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iRubric: Five-year Strategic Plan rubric

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Five-year Strategic Plan Rubric for grading a Five-Year Plan for improving one aspect of a school library Rubric Code: KX8X263 By SMStauffer Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Graduate

Five-Year Strategic Plan
	Exceeds Expectations 3 pts	Meets Expectations 2 pts	Approaches Expectations 1 pts
Aspect needing improvement	Exceeds Expectations Identifies an aspect that needs long-term improvement The aspect impacts multiple other areas of the library Clearly defines the aspect and how it relates to other areas of the library Clearly defines and delineates the needed improvement and how improvement will impact the related areas	Meets Expectations Identifies an obvious aspect that needs long-term improvement Clearly defines the aspect Clearly defines and delineates the needed improvement Relates the aspect few or no other areas of the library	Approaches Expectations Identifies an obvious aspect that needs short-term improvement Vaguely defines the aspect Incompletely defines and delineates the needed improvement Does not relate the aspect to other areas of the library
Vision and Mission statement	Exceeds Expectations Vision statement is short statement of values and hopes currently and in the future. Mission statement is a concise declaration of the purpose of the library	Meets Expectations Vision statement is statement of current values and hopes, but lacks long-term value Mission statement is a description of current purpose, but is wordy and either overly broad or too specific	Approaches Expectations Vision and mission statement are misidentified Statements are vague Statements lack necessary specificity, but may also be unnecessarily wordy
Goals	Exceeds Expectations Desired outcomes are clearly identified Outcomes relate to the aspect being improved and to the related areas Goals encompass the vision of the library	Meets Expectations Desired outcomes are clearly identified Outcomes relate to the aspect being improved Goals relate to the specific aspect being improved	Approaches Expectations Outcomes are not clearly identified Outcomes do not relate to the aspect being improved Goals may have been confused with objectives
Objectives	Exceeds Expectations Number of objectives per goal varies with the goal Each objective is designed to implement at least one goal Each objective clearly defines how it will be done, who will do it, and when and under what conditions Objectives are measurable Methods of measurement are clearly defined Multiple methods of measurement are employed	Meets Expectations One objective per goal Each objective is designed to implement only one goal Each objective defines how it will be done, who will do it, and when and under what conditions Objectives are measurable Methods of measurement are clearly defined Only one or a few methods of measurement are employed	Approaches Expectations Less than one objective per goal Objectives may not relate to any goals Objectives are poorly defined Objectives are not measurable Methods of measurement are inappropriate or unusable
Activities	Exceeds Expectations Number of activities per objective varies with the objective Each activity relates directly to at least one objective Each activity is directly measurable Methods of measurement for each activity are clearly defined Multiple methods of measurement are employed	Meets Expectations One activity per objective Each activity relates directly to one objective Each activity is directly measurable Methods of measurement are clearly defined Only one or a few methods of measurement are employed	Approaches Expectations Less than one activity per objective Activities may not relate directly to any objectives Activities are poorly defined Activities are not measurable Methods of measurement are inappropriate or unusable
Indicators	Exceeds Expectations Number and type of indicators are appropriate to activities and objectives Indicators are clearly defined, valid and reliable Methods of measurement for each indicator are defined adn appropriate to the indicator Multiple methods of measurement are employed	Meets Expectations Number and type of indicators are adequate to activities and objectives Indicators are clearly defined, valid and reliable Methods of measurement for each indicator are defined Only one or a few methods of measurement are employed	Approaches Expectations Number and type of indicators are inadequate to activities and objectives Indicators are vaguely defined and are neither valid nor reliable Methods of measurement for are inappropriate or unusable

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Education

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