Curriculum
R eview
T emplate
(1
=
n ot
e vident;
2
=
n eeds
i mprovement;
3
=
c lear
a nd
a ppropriate;
4
=
m odel
p lan)
CONTENT
Content
g oals
a re
c onnected
t o
s tate
o r
n ational
s tandards.
1
2
3
4
The
a ccelerated
c ontent
d rives
t he
l esson
p lan/unit.
1
2
3
4
The
c ontent
i s
e mpirically
s ound
a nd
a ccurate.
1
2
3
4
The
c ontent
g oals
a re
m eaningful
a nd
r elevant.
1
2
3
4
The
c ontent
g oals
a re
a ccelerated
( one
o r
t wo
g rade
h igher
t han
t he
1
2
3
4
targeted
g rade).
PROCESS
Process
g oals
a re
i ncluded
i n
l esson
s tructure
a nd
a ctivities.
1
2
3
4
Evidence
s upported
m odels
a re
e xplicitly
u sed
t o
t each
t hinking
1
2
3
4
skills.
Varied
t ypes
o f
t hinking
s kills
a re
e mbedded
w ithin
t he
u nit.
1
2
3
4
Depth/complexity
f eatures
a re
i ncorporated
a nd
e nhance
1
2
3
4
accelerated
c ontent
g oals.
Specific
q uestions/activities
a re
i ncluded
a nd
e ngage
s tudents
i n
1
2
3
4
deeper
t hinking.
Students
a re
e ncouraged
t o
a sk
t heir
o wn
q uestions.
1
2
3
4
CONCEPT
Major
c oncepts
a re
e xplicitly
t aught.
1
2
3
4
Concepts
b ridge
m ultiple
l essons
o r
d isciplines.
1
2
3
4
Concept
g oals
a re
i ncluded
i n
l esson
s tructure
a nd
a ctivities.
1
2
3
4
Stambaugh,
2 013