English Language Arts/Reading

Educator Evaluation Rubric

Grades 6-12

Publisher______Textbook/Series Title ______

Area Evaluated ______Name of Evaluator______Date______

Directions: Complete one form for each textbook series/program you evaluate. In your evaluation, you are asked to consider the materials according to the criteria below. First, take each individual criterion and rate the material using the following standard:

(1) MEETS, (2) EXCEEDS, and (3) DOES NOT MEET. Use the comment section at the end to give the reasons for your ratings, citing pages whenever possible. Place an “X” in the appropriate box.

CRITERIA

A. CONTENT / MEETS / EXCEEDS / DOES NOT MEET
Content is aligned to the four ELA Common Core Georgia Performance Standards (CCGPS) Strands: Reading, Writing, Speaking and Listening, and Language.
Content endorses sound research-based practices.
Content is engaging to a range of diverse students and activities are interesting; both promote purposeful learning.
Content is differentiated to meet different abilities and needs (accommodations for various developmental levels are provided without compromising text complexity levels).
Content in Reading includes literary and informational texts (derive balanced selections from a variety of genres, types, and lengths, whose AVERAGE Lexile is well within suggested levels).
Content focuses on integrating text into evidence-based argumentative and explanatory/informational writing (with a somewhat lesser focus on narrative writing).
Content supports development of research and presentation skills.
Content in Speaking and Listening provides students with opportunities for collaboration and presentation.
Content in Language focuses on conventions, vocabulary acquisition and use using authentic text examples and avoiding isolated instruction in discrete skills.
Content is free from factual errors and represents the knowledge base of the discipline.
B. EQUITY and ACCESSIBILITY / MEETS / EXCEEDS / DOES NOT MEET
Materials are designed for use in planning and implementation of differentiated instruction addressing multiple learning styles without lowering text complexity levels.
Materials provide a balanced representation of people and points of view regarding issues such as race, gender, religion, ethnic groups, culture, disabilities, and career choices.
Strategies are provided for diverse learners (e.g., scaffolding, enrichment, and differentiated instruction).
Materials provide clear and concise instruction to teachers and students.
Materials promote the correct and appropriate use of the English language.

(See Other Side)

C. ASSESSMENT / MEETS / EXCEEDS / DOES NOT MEET
Assessments focus primarily on producing writing and other performance tasks that require evidence from texts.
Assessment provides multiple measures to monitor individual student progress at regular intervals.
Assessment tools are appropriate to inform instruction and are aligned to the ELA CCGPS in ALL Four major strands: Reading, Writing, Speaking & Listening, and Language.
Assessment is aligned to the stated objectives (learning targets) with a variety of assessment strategies and items.
Assessment requires the application of ideas and concepts.
Assessments support teachers in better adjusting their instruction to meet the needs of individuals and groups of students.
Assessments provide data for teachers to design effective interventions.
Assessments are fully integrated throughout the instructional content/program.
D. ORGANIZATION and PRESENTATION / MEETS / EXCEEDS / DOES NOT MEET
The scope and sequence of the content is well-organized and comprehensive with regard to the ELA Common Core Georgia Performance Standards (CCGPS).
Text provides strategies and activities to support the development of English for all students.
The program provides opportunities for direct instruction and independent practice.
Text is organized in a logical manner and includes a table of contents, indices, glossaries, overviews, objectives, and selected answers in the appendix.
The layout is consistent, clear, and chapters arranged logically.
Teacher’s edition is comprehensive, organized, and includes resource package.
E. INSTRUCTIONAL DESIGN and SUPPORT / Meets / EXCEEDS / DOES NOT MEET
Materials and activities are high-interest, engaging, and authentic.
Materials support teachers in planning and adjusting instruction to meet the needs of students.
Materials encourage the use of critical thinking, problem solving, and communication.
Ancillary/supplementary materials are well organized, of high quality, and enhance instruction.
Technology components enhance learning experiences and engage students in the content.
Materials are of durable quality and reusable by successive students.
UNAUTHORIZED REPRODUCTION OF COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) IN INSTRUCTIONAL MATERIALS WITHOUT PERMISSION.
(CIRCLE YES or NO) / YES / NO
(Publishers may only provide the official link to the CCGPS: (www.georgiastandards.org )

COMMENTS

STRENGTHS / WEAKNESSES
Overall Evaluation (Place an “X” in Appropriate Box) / MEETS / EXCEEDS / DOES NOT MEET
How Do You Rate These Materials Overall?