19 Wicomico County Public Schools SLO Quality Rubric (Teacher) This rubric is designed to assist teachers improve the quality of their SLOs during the development process and to assist Administrators during the SLO approval process. In some instances, circumstances beyond the control of the SLO developer may make it impossible to write a component to meet the highest quality standard. Final SLO approval is at the discretion of the Administrator; however, no SLO will be approved should one or more of its components fall into Quality Level 0 (Not Approvable) on the rubric. SLO Component Not Approvable Quality Improves Quality Level Quality Level 0 Quality Level 1 Quality Level 2 Quality Level 3 Evidence of Achievement or Growth (A) Secondary/Special Area Supervisors Provides incomplete and/or inaccurate assessment(s) or identical pre- and post- assessments Note: It is understood that pre- and post- assessments that test skills or are performance-based may ask students to complete the same tasks. These cases are not considered “identical” assessments. Provides assessment(s) that are aligned to the learning content including accurate scoring tools, rubrics, and/or answer keys and different pre-/ post-assessments are used Provides assessment(s) that are aligned to the learning content, challenge students with higher order and/or performance items for some of the different pre-/ postassessments. Provides accurate scoring tools, rubrics, and/or answer keys Provides assessment(s) that are aligned to the learning content, challenge students with higher order and/or performance items for a majority of different pre-/ postassessments. Provides accurate scoring tools, rubrics, and/or answer keys. or Uses state and/or county-developed assessments Evidence of Achievement or Growth (B) Secondary/Special Area Supervisors The post-assessment relies solely on memorization and is not performance-based. More than half of the postassessment relies on memorization and/or does not require students to demonstrate how they arrived at their response Less than half of the post-assessment relies on memorization and/or does not require students to demonstrate how they arrived at their response; the remaining part of the assessment requires students to apply their learning The entire post-assessment requires students to apply their learning Achievement or Growth Target Building Admin Sets achievement or growth targets without providing an explanation Sets achievement or growth targets that are minimally challenging and Provides a data sheet which clearly shows pre-assessment results (if applicable) for each student Sets achievement or growth targets that are sufficiently challenging (e.g., sufficiently challenging on a rubric is defined as setting targets using the entire rubric – not just one component of such as writing conventions) or sets individual achievement or growth targets utilizing applicable tools if available (e.g., SRI growth targets) and Sets achievement or growth targets that are sufficiently challenging (e.g., sufficiently challenging on a rubric is defined as setting targets using the entire rubric – not just one component of such as writing conventions) or sets individual achievement or growth targets utilizing applicable tools if available (e.g., SRI growth targets) and
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