GRADE LEVEL EXPECTATIONS

UPDATED Criteria Checklist for GLE Development

February 12, 2003

Individual GLEs should:

  • Relate to the Vermont Framework

  • Be of Appropriate Grain Size - GLEs should maintain a balance between a generalizable skill, concept, or piece of knowledge, and enough specificity to differentiate skill, concept, or knowledge between adjacent grades, to make it clear to teachers what is to be taught and learned, without being so specific that it narrows the curriculum.

  • Indicate Cognitive Demand

  • Be Teachable and Assessable

  • Indicate Expected Performance

  • Be Appropriately Specific

  • Balance of Representation – Is the emphasis (stay the same, increase, or decrease) across the grades consistent with the Preliminary Balance of Representation analysis? If not, should the GLEs change to be consistent with Preliminary BoR? – OR - Should the differences be fed back into the BoR analysis?

GLE Sets should:

  • Be of Comparable Grain Size
  • Differentiate Between Adjacent Grades
  • Reflect Relative Importance
  • Be Unified by Idea or Process
  • Promote Coherent Instruction
  • Be Teachable Within One Year
  • Indicate Suitability for Large-Scale Assessment
  • Predict Success in the Following Year
  • Predict Success at Grades 4 and 8
  • Be Comprehensive Across the Standard
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