear. The writer has accurate details are present enrich and develop the length is not adequate for difficult going from general to support the main ideas. the theme. development. The idea is this observations to specifics. The reader Writing is mainly from Key question: did simple restatement. The text may is left with questions. The writer knowledge or experience be repetitious, disconnected, and generally stays on topic. but is not fresh or original. the writer stay contained too many random Readers questions are focused and share thoughts. anticipated and answered. original and fresh information or perspective about the topic? Content: facts, concepts, theories, or information used to support the writing. Key question: how accurately is disciplinary knowledge used within the writing? Organization: the internal structure, the thread, the central meaning, the logical and sometimes intriguing pattern of ideas. Key question: does the organizational structure and hands it ideas and make it easier to understand? Facts, concepts, theories, or information are missing or misrepresented. Errors or misconceptions are present in information used. The writing lacks clear sense of direction. Connections between ideas are confusing. Sequencing needs were. Pacing feels awkward. Problems with organization make it hard for the reader to get a grip on the main point for storyline. Facts, concepts, theories, or information are generally correct, current, and representative of the body of knowledge surrounding the topic. Generalizations are not always well supported but sufficient information is present to support the validity of the writing. Information is limited to a single discipline. The organizational structure is strong enough to move the reader through the text without too much confusion. The paper as a recognizable introduction and conclusion. Transitions often work well. Sequencing shows some logic, you structure takes attention away from content. Pacing is fairly well controlled Facts, concepts, theories, or information are correct, current, and representative of the body of knowledge surrounding the topic. Generalizations are somewhat supported by disciplinary evidence or examples. Information is present to support the validity of the writing. Information is limited to a single discipline. The organizational structure of the paper showcases the central idea or theme of the paper; includes a satisfying introduction and conclusion. Thoughtful transitions. Sequencing is logical and effective. Pacing is well controlled. The paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme. The topic is narrow and manageable. Relevant, quality details go beyond the obvious. Reasonably accurate details are present to support the main ideas. Writing is from knowledge or experience; ideas are fresh and original. Readers questions are anticipated and answered. Writing shows insight. Facts, concepts, theories, or information are correct, current, and representative of the body of knowledge surrounding the topic. Generalizations are supported by disciplinary evidence or examples. Extensive information is present to support the validity of the writing. Information goes beyond the discipline to seek connections to information in other disciplines. The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a satisfying introduction and conclusion. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions. Sequencing is logical and effective. Pacing is well controlled. Flow was so smooth, the reader hardly thinks about it.

Voice: the unique perspective of the writer coming through, honesty, conviction, integrity, and believability. Key question: would you keep reading this piece, if it were longer, much longer? Sentence fluency: the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to eye. Key question: can you feel the words and phrases flew together as you read it aloud? Conventions: the mechanical connectedness of the piece; spelling, grammar, usage, paragraphing, use of capitals, and punctuation. Key question: how much editing would have to be done should be ready to share with an outside source? The writer seems indifferent, uninvolved, or distanced from the topic or the audience. Writer speaks in a kind of monotone. Writing is humdrum and risk-free. Writer is not concerned with the audience; Writer s style is a complete mismatch for the intended reader. Writing is lifeless were mechanical. No point of view is reflected The reader has to practice quite a bit in order to give this paper a fair interpretive reading. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not feel natural. Sentences begin the same way. There are endless connectives. Errors in spelling, punctuation, capitalization, usage, grammar, or paragraphing distract the reader in a text difficult to read. Spelling errors are frequent. Punctuation is missing or incorrect. Capitalization is random. Errors in grammar or usage are very noticeable. Paragraphing is missing. The reader must read first to decode, then again for the meaning. Does not adhere to requirements of APA style for citations, references, tenses, or quotations. The writer seems somewhat insincere and not fully engaged or involved. The result is even but not compelling. The writing communicates in a mostly pleasing manner. Narrative writing seems insincere; expository or persuasive writing lacks consistent engagement. Writer expresses ideas, but uses generalities rather than specific personal insights. Sentences get the job done in a routine fashion. Sentences are usually constructed correctly; sentence beginnings are not all alike; some variety is attempted. Parts of the text may be stiff, awkward, choppy, or gangly. The writer shows reasonable control over a limited range of standard writing conventions. Spelling is usually correct or reasonably phonetic on common words. End punctuation is usually correct. Most words are capitalized correctly. Problems with grammar or usage are not serious. Paragraphing is attempted. Moderate editing is needed. Inconsistent application of requirements of APA style for citations, references, tenses, or quotations. Adapted from the Six Traits Writing rubric developed by the Northwest Regional Education Laboratory The writer seems sincere, mostly engaged and involved. The result is pleasant or even personable, and somewhat compelling. The writing communicates in an earnest, pleasing manner. Narrative writing seems sincere; expository or persuasive writing demonstrates engagement. Writer weighs ideas carefully, and provides specific insights. Sentences are constructed correctly with some variety present in length, construction and beginnings. The writer shows reasonable control over most standard writing conventions. Spelling is usually correct. End punctuations is correct and most internal punctuation is correct. Capitalization is correct. Grammar and usage are generally correct. Paragraphing is reasonably appropriate. Minor editing is needed. Minor inconsistencies in application of APA style for citations, references, tenses, or quotations is present but does not detract from the quality of the work. The writer speaks in a manner that is compelling, engaging, and respects purpose and audience for the writing. The reader feels the strong interaction with the writer. The tone and voice are appropriate for the purpose and audience. Narrative writing seems honest and personal. Expository or persuasive writing reflects a strong commitment to this topic. Sentences are well built. Sentences enhanced meaning. Sentences vary in length as well as structure. Purposeful and varied sentence beginnings are present. Readings is easy and connectives are used appropriately. The writer demonstrates a grasp of standard writing conventions. Spelling is generally correct. Punctuation is accurate. Capitalization skills are present. Grammar and usage are correct. Paragraphing tends to be sound. The writer may manipulate conventions for stylistic effect; and it works. Consistently adheres to requirements of APA style for citations, references, tenses, and quotations.

Student Learning Rubric Criteria: Level 1 Level 2 Level 3 Level 4 1. Understanding Student Learning - Demonstrates ability to create, enrich, maintain and alter instructional settings to capture and sustain student learning. 2. Assessing Student Learning - Demonstrates ability to assess progress of individuals, small groups, and the whole class. 3. Using Data to Change Practices - Demonstrates ability to analyze teaching impact on student learning and plan changes in teaching practices. Demonstrates incomplete understanding of how to create, enrich, maintain and alter instructional settings to capture and sustain student learning. Assessments are not clearly aligned with state or national standards or lesson outcomes. Explanations, items and scoring lack clarity. Assessments show limited variety and are not developmentally appropriate. Shallow descriptions of teacher experience and students responses have been provided. Limited analysis is provided. Conclusions do not align with descriptions and analyses. Ideas for changes in practice are not present. Demonstrates general understanding of how to create, enrich, maintain and alter instructional settings to capture and sustain student learning. Assessments are clearly aligned with state or national standards or lesson outcomes. Explanations, items and scoring are mostly clear. Assessments show limited variety and may be developmentally appropriate. Descriptions and analyses of teacher experiences and students responses have been provided, but are not detailed. Conclusions are not clearly reflective of descriptions and analyses. Limited changes in practice are mentioned. Demonstrates specific understanding of how to create, enrich, maintain and alter instructional settings to capture and sustain student learning. Assessments are clearly aligned with state or national standards or lesson outcomes. Explanations, items and scoring are clear. Assessments show variety and are developmentally appropriate. Clear and detailed descriptions of teacher experience and students responses have been provided. Some analysis of the implications of observations is included. Conclusions are clearly reflective of descriptions and analyses. Changes in practice are suggested and discussed based upon conclusions. Demonstrates exceptional understanding of how to create, enrich, maintain and alter instructional settings to capture and sustain student learning. Assessments are clearly aligned with state or national standards or lesson outcomes. Explanations, items and scoring are extremely clear. Assessments show variety and are developmentally appropriate. Students are involved in the development and monitoring of assessments. Outstanding, detailed description and analysis of teacher experience and student response. Strong, appropriate conclusions are clearly aligned to descriptions and analyses. Changes in practice are thoroughly discussed and clearly aligned to conclusions. Revised 10/7/09

Research Rubric Criteria Level 1 Level 2 Level 3 Level 4 Problem Definition/Research Question The problem is not clearly stated. Analysis of questions or issues is lacking. Important terms or concepts are not identified. A research questions is not present. Factors to be examined are not identified. The problem is stated but lacks clarity. Questions or issues are present but the analysis lacks logical development of the connection of these to the overall problem. Several important terms are identified but not clearly defined. A research question is present. Several factors to be examined are identified but not defined. The problem is clearly stated but precision and accuracy of evidence is somewhat limited. Questions and issues are analyzed logically to provide support to the problem statement. Several important terms are identified and defined. The research question and, where appropriate, subquestions are present. Most are clearly labeled. Factors to be examined are identified and defined without discussion about their testable nature. The problem is precisely, accurately, and clearly stated. Analysis of questions and issues is clear and logical.. All important terms and concepts are clearly defined. The research questions and, where appropriate, subquestions are clearly labeled. Factors to be examined are clearly and precisely defined and are testable. Literature Review Relevant literature review is limited both in depth of sources and in number of constructs. Constructs are not well defined nor analyzed critically. Limited summaries are present and organization tends to state constructs and quote literature, rather than summarize, compare, evaluate and connect constructs. Relevant literature review is present. Analysis and findings regarding constructs are one dimensional or shallow. Summaries provide some comparison, evaluation and integration of findings. Organization is present but connections between issues are confusing. Key concepts are not well defined. Literature review shows breadth and depth. Summaries include a good level of comparison, evaluation and integration of findings. Information is organized with most key concepts defined. Comparisons, evaluation or sources and integration of concepts and findings are presented separately rather than a synthesis leading toward a conclusion. Extensive literature review shows integration of available evidence and relevant theories, noting gaps in the literature. Information is logically sequenced with key concepts clearly defined. Comparison of findings and critical insight involving evaluation of sources creates a synthesis that points the reader in toward important conclusions.

Methodology Discussion Conclusions Revised 4/24/08 Describes the research so poorly or in such a nonspecific way that it cannot be replicated. The research lacks explication of appropriate variables with inability to evaluate data sets. Bias, confounds, and inappropriate sampling is obvious of not discussed. Does not address the purpose, research question(s), and/or main findings of the research. Does not draw inferences from the data or draws grossly inappropriate inferences from the data A summary of the previous sections is not present. Conclusions are disorganized and unclear. The conclusions do not reference evidence from the data gathered. Additional problems or suggestions for new research are not present. Describes research that is marginally replicable, but does not present enough detail in methodologies for complete replication. The research is weakened by evidence of bias, confounds, or an inappropriate sampling scheme or by failure to discuss these limitations. Data are not entirely suitable for appropriate quantitative or qualitative analysis or mixed methodologies. Attempts to address the purpose, research question(s), and main findings of the research, but provides somewhat vague summary of them. Draws inferences that are only somewhat consistent with the data. The discussion lacks clarity, logic, or inclusion of essential variables or threats to data interpretations. A summary is present but recapitulation of previous sections is not clear. Conclusions are present but lack clarity. Some conclusions reference some data from the research. A few problems or suggestions for new research are stated but not explained. Presents overall level of replicable detail of the research. Bias and confounds are minimized. Appropriate sampling scheme has been used. Data are suitable for appropriate quantitative or qualitative analyses or mixed methodologies. Provides a generally clear and concise summary of the purpose, research question(s), and main findings of the research. Draws inferences that are generally consistent with the data. Reasoning demonstrates analysis of most variables and potential threats to conclusions A summary recapitulates previous sections. Conclusions are organized and clearly stated. Conclusions reference data from the research but do not clearly justify the conclusions with the evidence. Related problems or future research are stated and explained. Contains effective, concisely organized methodological information that allows the research to be replicated. Variables selected are appropriate for the research purpose. Bias and potential confounds are well minimized. An appropriate sampling scheme has been used. Data are suitable for appropriate quantitative or qualitative analyses or mixed methodologies. Provides a clear and concise summary of the purpose, research question(s), and main findings of the research. Draws clear inferences that are logically consistent with the data. Reasoning demonstrates analysis of most variables and potential threats to conclusions. The summary clearly recapitulates important information presented in previous sections. The conclusions are well organized and are concisely and precisely stated. The conclusions are justified using evidence from the data gathered. Related problems that need to be investigated are explored with suggested next steps for research.

Educational Technology Rubric Criteria Level 1 Level 2 Level 3 Level 4 Demonstrates an ability to The candidate provides little or no evidence of their ability to improve The candidate provides limited evidence of their ability to improve The candidate provides clear evidence of their ability to The candidate provides clear, consistent, and convincing collaboratively collaborative instructional strategies collaborative instructional strategies improve collaborative evidence of the candidate s ability improve using a technology-enhanced learning using a technology-enhanced learning instructional strategies using a to improve collaborative environment. There is no environment. There is some technology-enhanced learning instructional strategies using a instructional collaboration or active learning. collaboration and technology environment. Strategy technology-enhanced learning strategies using a integration focuses on active learning focuses on active learning. environment. Technology technologyenhanced learning technology integration learning. There is collaboration at least half of the time. There is collaboration and integration focuses on active environment. considers individual differences/learning styles. and technology integration considers individual Demonstrates the knowledge of how to merge the theoretical and the practical application of technology integration into the classroom. Demonstrates understanding the ethical standards when using technology in the classroom. Demonstrates the ability to work with parents collaboratively using technology Demonstrates the ability to think about technology reflectively and analytically The candidate provides little or no evidence of the ability to merge the theoretical and the practical application of technology integration. Instructional design techniques are not followed Candidate provides little or no evidence of understanding the ethical standards involved in technology. There is no understanding of fair use, intellectual property or copyright as it pertains to technology The candidate provides little or no evidence of collaborating and involving parents with the instruction through technology. The candidate provides little or no evidence of thinking about technology reflectively and analytically. The candidate sees technology as the solution. The candidate provides limited evidence of merging the theoretical and the practical application of integrating technology into the classroom. Proper instructional design techniques are followed at times. The candidate provides a limited understanding of the ethical standards involved in technology. There is limited understanding of fair use, intellectual property or copyright as it pertains to technology The candidate provides limited evidence of collaborating and involving parents with the instruction through technology. The candidate provides a limited understanding about the technology reflectively and analytically. The candidate sees technology as part of the solution to instruction. The candidate provides clear evidence of the candidate s ability to merge the theoretical and the practical application of integrating technology into the classroom. Proper instructional design techniques are followed. The candidate provides clear evidence of an understanding of the ethical standards involved in technology. An understanding of air use, intellectual property or copyright as it pertains to technology is demonstrated. The candidate provides clear evidence of collaboration and involving parents with the instruction through technology. The candidate provides clear evidence of understanding technology reflectively and analytically. The candidate sees technology as a tool to achieve instructional goals. differences/learning styles. The candidate provides clear, consistent, and convincing evidence of their ability to merge the theoretical and the practical application of technology integration into the classroom. Proper instructional design techniques are followed consistently. The candidate provides clear, consistent, and convincing evidence of an understanding of the ethical standards involved in technology. A clear, consistent, and convincing understanding of fair use, intellectual property or copyright as it pertains to technology is demonstrated. The candidate provides clear, consistent, and convincing evidence of collaboration and involving parents with the instruction through technology. The candidate provides clear, consistent, and convincing evidence of understanding technology reflectively and analytically. The candidate provides clear, consistent, and convincing evidence that technology is just one tool used to achieve instructional goals.

Diversity Rubric Trait Level 1 Level 2 Level 3 Level 4 The teacher engages There is minimal or no evidence The teacher is able to self reflect There is evidence that the of self reflection or understanding but the depth of understanding is teacher reflects on his/her own in self reflection and of bias and prejudice. more superficial or focuses on personal biases or prejudices. understands non-controversial issues. There is evidence the teacher has personal bias or helped implement changes to the school environment that make it a prejudice. more equitable place for students. The teacher works to reduce or eliminate personal and institutional racism. SEP 4.D The teacher is dedicated to making knowledge accessible to all students. The teacher believes all students can learn. NBPTS 1.1 The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English. SEP 4C The teacher treats students equitably. The teacher recognizes the individual differences that distinguish students from one another There is minimal or no evidence to show the teacher is able to make knowledge accessible to all students. There is minimal or no evidence that the teacher understand second language acquisition and strategies to support English language learners (ELL) learning. There is minimal or no evidence to show the teacher is able to recognize differences that distinguish students from one another, nor takes this into account in his/her practice. The teacher has made modifications to some of his/her teaching strategies The teacher will encourage student potential by using students interests or strengths to guide some of the class work. There is some evidence the teacher understands the process of second language acquisition. He/she incorporates 3-6 elements of SIOP (Sheltered instructional observation protocol) principles into lesson planning, instruction and assessment. The teacher shows reflection about diverse learners and can identify various learning styles for some cultures and abilities. The teacher demonstrates knowledge of some elements of differentiated instruction. The teacher usually assesses prior knowledge. There is evidence the teacher believes that all students can learn. There is evidence that the expectations the teacher has for students are made explicit. There is evidence the teacher understands the process of second language acquisition. He/she incorporates 7-10 elements of SIOP (Sheltered instructional observation protocol) principles into lesson planning, instruction and assessment. There is reflection of understanding of how cultural differences affect expectations various groups have for school and learning. There is evidence that the teacher uses differentiated instruction. assesses prior knowledge and There is evidence that stereotypes and cultural biases are addressed openly, honestly and proactively. There is evidence of recognition and reflection of personal biases and prejudices. There is evidence of actions that work to eliminate personal or institutional racism. The teacher is a leader in promoting access and equity for all students. There is additional evidence that the teacher advocates for diverse learners. There is evidence the teacher understands the process of second language acquisition. He/she incorporates more than 10 elements of SIOP (Sheltered instructional observation protocol) principles into lesson planning, instruction and assessment. He/she show initiative in developing content based reading elements in his/her teaching. There is reflection of understanding of how cultural differences affect communication and expectations various groups have for school and learning. consciously looks for alternative explanations as to why a student may not be achieving in the classroom.

and he/she takes account for these differences in his/her practice. NBPTS 1.2 SEP 3A The teacher respects the cultural and family differences students bring to the classroom. NBPTS 1.4 SEP 4F, I, O The teacher understands cultural and community diversity. The teacher knows how to work collaboratively with all parents to engage them productively in the work of the school. NBPTS 5.5 SEP 4J There is minimal or no evidence to show the teacher of teacher understanding of the culture or background of diverse learners There is minimal or no evidence that the teacher communicates regularly with all parents in a manner they can understand. There is minimal or no evidence of parent involvement in the classroom or school community. has knowledge about the diverse groups of students in his/her classroom. The teacher incorporates some diverse perspective into his/her teaching. i.e. recognizes and celebrates Black History month. The teacher makes him/herself available to parents and will periodically send home information about the students. The teacher will invite parents to the school for special days. scaffolds instruction. There is evidence that the teacher knows specific details about the culture of diverse groups of students. There is an additive approach to curriculum. The teacher will invite parents or community members to the classroom to speak about different cultures or address diversity in other ways. uses multicultural materials to supplement the basic curriculum. that he/she understands the expectations that parents have for school and their child s learning. that he/she communicates with all parents on a regular basis. that he/she knows which community agencies work with diverse learners in the community and is able to access them. There is evidence that the teacher uses differentiated instruction and makes adjustments in assignments so no student is unfairly placed at a disadvantage. assesses prior knowledge and effectively scaffolds instruction for learners who are struggling. There is evidence that teacher challenges all students regardless of background or race. There is evidence that the teacher knows about the culture of diverse groups of students and continuously seeks new knowledge about students from diverse backgrounds. There is a transformative approach to curriculum. There is evidence the curriculum used reflects the cultural diversity of the students in the teacher s classroom. There is evidence the curriculum capitalizes on students strengths rather than only focusing on remediation. uses parents and students expertise to extend his/her cultural awareness. that he/she understands the expectations that parents have for school and their child s learning. that he/she communicates with parents in a language and mode that ensures they receive and understand the message. that he/she uses parents and community agencies as resources or speakers for the classroom.