CW Magazine-Winter Edition November 2014 | Page 18

Data-Based Decision-Making
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the
quality of instruction.
Dat a - Ba se d Dec i si o n - M aki n g Pr oc e s s
Exemplary
Ideal Implementation

Essential Functions

Proficient
80% of teachers administer common
formative assessment and use
common method to evaluate student
scoring proficiency.
80% of teachers share charted class
data with the data team.
Sums and percentages are correct.
Results are partially disaggregated.
Results are available to ALL team
members.
Data is not triangulated.

1

Educators collect,
chart, analyze
and
disaggregate
student learning
data.

>80% of teachers administer common formative assessment and
use common scoring method to evaluate student proficiency.
>80% of teachers share charted class data with the data team.
Sums and percentages are correct.
Results are disaggregated according to specific school needs (e.g.,
specific subgroups).
Results are available to ALL team members.
Data is triangulated (multiple sources of data are included that
further illuminates students’ knowledge of skill and the area being
examined).

2

Educators use
results to identify
learning needs.

Team lists strengths, misconceptions, inferences, and prioritized needs for all proficiency groups.
Strengths and misconceptions are directly related to the common formative assessment and targeted
standard(s).
Prioritized needs are categorized according to a hierarchy of prerequisite skills.

3

Educators
establish SMART
goals based on
data identified
student learning
needs.

SMART goals contain all key components (as listed in Proficient
column):
Goals reflect a consideration of students “close to proficient” and
case-by-case consideration of what other students can reach the
goal.
Goals are derived from specific team inferences.
Each goal includes baseline and anticipated post assessment.
Each goal closes achievement gaps for targeted student groups.
Goals are few and prioritized.
Scheduled time set for formal analysis of results.

4

Educators use
data to select a
common effective
teaching/learning
practice to
implement with
fidelity.

Selected effective teaching/learning practice(s)/strategy(s) target prioritized needs and are research
based.
Selected effective teaching/learning practice(s)/strategy(s) have greatest potential impact on student
growth.
Selected effective teaching/learning practice(s)/strategy(s) are described in detail to allow for replication.

5

Educators explain
results indicators
for p ɽ