BASH Curriculum Mapping Rubric
Criteria / Exemplary / Proficient / Needs Work / Beginning Stages / Unit Reviewed:______Standards and Benchmarks
/- Clearly tied to an assessment
- Cross-curricular connections
- Reflects what was actually taught in the unit
- Common Core State Anchor Writing Standard (Range of Writing) is manifest and articulated at the skill l (daily lesson plan)
- Few are tied directly to assessments
- Reflects what was actually taught in the unit
- Common Core State Anchor Writing Standard (Range of Writing) is manifest and articulated at the skill l (daily lesson plan)
- Included but not clearly tied to assessments
- Nice to know, but not relevant to unit focus
- No standards & benchmarks (learning objectives/skills indicated
Enduring Understandings at BASH
/- Makes a connection to BASH’s vision/mission statement
- Directly connect with the Essential Questions
- Specific cognitive insight
- Connects to the Big Idea
- Encompasses unit’s purpose
- Some connection with the Essential Questions
- Relates to unit but lacks deep understanding
- Does not demand higher order thinking
- Doesn’t capture the overarching goal of unit
- Focused on knowledge not understanding
- Absent
Essential Questions
/- Engaging
- Guides students’ learning
- Endures and establishes lifelong understanding of unit
- Thought provoking
- Insightful
- Age appropriate
- Clear focus
- Alludes to an understanding
- Simplistic
- Uneven in quality
- More than a few in number
- Questions unrelated to content and assessment(s)
- Absent
- Unit Questions
- Written as Yes/No or Right/Wrong
Content
/- Details specific, clear & succinct
- In list form rather than narrative
- References key concepts taught in unit
- Noun driven facts
- Topics align with standards, skills & assessments
- Describe main concepts
- Subject matter Identified
- Few topics/concepts identified
- Vague
- Generic
- Narrative
- Worded as skills
- Disconnected alignment to skills & assessments
Skills
/- Commence with Bloom’s action verb
- Precise & targeted
- Reflects proficiency levels
- Clear Bloom’s action verbs
- Measurable
- Generic verb
- Broad objectives
- Vague
- Written as content or activity
- Disconnected from content & assessment
Assessment
/- Specific products
- Includes interim and summative assessments
- Modified for student proficiency
- Wide-ranging
- Would show evidence of student learning
- Product or performance listed clearly
- Assessment focused around the intended skills
- Generic
- Varied narrowly
- Student expectation & role not noted
- Absent
- Limited
- Unfocused on the content & skills
Differentiated Instruction/Student Engagement
/- Differentiated by content, product & process, and student interest
- Evidence of clear consideration of data in choosing why and how to differentiate
- Differentiated by either content, product & process, or student interest
- Evidence of consideration of data in choosing why and how to differentiate
- Differentiated for the sake of variety only
- Evidence of some consideration of data in choosing why and how to differentiate
- Differentiated with no connection to learning objective (benchmark)
- No consideration of data
Use of Data
/- The following sources of data are consulted (Skedula, Advocacy Wednesday Round Robin, Student Work, Regents, Acuity, Performance Series, ARIS, Quality Review, Progress Report, Teacher Teams, Inquiry Team, IEP) in the unit planning as directly manifested throughout the curriculum as articulated differentiation
- Minimal articulated use of data with some manifestation in the curriculum as articulated differentiation
- Mention of data with no manifestation in the curriculum as articulated differentiation
- No use of data
Resources
/- A wide array of differentiated texts, video, websites, recordings, guest speakers, maniputables, etc.
- An array of differentiated texts, video, websites, recordings, guest speakers, maniputables, etc.
- An limited array of differentiated texts, video, websites, recordings, guest speakers, maniputables, etc.
- Only one resource, i.e., a text