Unsatisfactory Basic Distinguished Proficient A3: Assessment tasks are not aligned Assessment tasks allow students Assessment allow students to Assessment tasks allow students to with the learning target(s). to demonstrate learning. The demonstrate learning. The quality of demonstrate learning. The quality of Quality of quality of the assessment methods the assessment methods provides the assessment methods provides formative provides no information about limited information about student comprehensive information about student thinking and needs. thinking and needs. student thinking and needs. methods A5: Teacher does not have routines Teacher has an observable system Teacher has an observable system and Teacher has an observable system and for recording formative and routines for recording routines for recording formative routines for recording formative Collection assessment data. formative assessment data but assessment data and periodically uses assessment data and uses the system systems for does not use the system to inform the system to inform instructional to inform day-to-day instructional formative instructional practice. practice. practice. assessment data Student Growth 6.1: Does not establish student growth Establishes appropriate student Establishes appropriate student growth Establishes appropriate student growth goal(s) or establishes inappropriate growth goal(s) for whole goal(s) for whole classroom. Goal(s) goal(s) for students in collaboration with Establish goal(s) for whole classroom. classroom. Goal(s) do not identify identify multiple, high-quality sources students and parents. These whole Student Goal(s) do not identify multiple, multiple, high-quality sources of of data to monitor, adjust, and evaluate classroom goals align to school goal(s). Growth high-quality sources of data to data to monitor, adjust, and achievement of goal(s). Goal(s) identify multiple, high-quality Goal(s) monitor, adjust, and evaluate evaluate achievement of goal(s). sources of data to monitor, adjust, and achievement of goal(s). evaluate achievement of goal(s). 6.2: Growth or achievement data from Multiple sources of growth or Multiple sources of growth or Multiple sources of growth or at least two points in time shows achievement data from at least achievement data from at least two achievement data from at least two Achievement no evidence of growth for most two points in time show some points in time show clear evidence of points in time show evidence of high of Student students. evidence of growth for some growth for most students. growth for all or nearly all students. Growth Goal(s) students.
Unsatisfactory Basic Proficient Distinguished A3: Quality of formative methods Assessment tasks are not aligned with the learning target(s). Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides no information about student thinking and needs. Assessment allow students to demonstrate learning. The quality of the assessment methods provides limited information about student thinking and needs. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides comprehensive information about student thinking and needs. A5: Collection systems for formative assessment data Teacher does not have routines for recording formative assessment data. Teacher has an observable system and routines for recording formative assessment data but does not use the system to inform instructional practice. Teacher has an observable system and routines for recording formative assessment data and periodically uses the system to inform instructional practice. Teacher has an observable system and routines for recording formative assessment data and uses the system to inform day-to-day instructional practice. Student Growth 6.1: Establish Student Growth Goal(s) Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). 6.2: Achievement of Student Growth Goal(s) Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.