LEA Guidance The SLO Quality Review rubric will be useful in guiding administrators and teachers through the SLO process. However, this tool can be even more useful if you make the tool specifically reflective of your LEA policies and priorities. In order for this tool to be as effective as possible, please work through the series of questions below and consider local revisions/additions to the rubric. LEA/School Specific Question If yes, then… Has your LEA/school outlined or given specific parameters for Review line 1 in the rubric and add language to address LEA guidance on Essential learning per grade/content area? Essential Learning. Does your LEA/school have identified priorities that should be Review line 4 in the rubric and add language about the specific priorities addressed by an SLO? that must be addressed. Does your LEA/school have identified data that should be Review line 4 in the rubric and add language about the specific data that addressed by an SLO? must be addressed. Has your LEA/school identified exactly what standards should Review line 7, 8, and 9 in the rubric to see if the language about standards guide every grade/content area? should be more specific. Has your LEA/school defined specific subgroups that must be Review line 10 and 12 in the rubric to check for subgroup language and included in the SLO targets? Do you have specific guidance whether the whole class vs. subgroups makes sense, or if subgroups can be how to define subgroups? more clearly defined. Does the term up” growth make sense locally “catch or do you have other ways of referring to closing achievement gaps? Has your LEA/school defined baseline data? Are Review line 11 and 13 in the rubric to check whether needs “appropriate” “appropriate” there certain data sources a teacher must consider? Have you to be defined or more specific/exact language can be used. defined historical data? Are there certain historical data sources that must be included? Has your LEA/school defined criteria for high quality Review line 14 in the rubric to edit language to mirror local criteria. assessments? Will your LEA/school mandate the use of any common Review line 15 in the rubric to edit language to mirror local guidance on assessments? If so, what are they and for which grades/content common assessments. areas? Will your LEA/school permit the use of performance Review line 16 in the rubric to edit language to mirror local guidance on assessments as acceptable SLO evidence? performance assessments.
LEA Guidance The SLO Quality Review rubric will be useful in guiding administrators and teachers through the SLO process. However, this tool can be even more useful if you make the tool specifically reflective of your LEA policies and priorities. In order for this tool to be as effective as possible, please work through the series of questions below and consider local revisions/additions to the rubric. LEA/School Specific Question If yes, then… Has your LEA/school outlined or given specific parameters for Essential learning per grade/content area? Review line 1 in the rubric and add language to address LEA guidance on Essential Learning. Does your LEA/school have identified priorities that should be addressed by an SLO? Review line 4 in the rubric and add language about the specific priorities that must be addressed. Does your LEA/school have identified data that should be addressed by an SLO? Review line 4 in the rubric and add language about the specific data that must be addressed. Has your LEA/school identified exactly what standards should guide every grade/content area? Review line 7, 8, and 9 in the rubric to see if the language about standards should be more specific. Has your LEA/school defined specific subgroups that must be included in the SLO targets? Do you have specific guidance how to define subgroups? Review line 10 and 12 in the rubric to check for subgroup language and whether the whole class vs. subgroups makes sense, or if subgroups can be more clearly defined. Does the term “catch up” growth make sense locally or do you have other ways of referring to closing achievement gaps? Has your LEA/school defined “appropriate” baseline data? Are there certain data sources a teacher must consider? Have you defined historical data? Are there certain historical data sources that must be included? Review line 11 and 13 in the rubric to check whether “appropriate” needs to be defined or more specific/exact language can be used. Has your LEA/school defined criteria for high quality assessments? Review line 14 in the rubric to edit language to mirror local criteria. Will your LEA/school mandate the use of any common assessments? If so, what are they and for which grades/content areas? Review line 15 in the rubric to edit language to mirror local guidance on common assessments. Will your LEA/school permit the use of performance assessments as acceptable SLO evidence? Review line 16 in the rubric to edit language to mirror local guidance on performance assessments.
SLO%20Quality%20Rubric%20v3%204%2017%2014.docx