Does not draw conclusions from Draws conclusions from a Draws appropriate conclusions Draws appropriate, actionable student data beyond completing limited analysis of student data from a thorough analysis of a conclusions from a thorough minimal requirements such as to inform student grading and wide range of assessment analysis of a wide range of I-C-1. grading for report promotion decisions. data to inform instructional assessment data to inform decisions and improve student short- and long-term Analysis and learning. instructional decisions that Conclusions improve learning for all students. Models this practice for others. Rarely shares with colleagues Only occasionally shares with Regularly shares with Proactively and regularly conclusions about student colleagues conclusions about appropriate colleagues (e.g., shares conclusions and progress and/or rarely seeks student progress and/or only general education, special insights about student progress feedback. occasionally seeks feedback education, and English learner with all appropriate colleagues. I-C-2. from them about practices that staff) conclusions about Seeks and applies feedback Sharing Conclusions will support improved student student progress and seeks from them about instructional With Colleagues learning. feedback from them about and assessment practices that instructional or assessment will support improved student practices that will support learning. improved student learning. Provides little or no feedback to Provides some feedback to Based on assessment data, Establishes regular feedback students their performance students about performance provides descriptive feedback loops with students that support I-C-3. except through grades or report beyond grades but rarely to students, engages them in constructive conversation about of task completion, or provides shares strategies or solicits constructive conversation, and student performance, progress, Sharing Conclusions inappropriate feedback that feedback from students on how seeks feedback that focuses and improvements based on With Students does not support students to to improve their performance on how students can improve assessment data. Models this improve their performance. toward objectives. their performance. practice for others. STANDARD II: Teaching All Students
I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Draws appropriate conclusions from a thorough analysis of a wide range of assessment data to inform instructional decisions and improve student learning. Draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data to inform short- and long-term instructional decisions that improve learning for all students. Models this practice for others. 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. Proactively and regularly shares conclusions and insights about student progress with all appropriate colleagues. Seeks and applies feedback from them about instructional and assessment practices that will support improved student learning. I-C-3. Sharing Conclusions With Students Provides little or no feedback to students their 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 to students about performance beyond grades but rarely shares strategies or solicits feedback from students on how to improve their performance toward objectives. Based on assessment data, provides descriptive feedback to students, engages them in constructive conversation, and seeks feedback that focuses on how students can improve their performance. Establishes regular feedback loops with students that support constructive conversation about student performance, progress, and improvements based on assessment data. Models this practice for others. STANDARD II: Teaching All Students
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