E6037_C5A3lasa1

Argosy University

School of Education Rubric

LASA 1 E6037 Making Decisions for Data Driven Change—Field Experience: Data Gathering and Interviews

Campus

Student Name/ID#

Faculty Name

Date

Criteria

Unsatisfactory

(1)

Emerging

(2)

Proficient

(3)

Exemplary

(4)

Score

School Improvement Effort

(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 3E, 4A, 5E; ELCC 3.1; CF: 1, 2; T&L/C&I: 2a, 2b)

Does not identify knowledge and/or theories to support area of reform and programmatic changes. (3.1.a)

Identifies some of the knowledge and theories to support area of reform and programmatic changes. (3.1.a)

Identifies most, but not all of knowledge and specific theories to support area of reform and programmatic changes. (3.1.a)

Identifies key area of knowledge and specific theories to support area of reform and programmatic changes. (3.1.a)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

School Improvement Effort

(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 3E, 4A, 5E; ELCC 3.1; CF: 1, 2; T&L/C&I: 2a, 2b)

Does not identify knowledge and/or theories to support area of reform and programmatic changes. (3.1.a)

Identifies some of the research-based strategies and processes needed to identify impacted students, grades or subject areas. (1.2.b)

Identifies most, but not all of the research-based strategies and processes needed to identify impacted students, grades or subject areas. (1.2.b)

Identifies specific research-based strategies and processes needed to identify impacted students, grades or subject areas. (1.2.b)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Need

(ISLLC: 1A, 1.B, 1D; ELCC 1.2; CF: 1, 2; T&L/C&I: 1, 5)

Does not identify the actions used to identify, articulate, and gain support of the reform effort and how they support the school vision. (1.2.a)

Identifies some of the actions used to identify, articulate, and gain support of the reform effort and how they support the school vision. (1.2.a)

Identifies most, but not all of the actions used to identify, articulate, and gain support of the reform effort and how they support the school vision. (1.2.a)

Identifies specific actions used to identify, articulate, and gain support of the reform effort and how they support the school vision. (1.2.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Summary of Collected Data

(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 3E, 4A, 5E; ELCC 3.1; CF: 1, 2; T&L/C&I: 1, 2a, 2b)

Does not identify key data and main points it supports. (3.1.a)

Identifies some of the key data and main points, but they are weakly connected. (3.1.a)

Identifies most, but not all of the key data and connections to program changes and student results. (3.1.a)

Identifies key data for connection and support of programmatic changes. (3.1.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Knowledge of Data

(ISLLC: 2A, 2C; ELCC 2.1; CF: 1, 2; T&L/C&I: 2a, 2b)

Does not identify or make the connection between data collection strategies and student results. (2.1.a)

Describes some data assessment techniques used to achieve student achievement results. (2.1.a)

Describes how data assessment strategies and student results are connected. (2.1.a)

Demonstrates in-depth understanding of how a variety and multiple data assessment strategies and student results are connected. (2.1.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Stakeholders

(ISLLC: 4A; ELCC 4.2; CF: 1, 2; T&L/C&I: 5)

Does not identify the actions used to target and gain support of the appropriate stakeholders. (4.2.b)

Identifies some of the actions used to target and gain support of the appropriate stakeholders. (4.2.b)

Identifies most, but not all of the actions used to target and gain support of the appropriate stakeholders. (4.2.b)

Identifies specific actions used to target and gain support of the appropriate stakeholders. (4.2.b)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Monitoring

(ISLLC: 2B, 2D, 2H, 2I, 5E; ELCC 2.2; CF: 1, 2; T&L/C&I: 2a, 3)

Does not identify the actions and strategies used to monitor the reform effort. (2.2.a)

Identifies some of the actions and strategies used to monitor the reform effort. (2.2.a)

Identifies most, but not all of the actions and strategies used to monitor the reform effort. (2.2.a)

Identifies specific actions and strategies used to monitor the reform effort. (2.2.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Educational Implications and Analysis

(ISLLC: 2B, 2D, 2H, 2I, 5E; ELCC 2.2; CF: 1, 2, 4; T&L/C&I: 2a, 2b)

Makes vague and unsubstantiated decisions; bias in analysis may be evident. Little or no reference to data and/or how data is linked to decision-making. (2.2.b)

Makes judgments that are arbitrary and biased. Judgments are weakly

linked to data analysis and/or program changes. (2.2.b)

States implications of the collected data with some examples of data analysis and connections to programmatic decision-making. (2.2.b)

Clearly states implications of the collected data with illustrations and examples of how data should be reviewed, analyzed, and interpreted to make realistic and accurate decisions for staff and student programming. (2.2.b)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

WRITING

MECHANICS

Spelling

Grammar & Flow

APA

STYLE & FORMAT

; CF 1, 2

Paper contains numerous errors in spelling, grammar, and/or sentence structure that makes understanding the logic of the paper extremely difficult. APA Manual conventions are not followed consistently.

Errors in spelling and grammar exist and present some issues related to understanding all elements of the paper. APA conventions are followed. However, some mistakes are evident.

The paper follows normal conventions of spelling and grammar throughout. Errors do not interfere significantly with comprehension. APA style, conventions, and format are used consistently throughout the paper.

The paper is error free in terms of mechanics. Transitions help establish a sound scholarly argument and aid the reader in following the writer’s logic. The paper is consistent with the APA Manual throughout with little to no errors and would meet the guidelines for a professional publication.

WEIGHTED BY 3

Please Circle One

1 2 3 4

1<6

2=7-8

3=9-10

4=11-12

Total Score

______/180

Comments:

Total Score=180

Unacceptable<136

Emergent=137-156

Proficient= 157-174

Exemplary=175-180