| Criteria | Exemplary | Accomplished | Developing | Beginning |
| Goals and Objectives | Clearly lists and explains current standards and learning expectations | Adequately lists and explains current standards and learning expectations | Somewhat lists and explains current standards and learning expectations | Does not list or explain current standards and learning expectations |
| Procedures and Activities | Clearly defines, lists, and explains preparation, timeline, and higher-order thinking activities | Adequately defines, lists, and explains preparation, timeline, and higher-order thinking activities | Somewhat lists, and explains preparation, timeline, and higher-order thinking activities | Fails to define, list, and/or explain preparation, timeline, and higher-order thinking activities |
| Instructional Strategies (ie – cooperative learning, students centered activities) | Instruc-tional strategies are appropriate for goals and objectives and are based on documented best practice | Most instructional strategies are appropriate for goals and objectives and are based on documented best practice | Some instructional strategies are appropriate for goals and objectives and are based on documented best practice | Instructional strategies are missing or strategies are inappropriate |
| Use of Hand-held Technology Device | Technology selected is appropriate for students and activities. It clearly enhances authentic learning experiences. | Technology selected is appropriate for students and activities. It often enhances authentic learning experiences. | Technology selected may not be appropriate for students and activities. It does not enhance authentic learning experiences. | Technology selected is appropriate not for students or activities. It does not enhance authentic learning experiences. |
| Student Assessment | Assessment is clearly based on goals and objectives and requires students to demonstrate a deep level of understand-ing. A rubric is provided. | Assessment is based on goals and objectives, but may not require students to demonstrate a deep level of understanding. A rubric is provided. | Assessment is not based on goals and objectives and does not require students to demonstrate a deep level of understand-ing. A rubric is provided. | Assessment is not based on goals and objectives and does not require students to demonstrate a deep level of understand-ing. A rubric is not provided. |