modifies future instruction based on intended outcomes and uses these toward intended outcomes and findings to adjust practice and the findings. frequently uses these findings to identify and/or implement adjust practice and identify and/or appropriate differentiated implement appropriate differentiated interventions and enhancements interventions and enhancements for for students. individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Unsatisfactory Needs Improvement Exemplary Proficient Elements I-C-1. Does not draw conclusions from Draws conclusions from a limited Individually and with colleagues, Individually and with colleagues, student data beyond completing analysis of student data to inform draws appropriate conclusions draws appropriate, actionable Analysis and minimal requirements such as student grading and promotion from a thorough analysis of a wide conclusions from a thorough analysis Conclusions grading for report cards. decisions. range of assessment data to of a wide range of assessment data improve student learning. that improve short- and long-term instructional decisions. Is able to model this element. Regularly shares with appropriate I-C-2. Rarely shares with colleagues Only occasionally shares with Establishes and implements a conclusions about student progress colleagues conclusions about student colleagues (e.g., general schedule and plan for regularly Sharing and/or rarely seeks feedback. progress and/or only occasionally education, special education, and sharing with all appropriate Conclusions English learner staff) conclusions seeks feedback from them about colleagues conclusions and insights With Colleagues about student progress and seeks practices that will support improved about student progress. Seeks and student learning. feedback from them about applies feedback from them about instructional or assessment practices that will support improved practices that will support student learning. Is able to model this improved student learning. element. I-C-3. Provides little or no feedback on Provides some feedback about on assessment results, Establishes early, constructive student performance except through performance beyond grades but provides descriptive feedback and feedback loops with students and Sharing grades or report of task completion, rarely shares strategies for students engages students and families in families that create a dialogue about Conclusions or provides inappropriate feedback to improve their performance toward constructive conversation that performance, progress, and With Students that does not support students to objectives. focuses on how students can improvement. Is able to model this improve their performance. improve their performance. element.
modifies future instruction based on the findings. intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.