Annotated Portfolio Task Sheet RITTI - Model Classroom Grant 2007

Task Name: Provide the title used to identify the task in the RITTI project table of contents. Developed by: Your name goes here.  Course/Grade: Provide title & grade level of course Type of Task: On demand or extended?

What will students need to know and be able to do to be successful?

What prior knowledge must all students have experienced in order to successfully complete the task to a proficient level? What content knowledge must they all have? What skills? What are the lessons or mini lessons that must take place in order for students to be successful?

What will the students produce? (artifact)

What is the actual product all students will create? What is submitted for assessment? What evidence demonstrates the student has reached proficiency in the Learner Expectations, Applied Learning Standards, Content Standards, and GSEs connected to the task?


Learner Expectations
What elements of the school’s mission statement has the student demonstrated/met by completing this task? How does the task connect to the school’s mission statement?

What Applied Learning Standards have been addressed by the completion of the task itself or by the activities the student has completed to build the knowledge & skills to complete the task? See “An Overview of RI’s Applied Learning Standards” for an overview of Applied Learning Standards.

Applied Learning Standards

Content Standards

List the specific standards. List only the standards that you are going to be assessing in your rubric.

Grade Span Expectations

List the specific GSEs. List only the standards that you are going to be assessing in your rubric.

English & math may want to use the “Standards Crosswalk” sheet to fill out this section.

Description of Prompt

What is the student actually being asked to do? What are the directions, the specific details of the task? This should be an authentic, real-world prompt that elicits higher thinking according to Webb’s Depth of Knowledge.

Instructional Sequence

What specific instruction has been delivered to all students? • What common scaffolding activities have they completed? • What common experiences have all students had to prepare them to complete the task? • What is the process (the basic recipe) that all students experience?


Technology and Other Resources Needed

What resources will the student use/ need during the prior learning phrase (completion of scaffolding tasks) while developing the necessary content knowledge & skills to demonstrate proficiency on the task? What resource will the student use/ need while completing the “final” demonstration of the task?

Rubric to be used (attach)

Attach the rubric(s) and criteria checklist(s) used to assess the formative and summative elements of the task. “Attach” indicates that you will be putting your Rubric and Criteria Checklist(s) on the Thumb Drive at the end of the training and your trainers will link your directory of all given files once your files are uploaded to the server. List file names and give a short description in this field.

Accommodations/Differentiated Instructional Opportunities

Describe the types of modifications students might experience/have access to during the stages of preparation to complete the task.

Sample/Benchmark (attach)

Provide teacher created sample of student work to benchmark the levels of achievement. Your trainers will link your directory of all given files. List file names and give a short description.

Related Files (attach)

Your trainers will link your directory of all given files. List file names and give a short description. What actual documents do the students receive to assist them in the completion of the task? • Student directions? • Task requirements? • Scaffolding activities? • Articles? • Information sheets?