3.2 Analyzes and Reviews and shares limited Uses numerous data analysis Analysis includes multiple of data, Is proficient AND consistently in school-level data only as methods and to broaden including state, district, school and data interpretation, analysis, and interprets required; interpretation of knowledge of data analysis and formal and informal classroom communication; links multiple years of multiple data data may be incorrect or interpretation; uses school-level assessments; interprets available data student data to teachers and builds sources to incomplete; misuses data data to inform improvement to make informed decisions about capacity of staff to understand and use inform across eight criteria strengths and areas of need; provides their data for improved teaching and teacher teams with previous year’s learning; practices a high standard for improvement data and asks them to assess students’ data reliability, validity and fairness efforts current needs and keeps these concepts in the forefront of conversations with staff 3.3 Implements Plan is limited, not data driven Plan is monitored, evaluated and Provides leadership such that plan is Is proficient AND creates a school and/or not aligned with the revised resulting in data driven clearly articulated and includes action culture of data for decisions and data-driven plan needs of the school; little changes; to build stakeholder and progress monitoring continuous improvement in aspects of for improved stakeholder involvement and involvement and commitment; strategies, and strategies in the plan school life; orchestrates high-quality, teaching and commitment models data-driven conversations are directly aligned with the data low-stakes action planning meetings learning in support of plan analysis process and are research after each round of assessments; data based; leads ongoing review of driven plan specifically documents progress and results to make timely examples of decisions made on the adjustments to the plan; data insights basis of data analysis and results are are regularly the subject of faculty documented to inform future meetings and PD sessions decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis
3.2 Analyzes and interprets multiple data sources to inform improvement efforts Reviews and shares limited school-level data only as required; interpretation of data may be incorrect or incomplete; misuses data Uses numerous data analysis methods and to broaden knowledge of data analysis and interpretation; uses school-level data to inform improvement across eight criteria Analysis includes multiple of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs Is proficient AND consistently in data interpretation, analysis, and communication; links multiple years of student data to teachers and builds capacity of staff to understand and use their data for improved teaching and learning; practices a high standard for data reliability, validity and fairness and keeps these concepts in the forefront of conversations with staff 3.3 Implements data-driven plan for improved teaching and learning Plan is limited, not data driven and/or not aligned with the needs of the school; little stakeholder involvement and commitment Plan is monitored, evaluated and revised resulting in data driven changes; to build stakeholder involvement and commitment; models data-driven conversations in support of plan Provides leadership such that plan is clearly articulated and includes action and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and PD sessions Is proficient AND creates a school culture of data for decisions and continuous improvement in aspects of school life; orchestrates high-quality, low-stakes action planning meetings after each round of assessments; data driven plan specifically documents examples of decisions made on the basis of data analysis and results are documented to inform future decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis
NEWCriteria3L.docx