New England Association of

Schools and Colleges, Inc.

Guidebook:
Developing Core Values,
Beliefs, and
Learning Expectations

Commission on Public Secondary Schools

August 2009

Purposes of this Guide

This guide is designed to assist schools in meeting the 2011 Standard for Accreditation on Core Values,
Beliefs, and Learning Expectations and to help schools move through the Teaching and Learning Standards
towards full implementation of the school-wide analytic rubrics it has developed to assess student
achievement of the identified 21st century learning expectations.
The guide includes the following:
a description of a process for developing core values and beliefs about learning
information about the development of 21st century learning expectations and how they might
contrast with the schools existing academic, civic, and social expectations
a focus on accountability for school-wide learning expectations with models of school-wide 21st
century learning expectations, reflecting various approaches taken by several schools (these are
intended to be informative, not prescriptive)
To assist schools in ensuring adherence to the Standards and in using this Guide, schools will find questions at
the end of each section to ask along the way. These questions reflect many of the indicators in the Standards for
Accreditation.
This guide should be especially useful to schools:

who are about to create, review and/or revise their core values and beliefs about learning as well as
their 21st century learning expectations prior to beginning the self-study process
who are just beginning to develop school-wide analytic rubrics
who are just beginning to implement their faculty-developed school-wide analytic rubrics
who are finding their student learning expectations to be difficult to assess
who are finding it difficult to use faculty-developed school-wide analytic rubrics or who are
struggling to assess achievement by every student of the 21st century learning expectations
who are finding they need to collapse the number of academic expectations in order to have a more
reasonable number of core learnings
who have a number of subject specific school-wide academic expectations rather than 21st century
learning expectations which cut across disciplines or departments

Table of Contents

I.

Diagram of the Standards.4

II.

The Role of Core Values, Beliefs, and Learning Expectations in Guiding Curriculum,
Instruction, and Assessment. 5

III.

Engaging in a Dynamic, Collaborative, and Inclusive Process:......6

IV.

Developing Analytic Rubrics......11

V.

Using the Core Values, Beliefs and the 21st Century Learning Expectations to Guide
Curriculum and Instruction....

12

VI.

Assessing the 21st Century Learning Expectations .....14

VII.

Definition of Terms.......17

VIII.

Flow Chart for Developing and Using School-Wide Learning Expectations...20

IX.

Sample Statement of Core Values and Beliefs ......21

X.

Sample Analytic Rubrics for 21st Century Learning Expectations....23

XI.

21st Century Learning Expectations: Delegating Responsibility to Specific

Departments/Teams.........30

XII.

21st Century Learning Expectations: Opportunities to Practice and Achieve. 31

Core Values, Beliefs and

Learning Expectations
Curriculum
Teaching and Learning
Standards

Assessment Of
and For Learning

Instruction

Support Standards
School Culture & Leadership
School Resources for Learning
Community Resources for Learning

The Role of the Schools Core Values, Beliefs, and Learning Expectations
in Guiding Curriculum, Instruction,
and Assessment Of and For Student Learning
Developing Core Values and Beliefs About Learning
In order to create an effective school culture that promotes improved learning for all students, schools must
first identify a set of core values and beliefs about learning that will function as explicit foundational commitments to
students and the community. Once identified, these core values and beliefs about learning will manifest
themselves in a set of research-based, school-wide 21st century learning expectations which the school must also
identify through engagement in a dynamic, collaborative, and inclusive process informed by current research-based
best practices. Once the school has established its core values, beliefs, and learning expectations it can take
steps to ensure they are actively reflected in the culture of the school and drive curriculum, instruction, and
assessment practices in every classroom. As well, the school can use the core values, beliefs, and learning
expectations to guide the schools policies, procedures, decisions, and resource allocations. In time, the school can
regularly review and revise its core values, beliefs, and 21st century learning expectations based on research,
multiple data sources as well as district and other school priorities.
A schools core values and beliefs about learning can be embedded in a mission statement, but schools have
learned over the past ten years that mission statements which are empty, devoid of those core values and
beliefs about learning about which stakeholders feel passionate, do not provide any foundational
commitments upon which the school can make decisions about curriculum, instruction, and assessment
practices. Therefore, the important part of this narrative statement, which schools may still choose to call a
mission statement, must have core values and beliefs about learning if it is to be an effective basis for decisionmaking in the school. Following this narrative statement of core values and beliefs about learning must be a
set of challenging and measurable 21st century learning expectations which address academic, social, and civic
competencies.
As mentioned above, the schools mission or narrative statement must include the schools shared beliefs and
core values about learning, and it should spell out the beliefs about which the school is passionate. It is
essential that the beliefs in this narrative are the result of thoughtful conversations about the direction the
entire school community wishes to pursue and the values that drive toward that direction. To ensure that the
narrative reflects the beliefs of the larger community, it should be developed in a collaborative, dynamic, and
inclusive process of administrators, teachers, students, parents, and community members who review research,
multiple data sources, as well as district and school community priorities that are pertinent in determining the
schools future direction.
The 21st century learning expectations identify the school-wide essential learnings that the community has
identified for all students. These expectations must address competencies in the following areas:

academic (e.g., effectively analyze and evaluate information and evidence, arguments, claims
and beliefs)
social (e.g., act responsibly with the interests of the larger community in mind) and
civic (e.g., participate effectively in civic life through knowing how to stay informed and
understanding governmental processes)

Most schools will elect to limit the number of school-wide (intended for ALL students) learning expectations.
In most cases they will be competencies that cut across disciplines, but in some cases they will be
competencies that are unique to a particular discipline. What is essential is their relevance to what all
students need to know to be successful in the 21st century and that there are sufficient opportunities for

students to practice and achieve each one. Schools usually have more expectations that address academic
competencies than those that address civic and social competencies.
The identification of challenging and measurable school-wide 21st century learning expectations in a narrative or
mission means that the school has made an explicit commitment to teaching and assessing the achievement of each
one of the learning expectations, individually for each student regarding its academic, civic, and social competencies
(a change from 2005 Standards). Each expectation must be defined by a school-wide (meaning for use with every
student) analytic rubric that identifies targeted high levels of achievement. An analytic rubric includes separate,
individual descriptors of the product or performance and provides specific information to students about areas in
which they need to improve.
The schools core values and beliefs about learning as well as its 21st century learning expectations should
shape the culture and determine the priorities of the school, serving as the guiding force behind decisionmaking related to the schools curriculum, instruction, assessment, policies, and procedures. Upon the
approval of the core values, beliefs, and learning expectations, all subsequent school decisions on policy,
practice, and programs should be judged on the basis of how well they conform to and advance these
concepts. The narrative as well as the learning expectations must be reviewed regularly by reflecting on
research, multiple data sources, and the districts and school communitys priorities.

Engaging in a Dynamic, Collaborative, and Inclusive Process:

Following is a set of steps school leaders could take to engage in a dynamic, collaborative, and inclusive process to
develop core values, beliefs, and learning expectations. There are numerous other processes that skilled
leaders might prefer to use, but this process is detailed as an example for school leaders who might be unclear
on where to begin.
1. Determine if a group already exists in your school community that is inclusive of representatives of all of
the constituency groups that could be used to engage in such a process. An existing group that would be
appropriate would be a school council consisting of:
students
teachers
administrators
parents
community members
others (school board member, senior citizen, and/or member of the local business
community/service organization are often a part of such a group)
The composition of the group may vary slightly from school to school depending on the important
constituency groups in your community. If there is no existing group, then form an ad-hoc group with
members of all of the important constituent groups in your community.
N.B. The task of developing the schools core values, beliefs, and learning expectations should not be
assigned to the Self-Study Standards Committee on Core Values, Beliefs, and Learning Expectations. The
task of this committee is to determine the degree to which the school adheres to its core values, beliefs,
and learning expectations rather than to develop these values and beliefs.
2. Provide the group with background reading to give the members of the group a broader context from
which they can discuss core values and beliefs about learning. This assignment might include reading some
or all of the following:
a locally developed strategic plan

3.

a district mission statement

national reports (one example is the Partnership for 21st Century Skills
http://www.21stcenturyskills.org);
information from state websites, including curriculum documents
student data (results from standardized tests, drop-out rates, attendance rates, past student
performance in meeting your schools academic, social, and civic expectations, post-secondary
follow-up data, state school report cards)
community expectations (data and other information gathered from community education forum)
other state or national reports (Breaking Ranks II; Rethinking High School: Preparing Students for
Success in College, Career, and Life; A Call To Action: Transforming High School for All Youth; New
Rules, New Roles: Preparing All Young People for a Changing World: A Report on Career
Exploration and Preparation for Young People; Report on Key Practices and Policies of Consistently
Higher Performing High Schools)
visit the CPSS website for more ideas: http://cpss.neasc.org and look under the tab Tools for
School Improvement and the Bibliography for Standard 1

If your process is to be dynamic and successful, then members of the invited group must solicit input from
the larger groups they represent. Thus, each member would return to his/her group and spend at least
one hour on the following:

ask the members of the larger group to brainstorm their core values
write those core values on a piece of poster paper
hang the poster paper around the meeting room
have the members of the group talk about each of the core values written on the paper and hung on
the walls
give everyone present 5 yellow Post-it notes and 5 red Post-it notes
have them place a yellow Post-it note by the core values with which they agree most and a red Post-it
note by the core value with which they agree least
find the core values with which the group has the highest level of agreement and the lowest level of
disagreement
these are the core values the representatives of the group should advocate for when participating in
their development when they return to the larger group

4. When the group has clarified its core values from its constituent groups, it will be helpful to provide some
additional samples from research or reading. The object of this activity is not to have group members copy
another schools core values but rather to give them an opportunity to see different styles of presenting them.
Here is an example:

The ABC High School learning community is committed to the enhancement

of student learning. We believe that understanding must enable students to
become complex adult thinkers, learners, workers, and community contributors.
We must prepare students to be active, self-directed, inquisitive learners and
researchers. Instruction must provide students with the opportunity to tackle
authentic problems; to use their skills appropriately within and across disciplines;
to learn to work alone, cooperatively, and collectively in realistic settings; to
communicate effectively; to participate in varied assessments, thus ultimately
becoming willing and productive thinkers who develop a passion for learning.
(Albert Miller, Teaching and Learning Solutions)

Once you have identified your group and you have prepared them with some background information the
process of developing your schools core values, beliefs and student expectations can begin. A good starting
point would be to have the group participate in an activity to identify their core values and beliefs. There are
a variety of activities designed to do this. The same activity described above could be used. Another way to
solicit core values can be activity found at http://www.mdk12.org/process/leading/core_beliefs.html. Once
again after you have used this form to solicit core values from each member of the group you will need to use
some method to identify those most strongly and uniformly held by the group.
You could also conduct an exercise with the group where you prime the pump by giving each member a
laundry list of core values and beliefs about learning that you have researched from other schools,
companies and organizations. You can compile a list easily by going to the Internet and doing a search on the
words core values and beliefs about learning. You will find many examples. Your group may find
examples that match their own core values. The list may also help them to determine what values are not core
values for your school.
A third activity might ask the members of your group to participate in an activity called, Picture the
Graduate. This activity is described in the book, Schooling by Design by Grant Wiggins and Jay McTighe.

ask each person in the group to think about their vision of the ideal graduate after four years of high
school
ask them to record their version in writing and/or symbolically
then, in groups or four or five, ask them to share and discuss their individual visions and compile a
consensus picture
record these on chart paper and post them around the room
share them with other groups by using a gallery walk so that everyone can see all of the ideas
compile a consensus of the larger group to form a collective vision. (Schooling by Design, Grant
Wiggins and Jay McTighe, 2007, p.35) (The Post-it exercise could be used to help the group reach
consensus.)

5. Once you have identified the core values, you can go through a similar process to identify beliefs about
learning and 21st century learning expectations. Remember that each of the three: core values, beliefs about
learning, and 21st century learning expectations is important in other Standards.
6. Next, develop a narrative/mission statement that incorporates all of the core values and beliefs about
learning in a few paragraphs. Heres a sample activity you could use:

take the key words or phrases from the development of your core values, beliefs about learning, and
21st century learning expectations and write them at the top of poster sized Post-it paper so that each
word or phrase has the sticky backing
put these on the wall next to a white board
have a group from your committee go to the board and arrange the paper on the white board into
sentences
write the necessary words to connect the words or phrases together on the board with markers
create sentences that capture the ideals of your core values, beliefs about learning, and 21st century
learning expectations
you can have two groups working on this activity simultaneously and bring their sentences together
by merging and/or adopting the best sentences

This part of the process can take some time. Attention must be paid to every word. Special attention should
be paid to the verbs or action words you use. Will you encourage or require. Should the students or the
community do something or must they? Think about what you are saying when you invite students to
participate or provide students opportunities. These words convey an important message about the school

and the community commitment to the core values, beliefs about learning, and 21st century learning
expectations.
Two valuable tools in this process are the computer and the LCD projector. Using a computer and an LCD
projector during the editing process can make the process much easier. Edits, revisions and complete rewrites of the core values, beliefs about learning, and 21 century learning expectations can be made and shared
quickly and easily using this technology.
Once the core values, beliefs about learning, and 21st century learning expectations have been identified and
the narrative has been written, they should be given to each of the larger constituent group for more
feedback. What, if anything has been missed? It is important not to have the larger groups wordsmith at
this point in the process but have the groups focus on the important big picture ideas.
7.

List the 21st century learning expectations that the group has identified. Remember that these learning
expectations must prepare students to be successful for work in what remains of the 21st century and
must address academic, civic, and social competencies. Most importantly, remember that these
expectations are for ALL students.

8.

Once the process has been completed formal approval by the faculty, any site-based management group,
and the schools governing body must be obtained.

9.

Finally, begin the process of sharing the schools newly developed core values and beliefs about learning
so that they become embedded in the culture of the school. Remember to think about a process for
helping new hires, students, and those new to the school community to learn about the core values and
beliefs.

10. And, remember to set a date for the regular review and revision of these documents.

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Have your core values and beliefs about learning been developed dynamically, collaboratively, and inclusively
by parents, teachers, students, and community members?
Does the narrative/mission express the core values and beliefs about learning about which the school is
passionate?
Has your school developed academic, social, and civic competencies that apply to all students?
Does your school base all decisions on policies, procedures, and resource allocations to conform to and advance
the culture of the school?
Does your school have a process for the regular review and revision of the core values, beliefs, and 21st century
learning expectations?
Does this process include the use of research, multiple data sources, and school and community priorities?

What do core values and beliefs about learning look like?

Here are some examples which include core values and beliefs about learning:

Students learn best when instruction ensures they are active, self-directed, inquisitive learners
and researchers.
Students learn best when instruction provides students with the opportunity to tackle
authentic problems;
Students learn best when instruction provides students with opportunities to use their skills
appropriately within and across disciplines
Students learn best when instruction ensures they have equal opportunities to work alone and
to reflect on their learning, to work cooperatively and collaboratively in realistic settings
Students learn best when their assessments are varied and allow them to become willing and
productive thinkers

Defining each expectation in specific, measurable ways through development of analytic rubrics
Analytic rubrics analyze a product or performance by looking at each of its relevant component parts. The component
parts are often referred to as traits or criteria. By breaking out the traits/criteria, the assessment is more accurate and
provides students with specific information on how to reach the desired results.
An analytic rubric is one where performance is judged separately for each criterion so that teachers and
students can assess how well students meet a criterion on a task, distinguishing between work that effectively
meets the criterion and work that does not meet it. When creating an analytic rubric, teachers must
determine how fine the distinction should be for each criterion. For example, if a teacher is judging the
amount of eye contact a presenter makes with his/her audience that judgment could be as simple as did or
did not make eye contact (two levels of performance), never, sometimes, always made eye contact (three
levels), or never, rarely, sometimes, usually, or always made eye contact (five levels.)
Teachers now need to develop at least one analytic rubric for each of the schools 21st century learning
expectations. Teachers must discuss the meaning of each learning expectation to determine what it will look
like when a student is meeting the expectation at the level the school has deemed a high level of achievement
(this is called the targeted level). In the example cited earlier, the school might determine the targeted level to
be usually on its five level analytic rubrics, according to Jonathan Mueller in his Authentic Assessment
Toolbox.
Generally, Mueller believes it is better to start small with fewer levels because it is usually harder to make
more fine distinctions. For eye contact, the school might begin with three levels such as never, sometimes
and always. Then if, in applying the rubric, teachers found that some students seemed to fall in between
never and sometimes, and never or sometimes did not adequately describe the students' performance, they
could add a fourth (e.g., rarely) and, possibly, a fifth level to the rubric, according to Mueller.
In other words, there is some trial, error, and revision that must go on to arrive at the most appropriate
number of levels for a criterion. Teachers are urged to use a search engine on the Web and gather more
information about analytic rubrics and their development.
In general, the more descriptors -- the characteristics of behavior associated with specific levels of
performance for specific criteria -- in each rubric, the more helpful the rubric is to the student in determining
what he/she needs to do to improve. Students can then see what performance at the targeted level looks like,
and they can see what they need to do to improve. For example, a teacher is likely to be more objective and
consistent when applying a descriptor such as "most observations are clear and detailed" than when applying a
simple label such as "acceptable." Similarly, if more than one teacher is using the same rubric, the specificity

of the descriptors increases the chances that multiple teachers will apply the rubric in a similar manner. When
a rubric is applied more consistently and objectively, it will lead to greater reliability and validity in the
results.
(from Authentic Assessment Toolbox by Jonathan Mueller: http://jonathan.mueller.faculty.noctrl.edu/toolbox/
It is important that all professional staff members discuss the criteria and the levels in each of the rubrics
because in most instances they will cut across discipline areas. Each definition must identify the critical
components that will be assessed. The goal is for the definitions to be so clear that everyone, including
faculty, administration, students, parents, and community members, will have a shared understanding of the
meaning of each of the expectations, leaving no room for confusion.
Schools must define their 21st century learning expectations which address academic, civic, and social
competencies through the use of analytic rubrics so that it is very clear to students, parents, and teachers
exactly what is expected of students. In addition, the analytic rubrics provided must ensure the expectations
are measurable and reflect the schools core values and beliefs about learning. For example, consider this
academic expectation: The student will write effectively.
All students must understand what kind of writing is expected of them (e.g., is it persuasive? Is it creative? Is
the emphasis on use of correct grammar? Are organization, use of appropriate mechanics, awareness of
audience, and the components of effective writing skills that will be taught and assessed?)

Have we defined each of our 21st century learning expectations so that students, parents, and teachers have
a shared understanding of the meaning of each and so that students know how to reach the targeted level of
achievement?

Creating Analytic Rubrics to Accompany the 21st Century Learning Expectations

Once definitions of criteria have been written for each of the learning expectations, the school must describe
specific levels of performance through the creation of analytic rubrics for each learning expectation and must
indicate the acceptable level of achievement on each rubric.
It is usually productive if teachers work collaboratively to develop the rubrics. In fact, the rubrics should be
discussed and approved by the entire professional staff. Teachers should review the definitions of a given
learning expectation, e.g., write effectively and develop an analytic rubric which includes levels of performance
so that students with their families can look at the rubric to determine their level of achievement and make a
determination about what needs to be done to improve and achieve at a higher level. Analytic rubrics are
important for two key reasons: (1) they help the student understand the quality of learning expected and what to
do to improve and (2) they provide specific information to teachers to inform revisions to curriculum,
instructional practices, and assessment practices to assist them in helping students achieve at the desired level.

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Have we developed an analytic rubric for each of the 21st century learning expectations which we will use to
assess the achievement of every student in our school for that expectation?

Have we identified a plan to ensure that these analytic rubrics are regularly used with all students?

Using the Core Values, Beliefs, and 21st Century Learning Expectations to Guide Curriculum
The schools statement of core values, beliefs, and 21st century learning expectations must be used to guide and
drive the schools curriculum. Only by making decisions about programs and policies based on the core values
and learning expectations will the school ensure that its values and beliefs about learning drive the schools
culture, instructional strategies and curriculum, and essential learning goals. The core values, beliefs, and 21st
century learning expectations are the schools promise to the school community. The promise must be met.

Providing Students with Opportunities to Practice and Achieve the 21st Century Learning
Expectations
The school must ensure that the curriculum for all students provides multiple opportunities to practice and
achieve the learning expectations. To illustrate this concept, lets look at a typical learning expectation
students will write effectively.
Lets say that a school has defined effective writing to include the construction of a clear thesis, the use of
supportive evidence, the use of transitions, the clarity of phrasing, etc. From this list of criteria, the school has
created an analytic writing rubric. The school might decide that teachers in all departments must evaluate
student writing according to the same criteria by using the same performance standard/rubric. This
reinforcement across the curriculum will help students internalize the qualities of good writing, develop their
skills, and make connections across disciplines. Not every writing assignment has to be assessed using the
school-wide rubric nor must every department necessarily commit to developing students writing skills, but
the students should use the analytic rubric a number of times each term/semester so as to understand how
well they are achieving this school-wide writing goal and to make the necessary adjustments to meet the
targeted level of accomplishment.

Do teachers understand that there must be an analytic rubric for each of the schools learning expectations,
whether they address academic, social, or civic competencies?

Do students in our school have an opportunity to use each of the analytic rubrics a number of times each
term/semester so they can understand how well they are achieving each of the expectations and so they can
make the necessary adjustments to meet the schools targeted level of accomplishment?

Do students have opportunities in multiple disciplines to practice each of the learning expectations?

The Standard for Accreditation on Curriculum requires that the curriculum be purposefully designed to
ensure that all students practice and achieve each of the school's 21st century learning expectations. The goal
of reinforcement across all departments/content areas requires that opportunities for students to practice the
learning expectations are embedded in multiple curriculum areas or multiple courses within a discipline
thus the purposeful design of the curriculum. In other words, if writing effectively is an expectation, then the
principles of effective writing should be stressed not only in English class, but also in writing assignments

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required in math, science, and other classes. If writing opportunities are not currently part of the curriculum
in multiple disciplines, the curriculum will need to be revised to incorporate these experiences. While not
every department must take responsibility for every learning expectation, it will be important that each
department/content area take responsibility for some of the learning expectations. All students should have
many opportunities to practice each of the expectations numerous times in many courses. Moreover, the
school may wish to monitor students schedules to ensure sufficient practice on the 21st century learning
expectations.
Within the schools formal curriculum template, there must be specific references to units of study with
essential questions, concepts, content, and skills; the schools 21st century learning expectations; instructional
practices; and assessment practices that include the use of school-wide analytic and course specific rubrics.
As well, the Standard on Curriculum requires that the schools curriculum emphasize depth of
understanding and application of knowledge through:
a.
b.
c.
d.
e.

inquiry and problem-solving

higher order thinking
cross-disciplinary learning
authentic learning opportunities both in and out of school
informed and ethical use of technology

Is it clear in the curriculum where each of the 21st century learning expectations is being taught?

Has each department/content area assumed responsibility for teaching and using the analytic rubrics for
some of the learning expectations?

Does the schools formal curriculum template include specific references to the learning expectations?

Does the schools formal curriculum include essential questions, concepts, content, and skills?

Does the Program of Studies identify the 21st century learning expectations which will be reinforced in each
course offering?

Adopting Instructional Practices Consistent with the Core Values and Beliefs About Learning
Simply offering students opportunities within the curriculum to practice the schools learning expectations is
not enough. The Standard for Accreditation on Instruction requires that schools use instructional practices
consistent with the core values and beliefs about learning it has developed and articulated in a
narrative/mission as well as with the 21st century learning expectations; these strategies and practices will help
students meet the acceptable level of performance for each learning expectation. For example, if a school
believes, as expressed in its narrative/mission statement of core values and beliefs, that students learn best by
applying knowledge, teachers need to provide numerous opportunities for students to practice the application
of knowledge. Teachers might ask students to write for audiences beyond the classroom, share portfolios with
parents and critical friends, engage in project work that leads to formal public presentations, participate in
internships and school-to-career opportunities, etc. In support of a school-wide learning expectation related to
writing effectively, English teachers might adopt a writing workshop approach to teach students the essential
components of effective writing. In math classes, teachers might ask student to write how they would solve a
problem in addition to actually solving the problem. To teach students how to construct a thesis, science
teachers might require students to defend a hypothesis in a lab report, not just to chronicle the steps of an
experiment. These examples simply serve to illustrate the importance of employing instructional practices that

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are consistent with the schools core values and beliefs about learning and enable students to practice and
achieve school-wide learning expectations.

Assessing Achievement of the Schools Learning Expectations

Using analytic rubrics in classes
Assessment becomes the critical piece in determining the extent to which students are achieving the schools
21st century learning expectations. In order to know how well each student is achieving the learning
expectations the school has set forth for students, the school must develop an assessment process for
monitoring achievement by each student in the school of each of the learning expectations which uses the
analytic rubrics. While standardized tests may help in this process, schools need to develop local classroom
assessments or culminating performances that are deliberately aligned with the learning expectations. As
well, teachers must provide students with the analytic rubrics at the beginning of each unit of study. Then,
teachers must provide students with specific, timely, and corrective feedback in order that they can make
improvements.

Do all of our teachers use the analytic rubrics with students regularly so that students are aware of the progress
they are making towards achieving each of the schools learning expectations?

Do we have a process which ensures use of the analytic rubrics with all students to monitor their achievement
on each of the schools learning expectations?

Monitoring and Reporting Student Performance on the 21st Century Learning Expectations
Ultimately, the school must have a formal process, based on school-wide analytic rubrics, to assess wholeschool and individual student progress in achieving the schools 21st century learning expectations. Next,
teachers must use the information collected regarding student achievement on the learning expectations to
make adjustments in the curriculum, their instructional practices, and in the assessments themselves. The
Standard for Accreditation on Assessment Of and For Student Learning states that teachers should not only
use the results of their classroom assessments to make adjustments as they are teaching their courses, but that
the professional staff must also collect, disaggregate, and analyze data to identify and respond to inequities in
student achievement. Thus, teachers should also meet with one another in formal and informal settings to
share student work and the results of school-wide assessments related to the learning expectations in order to
make broader changes to curriculum and instruction.
Former United States Secretary of Labor Robert Reich used to quip that he (5 feet tall) and Shaquille ONeal (7
feet) had an average height of 6 feet, but that the coach would be well advised to consider more than their
combined average before putting Reich on the basketball team.
By reviewing disaggregated data, teachers can begin to answer some of the following questions:
1. Is there an achievement gap in reading, math, or science among different groups of students? Is the gap
growing larger, smaller, or staying the same?
2. Are male students performing better than female students in math? Why and how will we increase the
performance of female students?

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3. Are there economically disadvantaged or more minority students in special education classes than there
are in Advanced Placement classes? What are the reasons behind the difference and what will we do about it?
Disaggregated data can also tell teachers and school leaders whether student mobility, professional
development for teachers, or parental involvement is affecting student performance. How? By looking at data
from grade levels within a school or district or by the amount of training a teacher has received.
There are several different ways to disaggregate data:
gender
socio-economic status
mobility (students moving in and out of the district at any given time)
race and ethnicity
special education and disability
English Language Learners (ELL)
enrollment patterns in courses like physics or algebra
successful completion of specific course such as Advanced Placement
others
Local assessments should be used to generate data about both individual and overall student achievement of
the academic expectations in the mission. Individual student achievement of school-wide expectations must
be communicated to students and their parents. Aggregate results of achievement of the schools 21st century
learning expectations must be reported to the school community (school board or committee, district leaders,
parents, etc.). Data about overall student achievement of the learning expectations should be used to guide
decision-making and to communicate school performance to the school community. Communities generally
receive little information about school performance beyond standardized test results. Local assessments give
schools a valuable opportunity to demonstrate their effectiveness by reporting student progress in those areas
of student learning (the schools 21st century learning expectations) deemed most critical by the school
community itself which helped write the schools core values, beliefs, and learning expectations.
School leaders should be aware that in assessing a schools adherence to the Standards for Accreditation, the
Commission does not evaluate the school based on student achievement of the school-wide learning
expectations. Rather, the Commission assesses the schools practices which enable students to achieve the
learning expectations, its knowledge of student achievement of school-wide learning expectations, and the
schools use of this knowledge to change and inform what is taught (curriculum) and how it is taught
(instruction) as well as how the school uses the data it has gathered to review and modify the 21st century
learning expectations. When a school has accomplished these steps, it is indeed delivering on its core values,
beliefs about learning, and its 21st century learning expectations.

9
9

9
9
9

14

Do teachers provide students with analytic rubrics before each unit of study?
Do faculty members meet both formally and informally to share student work and the results of school-wide
assessments related to the learning expectations in order to make broader changes to curriculum and
instruction?
Do we communicate individual progress of student achievement of the 21st century learning expectations to
students and their families?
Do we as a faculty review disaggregated data in an effort to improve student learning for all students?
Do we communicate data about overall student achievement of the learning expectations to the school
community?

Becoming a Mission-Driven School

The schools narrative/mission formally articulates the core values, beliefs about learning and the 21st century
learning expectations that must serve to guide changes in all areas of the school. A school that uses these core
values and beliefs about learning in this way is truly mission-driven and is delivering on its promise to its
stakeholders. It is a school where students, teachers, parents, and administrators are very clear about the core
values and beliefs about learning which serve as its foundation, ensure that every student works to achieve each
21st century learning expectation, and provide a challenging curriculum in support of school-wide and
course-specific learning goals.

15

Some Important Terms

Aggregate Data: Student Achievement data reported for the whole school. For example, 85 percent of all
juniors have met the desired level of achievement on the schools 21st century learning expectation for
effective collaborator; or 80 percent of students who took the Advanced Placement Test in Calculus AB
earned a score of 3 or higher.
"All" students: Every student in the school should be given an equal "opportunity to learn, i.e. the means to
acquire high level 21st century knowledge and skills; also, the provision of equitable and adequate learning
resources, including capable teachers, rich curriculum, high quality facilities, equipment and materials, and
essential support services.
Alternative Assessment: Generally refers to judging the quality of work produced by students in a way
which looks beyond traditional (e.g. norm-referenced or criterion-referenced "paper-and-pencil" tests)
evaluation instruments. Includes a range of authentic assessments.
Analytic Rubrics: Rubrics that analyze a product or performance by looking at each of its relevant
component parts. The component parts are often referred to as traits or criteria. By breaking out the
traits/criteria, the assessment is more accurate and provides students with specific information on their
current level of performance and how to reach the desired results.
Application of Knowledge/Learning: Calling upon students to show the connections between events in their
everyday lives and what schools teach them, and to link what they already know with what they are being
taught. Part of teaching a subject well should include enhancing the ability of a student to use knowledge and
to tie it to prior learning.
Assessment: The larger processes of describing, collecting, recording, scoring, and interpreting information
about a student's learning. Regrettably, assessment is frequently used as a euphemism for test. It is important
to remember that the Latin root of assess (assidere) means "to sit beside." Although some assessments may
result from a series of tests, most people do not produce their best work under test-like conditions. For this
reason a variety of alternative assessment approaches is appropriate including the use of analytic rubrics,
portfolio assessment, and the concept of granting students more than one opportunity to achieve the learning
expectation or growth over time.
Authentic Assessment: Tasks and methods of scoring that incorporate actual or simulated situations in the
measuring of a student's performance. This type of assessment both mirrors and measures student
performance in rich "real-world" tasks and situations, not solely through textbook learning. (AISR)
Authentic Application: Curriculum that is presented in the context of experiences that call upon students to
apply knowledge in situations approximating those in which they will use knowledge in real life. Showing
students how to apply what they know underscores the practicality of knowledge and heightens students'
interest in the material.
Connections Across Disciplines: A body of activities/exercises, lessons or units which join certain aspects
(themes) of two or more disciplines to enhance instruction and student understanding.
Curriculum Alignment: The degree to which a curriculum's scope and sequence matches an assessment
program's evaluation measures (e.g., the schools 21st century learning expectations, a set of state
frameworks), thus ensuring that teachers will cover material on the assessment or that an assessment is
appropriate for the curriculum.

16

Depth of Understanding vs. Breadth of Coverage: Curriculum and instruction which focuses on deeper
student understanding of important ideas, skills, concepts, and knowledge rather than on covering a wide
array of material. Depth of understanding generally has five related yet independent facets: 1. sophisticated
explanation and interpretation; 2. contextual performance know-how and sensitivity (savvy); 3. perspective;
4. empathy; and 5. self-knowledge. (Wiggins).
Disaggregated Data: Data gathered by looking at assessments by specific subgroups of students, such as by
gender, ethnicity, age, education of parents, special education, ELL, poverty, etc.
Engage Students as Self-Directed Learners: Instructional strategies that make the classroom more studentcentered (e.g. differentiated instruction, cooperative learning) vs. teacher-centered (e.g. lecture or teacher-led
discussions). Teachers encourage students to take the initiative in acquiring and becoming the "makers" of
knowledge. Ultimately the goal will be for students to take responsibility for unlocking knowledge, analyzing
it, synthesizing it, and presenting it as a body of material over which he or she has taken possession.
Essential Questions: Stimulate thought and inquiry, explore key concepts, themes, theories, issues, and
problems that reside within the content. They promote understanding of content on a particular topic, they
also spark connections and promote transfer of ideas from one setting to another. They elicit interesting and
alternative views. For example, students who are studying statistics might see this essential question: To
what extent can people accurately predict the future? Students in government classes who are exploring the three
branches of government would see this essential question: How might a government guard against abuses of
power? (Wiggins and McTighe).
High Order Thinking: Involves a cluster of elaborative mental activities requiring nuanced judgment and
analysis of complex situations according to multiple criteria. Higher order thinking is effortful and depends
on self-regulation. The path of action or correct answers is not fully specified in advance. The thinker's task is
to construct meaning and impose structure on situations rather than to expect to find them already apparent.
(Resnick)
Learning Expectations/Outcomes: A clear statement of what students are expected to know or be able to do
as a result of the curriculum and instruction provided by the school. These take the form of a list of
competencies in the academic, civic, and social domains.
Mission Statement/Narrative: A written document that states in clear and succinct terms the core values and
beliefs about learning that have been agreed upon by stakeholders of the school in a dynamic, collaborative
process.
Performance: A presentation of one's work before an audience, which may include classmates, parents, or
members of the community, in addition to scorers.
Performance Assessment: General term for an assessment activity in which students construct responses,
create products, or perform demonstrations to provide evidence of their knowledge and skills. (NFA)
Examples include in-process critiques, essays, oral presentations, or actual demonstrations of physical or
artistic achievement. This type of assessment requires students to perform a task rather than simply answer
questions. It may call for writing or solving math or science problems or completing a science experiment. It
is judged against established criteria. (SCASS)
Personalized Instruction: Speaks to instruction which is designed with the individual student's needs in
mind and which allows for individual student expression and engagement in the learning process; often
includes use of differentiated instruction.

17

Portfolio: A purposeful or systematic collection of selected student work and student self-assessments
developed over time, gathered to demonstrate and evaluate progress and achievement in learning. (NFA)
Portfolio Assessment: An assessment alternative in which actual student work, and typically student selfreflections, are reviewed according to established criteria to determine the level of performance or progress
toward the attainment of standards. Student involvement in content selection and criteria setting is often a
part of the assessment process.
Project-Based Learning: Learning activities which focus on student projects that are intended to encourage
in-depth research, writing, reflection, and formal presentation. Often cooperative group work is involved in
completing project work.
Rubric: An established set of scoring criteria, organized into increasing levels of achievement, used to rate a
student's performance. Rubrics can be analytic (formative) or summative. Rubrics contain a scale (e.g. 5, 4, 3,
2, 1 or "distinguished, proficient, apprentice, novice" or "rarely, sometimes, frequently, extensively") and a
detailed description of the features/characteristics of work at each point on the scale. Rubrics are usually
provided to students before the assessment occurs.
School-wide: refers to use by every student and generally across the school (e.g., the school-wide analytic
rubrics, meaning all students are assessed by the rubrics)
Self-Assessment/Self-Reflection: Processes in which the student engages in a systematic review of
performance for the purpose of improving that performance or comparing oneself against established criteria.
Senior Project: The design, development, and presentation by a student of a major culminating project in the
senior year to a review committee/audience that demonstrates the essential skills and understandings
identified as being needed to be a self-directed/autonomous learner.
Specific Learning Criteria: An established level of achievement, quality of performance, or degree of
proficiency expected of a student to successfully meet a particular learning goal. Sometimes referred to as
learning standards, the established criteria specify what a student is expected to achieve or perform to show
the student has substantially met the standard.
Summative Rubrics: Are designed to collect information about student achievement at the end of the road
and are not intended to be used along the way to help students see where they need to improve or go
next. A summative rubric might be used to judge a Senior Project with criteria for each of the schools 21st
century learning expectations.
Teacher Collaboration: Teachers working together as a community of professionals toward a common vision
of teaching and learning that transcends individual classrooms, grade levels, and departments. Generally
such collaboration takes the form of formal and informal meetings of teachers to examine student work
together, to share effective classroom practices, or to observe and critique each other's teaching.

18

Flow Chart for

Developing and Using 21st Century Learning Expectations
Review research on 21st century learning

Define measurable criteria for each expectation

Create analytic rubrics for each learning expectation, indicating the

targeted level of achievement for each

Ensure that departments/content areas/ teams assume responsibility for

teaching and assessing some of the learning expectations so that
all students will have multiple opportunities to practice and achieve
the learning expectations

Provide multiple opportunities to every student to practice and achieve each expectation
by purposefully including the 21st century learning expectations in the curriculum documents
with essential questions and units of study

Assess achievement by each student on each expectation using analytic rubrics

during instruction and make adjustments

Use assessment results, including disaggregated data, to inform

curriculum/content and instruction

Report individual achievement based on use of analytic rubrics on each of

the learning expectations to students and their families

Report aggregate assessment results to the school community

19

Core Values, Beliefs, and Learning Expectations

Following is a sample which includes:
a statement of core values and beliefs about learning in a narrative/mission
a set of 21st century learning expectations which include academic, social and civic competences that every
student is expected to achieve

NARRATIVE/MISSION STATEMENT
Millennial High School is a community of adult and student learners who must ensure teaching and learning take place
in a safe, democratic and positive environment for all. We believe in the value of a strong education as a means of
preparing students for work and life in the remainder of the 21st century. We believe teachers must work collaboratively
in support of student learning and to model collaboration as a social skill for students. We commit to working with
families and community members to support the personal, academic, and career growth of every student. We believe that
a rigorous curriculum for all students, an acceptance of diversity, and a culture that actively welcomes all learners will
contribute to a more knowledgeable community and society. We believe that students must have an understanding of
the world beyond our community, state, and country in order to participate effectively in a global society.

LEARNING EXPECTATIONS

Academic Competencies:
Communicate Clearly
o Articulate thoughts and ideas effectively using oral, written, and nonverbal communication
skills in a variety of forms and contexts
o Use communication for a range of purposes (e.g., to inform, instruct, motivate and persuade)
Solve different kinds of non-familiar problems in both conventional and innovative ways
Effectively analyze and evaluate information and evidence, arguments, claims and beliefs
Use digital technologies (computers, PDAs, media players, GPS, etc.) communication/networking
tools and social networks appropriately to access, manage, integrate, evaluate, and create information
to successfully function in a knowledge economy
Understand preventative physical and mental health measures, including proper diet, nutrition,
exercise, risk avoidance and stress reduction
Social Competencies
In addition to mastering core subjects, students at Millennial High School will understand 21st century interdisciplinary
themes in core subjects:
Use 21st century skills to understand and address global issues
Learn from and work collaboratively with individuals representing diverse cultures, religions, and
lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
Know how to make appropriate personal economic choices
Utilize time and manage workload efficiently
Monitor, define, prioritize, and complete tasks without direct oversight
Act responsibly with the interests of the larger community in mind
Civic Competencies
Participate effectively in civic life through knowing how to stay informed and understanding
governmental processes
N.B. -- All examples of learning expectations are taken form the Partnership for 21st Century Skills. Multiple examples
are provided but schools may wish to be selective and include fewer learning expectations for their students.

20

Sample Rubrics
for Learning Expectations
Describing the levels of performance
The school must define the qualities that determine the various levels of student performance for school-wide
learning expectations. For example, if the school has four levels of performance (below the standard, meets
the standard, advanced, distinguished), the school must clarify what student work looks like at each level.
Schools may elect a style of rubric which works best for teachers and students, but the rubric style should be
consistent so as not to confuse students. Some schools prefer to have five levels while others use four or
three levels. The decision belongs to the school, and most schools will find that after teachers begin to use the
rubrics they have developed, they will need to revisit them to make improvements. This is a necessary part of the
process. Teachers must develop analytic rubrics for the learning expectations (i.e., rubrics that analyze a
product or performance) by looking at each of its relevant component parts
Indicating the Target High Level of achievement
The school then agrees on the level of performance which indicates satisfactory achievement of the learning
expectation. In other words, a school that defines four levels of performance needs improvement, meets the
standard, advanced, distinguished might indicate that meets the standard is the acceptable level of
performance. This information must be communicated to students, parents, and the school community.

9
9

Have we agreed upon the acceptable level of performance (e.g., meets the standard) that we want
our students to achieve?
Have we communicated the acceptable level of performance (e.g., meets the standard) to students
and parents?

21

Rubrics Examples
Schools are urged to review current research and best practices about assessment as they begin the work of
creating analytic rubrics for their learning expectations. Professional organizations such as ASCD provide a
number of resources on assessment. As well, schools are urged to visit the bibliography created for the
Assessment Of and For Student Learning Standard (available on this website under Tools for School
Improvement no later than November 2009). An Internet search of formative assessment and analytic
rubrics will also provide schools with a wealth of informative readings in support of rubric development.
Illustrated below are four examples of school-wide rubrics, each of which indicates the acceptable or
successful level of accomplishment.
Example 1 A Summative or Holistic Rubric
Learning Expectation: Writing effectively
Writing is compelling: organized, amply developed, and insightful; papers examine causes, make
5
distinctions, and explore implications; sentence structure is varied and polished; diction is
sometimes striking; grammar and mechanics are, for the most part, correct; vocabulary, usage, and
style are geared to audience; these qualities are sustained for at least four double-spaced, typed
pages with standard margins and a conventional twelve-point font.
3
Writing is proficient: ideas are organized, fairly well-developed, and connected; diction is
adequate; overall style is clear, though sentences need to be more varied and polished; grammar
and mechanics are generally correct; writing reflects a sense of audience but style and diction may
not adequately adjust to audience; these qualities are sustained for at least two typed pages with
standard margins and a conventional twelve-point font.
1
Writing does not meet minimal standards: focus may be vague; ideas are imprecise; organization
may lack logic; development of content is minimal; or diction, syntax, style, and grammar may
detract significantly from the purpose of the paper.

**Indicator of Acceptable Level of Achievement:

5 = Above the Standard
**3 = Meets the Standard
1 = Meets few of the Standards

22

Example 2
Reading Rubric (Holistic)
Grades 9-12
Learning Expectation: Reading Effectively
Student Displays All or Most of These Skills
Achievement Level
4

Consistently applies strategies to comprehend, interpret, evaluate and

appreciate a variety of material

Reads a variety of material for information, pleasure and personal growth

Determines literal, figurative, idiomatic and technical meanings of terms

through text

Connects new reading to previous readings or experiences

Extends general and specialized reading vocabulary

Compares authors ideas with own ideas to expand critical thinking skills and
decision-making ability
3

Usually applies strategies to comprehend, interpret, evaluate and appreciate

a variety of material
Reads materials for information, pleasure and personal growth
Determines literal, figurative, idiomatic and technical meanings of terms
through text
Attempts to connect new reading to previous readings or experiences
Understands general and specialized reading vocabulary
Occasionally compares authors ideas with own ideas to expand critical
thinking skills and decision-making abilities

Applies limited strategies to comprehend and interpret a variety of material

Sometimes reads materials for information, pleasure and personal growth
Determines literal and technical meanings of terms through text
Makes few, if any, connections to his/her own experience or to other works
and ideas
Has a limited understanding of general and specialized reading vocabulary

Unable to apply strategies to comprehend and interpret a variety of material

Rarely reads materials for information, pleasure and personal growth
Does not determine literal and technical meanings of terms through text
Has a limited general reading vocabulary

**Indicator of Successful Achievement:

4 - Advanced
**3 - Proficient
2 - Needs Improvement
1 - Deficient

23

Example 3
Problem-solving Rubric
Grades 9-12
Learning Expectation: Effective Problem-Solving
Achievement Level
Student Displays All or Most of These Skills
4

Identifies and describes the issues independently and effectively

Organizes and synthesizes information insightfully

Compares, contrasts and evaluates information critically

Distinguishes a variety of possible conclusions

Justifies conclusions and evaluates process comprehensively

3

Identifies and describes most of the related issues

Organizes information thoroughly
Compares, contrasts and evaluates information
Distinguishes a possible conclusions
Justifies conclusions and evaluates process

Identifies and describes some of the related issues

Gathers some relevant information
Compares and contrasts information
Has difficulty determining an appropriate conclusion
Presents a conclusion

Identifies and describes few, if any, of the issues

Lacks relevant information
Fails to compare and contrast information
Does not provide a conclusion

**Indicator of Successful Achievement:

4 - Advanced
**3 - Proficient
2 - Needs Improvement
1 Deficient

24

Example 4
Analytic Rubric
**Learning Expectation: Student effectively communicates orally before an audience
4 Exemplary

3 Proficient

2 Developing

1 Beginning

Speaking establishes and

maintains a clear purpose,
demonstrates a clear
understanding of audience
and task.
Speaking contains an
effective introduction and
conclusion. Progression of
main ideas is clear.
Transitions are easy to follow.

Speaking establishes a purpose,

demonstrates an awareness of
audience and task.

Speaking lacks a purpose,

demonstrates minimal
awareness of audience and
task

Speaking contains all

expected content and adheres
to the agreed upon duration
of the presentation. Main
ideas are developed in depth
and extensively supported by
effective details and / or
vivid examples. Presentation
is unique and creative.
Speaker uses well chosen
vocabulary and correct
pronunciation in standard
English which is appropriate
to the audience and task.

Speaking contains most of the

expected content and mostly
adheres to the agreed upon
duration of the presentation.
Main ideas are limited in depth
and supported by only a few
details or examples.
Presentation is somewhat
unique and creative.
Speaker uses appropriate
vocabulary and correct
pronunciation with a few errors
in standard English which is
appropriate to the audience and
task.

II. Voice
and Tone

Speaks clearly and

expressively, with
enthusiasm, uses a tone
appropriate to audience,
adjusting pace and volume
effectively with varied
inflection.

Speaks clearly, sometimes uses

a tone appropriate to audience,
adjusting pace and volume
effectively with varied
inflection.

Speaking attempts to
establish a purpose,
demonstrates some
awareness of audience and
task.
Speaking has a weak
introduction and / or
conclusion. Progression of
main ideas has major
inconsistencies in unity
and /or coherence.
Transitions are poor.
Speaking contains some of
the expected content and is
significantly shorter or
longer than the agreed
upon duration. Few, if
any, main ideas are
developed and supported.
Presentation lacks
creativity and uniqueness.
Speaker uses poorly
chosen vocabulary or
incorrect pronunciation
with many errors in
standard English or
language which is
inappropriate vocabulary
and incorrect.
Speaks clearly but without
adjusting pace, volume, or
inflection.

III.
Physical
Expressio
n

Establishes genuine rapport

with audience through
continual eye contact. Good
posture, natural gestures,
effective movement, and
appropriate dress all enhance
the communication.
Speaker effectively integrates
suitable high quality audio or
visual materials to explain or
enhance the presentation.

Establishes rapport with

audience through frequent eye
contact. Good posture,
gestures, movements, and dress
are appropriate for the
communication.

Makes occasional eye

contact with audience.
Posture, gestures,
movements, or dress
detract from the
communication.

Fails to make eye contact.

Posture, gestures, movements
or dress preclude
communication.

Speaker integrates good quality

audio or visual materials to
explain or enhance the
presentation.

Speaker ineffectively uses

audio or visual materials
and materials are of poor
quality.

Speaker fails to use prepared

audio or visual materials in
presentation.

Criteria
Purpose

Organizati
on

Content

Delivery
I.
Language
Usage

IV. Visual
Aids

Speaking contains an
introduction and conclusion.
Progression of main ideas has
minor inconsistencies in unity
or coherence. Transitions are
evident.

Speaking lacks an
introduction and / or
conclusion. Progression of
main ideas is difficult or
impossible to follow.
Transitions are missing.
Speaking contains little of the
expected content and is
extremely shorter than the
agreed upon duration. Main
ideas are unclear and rarely
supported. Presentation
shows no creativity.

Speaker uses inappropriate

vocabulary and incorrect
pronunciation filled with
errors in standard English or
language which is
inappropriate to the audience
and the task.
Speaks unclearly without
appropriate pace, volume, or
inflection.

Totals
Student goals for improvement:
**Schools are urged to visit www.teachinglearningsolutions.com for additional examples of analytic rubrics as well as other resources that may be
useful to accreditation. CPSS thanks Albert Duffy Miller and Bernadette Cleland for their assistance in accreditation processes.

25

Example 5
Analytic Rubric
Learning Expectation: The student uses higher order thinking skills to research, analyze and evaluate
information
Criteria
Exemplary

Levels of Performance
Proficient

Identifies &
Summarizes
the problem/
question at issue

accurately identifies the

problem/question and
provides a well-developed
summary

accurately identifies
the problem/question
and provides a brief
summary

identifies the problem

question and provides a
poor summary or identifies
an inappropriate problem/
question

does not identify or

summarize the problem/
question accurately if
at all

Identifies and
assesses the
quality of supporting data/
evidence

provides a well-developed
examination of the evidence
and questions its accuracy,
relevance, and completeness;
clearly distinguishes
between fact and opinion

examines evidence and

questions the quality.
distinguishes between
fact and opinion

merely repeats information

provided. Does not distinguish between fact and
opinion.

does not identify or

assess the quality
of supporting
evidence.

Identifies and
considers the
influence of the
context on the
issue

accurately identifies and

provides a well-developed
explanation of contextual
issues with a clear sense of
scope.

accurately identifies and

provides an explanation
of potential contextual
issues.

does not explain contextual

issues; provides inaccurate
information; or merely
provides a list.

does not identify or

consider any
contextual issues.

demonstrates
higher level
thinking by
interpreting the
authors meaning
or potential bias

accurately identifies the

accurately identifies
authors meaning and/or
and provides a brief
potential bias and provides explanation
a well-developed explanation

does not explain, provides

inaccurate information; or
merely lists potential bias
or inferred meaning

does not identify bias

or inferred meanings.

identifies and
evaluates
conclusions,
implications, and
consequences

accurately identifies
conclusions, implications,
and consequences with a
well-developed explanation.
provides an objective reflection of own assertions

does not explain, provides

inaccurate information, or
merely provides a list of
ideas; or only discusses
one area.

does not identify or

evaluate any conclusions
implications or
consequences.

26

accurately identifies
conclusions, implications
and consequences with a
brief evaluative summary.

Developing

Beginning

Sample 7
Analytic Rubric -- Collaboration
The sample rubric on the following page provides ideas for schools to use to create their own analytic rubrics
to assess a typical 21st century learning expectation to meet a social competency collaboration. Schools
could use the template and modify the critical components to meet their own definitions for collaboration.
Criteria
ATTENDANCE AND
PUNCTUALITY

4 Exemplary
Rarely absent or tardy.
Consistently meets
academic deadlines.

PERSISTENCE

Always works diligently

and shows strong
perseverance when
work is difficult. Never
gives up.
Always prepared with
homework and
appropriate class
materials for that day.
Preparation enhances
learning for self and
others.

TAKES
RESPONSIBILITY
FOR THEIR OWN
LEARNING

MANAGING
IMPULSIVITY

CLASSROOM
ETIQUETTE

9
9

Always thinks before

acting, sets clear goals.
Establishes an organized
multi-step plan. Always
understands the
directions before
proceeding.
Always displays
appropriate learning
behavior. Is always
focused and never
engages in distracting
behavior. Always
shows strong selfcontrol and respect for
others.

3 Proficient
Few absences or tardies
that do not interfere
with academic
performance. Most
academic deadlines are
met.
Works hard most of the
time and shows
perseverance in difficult
situations.

2 Developing
Student absences or
tardies interfere with
academic performance.
Some academic
deadlines are met.

1 Beginning
Student absences or
tardies prohibit
academic deadlines are
met.

Sometimes shows
perseverance in difficult
situations, but
sometimes gives up.

Does not persevere in

difficult situations.
Apathetic to outcome.

Usually prepared with

homework and the
appropriate classroom
materials for that day.
Preparation makes it
possible to participate in
class and to learn.

Occasionally prepared
with homework and
appropriate classroom
materials for that day.
Lack of preparation
interferes with ability to
participate in class and
to learn
Occasionally begins
before directions are
clear and an organized
plan is thought out.

Rarely prepared with

homework and the
appropriate classroom
materials for that day.
Lack of preparation
makes it impossible to
participate in class and
learn.
Rarely or never has an
organized plan. Acts
impulsively. Begins
without understanding
directions.

Inconsistent focus in
class, and occasionally
engages in distracting
behavior. Has occasional
loss of self control and
respect for others.

Rarely focused in class

Frequently engages in
distracting behavior.
Has difficulty
maintaining self-control
and showing respect for
others.

Usually thinks before

acting, and sets good
goals. Organizes a plan,
and usually understands
directions before
proceeding.
Consistently displays
appropriate learning
behavior in class.
Consistently focused
and rarely engages in
distracting behavior.
Consistently shows self
control and respect for
others.

Do our rubrics adequately describe for students and parents what student work should look like in a way that is
helpful to the student in knowing what he must do to improve?
Have we identified in each rubric the level of achievement we expect from our students?

27

Learning Expectations: Ensure Responsibility for Each Expectation

Is Assumed by Departments/Teams/Content Areas
A school must have a purposeful design to ensure that all students practice and achieve each of the school's 21st
century learning expectations. It is strongly encouraged that every department/content area/team in a
school assumes responsibility for at least one of the schools learning expectations. Some schools prefer to indicate
primary and secondary responsibility while others specifically delegate which learning expectation(s) a
department/team must incorporate into its curriculum, instructional strategies, and assessment. Here are two
examples of ways that schools indicate responsibility by department/content area.
Example one
Write
effectively

Speak
effectively

Read
effectively

X
X

X
X
X
X
X
X
X

English
Science
Math
Social Studies
World Languages
Art
Music
Tech Ed
TV Production

X
X

X
X

Use a variety
of tech and
info resources
to gather and
synthesize
data
X
X
X
X
X

X
X

X
X

Write
effectively

Speak
effectively

Read
effectively

P
S

P
S
S
S
P
S
P

Use critical
thinking skills

X
X
X
X

X
X

Example two

English
Science
Math
Social Studies
World Languages
Art
Music
Tech Ed
TV Production
P = Primary Responsibility
S = Secondary Responsibility

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P
P

P
S

P
S

Use a variety
of tech and
info resources
to gather and
synthesize
data
P
P
S
P
S

S
P

Use critical
thinking skills

S
P
P
P

S
S

Learning Expectations:
Providing Opportunities for Students to
Practice and Achieve Each Expectation
Each course takes direct responsibility for teaching particular learning expectations. These learning
expectations can be listed in the schools Program of Studies to help students and parents understand how a
specific course provides opportunities for students to practice and achieve the schools learning expectations.

Sample course description from a schools Program of Studies.

English 9 (1 credit)
Freshman English affords students extensive opportunities for growth in writing, literary
understanding, speaking, listening, and improving critical thinking and analysis skills.
Encompassing all genres and a wide range of literature, from classical to contemporary,
selections include works by Homer, Shakespeare, Hemingway, and Orwell. In addition to
composing essays, students write creatively, engage in group projects, assemble multi-media
presentations, and apply research techniques and technological competencies acquired in
Freshman Research and Study Skills.
21st century Learning Expectations:
Write effectively
Speak effectively
Use a variety of technology and informational resources to gather and synthesize data

Students should be encouraged to take multiple courses that address each learning expectation so that over
the course of their four years in high school they are able to achieve an acceptable level of performance for
each of the learning expectations on the analytic rubrics that accompany each expectation.
Teachers should use on-going assessments, including the analytic rubrics as part of instruction, to measure
student performance. While the assessments may differ from course to course, all teachers assessing a
particular academic expectation should use the same school-wide analytic rubric to ensure standards are
consistent across courses. For example, almost all schools have a learning expectation about writing
effectively. One would then expect to see the school-wide analytic rubric developed to assess effective
writing used in a variety of settings within the school: in the social studies classroom when students are
asked to write about the how the system of checks and balances plays out in the Obama presidency; in the
literature classroom when students are asked to write an essay about Ernest Hemingways use of symbolism
in The Old Man and the Sea; in the science classroom when students are asked to write a lab report on the
findings from an experiment; in the health classroom when students are asked to write about destructive
habits of adolescents.
A school-wide analytic rubric need not be used each time there is an assignment related to a school-wide
learning expectation. However, the rubrics should be used regularly along with other classroom or
departmental assessment. Students should also be given numerous opportunities to self-assess using the
analytic rubrics. This requires students to evaluate their own work which is a process that helps students
internalize the criteria for achieving the learning expectations.
A careful review of the Standard on Assessment Of and For Student Learning calls for teachers to use a
variety of means of assessing students. The following is only a partial list:

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Portfolio
Video
Art project
Research paper
Student-based projects/exhibitions
Essays
Group or individual presentation
Oral report
A web quest
An original musical, written or artistic piece
Competition
Paper and pencil tests
Science fair
Multi-media presentations

The Potential of Capstone or Senior Projects

A senior project may serve as the summative assessment of student performance on several school-wide
learning expectations. A senior project may, for example, have three to five separate components, including
writing, speaking, researching, and problem-solving. Every year, a team of teachers and judges evaluate all
the senior project papers and/or exhibitions against school-wide rubrics to assess student achievement of the
schools learning expectations. Students must achieve an acceptable level of performance for each component
of the project in order to be successful.

Have we included in our Program of Studies the learning expectations which apply to each course?

Do we use analytic rubrics in a variety of places in our curriculum so that all students are assessed
from time to time on each expectation, using the rubrics?

Do we have a process, including summative rubrics based on the analytic rubrics, to assess
individual student achievement of all of the schools learning expectations?

Do we have a system to report this individual achievement to students and their families?

Report Assessment Findings to the School Community

1.
2.

Once the school has assessed individual student achievement of each learning expectation, it must then
determine and report school-wide achievement of the learning expectations to the school community.
The report might be delivered by the school principal to the governing body, parent councils, etc. It
might be relatively simple with percentages of student completion as students leave grade 12. For
example:
-

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writing effectively 97 percent of seniors reached the targeted level

speaking effectively 100 percent of seniors reached the targeted level
problem-solving 92 percent of seniors reached the targeted level

3. As schools gather more data, they might report comparison of grade level achievement of each of the
learning expectations. As well, school leaders should eventually report how teachers and administrators are
using the data to make adjustments to the curriculum, instructional strategies, and assessment strategies.
To report individual student progress, schools may opt to report student progress in writing through the use of the
rubrics, develop a standards-based report card, or use something like a senior project to assess achievement of the
schools academic expectations. Schools should note two key components: the assessment must be locally developed
based on the academic expectations in the rubric, and it must use the rubrics developed for this purpose. In addition,
schools must be aware that reporting the results of performance on standardized state-mandated testing does not
satisfy the Commissions reporting requirement.
To report school-wide progress, schools may choose to present this information to the press, on the schools website,
through regular newsletters that go to the entire community and not just parents, in the town or citys annual report,
and in many other ways. In the same manner that standardized test scores are continually presented to the public,
data about school-wide student achievement of the learning expectations should routinely (at least annually) be
presented to the school board, students, parents, and the community.

Have we identified a formal process using the school-wide analytic rubrics to communicate
individual student progress on the academic expectations in the mission?

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