Staff time to share/reflect on results from common assessments and adjust common assessments Meeting minutes/agendas from teachers sharing successful practices (based on data) Other Standard 3: Assessment Schools systematically gather and use multiple sources of data to monitor and inform teaching and learning using a comprehensive, balanced assessment system. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation Student Planning for Some Students understand the criteria Sustained and Involvement in AND/OR characteristics and expectations for supported by the Assessment Implementation of of this indicator demonstrating their learning. district policies, Process some of the are being Students receive descriptive systems and Guiding Question: characteristics of implemented feedback based on their practices. How do we involve this indicator has with fidelity; performance, as well as guidance students in data however, one or on how to improve. analysis to answer more Students are taught how to the questions: characteristics and plan for improvement. am I now? are not fully Students learn to track and use am I implemented. their own achievement data and going? OR related feedback to monitor, How can I close All evaluate, and reflect on how to the gap? characteristics improve their own performance. of this indicator are being implemented to some degree, but not consistently throughout the school. Sample Evidence The following are examples of evidence that 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. Learning targets are posted in student-friendly language Examples of student-generated improvement goals Exemplars of individual student progress logs/charts Student portfolios Sample of student/teacher feedback form Rubrics designed to give students feedback and guidance Lesson plans reflect instruction in the student reflection process Evidence of professional learning on how to involve students in the assessment process Lesson plans reflect explicit teaching/discussion of learning targets with students Examples of student-led conferences Other
Staff time to share/reflect on results from common assessments and adjust common assessments Meeting minutes/agendas from teachers sharing successful practices (based on data) Other Standard 3: Assessment Schools systematically gather and use multiple sources of data to monitor and inform teaching and learning using a comprehensive, balanced assessment system. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Student Involvement in the Assessment Process Guiding Question: How do we involve students in data analysis to answer the questions: am I now? am I going? How can I close the gap? Planning for AND/OR Implementation of some of the characteristics of this indicator has 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. Students understand the criteria and expectations for demonstrating their learning. Students receive descriptive feedback based on their performance, as well as guidance on how to improve. Students are taught how to and plan for improvement. Students learn to track and use their own achievement data and related feedback to monitor, evaluate, and reflect on how to improve their own performance. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that 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. Learning targets are posted in student-friendly language Examples of student-generated improvement goals Exemplars of individual student progress logs/charts Student portfolios Sample of student/teacher feedback form Rubrics designed to give students feedback and guidance Lesson plans reflect instruction in the student reflection process Evidence of professional learning on how to involve students in the assessment process Lesson plans reflect explicit teaching/discussion of learning targets with students Examples of student-led conferences Other
school_systems_review_template_1.2017.docx