Domain 3: Innovative Curriculum

Standard 3A

State standards alignment

Description: Student learned objectives, curriculum design, and the learning experience are tightly aligned to the state standards.

Terms: instructional strategy, methodology, pedagogy

Ineffective
Minimal teacher instruction and student learning activities are alligned to state content standards. Instructional strategies, methodologies and pedagogies implemented are not aligned with the state content framework.
Moderately Effective
Most teacher instruction and student learning activities are alligned to state content standards. Multiple instructional strategies, methodologies and pedagogies are occasionally implemented in alignment with state content frameworks
Effective
All teacher instruction and student learning activities are alligned to state content standards. Multiple instructional strategies, methodologies and pedagogies are always implemented in alignment with state content frameworks.

Possible Implementation Artifacts

Multiple methodologies

Observable differentiation of teaching methods include differentiated instruction, lecture- based instruction, technology-based learning, group learning, individual learning, inquiry- based learning, kinesthetic learning, game-based learning and expeditionary learning.

Student Activites

All student activities incorpoarate student interest and are aligned to standards and learning objectives (thinking skill + content + resources + product)

Lesson plan

Instructional plan that guides the learning experience aligned to the state content standards

standard 3B

Assessment

Description: Assessment is the measurement of students' progress towards the state content standards, thinking skills, competencies, dispositions, innovative design development.

Terms: holistic, equitable, innovative design, state content standards, 21st century skill

Ineffective
Teacher uses minimal assessment measures to holistically and equitably diagnose and prescribe the needs and progress towards innovative design development, state content standards and 21st century skill development. Most assessments exclusively measure progress towards the state content standards. Lack of multiple measures are included to show evidence of competency acquisition for the purpose of implementation in real life situations.
Moderately Effective
Teacher may use multiple measures to holistically and equitably diagnose and prescribe the needs and progress towards innovative design development, state content standards and 21st century skill development. Multiple measures often include evidence of competency acquisition for the purpose of implementation in real life situations.
Effective
Teacher always uses multiple measures to holistically and equitably diagnose and prescribe the needs and progress towards innovative design development, state content standards and 21st century skill development. Multiple measures include evidence of competency acquisition for the purpose of implementation in real life situations.

Possible Implementation Artifacts

Criteria Chart

A transparent list of measures that students are rated on.

Real-World Relevance

Assessments are connected to the real-world, and not abstract

Badging/Certification /System

Students earn badges in alignment with the XQ competencies.

Comprehesive Feedback

There are multiple opportunities to provide students with meaningful feedback.

Competency Assessment

Assessments are connected to the competencies.

Student portfolio

A collection of work from start to finish on a significant project, showing the evolution of the work and how students overcame challenges along the way.

Standard 3c

Competency Alignment

Description: The XQ CompetenciesXQ Competencies encompass student outcomes across 37 indicators, including academic knowledge, cognitive skills and social-emotional capacities. In conjunction with the state content standards, the competencies enable students to grow in crucial skills.

Terms: XQ competencies, XQ learner outcomes, XQ design principles

Ineffective
Students have basic or no understanding of the competencies, they struggle to understand the purpose of the competencies and the application to their learning. Students have limited opportunities to understand and track their growth. Student portfolios are not aligned to the competencies.
Moderately Effective
Some students understand the competencies and track their progress. The implementation of the competencies varies across the classroom enabling some students to gain mastery of the skills. Some students are invested in their growth across the competencies, but it is not a part of the classroom culture. Student portfolios vary in inclusion of a range of competencies.
Effective
Students are invested in monitoring and track their growth across all XQ competenciesXQ competencies in the six learner outcome domains: original thinkers, generous collaborators, fundamental literacies, foundational knowledge, academic content and learners for life. Teachers design learning experiences grounded in the competencies, enabling students to gain mastery of the skills. Students are invested in how the competencies certify their growth in skills and knowledge. Student portfolios document their journey of mastering the competencies over their 4 years at IYC.

Possible Implementation Artifacts

XQ Competencies

The XQ Competencies cover student outcomes across 37 indicators, including academic knowledge, cognitive skills and social-emotional capacities.

Student portfolio

A collection of work from start to finish on significant projects and progress on XQ competencies, showing the evolution of the work and how students overcame challenges along the way.

Standard 3d

21st Century Skill Development

Description: 21st century skills include creative thinking, critical thinking, collaboration, communication and technology skills.

Terms: Creative thinking, critical thinking

Ineffective
Environment is created in which students are working on tasks that do not target the development of creative or critical thinking skills. Students have limited opportunities to collaborate with their peers and develop the skills of communication. Technology is rarely used in classroom experiences.
Moderately Effective
Environment is created in which students are working on tasks that target the development of creative or critical thinking skills. Students develop the skills of communication and have some opportunities to collaborate with peers. Students primarily use technology but rarely consider ways to develop new technological advancements.
Effective
Environment is created in which students are explicitly taught how to think creatively and critically. Students develop the skills of communication and work in multiple group structures to collaborate with peers mirroring future workplace environments. Students use technology and consider ways to develop new technological advancements.

Possible Implementation Artifacts

Collaborative learning structures

Observable learning structures (think pair share, turn and talk, heads togeher). Teacher uses Collaborative Learning Structures to empower students to engage in meaning discourse

Professionalizing Experiences

Educational activities designed to bridge the gap between classroom learning and real-world application. These experiences are strategically developed to provide students with hands-on, practical exposure to industry practices, societal challenges, and professional environments.

Domain 4: Community Responsive Design