Common use of Setting Instructional Outcomes Clause in Contracts

Setting Instructional Outcomes. Unsatisfactory Basic Proficient Distinguished Outcomes represent 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, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. moderately high expectations and rigor. Outcomes represent low expectations for students Some reflect important learning in the discipline and lack of rigor, and not all and consist of a of them reflect important learning in the discipline. combination of outcomes and activities. Outcomes are stated as Outcomes reflect several activities rather than as types of learning, but student learning. teacher has made no Outcomes reflect only one type of learning and only attempt at coordination or integration. one discipline or strand Most of the outcomes are and are suitable for only suitable for most of the some students. students in the class in accordance with global assessments of student learning. Critical Attributes Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. In addition to the characteristics of “proficient”: Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks. Outcomes lack rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes do not represent important learning in the Outcomes are written in terms of what students will discipline. learn rather than do. Outcomes are not clear or are stated as activities. Outcomes represent a range: factual, conceptual Outcomes are not suitable for many students in the class. understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are di¤erentiated where necessary.

Setting Instructional Outcomes. Unsatisfactory Basic Proficient Distinguished Outcomes represent 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, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, 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. 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 based on global assessments of student learning. Outcomes represent low expectations for students Some reflect important learning in the discipline and lack of rigor, and not nor do they all and consist of a of them reflect important learning in the discipline. combination of outcomes and activities. Outcomes are stated as Outcomes reflect several activities activities, rather than as types of learning, but student learning. teacher has made no Outcomes reflect only one type of learning and only attempt at coordination or integration. one discipline or strand Most of the outcomes are strand, and are suitable for only suitable for most of the some students. students in the class in accordance with global assessments of student learning. Critical Attributes Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Attribute s In addition to the characteristics of “proficient”: Effective,”  Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing.  Teacher connects outcomes to previous and future learning. learning  Outcomes are differentiated to encourage individual students to take educational risks.  Outcomes lack represent high expectations and rigor.  Outcomes are related to the “big ideas” of the discipline. Outcomes do not represent important learning in the  Outcomes are written in terms of what students will learn or do.  Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, communication.  Outcomes are suitable to groups of students in the class, differentiated where necessary.  Outcomes represent a mixture of low expectations and rigor.  Some outcomes reflect important learning in the discipline. learn rather than do Outcomes are suitable for most of the class.  Outcomes lack rigor.  Outcomes do not represent important learning in the discipline.  Outcomes are not clear or are stated as activities. Outcomes represent a range: factual, conceptual  Outcomes are not suitable for many students in the class. understandingPossible Example s  The teacher encourages his students to set their own goals or participate in an academic choice based on their learning style.  Students will develop a concept map that links previous learning goals to those they are currently working on.  Teacher provides a framework to help students strive for higher expectations.  One of the learning outcomes is for students to “appreciate the aesthetics of 18th century English poetry.”  The outcomes for the history unit include some factual information, reasoning, social, management, communicationas well as a comparison of the perspectives of different groups in the run-up to the Revolutionary War.  The teacher reviews the project expectations and modifies some goals to be in line with students’ IEP objectives.  Outcomes consist mainly of memorizing facts.  The outcomes are suitable consistently written with only the needs of the “middle” group in mind.  All the outcomes for a ninth grade history class are factual knowledge.  The topic of the social studies unit involves the concept of “revolutions” but the teacher only expects his students to groups remember the important dates of battles.  Despite having a number of ELL students in the class and are di¤erentiated where necessaryclass, the outcomes state that all writing must be grammatically correct.

Setting Instructional Outcomes. Unsatisfactory Basic Proficient Distinguished 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, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. moderately high expectations and Critical Attributes Outcomes lack rigor. Outcomes do not represent low expectations for students Some reflect important learning in the discipline and lack of rigor, and not all and consist of a of them reflect important learning in the discipline. combination of outcomes and Outcomes are not clear or are stated as activities. Outcomes are stated as Outcomes reflect several activities rather than as types of learning, but student learning. teacher has made no Outcomes reflect only one type of learning and only attempt at coordination or integration. one discipline or strand Most of the outcomes are and are not suitable for only suitable for most of the some students. many students in the class in accordance with global assessments of student learningclass. Critical Attributes Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes are written in terms of what students will learn rather than do. Outcomes represent a range: factual, conceptual understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are differentiated where necessary. In addition to the characteristics of “proficient”: Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks. Outcomes lack rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes do not represent important learning in the Outcomes are written in terms of what students will discipline. learn rather than do. Outcomes are not clear or are stated as activities. Outcomes represent a range: factual, conceptual Outcomes are not suitable for many students in the class. understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are di¤erentiated where necessary.

Setting Instructional Outcomes. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 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, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. moderately high expectations and Critical Attributes Outcomes lack rigor. Outcomes do not represent low expectations for students Some reflect important learning in the discipline and lack of rigor, and not all and consist of a of them reflect important learning in the discipline. combination of outcomes and Outcomes are not clear or are stated as activities. Outcomes are stated as Outcomes reflect several activities rather than as types of learning, but student learning. teacher has made no Outcomes reflect only one type of learning and only attempt at coordination or integration. one discipline or strand Most of the outcomes are and are not suitable for only suitable for most of the some students. many students in the class in accordance with global assessments of student learningclass. Critical Attributes Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes are written in terms of what students will learn rather than do. Outcomes represent a range: factual, conceptual understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are differentiated where necessary. In addition to the characteristics of “proficient”: :” Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks. Outcomes lack rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes do not represent important learning in the Outcomes are written in terms of what students will discipline. learn rather than do. Outcomes are not clear or are stated as activities. Outcomes represent a range: factual, conceptual Outcomes are not suitable for many students in the class. understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are di¤erentiated where necessary.