21st Century Teaching and Learning
No Implementation
Classes do not implement a 21st
century standards-based
curriculum.
21st Century
StandardsBased
Curriculum
21st Century
StandardsBased Unit and
Lesson Design
21st Century
Assessments
Curriculum mapping is not
evident through daily lessons
and classroom assessments.
Emerging Implementation
Some classes implement a 21st
century standards-based curriculum.
Curriculum mapping is being
developed by curriculum teams. It is
not used in the classroom.
Partial Implementation
Substantial Implementation
Full Implementation
Many classes implement a 21st century
standards-based curriculum.
Most classes implement a 21st century
standards-based curriculum.
All classes implement a rigorous standardsbased curriculum based on WV Content
Standards and Objectives (CSOs) that
integrate 21st century content, learning skills
and technology.
Curriculum mapping is being utilized
by at least one department at the
school through daily lesson and
classroom assessments.
Curriculum mapping is utilized in the
four core subject areas through daily
lessons and classroom assessments.
A written curriculum map or alignment chart
is used in all curricular areas to develop and
deliver instructional units, daily lessons and
classroom assessments and to ensure that
instruction is fully aligned with WV CSOs.
The school curriculum is limited
and does not meet the needs of
most students.
The school curriculum meets the
needs of some students.
The school curriculum meets the
needs of many students.
The curriculum is being re-designed
for the next school year to provide
curricular changes that will meet most
students’ academic needs.
The school provides a rich variety of
curricula that meets the needs of all
students which includes: AP, EDGE,
college and dual credit, virtual learning and
relevant career/technical programs with
industry credentials.
Teacher lessons and units are
not developed based upon
essential questions using a
backward design.
Some teachers develop lessons and
units based on essential questions
using a backward design that is
aligned with the WV CSOs.
Many teachers develop lessons and
units based on essential questions
using a backward design that is
aligned with the WV CSOs.
Most teachers develop lessons and
units based on essential questions
using a backward design that is
aligned with the WV CSOs.
All teachers develop lessons and units
based on well developed essential
questions using a backward design that is
aligned with the WV CSOs.
Teacher lessons and units are
not developed with a “teacher
focus, student use.”
Some teacher lessons and units are
developed with a “teacher focus,
student use.”
Many teacher lessons and units are
developed with a “teacher focus,
student use.”
Most teacher lessons and units are
developed with a “teacher focus,
student use.”
All teacher lessons and units are developed
with a “teacher focus, student use.”
Standards-based lesson design
is utilized by a few teachers;
textbooks drive lessons.
Standards-based lesson design is
utilized by some teachers; lessons are
sometimes driven by WV CSOs, not
the textbook.
Standards-based lesson design is
utilized by many teachers. Lessons are
often driven by the WV CSOs, not the
textbook.
Standards-based lesson design is
utilized by most teachers. Lessons are
mostly driven by the WV CSOs, not
the textbook.
All teachers manage curriculum through
standards-based lesson design to develop
and implement a coherent curriculum; all
lessons are driven by the WV CSOs, and no
lessons are driven by the textbook.
No evidence exists that
teachers communicate lesson
expectations and learning
targets with students.
In some classrooms, teachers
communicate lesson expectations and
learning targets with students.
In many classrooms, teachers
communicate lesson expectations for
learning targets with students.
In most classrooms, teachers
communicate lesson expectations for
learning targets with students.
All teachers communicate lesson
expectations and learning targets to all
students in clear behavioral terms using
techniques such as rubrics and exemplars
to illustrate how performance will be
assessed.
No evidence exists that a
balanced assessment system
exists. Classroom Assessments
for Learning (CAfL) is not
utilized by teachers or
monitored by administrators.
In some classrooms, evidence exists
that a balanced assessment program
is being used. Some teachers utilize
Classroom Assessments for Learning
(CAfL), and it is sometimes monitored
by administrators.
In many classrooms, evidence exists
that a balanced assessment program
is being used. Many teachers utilize
Classroom Assessments for Learning
(CAfL), and it is often monitored by
administrators.
In most classrooms, evidence exists
that a balanced assessment program
is being used. Most teachers utilize
Classrooms Assessments for Learning
(CAfL), and it is regularly monitored by
administrators.
No evidence exists that rubrics
In some classrooms, rubrics are used
In many classrooms, rubrics are used
In most classrooms, rubrics are used
All classrooms use a balanced assessment
system that includes authentic classroom
assessments for learning; benchmarking
assessments and summative assessments.
Classroom Assessments for Learning
(CAfL) is utilized by all teachers and
monitored constantly by administrators.
All classrooms use a standardized set of
are used for assessing work.
for assessing work.
for assessing student work.
for assessing student work.
rubrics for assessing student work based on
research.
Data from assessments are not
used to make curriculum
revisions, modifications and
interventions.
Data from assessments are
sometimes used to make curriculum
revisions, modifications and
interventions.
Data from assessments are often used
to make curriculum revisions,
modifications and interventions.
Data from assessments are used
regularly to guide curriculum revisions,
modifications and provide timely and
necessary interventions.
Data from assessments are used to guide
curriculum revisions, modifications and
provide timely and necessary interventions.
There is little or no technology
use. Pockets of use may exist
but rarely support appropriate
pedagogy or meet identified
needs. Technology use carries
little value, and little or no
technical or pedagogical support
is available.
Technology has been adopted by
some teachers in the school, but its
use is often awkward, inappropriate or
does not match the established goals.
Technology is not prioritized, which
leads to inconsistent use of
technology. When present, technology
use may have little relationship to
curricular standards. In this case,
technology may be reserved as a
reward for good behavior or
performance, with students using
unrelated or remotely related software
or engaging in unstructured use of
technologies, including surfing the
Internet with little or no supervision.
There is little consolidated effort for
providing opportunities to embed
technology use with content areas in
order to allow students to develop
desired technology proficiencies.
Technology use can be observed in
several classrooms, but the relevance
of that use to established standards or
curriculum is not always apparent.
Teachers who use technology may
seek more student engagement rather
than use of technology to promote
student achievement. Little connection
is made between increasing
technology proficiency within the
context of a content domain.
Technology for learning can be found
throughout the school, although not
always at the same level of
proficiency. Greater effort is made to
tie technology use to mastering
curricular standards as well as to
developing technology proficiency
itself within the context of a content
domain. Some teachers may
collaborate to determine appropriate
technologies and technologysupported activities for all students
within a particular subject.
Leaders and teachers ensure that curricular
design, instructional strategies and learning
environments integrate appropriate
technologies to maximize learning and
teaching.
 Expectations for technology to
improve teaching and learning
outcomes are high and are
communicated to students.
 The school describes or lists the
types of technology proficiencies
they expect students to master in
different grades or curricular areas.
 Technology is used to address
specific curricular standards.
 Teachers incorporate a variety of
technologies to help students of
differing backgrounds, interests and
preferences master academic
outcomes.
 Teachers use technology to plan and
implement effective assessments
and evaluations.
No evidence exists that
classrooms incorporate 21st
century technology tools into the
curriculum.
Evidence exists that some classrooms
incorporate 21st century technology
tools into the curriculum.
Evidence exists that many classrooms
incorporate 21st century technology
tools into the curriculum.
Evidence exists that most classrooms
incorporate 21st century technology
tools into the curriculum.
All classrooms effectively incorporate 21st
century technology tools appropriate to the
curriculum.
No evidence exists that digital
lesson plans are being used.
The staff is reviewing information
regarding digital lesson plans.
The staff is making plans to implement
the use of digital lesson plans.
Professional development is being
planned for successful implementation.
Evidence exists that some teachers
are submitting digital lesson plans and
comparing student achievement data
to analyze the effectiveness of
instruction and curriculum in the
classroom.
Digital lesson plans and student
achievement data can be cross-referenced
to analyze the effectiveness of lesson plans,
activities, assessments and even resources
at the student, class, grade, school and
program levels. These technologies are
used to quickly and easily create reports
that can be communicated to all students,
faculty and parents.
No evidence indicates that
teachers have a working
knowledge of using technology
Evidence indicates some teachers
have a working knowledge of using
technology integration to promote
Evidence indicates many teachers
have a working knowledge of using
technology integration to promote
Evidence indicates most teachers
have a working knowledge of using
technology integration to promote
21st Century
Technology
All teachers plan and implement lessons
that integrate content knowledge with the
development of 21st century skills through
the use of technology.
21sT Century
Instructional
Practices
Inclusion
Practices
integration to promote
instruction.
instruction.
instruction.
instruction.
No evidence indicates critical
thinking and student-centered
learning exists in classrooms.
Some classrooms are studentcentered and utilize critical thinking
skills.
In many classrooms, the instruction is
student centered, and critical thinking
is utilized.
In most classrooms, the instruction is
student-centered, and critical thinking
is utilized.
All classrooms are student-centered and
reflect a spirit of inquiry, thoughtful
questioning and critical thinking.
Teachers do not vary
instructional strategies to
engage students. Administrators
do not monitor instructional
practice for the use of researchbased strategies.
Some teachers vary instructional
strategies to engage students.
Administrators seldom monitor
instructional practice for the use of
research-based strategies.
Many teachers vary instructional
strategies to engage students.
Administrators occasionally monitor
instructional practice for the use of
research-based strategies.
Most teachers utilize research-based
strategies when teaching to engage
students. Administrators often monitor
instructional practice for the use of
research-based strategies.
All teachers implement a variety of effective
instructional strategies that engage all
students in meaningful and challenging
tasks. Administrators regularly monitor
instructional practice for the use of
research-based strategies.
Teachers do not differentiate or
adjust instruction to meet
individual student needs.
Some teachers differentiate or adjust
instruction to meet individual student
needs.
Many teachers differentiate or adjust
instruction to meet individual student
needs.
Most teachers differentiate or adjust
instruction to meet individual student
needs.
All teachers adjust and differentiate
instruction to address each student’s
individual learning by adjusting content,
process, product, assessments, grouping
patterns and time on task to accommodate
student learning profiles, readiness and
interests often through the use of
technology.
Teachers have not received
training in 21st century
instructional strategies and
practices.
Some teachers have attended
professional development sessions
that focus on 21st century instructional
strategies and practices.
Many teachers have attended
professional development sessions
that focus on 21st century instructional
strategies and practices.
Most teachers have participated in
professional development sessions
that focus on 21st century instructional
strategies and practices. Follow up is
provided, and teachers are supported
as they continue to learn.
All teachers at all instructional levels have
received sustained, research-based
professional development in the
instructional strategies and practices of 21st
century teaching and learning. Follow-up is
provided, and teachers are supported as
they continue to learn.
There is little or no collaboration
between general and special
education teachers on
curriculum and instruction. The
majority of students with
disabilities receive their
educational services outside the
general education classroom.
Collaboration between general and
special education teachers is
increasing; however, the special
education teachers still have the
primary responsibility for curriculum
and instruction for students with
disabilities. Some students with
disabilities are physically included in
general educational settings with
limited participation in activities.
Teachers divide responsibilities and
collaborate occasionally on curriculum
and instruction. There is limited use of
co-teaching, with the primary mode
one in which the general education
teacher teaches and the special
education teacher serves as an
instructional aide. Special education
teachers modify lessons, tests and
grades, often in a resource room
setting. Many students with disabilities
are included in many aspects of the
classroom.
Teacher collaboration is promoted at
the school and district levels. General
and special education teachers work
together to develop plans for
instruction and assessment and
provide resources for all students. The
special education staff successfully
coordinates its efforts with the general
education staff to personalize learning
for students with disabilities. Most
students with disabilities are included
in most aspects of the classroom.
Co-teaching by a general and special
education team is standard practice.
The inclusion of students with disabilities is
a visible priority in the school. A consistent
environment of support is provided for all
students, with curricular modifications made
to accommodate individual student needs.
All students with disabilities are included in
all aspects of the classroom.
Professional development
focusing on the role of teachers
in inclusive settings is not
provided.
Professional development focusing on
the role of teachers in inclusive
settings is provided to some special
education teachers.
Professional development focusing on
the role of teachers in inclusive
settings is provided to most special
education teachers and some general
education teachers.
Professional development focusing on
the role of teachers in inclusive
settings is provided to all special
education teachers and many general
education teachers.
Professional development focusing on the
role of teachers in inclusive settings is
provided to all special education teachers
and all general education teachers.