1c (State Criterion 4) Outcomes represent low expectations Most outcomes represent rigorous and All outcomes represent rigorous Outcomes represent moderately high Setting Instructional for students and lack of rigor, and not important learning in the discipline. and important learning in the expectations and rigor. Outcomes all of them reflect important learning discipline. in the discipline. All the instructional outcomes are clear, Some reflect important learning in the are written in the form of student The outcomes are clear, are discipline and consist of a combination Outcomes are stated as activities learning, and suggest viable methods of written in the form of student of outcomes and activities. rather than as student learning. assessment. learning, and permit viable methods of assessment. Outcomes reflect several types of Outcomes reflect only one type of Outcomes reflect several different types learning but teacher has made no learning and only one discipline or of learning and opportunities for Outcomes reflect several attempt at coordination or integration. strand and are suitable for only some coordination. different types of learning and, students. and where appropriate, Most of the outcomes are suitable for Outcomes take into account the varying represent opportunities for both most of the students in the class in needs of groups of students. coordination and integration. accordance with global assessments of student learning. Outcomes take into account the varying needs of individual students. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Use of higher level & open-ended scope & sequence pacing guides, common assessments, Professional Learning Communities (PLCs), questions, Bloom’s taxonomy, rubrics, differentiated lesson plans, and Student Learning Protocols (SLPs) STUDENTS: Students set own goals; students can explain their own learning; students can explain the learning target(s) ARTIFACTS: Differentiated lesson plans, challenge/bonus/extra credit assignments, rubrics, student work samples, posted learning targets, student exit tickets, student journals, student self-reflections EVIDENCE: Teacher reflection using Student Learning Protocols (SLP), student interviews My Evidence: Component Unsatisfactory Basic Proficient Distinguished
1c (State Criterion 4) Setting Instructional Outcomes Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, and where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Use of higher level & open-ended questions, Bloom’s taxonomy, rubrics, scope & sequence pacing guides, common assessments, Professional Learning Communities (PLCs), differentiated lesson plans, and Student Learning Protocols (SLPs) STUDENTS: Students set own goals; students can explain their own learning; students can explain the learning target(s) ARTIFACTS: Differentiated lesson plans, challenge/bonus/extra credit assignments, rubrics, student work samples, posted learning targets, student exit tickets, student journals, student self-reflections EVIDENCE: Teacher reflection using Student Learning Protocols (SLP), student interviews My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3%20Self%20Assessment%20Rubric%20(for%20both%20Comp.%20and%20Foc).docx