DRAFT -- This document was created for discussion purposes to facilitate gathering input to inform the creation of evaluation rubrics per the requirements of EC 52064.5. This is intended to serve as a conceptual example to inform the creation of a draft for future review and discussion.
Evaluation Rubrics Example – Information
Follow are examples of “information” content for the rubrics. The header above each section describes the type of information with further explanation to the left.
Explanation and
Comments
Evaluation Rubrics
Content
Background
An introduction to provide basic background for the use of the evaluation rubrics.
The practice guides 1 will be organized by groupings of state policy areas (Access and
Opportunity, College and Career
Readiness, Graduation). They are drawn from information published by the Institute of
Education Science (IES) and CDE.
The practice guides include definitions and options for data metrics, research-based practices/strategies for all students and specific attention to significant subgroups, and promising practices.
California’s Local Control Funding Formula is designed to provide local educational agencies with information and decision making control to align resources to meet the needs of all students, with a particular focus on improving outcomes for students from low-income families, English Learners, and foster youth. The state has identified a broad range of priorities and related metrics that aim to bring attention to areas of strengths and possible growth to attain locally defined goals and positive outcomes for all students. The evaluation rubrics provide a tool to assess strengths, weakness, and areas in need of improvement at districts, county offices, and schools and subgroups (where applicable) within these agencies.
The information presented in the evaluation rubrics is organized around three policy areas for the state.
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All students are provided with access and opportunities that support learning.
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All students graduate from high school.
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All students are college and career ready, exhibiting early and continuing signs of college and career readiness.
The evaluation rubrics organize information related to the state priorities including standards, practices, outcomes, and improvements. Practice guides are available that provide a resource to consider specific strategies that may be helpful to implement changes in practices to realize improvements in student-level outcomes.
1 As noted in footnote 1, there are several resources and tools envisioned that complement the evaluation rubrics. Practice guides provide research-based strategies for addressing the state priorities including specific reference to subgroup strategies for which there are research or examples that can be used to inform practice.
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DRAFT -- This document was created for discussion purposes to facilitate gathering input to inform the creation of evaluation rubrics per the requirements of EC 52064.5. This is intended to serve as a conceptual example to inform the creation of a draft for future review and discussion.
Descriptions of Expectations and Practice
The Evaluation Rubrics include definitions and explanations to provide context for the state priorities and related metrics. The information on the right explains each of the groups for state policy areas (Access and Opportunity,
College and Career Readiness,
Graduation). The explanations are written to provide a clear an accessible explanation that reflect research- and evidence-based rubric-like statements with strategies that reinforce the state priorities and related expectations.
Links to research, practice guides, and other resources will be included in the descriptions to allow users to seek more information.
All students are provided with access and opportunities that support learning.
Access and opportunity begins with the belief that all students are entitled to an educational experience that allows them to achieve to their highest potential, regardless of factors such as income, race, primary language, disability, and/or family situation. Access and opportunity requires providing all students with access to all areas of the curricula; appropriate high-quality instruction that addresses their needs and maximally advances their skills and knowledge; up-to-date and relevant resources; settings that are physically and psychologically safe, caring and respectful, and intellectually stimulating; and authentic and regular engagement of parents and community partners.
2 access and opportunity for students:
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Schools and districts that successfully support
Routinely consider gaps in outcomes between underperforming groups and their peers to assess and make changes to policies, programs, instructional practices, human capacity, and investments.
Know when students are on track to graduate and are college and career ready because they have milestones for academic performance and assistance ready that guide decisions to intervene, accelerate, and challenge students to achieve their full potential.
Make intentional investments in professional learning and growth of educators and leaders that takes into consideration needs of schools, classrooms, and students.
Engage and value parents and community members as partners in learning. Activities and supportive services are in place that seek parent and community input, including but not limited to LCAP development; parents and community members are encouraged and supported to extend learning opportunity and time at home; and parents can access information in a timely and friendly manner, which includes sensitivity and accommodations for language and culture.
All students are college and career ready, exhibiting early and continuing signs of college and career readiness.
There are a range of definitions for college and career readiness in California. The fact that there are many definitions shows the complexity of defining outcomes for college and career given the many options and pathways available to students. The following describes college and career readiness based on consideration of the many definitions that exist.
2 California English Language Arts-English Language Development Curriculum Framework, CDE, adopted by SBE.
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DRAFT -- This document was created for discussion purposes to facilitate gathering input to inform the creation of evaluation rubrics per the requirements of EC 52064.5. This is intended to serve as a conceptual example to inform the creation of a draft for future review and discussion.
Descriptions of Expectations and Practice
College and career readiness speaks to the options every student should have after completing high school. This includes readiness as demonstrated by having the necessary knowledge and skills in academic content areas (e.g., English, mathematics, science, social science/history) to quality for and succeed in entry-level, credit-bearing postsecondary courses (including degree, professional, and vocational programs) without a need for remediation, in addition to readiness on employability and career management skills that are necessary to explore occupational options, obtain employment, and manage one’s own career journey.. It also includes other skills such as critical thinking, responsibility, collaboration, and communication.
Schools and districts that successfully support students in their path towards college and career readiness:
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Use multiple data sources, including course taking information, performance based/competency based learning that promotes real work skills, portfolios, in addition to formative and standardized assessment data to determine college readiness.
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Promote student access to rigorous and comprehensive courses that align to and address college and career ready standards and prepare students for entry-level, transferable, credit-bearing college courses.
 Provide a coordinated system of support that improves performance in college and career courses, projects, and internships. Such coordinated systems of support are especially important for English learners, foster youth, students with disabilities, and students from low-income families.
 Engage and value parents and community members as partners in learning. Activities and supportive services are in place that seek parent and community input, including but not limited to LCAP development; parents and community members are encouraged and supported to extend learning opportunity and time at home; and parents can access information in a timely and friendly manner, which includes sensitivity and accommodations for language and culture.
All students graduate.
The practices and supports necessary for a student to graduate from high school begin from a student’s point of entry into education. Graduation from high school requires sufficient accrual of credits, demonstration of competencies in academic and other content areas, positive participation and engagement in school, and persistence. Schools and districts that successfully support students in their path towards high school graduation:
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Provide instruction, and when appropriate interventions, that align to and address state standards.
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DRAFT -- This document was created for discussion purposes to facilitate gathering input to inform the creation of evaluation rubrics per the requirements of EC 52064.5. This is intended to serve as a conceptual example to inform the creation of a draft for future review and discussion.
Descriptions of Expectations and Practice
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Use formative and standardized assessment data to inform placement, intervention, and supports for students to ensure they are able to meet or exceed grade level standards.
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Promote student attendance, with particular attention to policies and practices that address at risk students such as those that are chronically absent, suspended, and/or expelled from school.
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Have programs in place that work to limit transitions between schools for students, and when they do occur, programs that support smooth transitions. Such programs are especially important for foster youth, homeless youth, migrant education students, and others for which home stability is a challenge.
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Engage and value parents and community members as partners in learning. Activities and supportive services are in place that seek parent and community input, including but not limited to LCAP development; parents and community members are encouraged and supported to extend learning opportunity and time at home; and parents can access information in a timely and friendly manner, which includes sensitivity and accommodations for language and culture.
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