Beginning proficiency level: 4th Grade

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Description

Overall rating & analysis

Overall rating: Three BP ratings equal an overall BP rating.

Beginning

Advanced

Exemplary

Strand 1: The alignment between role models’ messages and the ideals of persistence and academic success.

Ensures that role model conveys message of persistence or academic success

Ensures that role model conveys message of persistence and academic success

Ensures that role model conveys messages of extraordinary persistence and academic success

Strand 2: The extent to which students are able to interact with role models and extract meaning and inspiration from their stories

Enables students to learn role models' stories through occasional exposure

Enables students to gain frequent and meaningful exposure to role models

Generates opportunities for students to work directly with role models

Strand 3: The number of students who have relevant role models.

Uses reasonably appropriate and relevant role models with whom at least some students can identify

Ensures almost all students have appropriate role models with whom they identify, based on an understanding of student sub-groups

Monitors individual students and ensures all have effective role models with whom they deeply identify


Analysis: Why did the teacher receive these ratings?

Rating: BPStrand 1: The alignment between role models’ messages and the ideals of persistence and academic success.

Why BP?

Kiki's student role models convey academic success but not persistence. Since her displays only celebrate achievement on an absolute scale (and don't include students who achieve on a relative scale), her student role models are not sufficient to demonstrate to all students that persistence and hard work leads to success.

Why not AP?

The role models that Kiki features do not in and of themselves convey a message of persistence. To achieve AP rank, she could also feature students who achieve on a relative scale by displaying photos of students who improved their scores by a certain number or a certain percentage. By doing so, Kiki would successfully convey a message of persistence and academic success.

Rating: BPStrand 2: The extent to which students are able to interact with role models and extract meaning and inspiration from their stories.

Why BP?

  • The peer role models are used in a limited capacity. Kiki uses them to emphasize that high grades in her class are possible and attainable, but she does not link them to hard work. Since the role models don't ever tell their own stories behind their achievement, their value as role models is reduced to superficial engagement, and their potential impact is minimized.
  • Kiki celebrates the successes of the role models each quarter, which qualifies as "occasional" exposure. She does not refer to the role model display any other time.

Why not AP?

  • To qualify for AP, Kiki would need to more fully explore and convey the roots of her student achievers' success. Rather than simply putting their pictures on the wall to identify them as role models, she could have them each stand up individually (including students who achieved on an absolute and relative scale) to explain what it took to earn their grade (i.e. how long they studied, how many tutoring sessions they attended, if they used a homework parTher, etc.). In this way, they would share the persistence they demonstrated to earn the grade, making their story more enlightening and ultimately more meaningful.
  • To reach the AP bar, Kiki would need to update her display more frequently (perhaps after each unit assessment instead of just four times per year, or even after each weekly quiz) and/or refer to it in an ongoing way to integrate it more fully into the classroom routines (i.e. by referring to and/or pointing to photos of students who exhibit the behavior she wants to encourage to reinforce or reference their stories of success or persistence).

Rating: BPStrand 3: The number of students who have relevant role models.

Why BP?

The high-achieving students are reasonably appropriate as role models, and some classroom students will be able to identify with them as peers. Since they come from the same classroom and community as their lower achieving peers, they have the potential to inspire similar academic success.

Why not AP?

The fact that almost all the students celebrated for math achievement are also celebrated for reading achievement suggests that these students are the high-achievers, who might not need to put in as much hard work as average or struggling students in other student subgroups. Not all students will be able to identify with the high achievers, and this limits their ability to effectively serve as inspiring role models whose achievement will seem attainable to all students. Average or struggling students will not see themselves represented, and may internalize a message that only "smart" students can succeed, instead of recognizing that success is within reach for all.