*Curriculum+Quality+Rubric

** Are the DESIRED RESULTS clear? **
 * Stage 1  **

|| **  4  **  **  Exceptional  ** || ** 3  **  **  Proficient  ** || ** 2  **  **  Some inadequacies  ** || ** 1  **  **  Serious  ** ** inadequacies  ** || 1. Are the Goals clear for students? ||     ||      ||      ||      ||  2. Are the Understandings clear? ||     ||      ||      ||      ||  3. Does the unit have Essential Questions? ||     ||      ||      ||      ||  4. Are what students will know and be able to do clear? ||     ||      ||      ||      ||   ||
 * Summary of your assessment of the clarity of goals of unit: **
 * Summary of your assessment of the clarity of goals of unit: **

** Stage 2   ** ** Is the ASSESSMENT EVIDENCE clear? **

|| ** 4 **  ** Exceptional ** || ** 3 ** ** Proficient ** || ** 2 ** ** Some inadequacies ** || ** 1 ** ** Serious ** ** inadequacies ** || ** G  ** || GOAL: Does the GOAL OF THE CULMINATING EXPERIENCE match the DESIRED OUTCOME? || ||  ||  ||  || ** R **  || ROLE: Is the role of the student clearly defined? Is it an “authentic,” that is, real life role? || ||  ||  ||  || ** A **  || AUDIENCE: Who will look at this product? Is it this an authentic audience? Does it go beyond the teacher? Beyond students in the class? || ||  ||  ||  || ** S **  || SITUATION: Is the situation authentic? || ||  ||  ||  || ** P **  || PERFORMANCE/PRODUCT/PROCESS: Is the performance, product, process challenging? || ||  ||  ||  || ** S **  || STANDARDS of PERFORMANCE: Are the CRITERIA / STANDARDS / INDICATORS OF SUCCESS for the clearly articulated? || ||  ||  ||  ||
 * 1. **** Use G.R.A.S.P.S. checklist (below) to assess culminating project. **
 * 1. **** Use G.R.A.S.P.S. checklist (below) to assess culminating project. **

|| ** 4 **  ** Exceptional ** || ** 3 ** ** Proficient ** || ** 2 ** ** Some inadequacies ** || ** 1 ** ** Serious ** ** inadequacies ** || 2. Does the unit have formative assessments, quizzes, tests, or check ins so that the student and the teacher are clear about student progress? ||   ||    ||    ||    || 3. Are the qualities expected clear or are they arbitrarily decided by the teacher? Is there a quality-based rubric? ||   ||    ||    ||    || 4. Does the student assess his or her own work and reflect on the work? ||   ||    ||    ||    || ||
 * 2. What is the quality of the assessments other than the culminating activity. How well can a student and the teacher monitor progress? ** ||
 * Summary of your assessment of the quality of assessments: **
 * Summary of your assessment of the quality of assessments: **

** Stage 3: Plan Learning Experience and Instruction ** ** Best Practice: 21st Century Skills Checklist **

** 21st Century Skills in the Classroom ** || ** Digital-Age Literacy ** || ** Check when this trait is present ** || || ||    || **Strategic Reading ** · Basic Literacy || ||  || · Scientific Literacy ||  || || · Economic Literacy || || ** Technology ** · Technological Literacy ||  || || · Visual Literacy ||  || **Research ** · Information Literacy || ||  || · Multicultural Literacy || || || · Global Awareness || || **Problem Solving ** ||  || · Adaptability/Managing Complexity || ||  || · <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Self-Direction || || || · Curiosity || || || · Creativity || || || · Risk-Taking || || || * Higher Order Thinking and Sound Reasoning || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> || || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">  || **<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Collaboration **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Teaming and Collaboration || || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> || · Interpersonal Skills || || || · Personal Responsibility  || || || · Social and Civic Responsibility  || || **<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Written and Oral Communication ** · Interactive Communication || || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> || · <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Prioritizing, Planning, and Managing for Results || || || * Effective Use of Real-World Tools || || || * Relevant, High-Quality Products || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Upon graduation, students will be able to comprehend, critique, apply, and identity the purpose of information gained from a reading. **<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> ||
 * Upon graduation, students will use various forms of technology to increase productivity foster creativity, enhance communication, facilitate collaboration, and become responsible digital citizens. **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Upon graduation, students will demonstrate a working understanding of the research process steps. **<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Upon graduation, students will be able to analyze a problem, select a solution strategy, monitor progress, and reflect upon a solution. **<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> ||
 * Inventive Thinking ** ||
 * Effective Communication ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Upon graduation, students will successfully collaborate with their peers and reflect upon this collaboration **<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> ||
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Written Communication: __****<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Upon graduation, students will use their writing to fluently communicate well-organized and fully developed ideas supported by evidence. **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Oral Communication: __****<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Upon completion of the Core Academies, students will gain experience in presenting and discussing in front of a group **<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;"> ||
 * Summary of your assessment of the 21st century skills **
 * Summary of your assessment of the 21st century skills **

** Stage 4: Assessment of Unit **

** FACETS OF UNDERSTANDING ** ** Check off each facet used. ** ||  ||   ||   ||   ||   ||   ||   ||
 * Explanation ** ||
 * Explanation ** ||
 * Interpretation ** ||
 * Interpretation ** ||
 * Application ** ||
 * Application ** ||
 * Perspective ** ||
 * Perspective ** ||
 * Empathy ** ||
 * Empathy ** ||
 * Self-knowledge (Reflection) ** ||
 * Self-knowledge (Reflection) ** ||
 * Summary of your assessment of the focus on understanding by the unit. (Not all facets can be used in all units.) **
 * Summary of your assessment of the focus on understanding by the unit. (Not all facets can be used in all units.) **

** W.H.E.R.E.T.O. ** Assessment of classroom activities || ** 4 ** ** Exceptional ** || ** 3 ** ** Proficient ** || ** 2 ** ** Some inadequacies ** || ** 1 ** ** Serious ** ** inadequacies ** || ** W ** || Do students know **WHERE** they are headed and **WHY** ? || ||  ||  ||  || ** H **  || Are students **HOOKed** and **HELD** through engaging and thought-provoking experiences that point toward big ideas, essential questions, and performance tasks? || ||  ||  ||  || ** E **  || Are students **ENGAGEd** in **EXPLORING** the big ideas and essential questions? Do students need a great deal of instruction to EQUIP them for the final performance? || ||  ||  ||  || ** R **  || Do students **REFLECT** and **RETHINK** to dig deeper into the core ideas? Are students guided to **REVISE** and **REFINE** their work based on feedback and self-assessment? If necessary, are students given time to **REHEARSE** for their final performance? || ||  ||  ||  || ** E **  || Is it clear the way in which students **EXHIBIT** their understanding through final performances and products? Are students guided through **self-EVALUATION** to identify the strengths/weaknesses in their work and set future goals? || ||  ||  ||  || ** T **  || Is work **TAILORED** to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? || ||  ||  ||  || ** O **  || Is the work **ORGANIZED** for maximal engagement and effectiveness? || ||  ||  ||  || ||
 * Summary of your assessment of the sequence of activities in the unit: **
 * Summary of your assessment of the sequence of activities in the unit: **