2.5 Student Building and teacher Building and teacher leaders Building and teacher leaders Building and teacher leaders Assessment Data leaders use limited to consider only student results on occasionally consider student consistently use student results Use (for schoolwide no student assessments when making results on benchmark and on benchmark and common decision making) assessment data to decisions regarding schoolwide common assessments in assessments and make decisions practices. addition to state assessments to make decisions related to schoolwide assessments when making regarding schoolwide practices. practices. decisions regarding schoolwide practices. 2.6 Student is little or Some teachers are aware of the Most teachers are aware of Most teachers work individually Assessment Data emerging awareness importance of using a variety of their roles and and collaboratively to use a Use (for classroom of best practices for assessment data to inform responsibilities for using a variety of assessment data (e.g., instruction) analyzing student instruction and for employing variety of assessment data to common assessment data, performance data to research-based instructional inform instruction and for student work) to determine inform instruction and strategies to determine progress employing research-based progress toward intended assessing progress toward intended student instructional strategies to student and school outcomes, toward intended outcomes. However, not all staff determine progress toward determine appropriate action student outcomes, or consistently use this practice. intended student outcomes. steps, and monitor the results of the effect of these However, there are some those actions. practices is negligible. barriers to using data effectively to improve instruction.
2.5 Student Assessment Data Use (for schoolwide decision making) Building and teacher leaders use limited to no student assessment data to make decisions related to schoolwide practices. Building and teacher leaders consider only student results on assessments when making decisions regarding schoolwide practices. Building and teacher leaders occasionally consider student results on benchmark and common assessments in addition to state assessments when making decisions regarding schoolwide practices. Building and teacher leaders consistently use student results on benchmark and common assessments and assessments to make decisions regarding schoolwide practices. 2.6 Student Assessment Data Use (for classroom instruction) is little or emerging awareness of best practices for analyzing student performance data to inform instruction and assessing progress toward intended student outcomes, or the effect of these practices is negligible. Some teachers are aware of the importance of using a variety of assessment data to inform instruction and for employing research-based instructional strategies to determine progress toward intended student outcomes. However, not all staff consistently use this practice. Most teachers are aware of their roles and responsibilities for using a variety of assessment data to inform instruction and for employing research-based instructional strategies to determine progress toward intended student outcomes. However, there are some barriers to using data effectively to improve instruction. Most teachers work individually and collaboratively to use a variety of assessment data (e.g., common assessment data, student work) to determine progress toward intended student and school outcomes, determine appropriate action steps, and monitor the results of those actions.
monitor-site-visits-protocol.docx