iRubric: Unit Plan Rubric

• Goals, Objectives, NYS Standards, and Performance Indicators are clear, appropriate and complete.
• Objectives are written in terms of student performance.
• Objectives are specific, measurable, and well aligned.
• The number of NYS Standards, Performance Indicators and Objectives is appropriate.
• Objectives reflect a variety of perfomances at higher (reasoning levels of Bloom's Taxanomy)
• NYS Standards, Performance Indicators and Objectives reflect integration across

• Goals, Objectives, NYS Standards, and Performance Indicators are included and complete.
• Objectives are written in terms of student performance.
• Objectives are specific, measurable, and well aligned.
• The number of NYS Standards, Performance Indicators and Objectives is appropriate.

• Goals, Objectives, NYS Standards, and Performance Indicators are included and complete.
• Objectives are written in terms of student performance.
• Objectives are adequately specific and measurable, but may be poorly aligned.
• There may be too many or too few NYS Standards, Performance Indicators or Objectives.

• Goals, Objectives, NYS Standards, and Performance Indicators are missing or incomplete.
• Objectives are not written in terms of student performance.
• Objectives are vague, un-measurable, or not aligned with NYS Standards.

• Teaching/learning strategies and materials are varied.
• Consideration of students' varied needs is explicit.
• Curriculum and activites reflect a strong focus on higher level thinking.
• Technology is meaningfully integrated to strongly support critical and/or creative thinking.
• Curriculum and activites reflect focus on transformative, multicultural knowledge.

• Teaching strategies and/or materials are varied.
• Consideration of students' varied needs is evident.
• Curriculum and activites reflect cultural sensitivity and attention to diverse perspectives and learning styles.
• Technology, when appropriate, is meaningfully integrated to support learning.

• Little attention is given to differentiating instruction.
• Multicultural perspectives are only weakly considered.
• Attention to diversity is vague or shallow.
• Technology, if applied, may not be integrated in a meaningful way to support learning.

• No attention to diversity in any dimension.

• Organization is very clear.
• Grammar and spelling are impeccable.

• Organization is clear and follows prescribed format.
• Only a few problems with grammar or spelling.

• The basic organization of the unit plan is complete and can be navigated.
• Grammar and spelling are adequate, though there may be some patterns of concern still to be addressed.

• Poorly organized.
• Frequent problems with grammar and/or spelling.