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Academic Pupil Progress Rubric 
Academic Pupil Progress Rubric
Career Ladder Program Scoring Guide for Teacher Portfolio's
Rubric Code: R428A6
By Deanna1
Ready to use
Public Rubric
Subject: (General)  
Type: ePortfolio  
Grade Levels: (none)

Powered by iRubric Instructional Performance
  Meets or Exceeds

3 pts

Approaches

2 pts

Falls Fall Below

1 pts

Instructional Time Outline

Meets or Exceeds

Instructional time is clearly outlined. It is solid, thorough, clear, evident, obvious, concise, well developed, and explained.
Approaches

Instructional time is generally outlined. It provides some evidence, is vague, and too general.
Falls Fall Below

Instructional time is insufficiently outlined. It is unclear, inconsistent, incomplete, minimal, and too simple.
Student Population and Profile

Student Population and Profile Narrates student population and profile of learners.
Meets or Exceeds

Topics are clearly addressed. It is solid, thorough, clear, evident, obvious, concise, well developed, and explained.
Approaches

Topics are generally addressed. It provides some evidence, vague, and too general.
Falls Fall Below

Topics are insufficiently addressed. It is unclear, inconsistent, incomplete, minimal, too simple and shows little attempt to address the topics.
Student Achievement Goals

Student Achievement Goals Use SMART Goals. Describe the area of curriculum focused on and the desired learner outcome. (Must be linked to ASIP and/or AZ State Standards)
Meets or Exceeds

Topics are clearly addressed. It is solid, thorough, clear, evident, obvious, concise, well developed, and explained.
Approaches

Topics are generally addressed. It provides some evidence, vague, and too general.
Falls Fall Below

Topics are insufficiently addressed. It is unclear, inconsistent, incomplete, minimal, too simple and shows little attempt to address the topics.
Data Analysis

Data Analysis What assessment(s) provided your student data and why did you select these to measure your student achievement. What does the data tell you about your students' academic progress toward your stated goal(s)? How did you group students for differentiated instruction?
Meets or Exceeds

Prompts were clearly addressed. It is solid, thorough, clear, evident, obvious, concise, well developed, and explained.
Approaches

Prompts were generally addressed. It provides some evidence, vague, and too general.
Falls Fall Below

Prompts were insufficiently addressed. It is unclear, inconsistent, incomplete, minimal, too simple and shows little attempt to address the topics.
Student Data

Student Data Table or chart of individual student pre- and post- assessment results. (Keep student identities confidential) Provide a description and/or sample of the instrument used for assessment.
Meets or Exceeds

It is solid, thorough, clear, evident, obvious, concise, well developed, and explained. It clearly reflects the intent of the completency.
Approaches

It provides some evidence, vague, and too general. It partially reflects the intent of the compentency.
Falls Fall Below

It is unclear, inconsistent, incomplete, minimal, too simple and shows little attempt of the compentency.
Reflection

Reflection What was learned or discovered about your students or the effectiveness of you own teaching practice? Include strategies you implemented into instruction and how did you differentiate instruction. What strategies effectively worked or didn't work with your students? Why or why not? How did you refine or extend your instruction to increase or deepen student achievement? How were your assessment goals and teaching practices aligned to the ASIP? Were your goals met? Why or why not?
Meets or Exceeds

Prompts were clearly addressed. It is solid, thorough, clear, evident, obvious, concise, well developed, and explained.
Approaches

Prompts were generally addressed. It provides some evidence, vague, and too general.
Falls Fall Below

Prompts were insufficiently addressed. It is unclear, inconsistent, incomplete, minimal, too simple and shows little attempt to address the topics.
Submitted Portfolio

Meets or Exceeds

All complete documentations and reflections submitted by due date.
Approaches

All complete documentations and reflections submitted up to three days past due date.
Falls Fall Below

Missing documentation and/or reflections.




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