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DATA-DRIVEN INSTRUCTION & ASSESSMENT RUBRIC Diagnostic Tool

I. DATA-DRIVEN CULTURE No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 1. Look Fors: Look Fors: Look Fors: Look Fors: Leadership  No training for LT  Some LT members have  LT members have  LT members have received Team members received training in leading received training in training in leading analysis  No DDI responsibilities analysis meetings and leading analysis meetings meetings and supervising for LT members supervising teachers for and supervising teachers teachers for implementing  LT members are not implementing action plans for implementing action action plans leading analysis  Responsibilities for LT plans  LT members have clear meetings according to members for DDI are  LT members have clear responsibilities for DDI the principles in outlined responsibilities for DDI work, and responsibilities “Leading Effective  LT members are attempting work are robust, Analysis Meetings” to implement effective  LT Members effectively  LT Members effectively analysis meetings, but ther implement 80% of the implement 90% of the are not proficient elements of the guide elements of the guide “Leading Effective “Leading Effective Analysis Meetings” Analysis Meetings” o Preview asst o Preview asst o Predict outcomes o Predict outcomes o Model how to do o Model how to do analysis for teacher analysis for teacher o Analyze results o Analyze results before before meeting with meeting with teacher teacher o Review action plan o Review action plan o Get the teacher to do o Get the teacher to do the cognitive work the cognitive work using scaffolded using scaffolded questions questions 2. Look Fors: Look Fors: Look Fors: Look Fors:

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 Data-driven instruction  Opening PD addresses the  Opening PD ensures that  Opening PD ensures that is not introduced to the topic of data-driven teachers are effectively teachers and leaders are staff instruction, but teachers introduced to data-driven effectively introduced to leave without the opportunity instruction—they data-driven instruction— to fully understand and apply understand how interim they understand how the tenets of assessment, assessments define rigor interim assessments define analysis and action  Teachers effectively and rigor efficiently analyze results  Teachers and leaders Introductory in a common way based effectively and efficiently Professional on the expectations of the analyze results in a Development principal common way based on the  Principal ensures that expectations of the principal teachers have a clear  Principal ensures that expectation and format teachers and leaders have a for action plans aligned to clear expectation and the needs as defined by format for action plans the data aligned to the needs as defined by the data

No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 3. Calendar Look Fors—Calendar includes: Look Fors—Calendar includes: Look Fors—Calendar includes: Look Fors—Calendar includes:  Few or none of the items  Some but not all of the items  Assessment  Previewing upcoming needed for proficient needed for proficient analysis administration assessment & predicting implementation & action  Time for scoring performance Other Look Fors: Other Look Fors:  Somewhat sufficient  Assessment administration  Calendar is not in place  Calendar is partially in place paid-time for teachers to  Time for scoring to launch the school year from the start of the year. analyze results  Paid-time for teachers to  Calendar is not very explicit  Somewhat sufficient analyze results within the culture of the paid-time for  Paid-time for school teachers/teams to plan teachers/teams to plan new new lessons based on data lessons based on data

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analysis analysis  Re-teaching time in  Re-teaching time in pacing pacing charts charts  Time for assessment  Time for assessment creation/adaptation (if creation/adaptation (if needed) needed) Other Look Fors: Other Look Fors:  Calendar is fully in place  Calendar is fully in place from the start of the from the start of the school school year year  Calendar is front and  Calendar is front and center center in the mind of the in the mind of the principal principal and the leadership team  All core teachers know  All teachers know the the calendar is the guide calendar is the guide for the for the DDI work during DDI work during the year the year  Calendar is easily adjustable if district changes require it 4. Ongoing Look Fors: Look Fors: Look Fors: Look Fors: Professional  There is no ongoing PD  A couple of professional  Professional development  Professional development Development around data analysis, development sessions are ensures all teachers have ensures all teachers have action planning or re- offered throughout the year skills needed to analyze skills needed to analyze teaching after the first that are aligned with the data and act based on data data and act based on data training of the year data-driven cycle  Professional development  Professional development is  PD is delivered with quality, is delivered “real time” so delivered “real time” so that but some participants may that needs are seen and needs are seen and met not have skills needed met throughout the year throughout the year following the session  Professional development  Professional development  PD may lack sufficient is organized and led by not only matches the needs modeling and application so principal or key leaders in of the staff to implement that teachers have the skills the building DDI, but the needs of the needed to do analysis and  Professional development staff as defined by the action provides ample time for student weaknesses practice and feedback  Professional development is based on performance organized and led by key

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leaders in the building. Not just the principal  Professional development provides ample time for practice and feedback based on performance

5. Build By Look fors: Look fors: Look fors: Look fors: Borrowing  No evidence of sharing  Some leaders and teachers  Leaders are leveraging  School leaders/teachers best practices across are borrowing ideas from the performance of the have visited other high- teachers/schools their peers and from other best teachers in the school achieving schools to acquire schools, but that does not to improve teaching best practices translate to schoolwide practices in the remaining  Leaders are leveraging the action classrooms performance of the best  Many teachers work in  With encouragement, teachers in the school to complete isolation teachers seek out improve teaching practices resources & support from in the remaining classrooms other teachers with  Teachers actively seek out stronger results resources & support from other teachers with stronger results

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II. Assessments No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 1. Common Look Fors: Look Fors: Look Fors: Look Fors: Interim  Sporadically  Administered 2-3 times per  Administered 4-6 times  Administered 4-6 times per administered year per year year  Not common across  Common for grade and  Common for grade and  Common for grade and grade level content area content area content area  Math & Literacy  Only given in math and  Given in Math & Literacy  Goes beyond math and assessments given only literacy at every grade level at every grade level 3-11 reading to minimally at certain grade levels 3-11 include science and social studies  (ES) Have interim assessments for grades K-2

2. Look fors: Look fors: Look Fors: Look fors: Transparent  Teachers do not see the  Teachers see assessments  At the end of each  At the start of the year, all Starting assessment in advance weeks before the assessment cycle, the next assessments are available to Point administration or at a assessments are available define the academic minimum, teachers are able to define the academic expectations to see the assessment before expectations  Teachers back map their it is administered planning from the assessments without utilizing the exact assessment questions

3. Alignment Look fors: Look fors: Look fors: Look fors: State and  Assessment items and  Assessment items and tests  Assessment items and  Assessment items and tests College tests match the state test match the state test level of tests match the state test are at least at the level of level of rigor less than rigor at least 50% of the time level of rigor at least 75% rigor of the state test 50% of the time  Alignment to college of the time  Assessment items have  College readiness is readiness is understood by  Alignment to college been designed to ensure unaddressed leaders, but little action has readiness is understood alignment with college occurred to make this by leaders, but little readiness expectations alignment happen in the action has occurred to assessments make this alignment

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happen in the assessments 4. Aligned to Look fors: Look fors: Look fors: Look fors: Instructional  Assessments are not  Grade level or content area  Grade level or content  Grade level or content area Sequence aligned to scope & has a clearly defined scope area has a clearly defined has a clearly defined scope sequence and sequence of standards, scope and sequence of and sequence of standards but assessments only standards  All assessments are aligned partially match that the scope  Assessments align to 90% to the scope and sequence and sequence. What is of the scope and  Teachers follow the scope taught is assessed sequence. and sequence  What is assessed is aligned to what is taught

5. Reassess Look fors: Look fors: Look fors: Look fors:  Assessments are unit-  Assessments sporadically  Assessments reassess the  Assessments reassess the based; they do not re- reassess standards throughout most important standards most important standards assess standards from the year throughout the year throughout the year previous units  Assessments are  Assessments are cumulative cumulative in nature, and in nature, and build in rigor build in rigor and length and length  Assessments are flexible, adjusting the emphasize standards that need reassessment based on student performance

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III. Analysis No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 1. Results Look fors: Look fors: Look fors: Look fors: Turnaround  Results take longer than  Results available within a  Results available within  Results available within 48 a week to be made week 2-3 days hours available  Teachers not involved, or  Teachers somewhat  Teachers involved in  Teachers not involved in minimally involved in involved in scoring of scoring of constructed scoring scoring constructed responses responses 2. Data Look fors: Look fors: Look fors: Look fors: Reports  Reports are difficult to  Reports either have too little  Concise reports: 1-2  Concise reports: 1 page per understand or too much information pages per classroom classroom  Little data or  Reports might not include  Reports include item  Reports includes item overwhelming amounts item analysis or overall analysis and overall analysis, standard analysis of data results results and overall results  No item analysis  Reports are understandable  Reports are mostly  Data reports are color coded for leaders but require some understandable for  Reports are understandable interpretation for teachers teachers & leaders for teachers & leaders 3. Teacher Look fors: Look fors: Look fors: Look fors: Owned  Teachers have no  Teachers do little of the  Teachers show some  Teachers show strong ownership at all of the analysis; analysis mostly initiative in analysis initiative in analysis analysis of their results done by principal, meetings meetings, suggesting  Teachers lack knowledge instructional leader or a “data  Leaders effectively preparation prior to the and skill to effectively team” facilitate analysis meeting and efficiently analyze  Teachers may lack meetings to ensure that  Teachers express ownership results knowledge and skill to teachers do most of the for results and immediately  Teachers expressly do effectively and efficiently analysis; occasionally begin thinking about how to not find value in analyze results they intervene to model improve results analyzing results  Teachers analyze, but may good analysis  Teachers are eager to see blame test or students for  Teachers express results poor results ownership for result  Leaders actively participate  Teachers understand in analysis, and strongly results and fluently talk facilitate when needed about them  Teachers completely understand results, and

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fluently talk about them 4. Test in Look fors: Look fors: Look fors: Look fors: Hand  No test-in-hand analysis  Teachers or leaders have the  Observe interim  Observe interim assessment assessments in hand during assessment in the hands in the hands of leaders and analysis, but not both of leaders and teachers teachers during analysis  Teachers look mostly at the during analysis meetings meetings assessment questions, and do  Assessments items are  Assessment items are not focus strongly on the occasionally referenced referenced throughout student responses throughout analysis analysis meetings meetings  Teachers use the assessment  Teachers use the when analyzing results assessment when  analyzing results  5. Deep Deep analysis: only answers Deep analysis: mostly answers what Deep analysis: frequently, but not Deep analysis: always moves Analysis what students got wrong students got wrong; infrequently always, moves beyond what beyond what students got wrong answers why they got it wrong students got wrong and answers and answers why they got it wrong Look fors: why they got it wrong  Analysis is mostly broad Look fors: Look fors: generalizations like  Teachers look at student Look fors:  Teachers and leaders are “students need to read constructed responses and  Teachers and leaders are fully knowledgeable about more” or “students need begin to diagnose student fairly knowledgeable the wrong answer choices, to practice problem- challenges about the wrong answer and what they demonstrate solving”  Teachers look at wrong choices, and what they about student  Teachers mostly just answer choices, and begin to demonstrate about student misunderstandings discuss what was wrong diagnose student misunderstandings  Teachers and leaders focus misunderstandings  Teachers and leaders analysis on specific student  Teachers reach actionable focus analysis on specific misunderstandings based on conclusions with analysis, student wrong answer choices but often conclusions are misunderstandings based  Teachers and leaders fully general and not fully based on wrong answer choices diagnose student challenges on a deep understanding of based on constructed results responses  Analysis includes some  Teachers and leaders generalizations like “students combine the analysis with need to read more” or knowledge of the scope and

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“students need to practice sequence to drive action problem-solving” steps 

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IV. Action No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 1. Lesson Look fors: Look fors: Look fors: Look fors: Planning  No evidence of new  Teacher teams problem  Evidence of new lessons  Evidence of new lessons lessons connected to data solve and plan together that respond explicitly to that respond explicitly to analysis based on data, but often data analysis data analysis  Teacher teams do not not focused on specific  Evidence of “flex time” or  Evidence of “flex time” or plan collaboratively student needs or don’t have “reteach weeks” that are “reteach weeks” that are around data specific lesson plans as a built into schedule built into schedule result  Most teacher teams plan  Teacher teams plan new  Planning conversations new lessons together using lessons together using an often focus on teaching it an effective protocol such effective protocol such as again, and less on how to as the Results Meeting the Results Meeting teach it differently Protocol Protocol; the tone of the meetings are always solutions focused

2. Teacher Look fors: Look fors: Look fors: Look fors: Action Plans  No evidence of teacher  Teachers plan for  Teacher action plans are  Teacher action plans are action plans reteaching, but often clearly implemented across clearly implemented planning is not specific 90% of the school across the school regarding goals, time, and  Action plans include  Action plans include strategy strategies for whole-group strategies for whole-group  Differentiation is present in and small group and small group planning, but often only instruction/pull-out instruction/pull-out superficial  Action plans include some  Action plans include supports for struggling explicit supports for students struggling students:  Action plans have clear creative use of extra time timeline for before, during or after implementation typical school day  Action plans have clear timeline for implementation 3. Ongoing Look fors: Look fors: Look fors: Look fors:

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Assessment  Little evidence of  Teachers assess at least  Assessment/checking for  Assessment/checking for ongoing weekly based on previous understanding is present understanding is present in assessment/checking for data and standards each week every class, everyday understanding currently being taught  Everything retaught is  Assessment is  Teachers link weekly reassessed differentiated based on assessment to reteaching,  Teaches are fairly current student proficiency but often fail to act based knowledgeable about levels on reassessment results individual student  Everything retaught is  Ongoing assessment performance and can reassessed, and subsequent efforts rarely take into fluently speak to it actions are driven by the account the different levels new proficiency levels of proficiency present in  Assessment types are the class differentiated to ensure application in different formats  Teaches are always very knowledgeable about individual student performance and can fluently speak to it  Teachers are able to accurately predict how students will perform on next interim assessment

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No Implementation Beginning Implementation Proficient Implementation Exemplary Implementation 4. Look fors: Look fors: Look fors: Look fors: Accountability  Leaders are not  Leaders are aware of  Leaders are knowledgeable  Leaders fully observing classes or action plans but don’t have about action plans, and knowledgeable about reviewing lesson much personal knowledge how they link to specific action plans, and how they plans/action plans of their content needs of a class and link to specific needs of a  Leader is not able to  Leader is only periodically grade/content area as class and grade/content articulate action steps observing for reteaching defined by the data area as defined by the data being taken by teachers and rarely focused on  Leaders are observing most  Leaders are observing as a result of data specific reteaching efforts of the teaching each teaching each assessment analysis  Leaders follow up with assessment cycle with the cycle with the action plan teachers after observing, action plan in mind in mind but often this follow up is  Observations by leaders  Observations by leaders not specifically linked to are somewhat linked to the are explicitly linked to the the data and instructional action plans action plans, and whether practice  Feedback from leaders to the students are gaining  Follow up by leader often teachers is mostly linked to mastery on specific lacks clear, actionable student needs, and fairly standards changes sought to actionable  Feedback from leaders to classroom instruction  Ongoing assessment teachers is clearly linked information is utilized to student needs, and when observing immediately actionable  Ongoing assessment information is utilized when observing 5. Engaged Look fors: Look fors: Look fors: Look fors: Students  Students are unaware of  Students are aware of their  Most students you speak to  Any student you speak to their performance on the performance on the know their specific knows their specific assessments assessments performance levels on the performance levels on the  Students can articulate why interims interims the interim assessments are  Students generally can  Students know where they important articulate the actions they are strong and weak, and  Students know they are are taking to improve their then can articulate the working during class time performance specific actions they are to develop mastery toward  Students know that the taking to improve their

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