UNIVERSITY OF NORTH GEORGIA
EDUC 6515 – CURRICULUM DESIGN AND EVALUATION
FALL 2020
GENERAL INFORMATION
Instructor: Catherine Rosa
Office: Nesbitt 5174
Email: crosa@ung.edu
Office Hours: Wednesday 4:00-7:00 - Email me for an appointment and a TEAMS invitation will be sent.
Prerequisites: EDUC 6500: Cognition and Learning with a grade of “C” or better. For more information
regarding grade requirements, consult the UNG Graduate Studies policy on Academic Standing.
COURSE DESCRIPTION
The Curriculum Design and Evaluation graduate level course is designed to prepare teachers to evaluate and
improve school-based content curriculum aligned to local, state, and national content standards, based on an
understanding of the whole learner. Characteristics associated with philosophical, theoretical, and international
themes will be investigated. Additional emphasis will be placed on interdisciplinary content, research-based
instructional models, and technological approaches and development of international mindedness. During this
course, candidates will gain leadership skills in order to advocate for and implement change based on school
related needs. 3 credit hours
TEXT, RESOURCES & OTHER MATERIALS
Required Texts:
New Comers Tool Kit, US Department of Education, 2017.
https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf
Smith, D., Frey, N, Pumpian, I. & Fisher, D. (2017). Building Equity: Policies and Practices to
Empower All Learners. ASCD, Alexandria, VA. (Chapters 3 & 4 available online PDF UNG
Library.)
Additional Texts Used in the Planning of This Course:
Smith, D., Frey, N, Pumpian, I. & Fisher, D. (2017). Building Equity: Policies and Practices to
Empower All Learners. ASCD, Alexandria, VA.
Rickman, D. & Kokenes, C.D. (2016). Georgia Partnership for Excellence in Education, Top Ten Issues to
Watch in 2020, https://gpee.org/ga-partnership-releases-2020-top-ten-issues-to-watch/
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Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: Development and
implementation. Sage Publications, Inc. Thousand Oaks, CA.
Bambrick-Santoyo, P. (2012). Leverage Leadership A Practical Guide to Building Exceptional Schools.
Jossey-Bass, San Francisco, CA.
Websites and other resources:
NCUST Executive Director Joseph Johnson Jr., Ph.D. discusses how enriched curriculum can help make
schools successful. https://www.youtube.com/watch?v=4FknTAB6Jps
Donna Ford, professor of special education at Vanderbilt University's Peabody College of education and
human development, discusses what is needed to close the achievement gap between white and black
students and her research with gifted black youth. (2008).
https://www.youtube.com/watch?v=adMFCNdbIsA
TEDxNorrkoping Why are so many of our teachers and schools so successful? John Hattie
https://www.youtube.com/watch?v=rzwJXUieD0U&t=99s
TED TALK- Ariel Diaz “Inverting the Curriculum.” https://www.youtube.com/watch?v=oNGHcsMokLA
TED TALK- Shawn Cornally “The Tyranny of the Curriculum.”
https://www.youtube.com/watch?v=aldMBgT6u-4
TEDxSaltLakeCity- Isael Torres. Cultural Pedagogy: Educational Equality for Our Youth.
https://www.youtube.com/watch?v=AbmyxZaBnhI
TEDxColumbusWomen- Melissa Crum. A Tale of Two Teachers.
https://www.youtube.com/watch?v=sgtinODaW78
TEDxKitchenerED. Kristin Phillips. Spiraling the curriculum to get sticky learning.
https://www.youtube.com/watch?v=4jLANkgniSM
Guggenheim Documentary- “Waiting for Superman.” https://www.youtube.com/watch?v=ZbCZB_sy6Ws
Stupid in America Documentary. https://www.youtube.com/watch?v=aUmcjbSHYq0
https://www.youtube.com/watch?v=J5mx-Mg8KSY
Articles:
https://thesecondprinciple.com/instructional-design/types-of-curriculum/
Achieving Academic Excellence through Rigor and Relevance. Willard R. Daggett, Founder and Chairman,
International Center for Leadership, Incorporated:
http://www.leadered.com/resources/white-papers.php
http://www.leadered.com/pdf/Rigor_Relevance_Framework_2014.pdf
American Institutes for Research: Resources for Educational Research: http://www.sedl.org/
Childre, A., Sands, J., Tanner Pope, S. 2009. Backward Design: Targeting Depth of Understanding for
2
All Learners, https://journals.sagepub.com/doi/abs/10.1177/004005990904100501?journalCode=tcxa
Cho, J. & Trent, A. 2005. “Backward” Curiculum Design and Assessment: What Goes Around Comes
Around, Or Haven’t We Seen This Before? 105, Taboo, Winter.
https://files.eric.ed.gov/fulltext/EJ795704.pdf
Daggert, W., 2016, Rigor/Relevance Framework® A Guide to Focusing Resources to Increase Student
Performance
Daggert, W. & Partner, F. 2011, The Daggett system for effective instruction, Where
research and best, leadered.com. https://leadered.com/wp-content/uploads/daggettsystem-for-effective-instruction.pdf
http://www.daggett.com/pdf/Rigor%20Relevance%20Framework%20White%20Paper%202016.pdf
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C11&as_vis=1&q=rigor+and+relevance+daggert&b
tnG=
https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-todesign-implement-and-assess/
Fox, B. & Doherty, J. 2012, Design to learn, learn to design: Using backward design for
information literacy instruction, Communications in Information …, 2012.
https://pdxscholar.library.pdx.edu/comminfolit/vol5/iss2/7/
Georgia Department of Education: Curriculum and Instruction: http://www.gadoe.org/CurriculumInstruction-and-Assessment/Curriculum-and-Instruction/Pages/default.aspx
Hattie, J. 2003, Teachers Make a Difference: What is the research evidence? John Hattie1 University of
Auckland Australian Council for Educational Research, October 2003
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003
Hattie, J., 2012. Visible Learning for Teachers Maximizing Impact on Learning, Routledge: NY,NY.
https://hozir.org/pars_docs/refs/26/25322/25322.pdf
Kelting-Gibson, L. Comparison of Curriculum Development Practices, 26 Educational Research
Quarterly,26, pp. 26-37. https://eric.ed.gov/?id=EJ718116
McNulty, R. & Quaglia, J., 2007.Rigor, Relevance and Relationships
Three passwords that unlock the door for engaged high school students to learn at appropriate
levels, School Administrator, v64 n8 p18-23 Sep
https://www.aasa.org/SchoolAdministratorArticle.aspx?id=6534
Research-based practices for curriculum implementation: http://www.cie.org.uk/teaching-andlearning/implementing-the-curriculum-with-cambridge/
3
Sideeg, A. 2016. Bloom's taxonomy, backward design, and Vygotsky's zone of
proximal development in crafting learning outcomes. - International Journal of Linguistics,
2016 - academia.edu
STEAM Education Program Description, 2015, https://steamedu.com/wpcontent/uploads/2014/12/STEAM-Education-Program-Description-11Nov2015.pdf
STEM Collections: A STEM Program Curriculum Guide, 2015,
https://www.mass.edu/stem/documents/preschoolcurricular/Collections%20A%20STEM%20Focused%20C
urriculum,%20Implementation%20Guide.pdf
Tanner, K. & Allen, D. Feature Approaches to Biology Teaching and Learning Putting the Horse Back in
Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course
Design, CBE—Life Sciences Education Vol. 6, 85– 89, Summer 2007
https://www.lifescied.org/doi/pdf/10.1187/cbe.07-03-0017
Wiggins,G. & McTighe, J.,1988. Understanding by Design, Chapter 1, ASCD, Alexandria, VA
TERHART, T, REVIEW ESSAY Has John Hattie really found the holy grail of research on teaching?
An extended review of Visible Learning. J. CURRICULUM STUDIES, 2011, VOL. 43, NO. 3, 425–438
Journal of Curriculum Studies ISSN 0022–0272 print/ISSN 1366–5839 online ©2011 Taylor & Francis
http://www.informaworld.com DOI: 10.1080/00220272.2011.576774
LiveText:
All students in the teacher education programs must hold a current LiveText account. A one-time fee is
good for the length of the program, plus one year out in the field. To purchase LiveText, visit
www.livetext.com and purchase the ‘Standard edition’ for the University of North Georgia. LiveText
provides online help.
You may also contact Kathy Moody at kmoody@ung.edu for assistance. If you do not purchase and
activate/register LiveText by the end of drop/add, you may be ‘withdrawn without penalty’ (W) from class.
For those without LiveText, go to your bookstore or purchase online at www.livetext.com. Purchase and
register the ‘Standard Edition’, being sure to add your student employee number correctly. Use your new
@ung.edu email address and register with the ‘University of North Georgia’.
For those with LiveText through another institution, contact LiveText at support@livetext.com and ask
them to ‘add the University of North Georgia domain to username [your LT username].Do not repurchase
LiveText! If your subscription has expired, you are able to add subscription years to your current account
at minimal expense.
If you have LiveText but not the ‘Field Experience module’, you will need to have the $15 ‘addon program’ added to your current account. Do not repurchase LiveText! Log into your LiveText
account. Click on ‘My Accounts’ (in upper right corner) and purchase the ‘FEM add-on’ for $15. This will
allow us to place you in your field experiences.
Desire to Learn (D2L): This is the web platform we will be using for this course.
University System of Georgia's Desire2Learn Help Center provides assistance through their ‘knowledge
base’ http://d2lhelp.view.usg.edu/ & 855.772.0423. The USG D2L Help Center is available 24 hours a
day, 7 days a week. The Online Support Center site includes a ‘knowledge base’. There are sections for
students and you can also call for technical support . Please check the ‘knowledge base’ before calling tech
support. Also, reference CTLE’s D2L website.
COURSE COMPETENCY: COURSE OBJECTIVES (EXPECTED OUTCOMES)
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The College of Education Graduate Program prepares teachers to demonstrate the Competencies aligned with the
College of Education Conceptual Framework Standards, the Interstate Teacher Assessment and Support Consortium
standards (InTASC), and the Georgia Professional Standards Commission (GaPSC) standards.
Objective 1
Candidates will demonstrate knowledge of instructional models (local and national) in specific content areas and their
related philosophical bases.
Includes awareness of:
-Analysis of own potential bias in representation of discipline
-Multiple perspectives within discipline
-Value of summative and formative assessment data in making instructional decisions
Evaluation
Method
Curriculum Analysis Project; Curriculum Improvement Project
InTASC
Standard 4: Content Knowledge
-The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teachers and creates learning experiences that make these aspects of the discipline accessible and meaningful
for leaners to assure mastery of the content.
Standard 6: Assessment
-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learners’ decision-making.
Standard 7: Planning for Instruction
-The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard 9: Professional Learning and Ethical Practice
-The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration
-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, and other school professionals, and community members to
ensure learner growth, and to advance the profession.
ISTE
Standard 1: Facilitate and inspire student learning and creativity
-Promote, support, and model creative and innovative thinking and inventiveness
Standard 2: Design and develop digital age learning experiences and assessments
-Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity.
-Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching.
PSC
Standard 1: Content and Pedagogical Knowledge
COE
Conceptual
Framework
Standard 1: Intellectual Engagement
-Critical thinking and creative problem-solving in theory and practice
-Active engagement in reflective practice
-Commitment to on-going professional development Standard 2: Research Based
Teaching and Learning
-Content literacy
-Data driven decision- making
-Immersion in the learning community through field experience and clinical practice
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IB Framework
Standard C3: Teaching and Learning
-Teaching and learning addresses human commonality, diversity and multiple perspectives
-Teaching and learning fosters a stimulating learning environment based on understanding and respect.
Standard C4: Assessment
-The school uses a wide range of strategies and tools to assess student learning.
-The school analyzes assessment data to inform teaching and learning.
Objective 2
Candidates will utilize a variety of performance data (diagnostic, formative, summative) and student work to identify schoolbased curricular improvement needs.
Evaluation
Method
Curriculum Analysis Project; Curriculum Improvement Action Plan Project
InTASC
Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 6: Assessment
-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learners’ decision making.
Standard 7: Planning for Instruction
-The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard 9: Professional Learning and Ethical Practice
-The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration
-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, and other school professionals, and community members to
ensure learner growth, and to advance the profession.
ISTE
Standard 2: Design and develop digital age learning experiences and assessments
-Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
-Customize and personalize learning activities to address students’
diverse learning styles, working strategies, and abilities using digital tools and resources
-Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching.
PSC
Standard 1: Content and Pedagogical Knowledge
COE
Conceptual
Framework
Standard 1: Intellectual Engagement
-Critical thinking and creative problem-solving in theory and practice
-Active engagement in reflective practice
-Commitment to on-going professional development Standard 2: Research Based
Teaching and Learning
-Data driven decision- making
-Student centered teaching and learning
6
IB Framework
Standard C4: Assessment
-The school uses a range of strategies and tools to assess student learning.
-The school provides students with feedback to inform and improve their learning.
-The school analyses assessment data to inform teaching and learning.
-The school provides opportunities for students to participate in, and reflect on, the assessment of their
work.
Objective 3
Candidates will work collaboratively to design and implement a curriculum improvement project:
Responsive to school context and student needs
Developmentally appropriate
Culturally responsive
-
Aligned to local, state, and national content standards
Interdisciplinary and literacy rich
Multiple perspectives
Real world problems
-
Use of communication tool
-
Based on content specific research-based instructional models
-
Technologically enhanced
-
Promotes global awareness
Evaluation
Method
Curriculum Analysis Project; Curriculum Improvement Action Plan Project
InTASC
Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.
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Standard 4: Content Knowledge
-The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teachers and creates learning experiences that make these aspects of the discipline accessible and meaningful for
leaners to assure mastery of the content.
Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment
-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learners’ decision making.
Standard 7: Planning for Instruction
-The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard 8: Instructional Strategies
The teacher understands and sues a variety of instructio nal strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice
-The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration
-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, and other school professionals, and community members to
ensure learner growth, and to advance the profession.
ISTE
Standard 1: Facilitate and inspire student learning and creativity
-Promote, support, and model creative and innovative thinking and inventiveness.
-Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments.
Standard 2: Design and develop digital age learning experiences and assessments
-Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
-Customize and personalize learning activities to address students’
diverse learning styles, working strategies, and abilities using digital tools and resources
-Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching.
Standard 3: Model digital age work and learning
-Collaborate with students, peers, parents, and community members using digital tools and resources to support
student success and innovation.
-Communicate relevant information and ideas effectively to students, parents, and peers using a variety
to digital age media and formats.
Standard 4: Promote the model digital citizenship and responsibility
-Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources.
Standard 5: Engage in professional growth and leadership
-Participate in local and global learning communities to explore creative applications of technology to
improve student learning.
-Evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning.
-Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school
and community.
PSC
Standard 1: Content and Pedagogical Knowledge Standard 2: Clinical
Partnerships and Practice
8
COE
Conceptual
Framework
Standard 1: Intellectual Engagement
-Critical thinking and creative problem-solving in theory and practice
-Active engagement in reflective practice
-Professional collaboration and communication
-Commitment to on-going professional development Standard
2: Research Based Teaching and Learning
-Content literacy
-Data driven decision- making
-Student centered teaching and learning
-Technological literacy
-Immersion in the learning community through field experience and clinical practice
Standard 3: Advocacy and Service
-Leadership
-Professional Accountability
IB Framework
Standard A: Philosophy
-The school promotes responsible action within and beyond the school community.
-The school promotes open communication based on understanding and respect.
Standard B1: Leadership and Structure
-The school carries out program evaluation involving all stakeholders.
Standard B2: Resources and Support
-The school ensures access to information on global issues and diverse perspectives
Standard C1: Collaborative PlanningCollaborative planning and reflection takes place regularly and systematically.
-Collaborative planning and reflection ensures that all teachers have an overview of students’ learning
experiences.
-Collaborative planning and reflection are informed by assessment of student work and learning.
Standard C4: Assessment
-The school uses a range of strategies and tools to assess student learning.
-The school provides students with feedback to inform and improve their learning.
-The school analyses assessment data to inform teaching and learning.
-The school provides opportunities for students to participate in, and reflect on, the assessment of their work.
Objective 4
Candidates will monitor/evaluate curriculum and prepare a plan for ongoing school improvements in response to
performance data and student output based on short and long-term goals.
Evaluation
Method
Curriculum Analysis Project; Curriculum Improvement Action Plan Project
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InTASC
Standard 4: Content Knowledge
-The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teachers and creates learning experiences that make these aspects of the discipline accessible and meaningful for
leaners to assure mastery of the content.
Standard 6: Assessment
-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learners’ decision-making.
Standard 7: Planning for Instruction
-The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard 9: Professional Learning and Ethical Practice
-The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration
-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, and other school professionals, and community members to
ensure learner growth, and to advance the profession.
ISTE
Standard 1: Facilitate and inspire student learning and creativity
-Promote, support, and model creative and innovative thinking and inventiveness.
-Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments.
Standard 2: Design and develop digital age learning experiences and assessments
-Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
-Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
and abilities using digital tools and resources
-Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching.
Standard 3: Model digital age work and learning
-Collaborate with students, peers, parents, and community members using digital tools and resources to
support student success and innovation.
-Communicate relevant information and ideas effectively to students, parents, and peers using a variety
to digital age media and formats.
Standard 4: Promote the model digital citizenship and responsibility
-Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources.
Standard 5: Engage in professional growth and leadership
-Participate in local and global learning communities to explore creative applications of technology to
improve student learning.
-Participate in local and global learning communities to explore creative applications of technology to
improve student learning.
-Evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning.
PSC
Standard 1: Content and Pedagogical Knowledge Standard 2: Clinical
Partnerships and Practice
10
COE
Conceptual
Framework
Standard 1: Intellectual Engagement
-Critical thinking and creative problem-solving in theory and practice
-Active engagement in reflective practice
-Professional collaboration and communication
-Commitment to on-going professional development Standard 2: Research Based
Teaching and Learning
-Content literacy
-Data driven decision- making
-Student centered teaching and learning
-Technological literacy
-Immersion in the learning community through field experience and clinical practice
Standard 3: Advocacy and Service
-Leadership
-Professional Accountability
IB Framework
Standard A: Philosophy
-The school promotes responsible action within and beyond the school community.
-The school promotes open communication based on understanding and respect.
Standard B1: Leadership and Structure
-The school carries out programme evaluation involving all stakeholders.
Standard B2: Resources and Support
-The school ensures access to information on global issues and diverse perspectives
Standard C1: Collaborative Planning
-Collaborative planning and reflection takes place regularly and systematically.
-Collaborative planning and reflection ensures that all teachers have an overview of students’ learning
experiences.
-Collaborative planning and reflection is informed by assessment of student work and learning.
Standard C4: Assessment
-The school uses a range of strategies and tools to assess student learning.
-The school provides students with feedback to inform and improve their learning.
-The school analyses assessment data to inform teaching and learning.
-The school provides opportunities for students to participate in, and reflect on, the assessment of their work.
THE INTERNATIONAL BACCALAUREATE MISSION STATEMENT
These outcomes also fit with the International Baccalaureate mission statement, which is as follows: “The International
Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help create a better and more
peaceful world through intercultural understanding and respect. To this end, the organization works with schools,
governments, and international organizations to develop challenging programs of international education and rigorous
assessment. These programs encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right” (http://www.ibo.org/about-theib/mission/).
Field Experience Hours
Field experience activities can take a variety of different forms ranging from observing, teaching, designing
assessments, implementing curricula, and completing action research. The purpose of the field experience is
to actively integrate and apply knowledge of appropriate content standards and curricula in the classroom
and engage in quality reflections regarding these experiences. Candidates are expected to document the
field experience activities.
Field experience hours are not optional and may not be completed beforehand, after the end of the course,
or with another institution or instructor outside of the University of North Georgia. These hours are unique
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to each field-based course and may not be submitted to or from other courses to satisfy field experience
requirements (i.e., another education course or a service-learning course). In addition, candidates need to
complete the 30 required hours, 10 hours for each course (e.g., EDUC6500, EDUC6515, and EDUC6519).
Candidates will not pass this field-based course without the completion of all hours.
Field experience hours logs and disposition evaluations by candidates, mentor teachers, and course
instructors will be submitted digitally on LiveText. Students can find these logs and other forms in the
appendix here.
C&I Program: Candidates in the C&I program should complete field hours in a classroom at their grade
level with an experienced teacher.
IB Program: Candidates should complete field experience in a classroom with an IB classroom, IB school,
or with an IB certified teacher. Candidates in the IB program should decide at which level they will
complete the certificate program (PYP, MYP, or DP) and concentrate all field experiences at that level.
For both C&I and IB candidates, experiences in diverse schools are strongly recommended.
COURSE COMMUNICATION
Students are required to use their UNG email for communications in this course. It is important to link this email to the
email that they check most often. When questions arise, please feel free to contact me. I am available through UNG
email crosa@ung.edu) or by phone (678-617-3079). UNG Email is the quickest way to reach me, but please
respectfully allow 48 hours, not including weekends and holidays, for a reply.
ONLINE INSTRUCTIONAL TOOLS
Flip Grid- is social learning for platform we will use to discuss, reflect upon, discuss and showcase what we are
learning, making, reading, solving, and experiencing. It is a place where we can contribute to the class discussion in
your own time and in your own space.
Online Blogging Community- Discussion Boards Forum on D2L, as you respond thoughtfully to questions posted by the
instructor and/or your classmates that relate to various topics. Your responses to the blog posting should not only include
examples from your readings and your personal reactions to what you read, but also examples of text-to-self, text-to-text,
and/or text-to-world connections that you made while reading.
You will also become members of a collaborative professional learning community in the form of a teacher study
group that will meet during class periods and at other times convenient to members. You will meet weekly with your
teacher study group to discuss reading assignments and work on assignments. Each study group will take on the role of
discussion leader (or group facilitator) during at least one class period this semester. As discussion leaders, you will
facilitate of the chapter(s) or article(s) that were assigned using protocols to engage the class in the virtual
classroom.
ZOOM will be used for Virtual Classes. It has the capacity to break out into small groups. The link for this platform
will be in D2L.
MICROSOFT TEAMS is also available through your UNG Email account. This platform will be used for
virtual office hours.
NETIQUETTE
Participation is essential to your success in this class. In distance education courses, you are required to participate just as if
you were in a face-to-face course. This means that in order to get full credit for participation, you will have to complete
your weekly assignments, discussion assignments and quizzes/tests on a timely basis. Consistent failure to participate in
class will result in being dropped from the course. When posting on the discussion boards, chat rooms, any forms of online
communication it is important to understand how to interact with one another online, netiquette. You can read more about
the rules of netiquette at http://www.auburn.edu/citizenship/netiquette.html
12
COURSE POLICIES
Preparation, Class Participation, Professional Conduct
This course is for educational professionals and as such, professional judgment and common courtesy shapes the
expectations and tone of the class meetings. Success requires working on each module in a timely manner. The goal is
to build a community of learners who will effectively shape the school environment. Successful candidates in the
Master’s Program demonstrate the ability to: (1) plan and organize work, (2) work with and lead others; (3) analyze
problems and make decisions, and (4) communicate effectively in oral and written contexts. Use your course work and
projects to help you to develop these skills.
Late Assignments
It is preferred that you turn assignments in early, rather than rising missing class due to an emergency or situation that
prevents you from submitting work on time. Late assignments will not be accepted without prior arrangements with
the Instructor. Points will be taken from late assignments.
Attendance
Online courses do not have a synchronous requirement however, this course is designed for candidates to work
collaboratively within a professional learning community. These PLCs will meet together during each module. .If a
serious situation such as illness prevents a student from attending a professional learning community meeting, arriving
on time, he or she should contact the group as soon as possible. Candidates are also responsible for any and all
announcements that affect class members, such as assignment due dates, PLC schedules, presentation times, etc.
Withdrawals and Incompletes
Candidates who withdraw before the last day to withdraw will be given a “W.” ‘Incompletes’ are not awarded unless
situations exist where a medical or personal issue is documented and presented in sufficient time to be considered by
the instructor.
Academic Integrity and Honor Code
All candidates are expected to conduct themselves according to the guidelines established in the University of North
Georgia Honor Code. UNG’s integrity code, "On my honor, I will not lie, cheat, steal, plagiarize, evade the truth, or
tolerate those who do," reflects UNG’s commitment to academic integrity. Suspected violations of the Academic
Integrity Policy should be referred by candidates to the instructor and may be referred by the instructor to the Academic
Integrity Council for disciplinary action. Plagiarism, cheating, representing another person’s work as his/her own, or
submitting work that has been or is being credited toward any other course requirements without the explicit permission
of the instructor will result in the student’s being referred to the Academic Integrity Council and may result in either a
grade of “0” on the assignment or in the student’s being withdrawn from the course with a grade of “WF.” Please refer
to Academic Integrity Policy in the current Graduate Bulletin for a complete description of UNG’s policies and
procedures regarding academic integrity.
Candidates with Disabilities
University of North Georgia is committed to equal access to its programs, services and activities for people with
disabilities. If you believe that you have a disability requiring an accommodation, reasonable prior notice needs to be
given to the instructor and the Office of Student Disability Resources. In this case, at 122 Barnes Hall, (706) 867-2782.
Multicultural/ Global Component
Multicultural/global education develops the knowledge, skills, and attitudes that are the basis for decision-making and
participation in a world characterized by cultural pluralism, interconnectedness, and international economic
competition. Multicultural/global approaches to education recognize that teachers must understand the complexity of
globalization and develop skills in cross-cultural interaction if they are to support the development of effective citizens
in a pluralistic and interdependent world.
Cross-cultural understanding, respectful behavior and communication, open-mindedness, anticipation of complexity,
resistance to stereotyping or derision of cultural differences and perspectives, knowledge, and appreciation of other
peoples' points of view--are essential in the development of a global perspective. Teachers in particular bear
significant responsibility as a source of powerful influence in the lives of children and youth to challenge bias in
thinking, behavior, curriculum and assessment. UNG preservice and in-service teachers communicate positively and
respectfully with individuals without regard to disability status, socioeconomic, cultural or language background.
13
PARTICIPATION AND PROFESSIONALISM
The University of North Georgia requires that students actively participate in all instructional activities. Online activities
and courses are not an exception; however participation is defined in a different manner. Student “attendance” in
face-to-face, hybrid, or completely online courses encompasses reading selected articles, posting discussions,
responding to journal topics, completing projects, working in the small group Professional Learning Community, etc.,
within the designated timeline as outlined in the syllabus as well as on the calendar. Failure to log into any
technologically enhanced course support system (as define in the schedule) will constitute an absence. Please
note that habitual tardiness and/or absences to class will affect your grade and may result in your removal from the roll.
If a student chooses to withdraw from the course, it is that student’s responsibility to complete the withdrawal process.
Students who cease attending class without formally withdrawing receive a grade of WF for the course. Students who
have missed 10% of the course “meetings” will be withdrawn failing (WF) by the instructor.
Grades of I (Incomplete) are awarded only in cases of serious illness and other significant non-academic circumstances.
The instructor reserves the right to make the final decision with regard to granting a grade of “I”.
ACCOMMODATION FOR STUDENTS WITH DISABILITIES
The University of North Georgia is committed to equal access to its programs, services, and activities for people with
disabilities. If you believe that you have a disability requiring an accommodation, reasonable prior notice needs to be given
to the instructor and the Office of Student Disability Resources. In this case, contact the Disability office on your preferred
campus. These numbers can be found at http://ung.edu/student-disability-services/.
View Supplemental Syllabus at http://ung.edu/academic-affairs/policies-and- guidelines/supplementalsyllabus.php
COURSE EVALUATION METHODS
PERFORMANCE/
EVIDENCE
WEIGHT
OBJ.
MODULE/ DUE
DATE
PLC Collaboration
15%
1,2,3,4
MOD. 2-5
Digital Learning Needs Assessment
10%
1,2,3,4
MOD.2/ SEPT.13
Responses to FLIP GRID
MOD.2/ Sept. 20
Culturally Responsive Teaching
Assignment
10%
1,2,3,4
MOD.3/ SEPT. 27
Contributes to Building of
Knowledge- Article
Reviews (3 @ 5 points
each)
15%
1,2,3,4
MOD.1/AUG.30
MOD.3/SEPT.27
MOD.4/OCT.4
10%
1,2,3,4
MOD.4/ OCT 4
Key Assessment Part 1:
Assessment of Student
Needs (Individual)
15%
1,2,3,4
MOD. 2/ SEPT. 20
Key Assessment Part 2:
Curriculum Design &
Implementation (Field
Experience Hours
included)
15%
1,2,3,4
MOD.5/ NOV. 8
Transition Plan/ Articulation Project
(Individual)
14
Key Assessment Part 3:
Curriculum
Improvement
Presentation
10%
1,2,3,4
MOD.6/ NOV. 19
ZOOM 6-8 pm
ARTICLE REVIEWS
This will become a resource for you as you continue in your Master’s Program. Use the resources available
in the syllabus under articles, other scholarly articles, and access UNG Library System (on D2L ClickMore, Resources, Galileo and ERIC to search for scholarly articles). Each member of your professional
learning community (PLC) will review an article as assigned in modules. Topics of the articles will focus
around the EQs listed for the module. As a PLC, you should collaborate in this process so that your efforts
provide current, valuable, resources for the work you will do in each of the modules.
For each article, you need to complete the following: 1.) Cite the reference using APA style. 2.) Write a 36 sentence summary of the article summary. 3.) Write 2 sentences telling why this information is important
to your practice as a teacher. 4.) What is one thing you still wonder about?
Module 1- Implicit Bias, Teaching with bias, or related topics. Complete Article Review Worksheet.
Module 2- Smith, D., Frey, N, Pumpian, I. & Fisher, D. (2017). Building Equity: Policies and Practices to
Empower All Learners. ASCD, Alexandria, VA. (Chapters 3 & 4 -available online PDF UNG
Library.)
Module 3- EQUITY IN EDUCATION, CULTURAL RESPONSIVE TEACHING, or DIGITAL
LEARNING. Complete Article Review Worksheet.
Library.)
Module 4- Understanding by Design, Relevance and Rigor Framework or related topics. Complete Article
Review Worksheet.
EDUC 6515 CLASS ASSIGNMENTS & DUE DATES
Please note: Topics, Assignments & Due Dates are subject to change
Class Date
Module 1
Aug.17-Aug.30
Welcome,
Review
Syllabus,
Establish PLCs
Essential Questions
Defining Curriculum
History of Curriculum
What is worth
knowing?
What is the difference
between the written,
taught, tested, and
hidden curriculum?
What are individual
biases and how can
they impact the
curriculum?
Assignments/ Activities
FLIP GRID VIDEO Introductions- Go to https://flipgrid.com/rosa0063 and
record a video introducing yourself. Tell us who you are, where you work,
your current position and anything else you would like for us to know. Please
look at the videos posted by your classmates so that you get to know each
other. DUE AUG. 20
ZOOM Webinar Live on AUGUST 20 at 6pm-7:30pm Powerpoint
Presentation for Module 1- or listen to the recorded session on D2L.
REVIEW the Syllabus and the Supplemental Syllabus- Email me with
specific questions.
DISCUSSION BOARD in D2L What do you want to get out of this course?
READ an article to build your understanding of IMPLICIT BIAS.
Complete Article Review Worksheet. DUE AUG.30
https://thesecondprinciple.com/instructional-design/types-of-curriculum/
15
WATCH TEDxColumbusWomen. Melissa Crum.. A Tale of Two Teachers
https://www.youtube.com/watch?v=sgtinODaW78
FLIP GRID VIDEO - What is curriculum? Research the definition of
curriculum from the perspective of leaders of curriculum research from the
Trends in Curriculum Powerpoint (Attached in D2L). Develop your
definition of curriculum of your own. Add it to the FLIP GRID. Watch
videos submitted by your PLC. DUE AUG.30
MEET with PLC – SEND INVITATION TO INSTRUCTOR &
RECORD
1. Establish protocols, name, and weekly meeting dates/times. Send this
information to the instructor.
2. Discuss Articles and TED Talk as they relate to the Essential Questions.
3. Discuss Innovative Schools in your district. How they are doing school
differently?
Module 2
Aug.31-Sept.13
Using data to
identify
Curriculum
Issues
How has curriculum
changed due to the
global pandemic?
What inequities are
surfacing? Why is
equity in schooling
important?
What curriculum
issues are uncovered
by the data?
Digital Learning Needs Assessment - Describe how the curriculum
has changed with digital learning and what your school has done to
overcome obstacles.
Share ideas that are working well in a FLIP GRID. DUE SEPT. 13
WATCH FLIPGRID VIDEO with RESPONSE to 6 others not from
your PLC DUE SEPT. SEPT.20
Key Assessment Part 1: Assessment of Student Needs (Individual)
Each candidate will research the demographics and achievement
of the classroom, grade level or school population.
- Then, using the data (multiple sources), drill down to
identify a segment of the population who are not
performing at the same level as the whole population
(either higher or lower).
- The gap does not have to be in academics, it could be in
social/emotional, attendance, behavior, creativity,
giftedness, etc.
- Examine closely the cultural components that may be
adding to the success or shortfalls of these students.
- Prepare a 1-2 page report of findings DUE SEPT. 20.
WATCH- to grow content knowledge and build understanding
TEDxNorrkoping, John Hattie. Why are so many of our teachers
and schools so successful?
https://www.youtube.com/watch?v=rzwJXUieD0U&t=99s
TEDX Cincy. Jeff Edmondson, The Key to Educational Data and
How We Use It. https://www.youtube.com/watch?v=FLqc_9VxfCE
Why Finland has the best education system in the world.
https://www.youtube.com/watch?v=nHHFGo161Os
Watch NATD Video, How Does Teacher Use of Student
Assessment Data Change Instructional Practice?
https://www.youtube.com/watch?v=Z87404xmnqs
16
READ Smith, D., Frey, N, Pumpian, I. & Fisher, D. (2017). Building
Equity: Policies and Practices to Empower All Learners. ASCD,
Alexandria, VA. (Chapters 3 & 4) -available online PDF UNG
Library.)
Meet with your PLC
PLC DiscussionsArticle findings
Digital Learning- What is working? What is not?
Podcasts and TED Talks
Data collected and rainstorm possible projects
Module 3
Sept.14-Sept. 27
Analysis of the
data and
brainstorming a
plan.
Why is equity and
culturally
responsive
teaching important
in today's society?
What can you
implement in your
school that will
make a difference
based on the data
collected?
How do you plan
for change?
ZOOM Webinar Live on Sept. 17 at 6pm-7:30pm Powerpoint
Presentation for Module 3- or listen to the recorded session on D2L.
READ an article to build your understanding of EQUITY IN
EDUCATION, CULTURAL RESPONSIVE TEACHING, or
DIGITAL LEARNING. Complete Article Review Worksheet. DUE
SEPT. 27.
WATCH Cultural Pedagogy: Educational Equality for Our Youth |
Isael Torres | TEDxSaltLakeCity
https://www.youtube.com/watch?v=AbmyxZaBnhI
Culturally Responsive Teaching AssignmentRead Chapter 1, New Comer Tool Kit (link
below). https://www2.ed.gov/about/offices/list/oela/newcome
rs-toolkit/ncomertoolkit.pdf
Watch the two videos below and post your reflection on a FLIPGRID video. Discuss the differences in supports for the
students and reflect on your school’s level of support for ESOL
students. WATCH 4 other reflections with video response by
SEPT. 27.
https://www.youtube.com/watch?v=I6Y0HAjLKYI
https://www.youtube.com/watch?v=kPNoTD7GH1k
Module 4
Sept.28- Oct. 11
Development of
Curriculum
How do you develop
the plan for
improvement?
Meet with your PLC
PLC DiscussionsData Collected and Ideas for Project
Your school’s process for RTI, IEP, ESOL,
Podcasts and TED Talks
Chapter 3 of Building Equity
MEETINGS with Instructor to Discuss Curriculum Improvement
Plan- Each group will meet with the instructor to review data, discuss
improvement project, implementation plan, and evaluation. Meetings
17
will be via Zoom and a schedule of times will be provided during the
week of Sept. 28-Oct. 4.
Improvement
Project
READ an article to build your understanding about Understanding
by Design, Relevance and Rigor Framework. Article Review
Worksheet. DUE OCT.4
Transition Plan/ Articulation Project
DUE OCT. 4. See rubric below. Post in D2L.
Module 5
Oct.11-Nov.8
Implementation
of the
Curriculum
Improvement
Project
What is the plan for
implementation of the
improvement plan?
WATCH- Spiraling the curriculum to get sticky learning | Kristin
Phillips TEDxKitchenerED
https://www.youtube.com/watch?v=4jLANkgniSM
What systems are in
place to monitor
curriculum
implementation?
Complete Key Assessment Part 2: Curriculum Design &
Implementation
What is evidence that
the strategies of the
improvement plan
worked? Did not
work? Next Steps?
1.
2.
3.
Design strategies for closing the gap for these students.
Strategies should be:
A. Research-based
B. Relevant and connected to the real world
C. Literacy rich
D. Culturally responsive
Implement these strategies with students for min. 10 days
and collect data that document progress and trends.
Based on the findings, advocate for programs changes that
best promotes the success for ALL students.
Prepare a 3 page report of the progress of this project.
Include a Reflection/Log (See Template) to document field service
hours. DUE Nov. 8.
Meet with PLC- Invite the Instructor and Record.
Discuss the TedTalk and EQs
Module 6
Nov.9-Nov.20
ZOOM Meeting Nov. 19, 6-8 pm - Presentations of Curriculum
Improvement Projects. Recording of this session will be available.
Key Assessment PART 1 & 2 as well the presentation with Audio must be
UPLOADED to Live Text. This is where the Key Assessment Rubric will be
scored.
RUBRICS
Transition Plan/ Articulation Project
Review relationships with feeder schools or grade levels to develop a comprehensive plan to improve
curriculum articulation (i.e., vertical alignment). Write a 2-3 page plan (may not be all narrative).
.
18
Provide an
overview and
summary of
existing feeder
school/ grade level
relationships,
practices &
procedures
Explanation of
challenges and
data that supports
these claims
Discussion of how
to improve
curriculum
articulation
Plan is insightful
and well-organized
Implement APA
Format, including
correct grammar
and mechanics
Exemplary
4 points
Robust summary
Proficient
3 points
Detailed
summary
Developing
2 points
Complete
summary
Beginning
1 point
Incomplete
summary
Unsatisfactory
0 points
No summary or
overview
Robust
explanations of
different
challenges
according to the
data
In depth
discussion of
how to improve
curriculum
articulation
Plan is insightful
with creative
ideas
Exemplary
implementation
of APA,
grammar and
mechanics
Detailed
explanations of
challenges and
with data to
support claims
Explanations of
the challenges
with limited data
to support the
claim.
Incomplete
explanations of
challenges
No explanation of
challenges or areas
that need
improvement
Complete
discussion of how
to improve
curriculum
articulation
Plan is thoughtful
and wellorganized
Proficient
implementation
of APA, grammar
and mechanics
Partial discussion
of how to
improve
curriculum
articulation
Plan is clear
Incomplete
discussion of
how to improve
curriculum
articulation
Plan needs
additional
organization
Beginning
implementation
of APA,
grammar and
mechanics
No curriculum
articulation
discussion
Developing
implementation
of APA, grammar
and mechanics
Plan is disjointed
and unorganized
Not APA and/or
poor grammar and
mechanics
Contributes to Building of KnowledgePLC Collaboration (5 Meetings)
1)Student contributes to the group
discussion/ activity;
2) listens to the input of others;
3) synthesizes information and
builds from peer ideas;
4) and comes prepared for meetings
3
Includes All
Components
Article Review Worksheet (not more than 1 page)
2
Missing 2
Components
Name:
1
Missing 3
Components
Article Review #
Citation for the
Article
What were the
most important
points made by the
author(s)? (3-6
sentences)
19
What did you learn
that you can use in
your practice? (2
sentences)
What do you still
wonder about? (1
sentence)
Key Assessment EDUC 6515 – Curriculum Improvement Project- Candidates will work
collaboratively to design and implement a curriculum improvement project.
1. Candidates will research the demographics and achievement of the classroom, grade level or
school population.
2. Then, using the data, drill down to identify a segment of the population who are not
performing at the same level as the whole population (either higher or lower).
3. Examine closely the cultural components that may be adding to the success or shortfalls of
these students.
4. Design strategies for closing the gap for these students. Strategies should be:
E. Research-based
F. Relevant and connected to the real world
G. Literacy rich
H. Culturally responsive
5. Implement these strategies with students for 10 hours, collect data that documents progress
and trends, and utilize reflection/time log to document the process.
6. Based on the findings, advocate for programs changes that best promotes the success for
ALL students.
Create an engaging 15 minute presentation explaining your Curriculum Improvement Projectimplementation and findings.
Accomplished
Proficient
Developing
Unacceptable
Uses data to provide a
complete overview of
school/grade level/ or
class demographics
school and student
achievement.
Includes all of the
components required
for proficient using
multiple data sources
with details about
school and students.
Detailed overview
of school and
students from a
single data source.
Provides an
overview of
school or
students
without data
source.
Incomplete
overview
Identifies a segment of
that population who are
not performing at the
same level as the whole
population (either higher
or lower)
Examines different possible
rationales for the difference
in performance of the
segments of the population
identified and supports these
possibilities with available
research.
Provides a rationale for the
difference in performance of
the segment of the
population identified.
Lists segments of the
populations who are not
performing the same as
the average.
Does not identify the segme
of the population who are n
performing the same as the
average.
20
Conducts action research
to investigate school
culture and curriculum
issues contributing to the
achievement gap.
In addition to the
proficient criteria,
additional steps are
taken to triangulate
the findings by
validating findings
from different
stakeholder groups
Detailed explanation
of existing school
culture and
curriculum issues and
how they contribute
to the achievement
gap
Some explanation
of existing school
culture and
curriculum
Incomplete explanation
Designs research-based
intervention strategies to
help close the gap for the
identified group of students
which is relevant, literacy
rich, and culturally
responsive.
Designs research-based
interventions that include
relevance, literacy rich, and
culturally responsive.
Designs research-based
interventions that include
one other component.
Designs research-based
interventions. .
Designs interventions..
Implements the strategies for
a minimum of 10 hours and
keeps a reflection/time log
daily on the progress of the
implementation.
Implements over 10 and uses Implements 5-10 hours
reflection to assess the
With recounts of the
progress being made with
strategies implemented.
possible rationale,
predictions, and ongoing
assessment.
Implements less than 5
hours
Does not implement
Collects and analyzes the
data from multiple sources
to include student work,
student attitude survey,
observations, etc. .
Multiple data points are
Multiple data points are
analyzed using various types analyzed using various types
of data. Data are analyzed to of data.
determine impact of the
strategies implemented.
One data source is used
to assess the
effectiveness of the
strategies.
Data are not used for
assessment.
Discussion of policies
& programs to
improve student
success
In depth discussion
of policies and
programs that could
improve student
success. Provides the
pros and cons of each
possible
improvement.
Complete discussion
of policies and
programs that could
improve student
success touches on
specifics for possible
improvement options.
Partial discussion of
policies and
programs that could
improve student
success but lacks
details or ideas are
limited.
No discussion of
policies and programs.
Presentation is
engaging, wellorganized, and
within given
time frame
Presentation is
engaging (with
audience participation),
well-organized (with a
visual presentation) and
meets the required time
allotment.
Presentation meets
two of the criteria for
the assignment.
Presentation meets
one of the criteria for
the assignment.
Presentation does not
meet the criteria for the
assignment.
21