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iRubric: AIG Classroom Rubric

iRubric: AIG Classroom Rubric

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AIG Classroom Rubric 
AIG Program Evaluation Rubric
This rubric will help aid the AIG coordinators and committee to identify and address areas of strength and weakness in the current AIG program.
Rubric Code: MXA56X8
By ddubisky
Ready to use
Public Rubric
Subject: Education  
Type: (Other)  
Grade Levels: K-5, 6-8, 9-12

Powered by iRubric AIG Classroom Rubric
This rubric will help aid the AIG coordinators evaluate the effectiveness in an AIG classroom.
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Student Identification Process

All procedures are clear to all stakeholders.
Poor

The program provides unclear procedures for identification of AIG students. These procedures do not provide multiple pathways for identification and may seem biased to certain stakeholders.
Fair

The program provides procedures for identification of AIG students. These procedures provide pathways including aptitude and/or achievement. These procedures are clear to most stakeholders.
Good

The program provides clear procedures for identification of AIG students. These procedures provide multiple pathways including aptitude and achievement. These procedures are clear to all stakeholders involved and are unbiased based on race, gender or socioeconomic status.
Excellent

The program provides clear procedures for identification of AIG students. These procedures provide multiple pathways including aptitude, achievement, artistic, checklists and portfolios. These procedures are clear to all stakeholders involved and are unbiased based on race, gender or socioeconomic status.
Differentiated Curriculum

Student needs are met and addressed through differentiation of student curriculum.
Poor

Student's educational needs are not being met through the use of rigorous curriculum. They are not showing adequate growth on their EOGs.
Fair

Student's educational needs are met through the use of acceleration of subject matter or compacting the curriculum. This rigorous curriculum will provide student growth.
Good

Student's educational needs are met through the use of rigorous curriculum. This may be done through the acceleration of subject matter or compacting the curriculum. Students are given differentiated material based on their individual data. This rigorous curriculum will provide student growth that should be shown on their benchmarks, end of course and/or EOG scores.
Excellent

Student's educational needs are met through the use of rigorous curriculum. This may be done through the acceleration of subject matter or compacting the curriculum. Students are given differentiated material based on their individual data and constant tracking of their progress. This rigorous curriculum will provide student growth that should be shown with adequate growth on their benchmarks, end of course and/or EOG scores.
Resources/ (Environment)

The classroom has adequate available resources to teach identified students effectively and rigorously.
Poor

The AIG classroom has limited resources available. These resources are available to most students identified. These resources will improve student achievement.
Fair

The AIG classroom has some resources available. These resources are available to all students identified. These resources will enhance student achievement.
Good

The AIG classroom has effective resources available. These resources are adequate enough for all students identified. These resources, when available, are technology based and will enhance student achievement.
Excellent

The AIG classroomhas effective, research based resources available. These resources are adequate enough for all students identified and provide rigorous support for the program. These resources, when available, are technology based and will enhance student achievement toward future career endeavors.
Collaboration

All stakeholders have a part in developing a plan of action to enhance student growth.
Poor

AIG update parents on progress and student growth.
Fair

AIG specialists work with professional stakeholders to meet student needs. They work with the general education teachers and administration to ensure the education and acceleration of the whole child. They update parents on progress and student growth.
Good

AIG specialists work with professional stakeholders to meet student needs. They work with school counselors, EC teachers, general education teachers, administration, and other professional personnel to ensure the education and acceleration of the whole child. They update parents on progress and student growth.
Excellent

AIG specialists work with all stakeholders to meet student needs. They work with school counselors, EC teachers, general education teachers, administration, and other professional personnel to ensure the education and acceleration of the whole child. They update parents on progress and student growth. They bring in community members to provide real world experiences for the students in the classroom and enhance lessons.
Social/Emotional Needs/Environment

Students social and emotional needs are met through the program.
Poor

Students social and emotional needs are being addressed by the AIG specialist as problems arise.
Fair

Students social and emotional needs are being met through lessons that engage and address common needs of gifted students.
Good

Students social and emotional needs are being met through lessons that engage and address common needs of gifted students. When needed school counselors will partner with the AIG specialist to give resources needed.
Excellent

Students social and emotional needs are being met through lessons that engage and address common needs of gifted students. When needed school counselors will partner with the AIG specialist and parents to provide support for select students that need that extra support.
Personnel and Professional Dev.

AIG specialists are given adequate professional development opportunities.
Poor

AIG specialists are given opportunities for professional development within the LEA. They are provided time to collaborate within the district.
Fair

AIG specialists are given opportunities for professional development within and without the LEA. They are provided current updates in a timely manner through collaboration within the district.
Good

AIG specialists are given ample opportunities for professional development within and without the LEA. They are provided current updates in a timely manner through collaboration within the district and state.
Excellent

AIG specialists are given ample opportunities for professional development within and without the LEA. They are provided current updates in a timely manner through collaboration within the district and state. They are also given the opportunity to enhance their education though higher education opportunities.
Student Engagement

Classroom Strategies: Student Engagement
Poor

No evidence of students actively engaged in learning.
Fair

Few students actively engaged in learning.
Good

Most of the students actively engaged in learning
Excellent

All of the students actively engaged in learning.
Creativity

Classroom Strategies: Creativity
Poor

No sign of creativity.
Fair

Students show very little creativity.
Good

Students show some creativity.
Excellent

Students very creative.
Evidence of Effectiveness

Classroom Strategies:
Evidence of Lesson Effectiveness
Poor

Students not able to explain how activity applies to lesson and goal mastery.
Fair

Students are able to understand at least one way activity applies to lessons and goal achievement.
Good

Students are able to understand several ways activity applies to lesson and goal achievement.
Excellent

Students are very knowledgeable about how activity applies to lesson and goal mastery.
Challenging to Mind

Classroom Strategies: Challenging to Mind
Poor

Requires no brain power; very easy.
Fair

Requires little brain power to accomplish; not to hard.
Good

Requires some brain power to accomplish; may need to think a little.
Excellent

Very challenging for students to complete; forces student to really think hard.
Link to Prior Knowledge

Classroom Strategies: Link to Prior Knowledge
Poor

No link to prior knowledge.
Fair

Small link to prior knowledge.
Good

Some link to prior knowledge.
Excellent

Highly linked to prior knowledge.



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  • AIG

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