Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 1 - PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION › Subpart G - STAFF QUALIFICATIONS › Appendix B - Competency-Based High School Graduation Requirements Pilot Program Criteria for Review

Current through Register Vol. 48, No. 28, July 12, 2024
Competency-Based High School Graduation Requirements
				  Pilot Program Scoring Rubric
Strength of Local Commitment (20
							 Points)
Yes (5)
No (0)
Completion of chart of participating schools that
							 includes signatures of school principals.
Completion of chart of teachers participating in the
							 implementation of the project.
Completion of chart of the Planning and
							 Implementation Committee that includes signatures of all participants.
Completion of the plan for the local community
							 college and an institution of higher education. Signatures from both entities
							 are included.
Demonstration of Prior Professional Development
							 and Stakeholder Engagement (20 Points)
5 - 4
3 - 2
1 - 0
Description of how teachers have been engaged
							 throughout the application development process.
Thorough description of how teachers were engaged
							 throughout the process. Meeting details have been provided and give clear
							 indication of teachers' role in the process and how they will be included
							 during implementation of the plan.
Basic description of how teachers were engaged
							 throughout the process. Some details have been provided about meetings that
							 have occurred with teachers. Some details are included as to how teachers will
							 be included during implementation of the plan.
No description or no relevant description was
							 provided about meetings that have occurred with teachers. No description or no
							 relevant description as to how teachers will be involved in implementation of
							 plan.
Description of how the local community college and an
							 institution of higher education other than a community college have been
							 actively engaged throughout the application development process.
Thorough description of how both the local community
							 college and an institution of higher education that is not a community college
							 have been actively engaged throughout the process. Meeting details have been
							 provided as well as how the entities will be included during implementation of
							 the plan.
Some description of how both the local community
							 college and institution of higher education other than a community college have
							 been actively involved in the process. No meeting information has been provided
							 nor any details as to how the partnership will work in program
							 implementation.
No description or no relevant description was
							 provided in the plan. One or both of the entities needed are missing from the
							 plan. No indication has been given that the district is actively partnering
							 with either entity.
Description of district's prior professional
							 development and stakeholder engagement efforts to support successful
							 development of application and implementation of the plan.
Thorough description of professional development and
							 stakeholder engagement is included. There is a clear indication as to how the
							 prior professional development will help with implementation of the plan. There
							 is a clear indication of how stakeholders will be involved during
							 implementation of the plan.
Basic description of professional development and
							 stakeholder engagement is included. There is some indication as to how the
							 prior professional development will help with implementation of the plan. There
							 is some indication of how stakeholders will be involved in implementation of
							 the plan.
No description or no relevant description of
							 professional development and stakeholder engagement is included. There is no
							 clear indication as to how the prior professional development will help with
							 implementation of the plan. There is no clear indication of how stakeholders
							 will be involved in implementation of the plan.
Description of community partners that will support
							 the system's implementation.
Thorough description of community partnerships is
							 included. There is a clear indication as to how the partnerships will help with
							 implementation of the plan.
Some description of community partnerships is
							 included. There is some indication as to how the partnerships will help with
							 implementation of the plan.
No description or no relevant description of
							 community partnerships is included. There is no clear indication as to how the
							 partnerships will help with implementation of the plan.
Quality of Proposed Plan (50
							 Points)
5 - 4
3 - 2
1 - 0
Project Goals (10 points)
The proposal identifies clear, realistic, measureable
							 goals.
Goals are very clear, realistic and easily
							 obtainable.
Goals are somewhat clear and realistic. There is some
							 question as to whether a goal is obtainable.
Goals are either missing or they are not clear,
							 realistic, or obtainable.
The goals clearly specify how student achievement
							 will be impacted.
The goals clearly will significantly impact student
							 achievement.
The goals will have some impact on student
							 achievement.
The goals will have no significant impact on student
							 achievement.
Project Narrative (25 points)
The proposal relates to innovative practices based
							 upon research, previously collected district data, best practices, or
							 additional information.
The proposal clearly indicates that the project is
							 based upon research, best practices, and district data collection.
There is some indication that the project is based
							 upon research, best practices, and district data collection.
There is no indication that the project is based upon
							 research, best practices, and district data collection.
The proposed implementation timeline is realistic and
							 includes all major activities.
The implementation timeline is clear and realistic.
							 All major activities necessary for program success are easily found.
The implementation timeline is somewhat realistic.
							 Some major activities necessary for program success are missing or are not
							 easily found.
The implementation timeline is either missing or
							 isn't realistic. Significant portions of major activities necessary for program
							 success are missing or no activities are found within the plan.
The proposed activities are likely to produce
							 measurable results and improve student achievement.
The activities listed in the plan will clearly
							 produce measurable results that significantly improve student
							 achievement.
The activities listed in the plan should produce
							 measurable results that will somewhat improve student achievement.
There are either no activities listed in the plan or
							 those listed will not produce measurable results or any impact on student
							 achievement.
The proposal provides a description of how it will
							 meet all elements required to be included in the competency-based learning
							 system.
The plan clearly indicates how it will meet all
							 requirements included in the competency-based learning system.
The plan indicates how it will somewhat meet all
							 requirements included in the competency-based learning system.
The plan does not indicate how it will meet all
							 requirements included in the competency-based learning system.
The proposal provides a description of the district's
							 plan for engaging the high schools with their feeder elementary schools on the
							 establishment and administration of the competency-based learning
							 system.
The plan clearly indicates how the high schools will
							 work with their feeder elementary schools.
The plan indicates somewhat how the high schools will
							 work with their feeder elementary schools.
The plan does not indicate how the high schools will
							 work with their feeder elementary schools.
Evaluation (15 points)
The proposal includes a description of the process
							 for evaluating the project, including a preliminary timeline for the collection
							 of data.
(Evaluation and Sustainability)
An evaluation plan is included. It provides a clear
							 process for evaluating the project. A clear timeline for data collection is
							 included.
An evaluation plan is included. The process for
							 evaluating the project is indicated, but has some missing pieces. A timeline
							 for data collection is included, but has some missing pieces.
The evaluation plan is either missing or isn't clear.
							 The timeline for data collection is either missing or isn't clear.
The data from the proposed evaluation plan will be
							 evaluated to determine if progress toward attaining the project goals is being
							 made.
The evaluation plan clearly indicates how data will
							 be evaluated.
The evaluation plan has some indication as to how
							 data will be evaluated.
The data portion of the evaluation plan is either
							 missing or isn't clear.
The proposal provides a plan that creates multiple
							 opportunities to share the results of the project with all stakeholders.
The evaluation plan clearly indicates how results of
							 the project will be shared with all stakeholders. The plan includes more than
							 three avenues to share results.
The evaluation plan provides some indication of how
							 project results will be shared with all stakeholders. The plan provides one or
							 two avenues to share results.
The evaluation plan provides little or no indication
							 that results will be shared with all stakeholders.
Diversity Points (10 Points)
School District Type (Up to 2 points)
School District Size (Up to 2 points)
Geographical Location (Up to 2 points)
Plan Approach (e.g., one subject, multiple subjects,
							 and types of subjects) (Up to 4 points)