The rationale for targets explains how The rationale is not or compelling The rationale is missing or deficient in specific targets were determined, in terms of explaining how targets linking the targets to the data. The including (as appropriate): relate to available data. The targets do rationale may ignore certain data Available baseline data not link clearly with the data points or is unsupported by the data considered by the teacher. shown. Historical data Rates of expected progress (if available) Measure(s) meets the criteria for high Measures meet some of the criteria for Measures do not meet the criteria for quality assessments or evidence as high quality assessments or evidence high quality assessments or evidence established by LEA. as established by LEA. as established by LEA. If a common assessment is not Teacher has defined the evidence Teacher has not clearly defined Assessments available, teacher has defined evidence measure but it is not clearly linked to evidence measures (and a common measures that are aligned to the the Essential Learning and aligned assessment is not available). and Essential Learning and standards, and standards. can be used to establish baseline data. If the evidence of student performance A rubric is included but is incomplete A rubric is not included. Evidence e is to be measured using a or not clearly linked to the student of performance task, a clear rubric for objective/aligned standards. judging such performance should be provided, clearly reflecting the student Quality objective and aligned standards. Uses a body of evidence, not just one Uses a body of evidence but the Does not include a body of evidence test, if appropriate. Evidence measures evidence measures are not clearly and over-relies on one assessment. No must be clearly defined and linked defined/explained or are not clearly apparent ink between student strongly to student objectives/aligned linked to student objectives/aligned objective/aligned standards and with standards. with standards. evidence measures.
The rationale for targets explains how specific targets were determined, including (as appropriate): Available baseline data Historical data Rates of expected progress (if available) The rationale is not or compelling in terms of explaining how targets relate to available data. The targets do not link clearly with the data considered by the teacher. The rationale is missing or deficient in linking the targets to the data. The rationale may ignore certain data points or is unsupported by the data shown. Quality of Evidence and Assessments Measure(s) meets the criteria for high quality assessments or evidence as established by LEA. Measures meet some of the criteria for high quality assessments or evidence as established by LEA. Measures do not meet the criteria for high quality assessments or evidence as established by LEA. If a common assessment is not available, teacher has defined evidence measures that are aligned to the Essential Learning and standards, and can be used to establish baseline data. Teacher has defined the evidence measure but it is not clearly linked to the Essential Learning and aligned standards. Teacher has not clearly defined evidence measures (and a common assessment is not available). If the evidence of student performance e is to be measured using a performance task, a clear rubric for judging such performance should be provided, clearly reflecting the student objective and aligned standards. A rubric is included but is incomplete or not clearly linked to the student objective/aligned standards. A rubric is not included. Uses a body of evidence, not just one test, if appropriate. Evidence measures must be clearly defined and linked strongly to student objectives/aligned with standards. Uses a body of evidence but the evidence measures are not clearly defined/explained or are not clearly linked to student objectives/aligned with standards. Does not include a body of evidence and over-relies on one assessment. No apparent ink between student objective/aligned standards and evidence measures.
SLO%20Quality%20Rubric%20v3%204%2017%2014.docx