Not sure where to put this. Perhaps 1 B knowledge of student interests. Even if I can't fit it into the rubric. It has made a huge impact on classroom success and the enjoyment my students have. 

I use this document for my students to maintain ownership of their own grades. I noticed that students jump to work harder when I gave them a printout and they didn't know what there grade was. This puts the student in charge of their own grades, not the teacher.

A sample livebinder to use while developing an eportfolio

Standards of conduct are clear to all students and appear to have been developed with student participation. I felt this was a difficult and unnecessary step, but it was enlightening to read comments from all of my 100 plus students on what classroom behavior prevented them from learning. It was overwhelmingly student talking during instruction and learning time. 

"Why Formative Assessments Matter FEBRUARY 15, 2011 Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction. They are used during instruction rather than at the end of a unit or course of study. And if we use them correctly, and often, yes, there is a chance instruction will slow when we discover we need to re-teach or review material the students wholly "did not get" -- and that's okay. Because sometimes we have to slow down in order to go quickly."

Using remind 101 is a great way to communicate with parents and students. It pushes the data to a group and neither one can see each others phone#s.  It doesn't allow replies except to get off the list, and you can only send bulk messages. Great for sports teams too!

"One potential unintended effect of punishment techniques is that the target child may feel powerless--a situation that could erode the child's investment in learning. Whenever possible, the teacher should give the student a voice in the design of the behavior management plan. For example, a teacher designing a response-cost program might ask the student to come up with a 'secret' sign that the instructor might use to signal a warning to the student that he is on the verge of having a point deducted from his 'Great Study Behaviors' chart."

LEARNING-FOCUSED provides schools and districts with the best solutions for consistently and pervasively implementing every domain and element of the Danielson evaluation.  

Page 19 has some information about involving students in creating a school wide discipline policy. Perhaps these guiding principles could be developed and then implemented in all classrooms and that would cover the requirement in the rubric? It seems like a better method than individual teachers taking a day to develop the system in each class. This may work in an elementary contained classroom level, but when a student has 7 classes? I exchanged emails with Michael Linsen, the author of "Dream Class" www.smartclassroommanagement.com and he disagreed with the idea of letting students create the discipline plan, but said that there are ways of involving them which will bring you to the same result if necessary.  I highly recommend the book, it changed the way I manage my classroom.

Found this idea online, have students use http://rubistar.4teachers.org/ and make their own group participation rubric and grade each other. Seems to meet: "There is evidence that students contributed to the development of the criteria and standards." It will be a great way to get them to think about their responsibilities when working in a group.

A google doc with examples of Technology Related Competencies in each domain.

The Rubric

The Rubric

The Rubric

Analyzing the Effectiveness of an Activity or Assignment One of the iObservation resources on their site.  A series of question s that helps you determine if your activity or assignment was effective

Contrast the way the same skill might be presented in two different disciplines, carefully considering how the learning is scaffolded to cognitively engage students. Grade-level or interdisciplinary teams may find it helpful to complete this tool together.

This rubric (2011) lists each of the domains (1-4) and sub domains (a-f) for each. It also gives Critical Attributes of each one and of Possible examples of distinguished models of implementation. This does not give each individual row of the rubric, but it is a good start.