Objective is enough that it captures Objective is too for the Objective will not cover the 5 the major content of an extended instructional interval and needs to be instructional interval specified. instructional period. narrowed OR too narrow and needs to be broadened. Objective is focused enough that it can Objective is not fully measurable, or Objective is too vague or too widely 6 be measured. only partially measurable. focused and cannot be easily measured. Standards are aligned with the Standards are partially or minimally Standards are not aligned with the 7 objective and can be measured by the aligned with the objective (ignoring objective and will not be adequately or stated objective. other more aligned standards). appropriately measured by the stated objective. Standards identified represent Standards identified represent mostly Standards identified do not represent 8 appropriate grade level or grade span appropriate grade level or grade span the appropriate grade level or grade standards. standards. span standards. Standards Grade level literacy or numeracy Grade level literacy or numeracy Does not include the integration of 9 standards are included/integrated, standards are partially or minimally grade level literacy and/or numeracy Aligned when applicable. included/integrated, when applicable. standards, when applicable. Targets identify the expected outcomes Targets do not clearly defining Targets are missing or not linked to by the end of the instructional period expected performance by class or expected student performance at the for the whole class as well as for subgroup. More specificity is needed. end of the instructional interval. different subgroups, as appropriate. Subgroup targets may be incomplete or Subgroup targets may be missing. missing. Appropriate baseline data has been Baseline data is incomplete or not Baseline data is missing and/or Targets used to establish and differentiate clearly in support of the targets baseline data does not support the expected performance. established. targets for expected performance. and The targets established for the The targets established are EITHER Targets established for the Data class/subgroups of students (as realistic and attainable OR rigorous. class/subgroups are not realistic or appropriate) are realistic and Targets may not move students who rigorous. Targets do not represent attainable but rigorous as well. Targets are performing behind their peers up” growth for the lowest “catch Baseline will move students who are performing closer to up” or achieving performing subgroup, but instead “catching behind their peers closer to grade level performance. maintain the achievement gap. “catching up” or achieving grade level performance.
5 Objective is enough that it captures the major content of an extended instructional period. Objective is too for the instructional interval and needs to be narrowed OR too narrow and needs to be broadened. Objective will not cover the instructional interval specified. 6 Objective is focused enough that it can be measured. Objective is not fully measurable, or only partially measurable. Objective is too vague or too widely focused and cannot be easily measured. Aligned Standards 7 Standards are aligned with the objective and can be measured by the stated objective. Standards are partially or minimally aligned with the objective (ignoring other more aligned standards). Standards are not aligned with the objective and will not be adequately or appropriately measured by the stated objective. 8 Standards identified represent appropriate grade level or grade span standards. Standards identified represent mostly appropriate grade level or grade span standards. Standards identified do not represent the appropriate grade level or grade span standards. 9 Grade level literacy or numeracy standards are included/integrated, when applicable. Grade level literacy or numeracy standards are partially or minimally included/integrated, when applicable. Does not include the integration of grade level literacy and/or numeracy standards, when applicable. Baseline Data and Targets Targets identify the expected outcomes by the end of the instructional period for the whole class as well as for different subgroups, as appropriate. Targets do not clearly defining expected performance by class or subgroup. More specificity is needed. Subgroup targets may be incomplete or missing. Targets are missing or not linked to expected student performance at the end of the instructional interval. Subgroup targets may be missing. Appropriate baseline data has been used to establish and differentiate expected performance. Baseline data is incomplete or not clearly in support of the targets established. Baseline data is missing and/or baseline data does not support the targets for expected performance. The targets established for the class/subgroups of students (as appropriate) are realistic and attainable but rigorous as well. Targets will move students who are performing behind their peers closer to “catching up” or achieving grade level performance. The targets established are EITHER realistic and attainable OR rigorous. Targets may not move students who are performing behind their peers closer to “catching up” or achieving grade level performance. Targets established for the class/subgroups are not realistic or rigorous. Targets do not represent “catch up” growth for the lowest performing subgroup, but instead maintain the achievement gap.
SLO%20Quality%20Rubric%20v3%204%2017%2014.docx