E6037_C8A1lasa2

Argosy University

School of Education Rubric

LASA 2 E6037 Making Decisions for Data Driven Change—Course Project: Using Data That Supports Student Growth

Campus

Student Name/ID#

Faculty Name

Date

Criteria

Unsatisfactory

(1)

Emerging

(2)

Proficient

(3)

Exemplary

(4)

Score

Understanding of the Problem or Situation in relation to the site being described fully

(ISLLC: 2A, 2C: ELCC 2.1; CF: 1, 4; T&L/C&I: 4)

Has an unclear understanding of the selected site, problem, or situation. (2.1.a)

Either has an under-

developed

understanding of the site, problem, or situation or the tie to the site is not understood. (2.1.a)

Has a general description of site and understanding of the problem or situation. Connection between them is evident. (2.1.a)

Has a well-described site and exemplifies a full understanding of the problem or situation. (2.1.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Key Pieces of Data/Main Points

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

Seldom identifies key data and main issues. (3.1.b)

Has generalized data and concepts without a clear understanding the relationship to student learning being evident. (3.1.b)

Identifies and connects most, but not all, of the key data to learning outcomes. (3.1.b)

Identifies and interprets key data with an in-depth understanding of the relationship between data and results. (3.1.b)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

Decision-Making/Problem Solving

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

Makes vague and unsubstantiated decisions; bias in decision-making may be evident. Little or no reference to data or main points identified in the previous section. (3.1.b)

Makes judgments

that are arbitrary

and biased with

weak links

to data or main points identified in the previous section.

(3.1.b)

States a judgment of the

situation with a legal rationale based on information from the

area(s) of key data/main points and connected to it. (3.1.b)

Clearly presents a judgment of the

situation with a strong and complete problem solving rationale, citing

information from the key pieces of data and main points, and clearly connects them. (3.1.b)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

Decision-Making/Diversity

(ISLLC: 5C, 5D, ELCC 5.2; CF: 1, 2, 3, 4; T&L/C&I: 1, 2a, 3, 4, 5 )

Seldom identifies key leadership skills and strategies applied with an in-depth understanding of the student/community diversity represented at the school site. (5.2.a)

Has identified leadership skills and strategies applied without a clear understanding of the student/community diversity represented at the school site. (5.2.a)

Identifies and connects most, but not all leadership skills and strategies applied with an in-depth understanding of the student/community diversity represented at the school site. (5.2.a)

Identifies and interprets key leadership skills and strategies applied with an in-depth understanding of the student/community diversity represented at the school site. (5.2.a)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Examination of Theories/Models Information for Professional Development Process

(ISLLC: 6C: ELCC 6.1;

CF: 1,2, 3; T&L/C&I: 1, 2a, 3)

Has not identified an effective course of action nor synthesizes pros and cons. (6.1.a)

Has minimally identified an effective course of action while synthesizing few pros and cons. (6.1.a)

Has identified an effective course of action while synthesizing 3-4 pros and cons. (6.1.a)

Has clearly identified and synthesized the pros and cons of multiple theories, studies, readings to make decisions about professional development and instructional decisions. (6.1.a)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

Relationship of Collected Data with Chosen Professional Development Process

(ISLLC: 1D, 2F; ELCC 2.4; CF: 1,2, 3; T&L/C&I: 2b, 3, 4)

Seldom identifies key data and/or the relationship between the data and selected professional development models and strategies. (2.4.a)

Has generalized data and concepts without a clear understanding of the relationship between the data and selected professional development models and strategies. (2.4.a)

Identifies and connects most, but not all, of the key data with an in-depth understanding of the relationship between the data and selected professional development models and strategies. (2.4.a)

Identifies and interprets key data with an in-depth understanding of the relationship between the data and selected professional development models and strategies. (2.4.a)

WEIGHTED BY 6

Please Circle One

1 2 3 4

1<17

2=18-20

3=21-22

4=23-24

Timeline

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

Has not identified a timeline of activities that show how this process will be completed within a school year. (3.1.c)

Has minimally identified a timeline of activities that show how this process will be completed within a school year. (3.1.c)

Has identified a timeline of activities that show how this process will be completed within a school year. (3.1.c)

Has clearly identified and presented a timeline of specific activities that show how this process will be successfully completed within a school year. (3.1.c)

WEIGHTED BY 5

Please Circle One

1 2 3 4

1<14

2=15-16

3=17-18

4=19-20

Presentations

CF 1

Presentation did not include all of the required elements of the assessment. Information provided was inaccurate, off target, and/ or incomplete. Presentation did not demonstrate organization or focus. Audience was not engaged in discussion.

Presentation covered the minimum requirements of the assignment. Information presented was limited to course readings and information. Presentation was organized but lost focus occasionally. Presentation has limited audience engagement.

Presentation was aligned with the requirements of the assignment. Information presented was current and included information from outside readings. Presentation was organized and the focus was evident. Audience engaged in and responded to discussion prompts.

Presentation offered an integration of knowledge from past courses and outside readings. Presentation followed a focused, sequenced, and development that lead to strong conclusions. Audience was engaged in active discussion of the topic.

WEIGHTED BY 3

Please Circle One

1 2 3 4

1<6

2=7-8

3=9-10

4=11-12

PowerPoint Structure

CF 1

Screens contained too much or too little material. Organization of the material presented was limited or not evident. Presentation slides were visually off-putting.

PowerPoint provided key concepts. Material presented was accurate. Screens contained too much information and/or were too wordy. Slides tended to be visually overpowering.

PowerPoint provided key concepts. Material presented was accurate and included outside information. Organization and sequencing of the material was evident. Slides were visually engaging.

Power Point provided a depth of information related to the topic. Concepts presented were organized, sequential, and accurate. Presentation included links, outside references, etc. Slides were visually engaging.

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