to some degree, Feedback from students is but not solicited and reflected upon in consistently order to improve the learning throughout the environment to support student school. success. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Professional Learning Community/Grade Level/Content Area meeting agendas, meeting minutes that document the decisions made from reflective conversations Teachers record themselves teaching and get feedback from colleagues, make instructional decisions Reflection protocols/reflection journals are used with walkthrough data, teacher videos of their own instruction, classroom observations, and/or peer observations Examples of lesson plan modifications made as a result of reflective conversations Example of protocol/staff discussion about research-based instructional strategies in lesson plans Student surveys/feedback on instructional effectiveness Parent perception surveys regarding instructional effectiveness Protocols/documentation of teachers collaboratively examining lesson plans and student work samples School calendar includes collaborative meetings/time for Professional Learning Communities, data dialogue, teacher reflection/feedback Other Standard 3: Assessment Schools systematically gather and use multiple sources of data to monitor and inform teaching and learning a comprehensive, balanced assessment system. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation Planning for Some The school implements a balanced Sustained and Assessment System AND/OR characteristics of assessment system and ensures supported by Guiding Question: Implementation this indicator are that summative and district policies, How do we know of some of the being implemented formative assessments are aligned systems and our assessment characteristics of with fidelity; to curriculum and instruction. practices. system effectively this indicator has however, one or District, school, and classroom measures and begun. more assessments are vertically and informs teaching characteristics are horizontally aligned for coherence and learning? not fully across grades and content areas. implemented. Classroom assessments are OR designed to be developmentally All characteristics appropriate. of this indicator are Classroom assessments are being implemented aligned to the depth of knowledge to some degree, required to demonstrate but not proficiency with standards. consistently Instructional staff has access to throughout the assessment data on a continual school. basis.
to some degree, but not consistently throughout the school. Feedback from students is solicited and reflected upon in order to improve the learning environment to support student success. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Professional Learning Community/Grade Level/Content Area meeting agendas, meeting minutes that document the decisions made from reflective conversations Teachers record themselves teaching and get feedback from colleagues, make instructional decisions Reflection protocols/reflection journals are used with walkthrough data, teacher videos of their own instruction, classroom observations, and/or peer observations Examples of lesson plan modifications made as a result of reflective conversations Example of protocol/staff discussion about research-based instructional strategies in lesson plans Student surveys/feedback on instructional effectiveness Parent perception surveys regarding instructional effectiveness Protocols/documentation of teachers collaboratively examining lesson plans and student work samples School calendar includes collaborative meetings/time for Professional Learning Communities, data dialogue, teacher reflection/feedback Other Standard 3: Assessment Schools systematically gather and use multiple sources of data to monitor and inform teaching and learning a comprehensive, balanced assessment system. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Assessment System Guiding Question: How do we know our assessment system effectively measures and informs teaching and learning? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the school. The school implements a balanced assessment system and ensures that summative and formative assessments are aligned to curriculum and instruction. District, school, and classroom assessments are vertically and horizontally aligned for coherence across grades and content areas. Classroom assessments are designed to be developmentally appropriate. Classroom assessments are aligned to the depth of knowledge required to demonstrate proficiency with standards. Instructional staff has access to assessment data on a continual basis. Sustained and supported by district policies, systems and practices.