- Instructional goals and objectives are clearly aligned and referenced to the content standards and state performance indicators.
- Decisions regarding the breadth, depth, and sequencing of the content are made using the academic content standards with the prioritization of the state performance indicators.
- A logical, clear, and appropriate connection exists between the goals and objectives and the developmental characteristics of all students. Goals and objectives are differentiated based on developmental levels of students.
- Goals and objectives provide for deliberate skill development in the higher order thinking processes.
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- Goals and objectives are generally determined by the assessment and evaluation of the class as a whole.
- Attempts are made to align goals and objectives with academic content standards and state performance indicators.
- The teacher focuses on key concepts of the content with some attention to a developmental sequence of goals appropriate for all students.
- Goals and objectives for students to engage in higher levels of thinking are planned occasionally.
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- The textbook and the curriculum drive goals and objectives with some attention to students' needs and achievement.
- Alignment with academic content standards and state performance indicators are incidental.
- Goals and objectives are taken from the textbook with minimal attention to students' developmental levels.
- Recall and comprehension are the primary levels of understanding in the planning of goals and objectives.
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