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Each level builds upon one another. Basic often used words like ‘not’ or ‘uneven’, whereas distinguished used ‘maximized’, ‘positive’. The distinguished level had the same level as proficient but added an extra component that made it stand out from being proficient

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Student autonomy and independence increases as the teacher moves from proficient to distinguished

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Students are given tools to self-regulate and be in charge of their own learning. The teacher has set up the environment and norms to teach them how to do this.

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Basic shows more of an attempt or an acknowledgement of a criteria that the rubric is looking for. Proficient shows more student collaboration but maybe not full independence while Distinguished shows a full collaboration and a true demonstration of the criteria rather than just an understanding.

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Teacher routines transition from being absent to present to effective.

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As you move to a proficient score, you notice that students take ownership in their learning and are able to explain and describe the importance of their learning. In order to be considered proficient, you must create a student-led learning environment.

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Materials and tasks align with students level of challenge. Lessons/units build upon previous and future years vs current year.

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Materials and tasks align with students level of challenge. Lessons/units build upon previous and future years vs current year.

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Basic frequently uses words & phrases such as "does not" and "uneven". Proficient fills in those areas of "not" & "uneven" making them things that are done frequently. At the distinguished level, the addition from proficient is about student self-regulation, independence, and student-student collaboration.

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What were the key differences between performance levels?

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What were the key differences between performance levels?

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They were scaffolded, and added on to the lower performance levels. Each one built upon the previous ones.

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Unsatisfactory and basic had skills that were ABSENT or present BUT. Proficient and distinguished used the word AND. Distinguished extended the expectation further with student self-motivation.

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Proficient and distinguished are very similar but distinguished takes it one step further to a truly student led environment. At the distinguished level, students are able to fully manage themselves and monitor each other.

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The key difference between performance levels is student ownership over the learning and the learning environment. The more student voice that is involved in the learning process and the more effectively the environment is used to support learning, the better you are doing at being an effective educator.

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What were the key differences between performance levels?

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What were the key differences between performance levels?

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What did you notice about the Proficient and Distinguished performance levels?

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What did you notice about the Proficient and Distinguished performance levels?

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Students at the D level are far more responsible for tasks and initiate the tasks.  Students also monitor each other at the D level (this is part of initiation of tasks).