Sample of parent communications about assessment results Assessment plans Agendas/minutes from meetings reflecting the purposes and uses of data Student/parent/teacher handbooks include information about assessment purposes and uses Documentation of data shared with families at conferences Examples of data reports staff use to analyze disaggregated student assessment data Professional learning on understanding assessment results, purposes, uses Curriculum guides identify formative, interim, and summative assessment Student assessment portfolios (used to communicate results to students and families) 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 Data Analysis Planning for Some Instructional staff uses an Sustained and and AND/OR characteristics intentional, structured process to supported by Implementation of of this indicator use academic and non-academic district policies, Guiding Question: some of the are being data to inform instructional systems and How do we ensure characteristics of implemented decisions. practices. that this indicator has with fidelity; Instructional staff uses a making is based on begun. however, one or combination of student comprehensive more achievement, demographic, data analysis? characteristics process and perception data over are not fully time to make informed implemented. instructional decisions to meet OR individual student needs. All Instructional staff collaboratively characteristics analyzes assessment data to of this indicator reach a shared understanding and are make changes to instructional implemented to practice. some degree, Assessment data are used to but not place students, monitor progress consistently and drive timely interventions. 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. Committee meeting agendas/minutes that reflect collaborative data-based discussions and actions taken Professional learning that focuses on developing skills in the interpretation and use of data Professional Learning Community documentation of using student data to inform instructional practices Data Dialogue evidence such as data displays, data graphs, analysis charts Lesson plans reflect changes made in instruction based on data analysis School Improvement team meeting/goal committee meeting agendas and minutes showing the role of data analysis in improvement planning
Sample of parent communications about assessment results Assessment plans Agendas/minutes from meetings reflecting the purposes and uses of data Student/parent/teacher handbooks include information about assessment purposes and uses Documentation of data shared with families at conferences Examples of data reports staff use to analyze disaggregated student assessment data Professional learning on understanding assessment results, purposes, uses Curriculum guides identify formative, interim, and summative assessment Student assessment portfolios (used to communicate results to students and families) 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 Data Analysis and Guiding Question: How do we ensure that is based on comprehensive data analysis? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. 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 implemented to some degree, but not consistently throughout the school. Instructional staff uses an intentional, structured process to use academic and non-academic data to inform instructional decisions. Instructional staff uses a combination of student achievement, demographic, process and perception data over time to make informed instructional decisions to meet individual student needs. Instructional staff collaboratively analyzes assessment data to reach a shared understanding and make changes to instructional practice. Assessment data are used to place students, monitor progress and drive timely interventions. 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. Committee meeting agendas/minutes that reflect collaborative data-based discussions and actions taken Professional learning that focuses on developing skills in the interpretation and use of data Professional Learning Community documentation of using student data to inform instructional practices Data Dialogue evidence such as data displays, data graphs, analysis charts Lesson plans reflect changes made in instruction based on data analysis School Improvement team meeting/goal committee meeting agendas and minutes showing the role of data analysis in improvement planning making
School_Systems_Review_Template_475177_7.docx