• III-B-1: Learning Expectations
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.
    1. Teacher does not have a clearly defined way to share learning expectations with families.

    1. Teacher shares learning standards and syllabus early in the year, using family friendly language and translations when necessary.

    1. Teacher shares learning standards and syllabus early in the year and continues to provide updates on student progress toward meeting learning expectations. Updates are shared with families in a variety of ways.

    1. Teacher engages families in academic and behavioral goal setting and progress monitoring cycles throughout the year. Teacher works with families to adjust goals and strategies as needed.

    1. Teacher does not share classroom roles or other expectations for behavior.

    1. Teacher shares classroom expectations around behavioral norms with families early in the year.

    1. Teacher shares classroom expectations around behavioral norms and engages families in monitoring student progress.

    1. Teacher shares developmentally appropriate behavior management strategies with families, and learns from families about what works for their child.

    As a result, the IMPACT on STUDENTS may be...
    1. Families do not receive clear information regarding learning and behavioral expectations.

    1. Families receive information regarding learning and behavioral expectation.

    1. Families receive information regarding learning and behavioral expectation in family friendly language and are actively engaged in monitoring progress.

    1. Families collaborate with teacher to develop learning and behavioral goals, strategies to support students in meeting the goals, and a plan for jointly monitoring progress.

    Name Description Type
    Academic Meeting Invitation Example of an invitation to a collaborative meeting on a child's academic progress that teachers might send to families Letter
    Values and Expectations Welcome Letter Example of letter from a school to families outlining hopes and expectations on engagement and student learning Letter
    Coming Soon
    Resource Name Description Resource Type
    Culturally Responsive Classroom Management Strategies Tips for teachers on how to manage classroom behavior in a culturally appropriate and effective way. Article
    Parent Expectations Study exploring how parents expect and desire to be engaged by teachers Article/research study
    A Parent's Guide to Common Core Learning Guide for parents on understanding the Common Core and supporting their children on these standards Guide
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email