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iRubric: JDLM Implementation Rubric

iRubric: JDLM Implementation Rubric

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JDLM Implementation Rubric 
Implementation Rubric
School level implementation of JDLM.
Rubric Code: L2W3X3B
By robertbish
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: K-5, 6-8, 9-12

Powered by iRubric Implementation of JDLM Domains
The Jeffco Deeper Learning Model is a balanced approach to deeper learning: a strengthening of the focus on transforming the student learning experience in the presence of Jeffco Generations Skills.
  Sustaining

The domain is fully implemented and can be shown through evidence of effective practice in the domain. There is high efficacy of use of each defined element of the domain throughout the school.

4 pts

Deepening

The domain is fully implemented and some evidence is of effective practice in this domain is available. The efficacy of use of each element is growing.

3 pts

Developing

The domain is implemented in one or two of the defined elements of the domain with some efficacy of use in the school.

2 pts

Starting

The domain implementation is at defining and connecting the elements of the domain with the school’s current learning model and practice.

1 pts

Not Yet

The domain has yet to be introduced at the school level.

0 pts

PLAN

Effective instructional decision making begins with knowing our students and what we want students to understand, know, and be able to do, aligned with the Colorado Academic Standards.
Sustaining

The PLAN domain is fully implemented and there is evidence and a high level of efficacy in:

effective instructional decision making:
knowing our students:
what we want students to understand, know, and be able to do;
and, alignment with the Colorado Academic Standards.
Deepening

The PLAN domain is fully implemented and there is evidence and some level of efficacy in:

effective instructional decision making:
knowing our students:
what we want students to understand, know, and be able to do;
and, alignment with the Colorado Academic Standards.
Developing

The PLAN domain is implemented in one or two of the following are evident:

effective instructional decision making:
knowing our students:
what we want students to understand, know, and be able to do;
and, alignment with the Colorado Academic Standards.
Starting

The PLAN domain implementation is at defining and connecting the following with our current learning model structure and practice:

effective instructional decision making:
knowing our students:
what we want students to understand, know, and be able to do;
and, alignment with the Colorado Academic Standards.
Not Yet

The PLAN domain has yet to be introduced at the school level.
ASSESS

A balanced assessment approach to supporting HOW the information from the assessment will be used.
Sustaining

The ASSESS domain is fully implemented and there is evidence of and a high level of efficacy in:
1. A balanced approach to assessment (performance and traditional), and
2. The use of assessment information.
Deepening

he ASSESS domain is fully implemented and there is evidence and some level of efficacy in:
1. A balanced approach to assessment (performance and traditional), and
2. The use of assessment information.
Developing

The ASSESS domain is implemented in one of the following:
1. A balanced approach to assessment (performance and traditional), and
2. The use of assessment information.
Starting

The ASSESS domain implementation is at defining and connecting the following with our current learning model structure and practice:
1. A balanced approach to assessment (performance and traditional), and
2. The use of assessment information
Not Yet

The ASSESS domain has yet to be introduced at the school level.
REFLECT

Reflection is the use of data-driven processes to assess the why and how of learning in order to determine next steps, focus on continuous learning and support self-directed learning. Reflection occurs in partnerships (Leader-Leader, Leader-Teacher, Teacher-Teacher, Teacher-Student, Student-Student) and individually.
Sustaining

The REFLECT domain is fully implemented and there is evidence of and a high level of efficacy in:
1. The use of data-driven process to make instructional decisions to:
-Focus on continuous
learning
-Support self-
directed learning
2. Occurring among leaders, teachers, and students.
Deepening

The REFLECT domain is fully implemented and there is evidence and some level of efficacy in:
1. The use of data-driven process to make instructional decisions to:
-Focus on continuous
learning
-Support self-
directed learning
2. Occurring among leaders, teachers, and students.
Developing

The REFLECT domain is implemented in one of the following:
1. The use of data-driven process to make instructional decisions to:
-Focus on continuous
learning
-Support self-
directed learning
2. Occurring among leaders, teachers, and students.
Starting

The REFLECT domain implementation is at defining and connecting the following with our current learning model structure and practice:
1. The use of data-driven process to make instructional decisions to:
-Focus on continuous
learning
-Support self-
directed learning
2. Occurring among leaders, teachers, and students.
Not Yet

The REFLECT domain has yet to be introduced at the school level.
TEACH

Learner Centered Teaching Practices are research-based and support all students to get to deeper learning.
Sustaining


The TEACH domain is fully implemented and there is evidence of and a high level of efficacy in:
1. The use of research based learner centered teaching practices, and

2. all students are supported to get to deeper learning.
Deepening

The TEACH domain is fully implemented and there is evidence and some level of efficacy in:
1. The use of research based learner centered teaching practices, and

2. all students are supported to get to deeper learning.
Developing

The TEACH domain is implemented in one of the following:
1. The use of research based learner centered teaching practices, and

2. all students are supported to get to deeper learning.
Starting

The TEACH domain implementation is at defining and connecting the following with our current learning model structure and practice:
1. The use of research based learner centered teaching practices, and

2. all students are supported to get to deeper learning.
Not Yet

The TEACH domain has yet to be introduced at the school level.
Full Model

Sustaining

All Domains evidence and high level of efficacy
Deepening

All Domains with evidence but growing efficacy
Developing

2 of the four domains with efficacy and evidence
Starting

Connecting current model and practice to 2 or more of the domains
Not Yet

The JDLM has yet to be introduced at the school level.



Keywords:
  • implementation



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