Uses at least three starting point Uses less than three starting point Does not use starting point data Expected Targets data sources to identify student data sources to identify student sources to identify student performance groups performance groups performance groups Identify the outcomes expected Establishes and differentiates Establishes performance Partially describes performance by the end of the instructional performance expectations for each expectations for the student expectations for the student term for student performance student performance group at the population overall at the end of the population over-all at the end of the groups. end of the instructional period instructional period, does not instructional period Sets rigorous, realistic, and differentiate expectations for each Defined expectations are not attainable expectations for the student performance group rigorous, realistic, or attainable by performance of each student Defined expectations are not the end of the instructional period performance group on selected high rigorous, realistic, or attainable by quality assessment(s) the end of the instructional period Instructional strategies: Instructional Strategies Instructional strategies include: Questionable and/or vague instruction and strategies used to teach the learning goal Are appropriate, evidence-based and Describe the key instructional Some generic instruction and address all learner needs strategies that are planned to help strategies used to teach the learning Specifically address gaps in learning all students make progress goal to guide students toward the towards the learning goal. learning goal * A high quality assessment has been defined on the Assessment Criteria” handout “Quality
Expected Targets Identify the outcomes expected by the end of the instructional term for student performance groups. Uses at least three starting point data sources to identify student performance groups Establishes and differentiates performance expectations for each student performance group at the end of the instructional period Sets rigorous, realistic, and attainable expectations for the performance of each student performance group on selected high quality assessment(s) Uses less than three starting point data sources to identify student performance groups Establishes performance expectations for the student population overall at the end of the instructional period, does not differentiate expectations for each student performance group Defined expectations are not rigorous, realistic, or attainable by the end of the instructional period Does not use starting point data sources to identify student performance groups Partially describes performance expectations for the student population over-all at the end of the instructional period Defined expectations are not rigorous, realistic, or attainable by the end of the instructional period Instructional Strategies Describe the key instructional strategies that are planned to help all students make progress towards the learning goal. Instructional strategies: Are appropriate, evidence-based and address all learner needs Specifically address gaps in learning to guide students toward the learning goal Instructional strategies include: Some generic instruction and strategies used to teach the learning goal Questionable and/or vague instruction and strategies used to teach the learning goal * A high quality assessment has been defined on the “Quality Assessment Criteria” handout