Teachers should know and be able to: Involve students in assessing their own learning. 2c. Unatifactory Progreing Proficient Exemplary tudents are not made aware of tudents are provided with the scoring tudents have the scoring criteria in tudents are very familiar with or involved in the assessment scoring criteria for success too late in the advance of the lesson or unit. Based designing the scoring criteria provided criteria in advance of the process to allow adequate time for on the scoring criteria, students can in advance of the lesson or unit. Based lesson or unit. practice prior to taking assessments. identify what they need to do to on the scoring criteria, students are able Criteria tudents may not be able to identify improve performance. to take responsibility for improvements what they need to do to improve to their work by focusing on what needs performance. to be done to move to the next coring performance level. The teacher does not have a The teacher takes responsibility for The teacher has a system in that The teacher has established a system that system in place for tracking monitoring achievement results for requires active teacher prompting in empowers students to become active EFFECTIVENE student achievement results students. Without active order for students to monitor their partners in monitoring their own and/or does not have a involvement in monitoring their achievement results over time. tudents achievement results over time. Feedback system set up for students to own learning, students wait for the have opportunities to practice is provided to students on the quality of OF know how they are doing. teacher to let them know their level By using the system, their self-monitoring. The system tudent of proficiency. students know their level of includes an organized way for students proficiency against the achievement to keep artifacts that document their elf-Monitoring criteria. level of proficiency against established achievement criteria. Periodically provides anecdotal Provides students with information Coaches students to understand how to Provides visible opportunities for students information to students about about how to understand interpret their own achievement data to analyze their own achievement data etting how they are doing. achievement data. The teacher sets and to set focused, yet realistic goals and supports students in setting specific, INDICATOR goals and monitors progress for for improving their performance. yet challenging goals to improve Goal students. tudents are supported in monitoring performance. tudents create a plan to their progress. keep track of their progress over time. tudent 2c. Performance element I I II III Unsatisfactory Progressing II Exemplary Progressing Proficient Proficient Proficient Rating PERFORMANCE TANDARD UE OF DATA TO INFORM INTRUCTION #2:
Teachers should know and be able to: 2c. Involve students in assessing their own learning. INDICATOR OF EFFECTIVENE Unatifactory Progreing Proficient Exemplary coring Criteria tudents are not made aware of the assessment scoring criteria in advance of the lesson or unit. tudents are provided with the scoring criteria for success too late in the process to allow adequate time for practice prior to taking assessments. tudents may not be able to identify what they need to do to improve performance. tudents have the scoring criteria in advance of the lesson or unit. Based on the scoring criteria, students can identify what they need to do to improve performance. tudents are very familiar with or involved in designing the scoring criteria provided in advance of the lesson or unit. Based on the scoring criteria, students are able to take responsibility for improvements to their work by focusing on what needs to be done to move to the next performance level. tudent elf-Monitoring The teacher does not have a system in place for tracking student achievement results and/or does not have a system set up for students to know how they are doing. The teacher takes responsibility for monitoring achievement results for students. Without active involvement in monitoring their own learning, students wait for the teacher to let them know their level of proficiency. The teacher has a system in that requires active teacher prompting in order for students to monitor their achievement results over time. tudents have opportunities to practice By using the system, students know their level of proficiency against the achievement criteria. The teacher has established a system that empowers students to become active partners in monitoring their own achievement results over time. Feedback is provided to students on the quality of their self-monitoring. The system includes an organized way for students to keep artifacts that document their level of proficiency against established achievement criteria. tudent Goal etting Periodically provides anecdotal information to students about how they are doing. Provides students with information about how to understand achievement data. The teacher sets goals and monitors progress for students. Coaches students to understand how to interpret their own achievement data and to set focused, yet realistic goals for improving their performance. tudents are supported in monitoring their progress. Provides visible opportunities for students to analyze their own achievement data and supports students in setting specific, yet challenging goals to improve performance. tudents create a plan to keep track of their progress over time. 2c. Performance element Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary PERFORMANCE TANDARD #2: UE OF DATA TO INFORM INTRUCTION
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