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Oklahoma State Department of Education Office of Standards and Curriculum Essential Elements Rubric Revised August 2011 Element 1, Indicator 1.1: Instructional teams align the curriculum with state and national academic content and process standards that identify the depth of knowledge, skills, and abilities needed for student success. 1.1 Rubric 1 = Little or no development and implementation 2 = Limited development or partial implementation 3 = Fully functioning at operational level of development and implementation 4 = Exemplary level of development and implementation The implemented curriculum may be based on resources (e.g., textbooks) but is not aligned to state and/or national academic standards. The implemented curriculum is sometimes aligned with state and/or national academic standards. The implemented curriculum is directly based on and aligned with academic expectations that identify depth of knowledge, core content, and the state and/or national standards and defines the skills and abilities that students should know and be able to do in all content areas. The school or district actively collaborates among school/district staff to ensure full alignment with academic expectations that identify depth of knowledge, core content, and the state and/or national standards and defines the skills and abilities that students should be able to do in all content areas. The implemented curriculum accomplishes only content coverage, rather than identifying the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum accomplishes content coverage, but does not always identify the depth of knowledge, skills, and abilities needed for student success. The content and sequence of the implemented and aligned curriculum identifies and promotes the depth of knowledge, skills, and abilities needed for student success. The school or district actively collaborates among staff to continually implement and align curriculum to identify and promote the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum is not age and developmentally appropriate nor culturally responsive and does not promote student success. The implemented curriculum is sometimes age and developmentally appropriate and culturally responsive and sometimes promotes student success. The implemented curriculum is age and developmentally appropriate and culturally responsive for student success. The school or district actively collaborates with staff and stakeholders to ensure the implemented curriculum is age and developmentally appropriate and culturally responsive for a diverse student population. The implemented curriculum does not clearly identify and integrate connections within or between content areas or the connections do not identify the depth of knowledge, skills, and abilities needed for student success. There are some connections and integrations within or between content areas of the implemented curriculum that sometimes identify the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum frequently demonstrates the connections and integrations within and between different content areas and identifies the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum is collaborative, systemic, and demonstrates strong connections within and among various content areas that clearly identifies the depth of knowledge, skills, and abilities needed for student success.
Object Description
Okla State Agency |
Education, Oklahoma State Department of |
Okla Agency Code | '265' |
Title | Essential elements rubric. |
Authors |
Oklahoma. Office of Standards and Curriculum. |
Publisher | Oklahoma State Department of Education |
Publication Date | 2011-08 |
Publication type |
Planning Document Guide |
Subject |
Academic achievement--Oklahoma. Educational evaluation--Oklahoma. Education--Oklahoma--Curricula. |
Purpose | Rubric for Nine essential elements initiative |
Notes | posted on website 2012 |
OkDocs Class# | E1845.5 E78e 2011 |
Digital Format | PDF, Adobe Reader required |
ODL electronic copy | Downloaded from agency website: http://www.sde.state.ok.us/Curriculum/Essential/default.html |
Rights and Permissions | This Oklahoma government publication is provided for educational purposes under U.S. copyright law. Other usage requires permission of copyright holders. |
Language | English |
Date created | 2012-02-29 |
Date modified | 2014-08-19 |
OCLC number | 781644180 |
Description
Title | Essential elements rubric 1 |
Full text | Oklahoma State Department of Education Office of Standards and Curriculum Essential Elements Rubric Revised August 2011 Element 1, Indicator 1.1: Instructional teams align the curriculum with state and national academic content and process standards that identify the depth of knowledge, skills, and abilities needed for student success. 1.1 Rubric 1 = Little or no development and implementation 2 = Limited development or partial implementation 3 = Fully functioning at operational level of development and implementation 4 = Exemplary level of development and implementation The implemented curriculum may be based on resources (e.g., textbooks) but is not aligned to state and/or national academic standards. The implemented curriculum is sometimes aligned with state and/or national academic standards. The implemented curriculum is directly based on and aligned with academic expectations that identify depth of knowledge, core content, and the state and/or national standards and defines the skills and abilities that students should know and be able to do in all content areas. The school or district actively collaborates among school/district staff to ensure full alignment with academic expectations that identify depth of knowledge, core content, and the state and/or national standards and defines the skills and abilities that students should be able to do in all content areas. The implemented curriculum accomplishes only content coverage, rather than identifying the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum accomplishes content coverage, but does not always identify the depth of knowledge, skills, and abilities needed for student success. The content and sequence of the implemented and aligned curriculum identifies and promotes the depth of knowledge, skills, and abilities needed for student success. The school or district actively collaborates among staff to continually implement and align curriculum to identify and promote the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum is not age and developmentally appropriate nor culturally responsive and does not promote student success. The implemented curriculum is sometimes age and developmentally appropriate and culturally responsive and sometimes promotes student success. The implemented curriculum is age and developmentally appropriate and culturally responsive for student success. The school or district actively collaborates with staff and stakeholders to ensure the implemented curriculum is age and developmentally appropriate and culturally responsive for a diverse student population. The implemented curriculum does not clearly identify and integrate connections within or between content areas or the connections do not identify the depth of knowledge, skills, and abilities needed for student success. There are some connections and integrations within or between content areas of the implemented curriculum that sometimes identify the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum frequently demonstrates the connections and integrations within and between different content areas and identifies the depth of knowledge, skills, and abilities needed for student success. The implemented curriculum is collaborative, systemic, and demonstrates strong connections within and among various content areas that clearly identifies the depth of knowledge, skills, and abilities needed for student success. |
Date created | 2012-02-29 |
Date modified | 2012-02-29 |