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iRubric: JFF Fidelity of Implementation: Early College Design rubric

iRubric: JFF Fidelity of Implementation: Early College Design rubric

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JFF Fidelity of Implementation: Early College Design 
JFF Fidelity of Implementation: Early College Design
This Rubric will be used to track progress towards the implementation of the Early College Design.
Rubric Code: CAB6X9
By gwenlee50
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: 9-12, Graduate

Powered by iRubric School level implementation
  Beginning Progress

1 pts

Continuing Progress

1.5 pts

Moving toward completion

2.5 pts

College Ready Academic Program

Beginning Progress

Designing a Coherent Instructional framework aligned to College Readiness standards.
Pd is being developed around the 2 strategies selected from the Common Instructional Framework.
Continuing Progress

The implementation of a coherent Instructional framework .

There exists a rigorous non tracked academic program with College-ready Curriculum and instruction.
Increased number of students taking and succeeding in Algebra 1 in 8th or 9th grade.

Two-four additional strategies from the CIF are added .
Moving toward completion

A college -going culture is in place. Common Core, and the college readiness standards are embedded in the Curriculum.

There is intentional use of time to maximize instruction, and accelerate learning in and out of the classroom.
The program integrates career exploration , and planning.
staff embeds into the curriculum ongoing opportunities to practice college ready skills.
An aligned sequence of college courses, leads to 12 plus credits.
College Headstart

Beginning Progress

Students are receiving information about college, and are beginning to develop a realistic , clear, and detailed post-secondary plan.
Continuing Progress

Students enroll in credit-bearing courses to gain exposure to college experiences, and expectations.

Opportunities to take college courses are accompanied by formal, intense,academic support.
There is a 10% increase in the number of students taking, and succeeding in Core College Prep and AP courses.
90% of the students have received some college credit.
Moving toward completion

Students are on track for graduation , and earning at least 12 plus college credits.

Counselors use data such as attendance and assessments to monitor student progress toward the goal of entry into credit bearing courses.
Graduation rates are up by 10%.
Students gain college navigation skills, learning about admissions requirements, financial aid, college culture, campus resources, and developing relationships with professors.
wraparound Student Supports

Beginning Progress

Student support is being determined based on assessments, and attendance.
The ISP Team is working closely with the Various school support systems.
Continuing Progress

Comprehensive Academic supports are in place especially for those who are really struggling in credit bearing college courses.
Dropout rates are 5% lower. There is a 5% increase each year in the number of students staying with their cohort. Attendance rates are between 90-95%.
Staff use data to monitor student progress especially in the first few months of college classes.
Individual learning plans are developed for struggling students.
Moving toward completion

Students experience consistent check-ins with a designated person ( minimum of once monthly).
Students receive intense support academically, emotionally, and socially. The students' care network, such as child care, and other services is strengthened.
Program utilizes cohort-based approach to leverage peer connections, and build positive relationships.
Organizational Practices

Beginning Progress

There are developing Post-secondary partnerships.
Student data is used to inform decisions.
There is time for Teachers to collaborate, and work with JFF Instructional Coaches to complete an action plan.
college, and career readiness is the goal.
Continuing Progress

Staff creates a climate focused on acculturation to academic norms, and practices.
The physical setup and artifacts in the building, and opportunities to experience college classes, and college life, enable students to perceive themselves as college students.
Post secondary partnerships are solid.
Moving toward completion

staff deliver consistent messages that students are college material and college success is the goal.
Technological tools provide skill- building support and facilitate " anytime, " anywhere" learning.
Students are Career focused, and are coached and supported to use time outside the program to accomplish their learning goals, and independent work habits.




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