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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 
This Rubric will be used to track progress towards the implementation of the Early College Design. This is designed for Middle Schools
Rubric Code: MA8AA5
By gwenlee50
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: 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 Common Core and 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 High School and Pre College-ready Curriculum and instruction.
Increased number of students taking and succeeding in Algebra 1 in 7th or 8th grade.
Moving toward completion

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

Their is intentional use of time to maximize instruction, and accelerate learning in and out of the classroom.
The program integrates intentional career exploration , and planning.
staff embeds into the curriculum ongoing opportunities to practice pre- college ready skills.
Avid, or Pre-Ap courses are in place.
College Headstart

Beginning Progress

Students are receiving information about High School, and College, and are beginning to develop a realistic , clear, and detailed post-Middle School plan.
Continuing Progress

Students enroll in credit-bearing courses to gain exposure to the High School experiences, and expectations.

Opportunities to take Enrichment courses are accompanied by formal, intense,academic support.
There is a 10% increase in the number of students taking, and succeeding in Core High School and Pre -AP courses.
Moving toward completion

Students are on track for graduation.
Counselors use data such as attendance and assessments to monitor student progress toward the goal of entry into High School credit bearing courses.
Middle School graduation rates are up by 10%.
Students gain High School navigation skills.
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.
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.
Individual learning plans are developed for struggling students.
Moving toward completion

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

Beginning Progress

There are developing partnerships.
Student data is used to inform decisions.
There is time for Teachers to collaborate and work with JFF Instructional Coaches. High School,
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 enable students to perceive themselves as High School students.
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 High School, College and Career focused, and are coached and supported to use time outside the program to accomplish their learning goals.




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