CW Magazine-Winter Edition November 2014 | Page 19

Close to Proficient
(Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)

Far from Proficient
(Follow-up professional development and coaching
is critical.)

<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 calculated, but contain errors.
Results are not disaggregated.
Results are available only to team members present for the
meeting.
Data is not triangulated.

Few or no teachers administer common formative
assessment and use common scoring method to
evaluate student proficiency.
Class data is not charted and/or shared.

Data-Based
Decision-Making
Excel/Word
Template

Team lists strengths, misconceptions, inferences, and
prioritized needs for most proficiency groups.
Strengths and misconceptions are mostly related to the preassessment and targeted standard(s).
Pre-requisite skills are not considered.

Strengths and misconceptions, if listed, are not
related to the pre-assessment and targeted
standard(s).
Learning needs are not prioritized.
Pre-requisite skills are not considered.

Data-Based
Decision-Making
Excel/Word
Template

SMART goals are written and mostly meet the criteria of
SMART goal.
Goal percentage is not correctly calculated.

If complete, SMART goals lack important criteria.
Goal percentage is not correctly calculated.

Data-Based
Decision-Making
Excel/Word
Template

Semi-annually, team discusses expected implementation
data (teacher behavior) related to expected student
results, with sufficient detail for replication.
Implementation data indicated fidelity occurs at less than a
desired rate.
Semi-annually, discrepancies in student results are
examined in related to difference in implementation data.
Annually, based on data, improved implementation
processes are recommended or alternative effective
teaching/learning practice is chosen.

Selected effective teaching/learning practice(s)/
strategy(s) do not target prioritized needs and
are not research based.
Selected effective teaching/learning practice(s)/
strategy(s) chosen do not have potential to
impact student growth.
Selected effective teaching/learning practice(s)/
strategy(s) lacks a description to allow for
replication.
Team discussion about expected implementation
data and students occurs but is limited by team
understanding of cause/effect or incomplete
data.
Fidelity of implementation is less than desired.
Hypothesizing improved implementation
processes or needs or alternative effective
teaching/learning practices is limited by team
understanding of the correlation or incomplete
data.

Visual representation of growth is included in results once
post-assessment is scored.
Some or few reflection questions are discussed and
recorded using the visual representation.

Visual representation of growth is not included in
results.
Reflection questions are not discussed and/or
recorded.

Selected effective teaching/learning practice(s)/strategy(s)
target prioritized needs and are research based.
Selected effective teaching/learning practice(s)/strategy(s)
chosen have moderate potential to impact student growth.
Selected effective teaching/learning practice(s)/strategy(s)
lack a full description to allow for replication.

Evidence

Data-Based
Decision-Making
Excel/Word
Template

Data-Based
Decision-Making
Excel/Word
Template

Data-Based
Decision-Making
Excel/Word
Template
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