A3.3+Rubric

Part 1: Rubric A.3.3 - Benchmark – Scenario SLIS Students’ Names: Rebekah Espinosa and Lisa Kreutziger Scenario/Collaborative Planning Form Wiki URL: http://mrsespinosa.wikispaces.com/Lesson+Plan+Collaboration

v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. || v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. ||
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * Motivation of Collaborators || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
 * Instructional Goals and Standards || The scenario includes:

1. A schedule for future collaborative planning sessions. You ** MUST ** include a real schedule for completing A.4.2 for LS5443: (collaborative answer) 2. A planning form (provide link to a wiki page): http://mrsespinosa.wikispaces.com/Lesson+Plan+Collaboration
 * Plus - ** Answer each of these items **here** on the rubric.
 * Our Schedule:
 * Collaborate through cacoo brainstorm and text messaging (on going)
 * Meet to discuss progress on 4/10 at 7:00
 * Complete Reading Comprehension Strategy- Resources by 4/14
 * Complete Collaboration- Implementation by 4/21
 * Complete Process- Extensions by 4/24
 * Complete revisions on or before Thursday 4/26
 * Due on Friday 4/27 by 9pm.

3. Strengths brought to the partnership ** and this lesson/unit ** by Person A: (individual answer)

4. Strengths brought to the partnership ** and this lesson/unit ** by Person B: (individual answer)

5. How the “administrator” has been informed of the collaborative planning in process. This is ** not to ask for permission **, but rather to inform and build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: (collaborative answer) The teacher and librarian complete a "collaboration form" which is emailed both to the principal and the director of library media services. The form includes lesson objectives, educator roles, and evaluation of resources used as well as the attached lesson. The librarian submits a Library Status Report to the director of library media services and school principal each six weeks which includes data on the number, grade level, subject, and focus of classroom-library collaboration lessons that took place during the six weeks. Administrators will be informed of the collaborative plannning process informally, both through passing and when the librarian joins collaborative planning meetings between grade levels and administrators.


 * Note: ** Answer each of these questions here on the rubric (you may want to use a color **other** than black).

**Total from Scenario Rubric (25 points possible):**

** SLIS Students’ Names: ** And Objectives || The collaborative planning form includes: v Content-area standards – ** including ** a **reading comprehension standard**. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). ** See below. ** || One of these is missing from the planning form. || Two of these are missing from the planning form. || Three or more of these are missing from the planning form. || v At least one graphic organizer. v ** Self-assessment rubric ** for students. v Assessment rubric for educators. (This can be the same but **MUST** be noted as such.) v ** Responsibilities ** for assessment. || One of these is missing from the planning form. || Two of these are missing from the planning form. || All three of these are missing from the planning form. ||
 * ** Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form ** ||
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * ** Understanding by Design: ** ||
 * Standards
 * Assessment Tool(s) || The collaborative planning form includes:

** 5 Additional Points: ** Each of these is listed or described **on the planning form** (**one point each**):

** Total from Collaborative Planning Form Rubric (25 points possible): **
 * 1) ** Relevance ** to students’ lives (Why should students learn this? Why will they care?):
 * 2) Responsibilities for gathering or creating resources:
 * 3) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 4) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 5) Materials (consumables such as graphic organizers, notemaking tools, art supplies)

** Total for Parts 1 and 2 (50 points possible): **