Criterion 1.

The program's learning goals are challenging, clear, and appropriate for the intended student population.

Indicator a.

The program's learning goals are explicit and clearly stated.

Indicator b.

The program's learning goals are consistent with research on teaching and learning or with identified successful practices.

Indicator c.

The program's learning goals foster the development of skills, knowledge, and understandings.

Indicator d.

The program's learning goals include important concepts within the subject area.

Indicator e.

The program's learning goals can be met with appropriate hard work and persistence.

Criterion 2.

The program's content is aligned with its learning goals, and is accurate and appropriate for the intended student population.

Indicator a.

The program's content is aligned with its learning goals.

Indicator b.

The program's content emphasizes depth of understanding, rather than breadth of coverage.

Indicator c.

The program's content reflects the nature of the field and the thinking required in the field.

Indicator d.

The program's content makes connections within the subject area and between disciplines.

Indicator e.

The program's content is culturally and ethnically sensitive, free of bias, and reflects diverse participation and diverse student interests.

Criterion 3.

The program's instructional design is appropriate, engaging, and motivating for the intended student population.

Indicator a.

The program's instructional design provides students with a relevant rationale for learning this material.

Indicator b.

The program's instructional design attends to students' prior knowledge and commonly held conceptions.

Indicator c.

The program's instructional design fosters the use and application of skills, knowledge, and understandings.

Indicator d.

The program's instructional design is engaging and promotes learning.

Indicator e.

The program's instructional design promotes student collaboration, discourse, and reflection.

Indicator f.

The program's instructional design promotes multiple and effective approaches to learning.

Indicator g.

The program's instructional design provides for diverse interests.

Criterion 4.

The program's system of assessment is appropriate and designed to inform student learning and to guide teachers' instructional decisions.

Indicator a.

The program's system of assessment is an integral part of instruction.

Indicator b.

The program's system of assessment is consistent with the content, goals, and instructional design of the program.

Indicator c.

The program's system of assessment encourages multiple approaches and makes use of diverse forms and methods of assessment.

Indicator d.

The program's system of assessment probes students' abilities to demonstrate depth, flexibility, and application of learning.

Indicator e.

The program's system of assessment provides information on students' progress and learning needs.

Indicator f.

The program's system of assessment helps teachers select or modify activities to meet learning needs.

Criterion 5.

The program can be successfully implemented, adopted, or adapted in multiple educational settings.

Indicator a.

The program provides clear instructions and sufficient training materials to ensure use by those not in the original program.

Indicator b.

The program is likely to successfully transfer to other settings.

Indicator c.

The program specifies the conditions and resources needed for implementation.

Indicator d.

The program's costs (time and money) can be justified by the benefits.

Criterion 6.

The program's learning goals reflect the vision promoted in national standards.

Indicator a.

The program's learning goals and subject matter are consistent with national standards.

Indicator b.

The program's pedagogy and assessment are aligned with national standards.

Indicator c.

The program promotes equity and equal access to knowledge, as reflected in national standards.

Criterion 7.

The program addresses important individual and societal needs.

Indicator a.

The program is of sufficient scope and importance to make a significant difference in student learning.

Indicator b.

The program contributes to increases in teachers' knowledge of effective teaching and learning.

Indicator c.

The program:

• is designed to improve learning for a wide spectrum of students OR
• serves to meet the special learning needs of under-served students OR
• serves to meet the special learning needs of students whose interests and talents go beyond core programs of study