Rubric for Curriculum Map Components
Curriculum Map
Components
Completeness of
Map
Completeness of
Details
Big Ideas
5
4
3
2
The map provides a
complete
curriculum guide
for the course with
all standards
organized by
quarter and unit.
The map has
logically sequenced
standards
throughout the map.
All details have
been completed to
create a
comprehensive map
that meets the
criteria outlined in
this rubric.
The map has three
quarters completed
with standards
organized by
quarter and unit.
The map has two
quarters completed
with standards
organized by
quarter and unit.
The map has one
The map has no
quarter completed
quarters completed.
with standards
organized into units.
The map has
logically sequenced
standards
throughout the map.
Most details have
been completed to
create a
comprehensive map
that meets the
criteria outlined in
this rubric.
The map has
logically sequenced
standards
throughout the map.
Some details have
been completed to
create a
comprehensive map
that meets the
criteria outlined in
this rubric.
The map has
standards
distributed into each
month. The details
are not complete
and do not meet the
criteria outlined in
this rubric.
The map includes
only the standards
which may not have
been logically
sequenced.
Big ideas fully
indicate the
concepts and
generalizations to
be taught in the
unit. They help
learners construct
meaning from the
lessons.
Big ideas mostly
indicate the
concepts and
generalizations to
be taught in the
unit.
Big ideas are
concepts and
generalizations but
may not fully
indicate all the
concepts needed for
teaching the unit.
Big ideas are
content details
rather than concepts
and generalizations.
Big ideas are not
indicated.
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1
Unit Overview
The unit description
is complete with
each element
providing teachers
with a clear
understanding of the
unit and detailed
information needed
for unit planning.
Timeframe provides
pacing guide.
The unit description
is complete with
each element
providing teachers
with general
information needed
for unit planning.
Timeframe is
indicated.
The unit description
is incomplete and/or
details are
inadequate to
provide teachers
with the information
needed for unit
planning.
Timeframe is
missing.
The unit description
is blank or contains
only bare facts. No
timeframe is
provided.
The unit description
is
Enduring
Understandings
Enduring
understandings are
written as complete
sentences that
define what students
should understand
and be able to use in
the future. They are
important,
transferable, and
have lasting value
beyond the
classroom.
Enduring
understandings are
written as complete
sentences that
mainly define what
students should
understand and be
able to use in the
future. They
include most of the
important ideas for
the unit.
Enduring
understandings are
written as complete
sentences and
generally define
what students
should understand
for the future but
may be somewhat
vague. They may
not include all the
important ideas for
the unit.
Enduring
understandings are
not written as
complete sentences
and/or do not define
the important ideas
that will have
lasting value.
Enduring
understandings are
not indicated.
Essential
Questions
Inquiry-based,
conceptual
questions based on
big ideas; short,
universal, thoughtprovoking
Inquiry-based,
broad,
questions mainly
based on big ideas;
brief,
generalized
Partly inquiry-based
questions somewhat
connected to big
ideas;
lengthy &/or
subject-specific
Non-inquiry based
Absent or
questions or
incomplete
statements unrelated
to or missing big
ideas; rambling
questions/statements
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.
question(s) aligned
to unit goals;
questions directly
drive content, skills,
& assessments
questions mostly
aligned to unit
goals; questions
influence content,
skills, &
assessments
questions not
consistently aligned
to unit goals;
questions indirectly
drive content, skills,
& assessments
with unclear
alignment to
content, skills,
& assessments;
questions
disconnected from
content, skills,
&/or assessments
Content
(Knowledge)
Subject matter is
defined in clear,
succinct, wellsummarized
noun-phrases; key
concepts firmly
aligned to
skills & assessments
Subject matter is
stated as nounspecific; key
concepts outlined
and mainly
aligned to skills
and assessments
Subject matter
stated in unspecific
nouns; key concepts
are not
clearly aligned to
skills and/or
assessments
Subject matter is
vague & generic;
nouns are random;
key concepts
not apparent
and infrequently
aligned to skills
and/or assessments
Missing/inaccurate
Skills
Measurable,
rigorous verbphrases; skills
firmly aligned
to level of rigor
within standards,
content, &
assessments; precise
expectation of
student learning
at unit’s end
Mainly rigorous,
measurable action
verbs; skills mainly
aligned to level of
rigor
within standards,
content, and
assessments; clear
expectation of
student learning at
unit’s end
Broad, generic
verbs inconsistently
measurable &/or
rigorous;
skills partly aligned
to level of rigor
within standards,
content, and
assessments;
unclear
expectation of
student learning
at unit’s end
Un-measurable,
nonspecific verbs too lengthy; random
skills rarely aligned
to level of rigor
within
standards, content,
and assessments;
undefined
expectation of
student learning
at unit’s end
Missing and/ or
unspecific
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.
Vocabulary
Focused, concise,
power standardsconnected
vocabulary;
pointedly reflects
resources &
assessments
Targeted
vocabulary clearly
stated and partly
power-standards
aligned;
mostly
aligned to resources
& assessments
Lengthy, generic
vocabulary mostly
lacking in
power-standards
language;
infrequently aligned
to resources &
assessments
Incomplete,
unspecific
vocabulary with no
clear connection to
power standards;
poor or non-existent
alignment to
resources &
assessments
Missing and/or
incomplete
Standards
A.
Alignment to all
elements is clear &
precise;
A.
Alignment to most
elements is evident;
A.
Unclear alignmentmany entries do not
correspond to
standards;
A.
Alignment to all
elements is
questionable;
No alignment;
multiple or all
elements missing
B.
power standards
clearly highlighted;
all course standards
stated; standards
sequence
is consistent &
appropriate
B.
power standards
stated; main course
standards stated;
standards sequence
is mainly
consistent &
appropriate
B.
power standards
partly missing;
some course
standards stated;
standards sequence
is inconsistent &
unfitting at times
B.
power standards
absent;
missing many or all
of course standards;
standards sequence
unfound
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.
Assessments:
Performance
Based
Content/skills are
highly relevant to
students lives;
student-chosen task;
many approaches &
higher level
thinking largely
involved;
scaffolded rubric
clearly stated prior
to assessment;
rigorous teacher &
student checklist(s)
identified;
alignment (task to
content/skills)
distinct & robust;
multiple standards
incorporated
Content/skills are
clearly connected to
students authentic
lives; partly studentselected task;
Content/skills are
somewhat
connected to
students lives; not
clearly studentchosen task;
Content/skills are
Few or none of the
loosely or unPBA criteria met.
connected to content
and students’ lives;
no student choice in
task;
no clear approaches
several different
limited evidence of to task & critical
approaches included different approaches thinking absent;
in task;
and mainly lower
higher level
level thinking
thinking included;
incorporated;
partial rubric and/or
scaled, clear rubric
rubric
poorly defined;
stated prior
stated with
no checklists;
to assessment;
partially-scaled
complete student
criteria;
checklist identified; teacher or student
checklist not found;
alignment (task to
alignment (task to
unclear alignment
content/skills) is
content/skills) is
to content & skills;
questionable;
clear;
two standards or
standards not
several standards
less included
apparent in task(s)
incorporated
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.
Assessments
(General)
Pacing Guide
Time-oriented,
specific product or
performance; aligns
fully with
appropriate
standard(s) and is
level-appropriate;
summative and
formative
stated throughout
map
Learning objectives
clearly grouped into
units;
time is allocated to
each unit;
units are sequenced
into a calendar &/or
weeks;
Performance or
product is stated,
mostly-aligned with
standard(s) and
mainly levelappropriate;
summative and
formative primarily
stated
Generic products;
not time-oriented
or intra-aligned with
standard(s);
unclear for level
appropriateness;
summative
not stated but
formative might be
stated
Vague product;
not time-oriented or
specific
performances;
unstated level
appropriateness;
neither summative
or formative is
stated
Absent &/or
incomplete
Learning objectives
grouped into units;
Learning objectives
are linked to units;
Missing or
incomplete pacing
guide.
time is connected to
each unit;
units are sequenced
by calendar;
time is vaguely
connected to each
unit;
units are sequenced
without a calendar;
Learning objectives
are not linked to
units;
time-frame is
missing; partial
units are not
sequenced;
summative
assessments stated
clearly & fully
aligned
with curr. map.
summative
assessments stated
& mostly aligned
with curr. map.
formative but no
summative
assessments stated;
alignment to curr.
map questionable
summative
assessments not
mentioned;
assessment(s)
not defined;
no alignment
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.
*Overall
Map
a. # of pages
a.
b. # of map documents
b.
c.
c. Quarters stated in title
d.
d. Resources Y/N
*OVERALL MAP:
1. Length (# of pages): ideally, 20-24 pages per content per year.
2. # of map documents: recommended- one document per content area per year.
3. Pacing Guide: one document, optimally.
4. Resources connected to teaching the standards stated in title? Yes (Y)_____ No (N)______
(can include core text(s),electronic resources/websites, etc.)
©2012 Sage Learning, LLC. Permission granted for Page Unified School District to copy. All rights reserved beyond PUSD.