Catherine Owens

Stage 1: Identifying Desired Results and Stage 2: Identifying Acceptable Evidence (Maximum of 54 pts)

Indicator

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

Score

3

2

1

Cover Page

Includes all required information, including a brief summary of the unit; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Includes most of the required information, including a brief summary of the unit; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Includes limited/or no required information, and/or missing brief summary of the unit; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.

Stage 1—Desired Results

3

2

1

* Standard 1

All listed transfer goals specify desired long-term, genuine accomplishment

Most of the listed transfer goals specify desired long-term, genuine accomplishment

Only some or none of the listed transfer goals specify desired long-term, genuine accomplishments

Standard 2

All identified understandings reflect important, transferable ideas.

Most of the identified understandings reflect important, transferable ideas.

Only some or none of the identified understandings reflect important, transferable ideas.

Standard 3

All identified understandings are stated as full-sentence generalizations— “Students will understand that…

Most of the identified understandings are stated as full-sentence generalizations— “Students will understand that… ”

Only some or none of the identified understandings are stated as full-sentence generalizations— “Students will understand that… ”

Standard 4

All essential questions are open-ended and thought provoking

Most of essential questions are open-ended and thought provoking

Only some or none of essential questions are open-ended and thought provoking

Standard 5

All relevant standards, mission, or program goals are addressed explicitly in all three stages; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Most of relevant standards, mission, or program goals are addressed explicitly in all three stages; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Only some or none of relevant standards, mission, or program goals are addressed explicitly in all three stages; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.

Standard 6

All identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer

Most of identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer

Only some or none of identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer

Standard 7

All elements are aligned so that Stage 1 is focused and coherent; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Most of elements are aligned so that Stage 1 is focused and coherent; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Only some or none of elements are aligned so that Stage 1 is focused and coherent; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.

Total

Stage 2— Evidence

Indicator

5

3-4

1-2

Standard 8

All specified assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1.

Most of specified assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1

Only some or none of specified assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1

Standard 9

All specified assessments include authentic transfer tasks based on one or more facets of understanding;

the attached Six Facets of Understanding template show how all relevant facet(s) of understanding are incorporated in the assessments of understanding.

Most of specified assessments include authentic transfer tasks based on one or more facets of understanding; the attached Six Facets of Understanding template show how most of relevant facet(s) of understanding are incorporated in the assessments of understanding.

Only some or none of specified assessments include authentic transfer tasks based on one or more facets of understanding; not included or the attached Six Facets of Understanding template show how only some of relevant facet(s) of understanding are incorporated in the assessments of understanding.

Standard 10

All specified assessments provide sufficient opportunities for students to reveal their attainment of the Stage 1 goals; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Most of specified assessments provide sufficient opportunities for students to reveal their attainment of the Stage 1 goals; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.

Only some or none of specified assessments provide sufficient opportunities for students to reveal their attainment of the Stage 1 goals; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.

Standard 11

All evaluative criteria for each assessment are aligned to desired results.

Most of specified evaluative criteria for each assessment are aligned to desired results.

Only some or none of specified evaluative criteria for each assessment are aligned to desired results.

The G.R.A.S.P.S.

Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; the attached G.R.A.S.P.S template show a breakdown of all elements for each performance task

Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; the attached G.R.A.S.P.S template show a breakdown of some elements for each performance task

Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; does not include or the attached G.R.A.S.P.S template show a breakdown of only some elements for each performance task

Supplementary Assessment Evidence

Includes multiple and diverse types of assessment as additional evidence of learning; an alignment between all types of assessment and the needed additional evidence of achieving desired results is present

Includes several and diverse types of assessment as additional evidence of learning; an alignment between some type of assessment and the needed additional evidence of achieving desired results is present

Includes limited or not diversified types of assessment as additional evidence of learning; an alignment between only few types of assessment and the needed additional evidence of achieving desired results is present

Total 54