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STANDARD I-C: Analysis

The teacher analyzes data from assessments, draws conclusions, and shares them appropriately.

Components

of

Standard I-C

DESCRIPTORS OF EACH PERFORMANCE LEVEL

Ineffective

Developing

Effective

Model

 

I-C-1

Analysis and Conclusions

 

Does not analyze data and/or draw conclusions from data beyond completing minimal requirements. Draws conclusions from a limited analysis of partial data to inform student learning, growth, and development. Individually and with colleagues, draws appropriate conclusions about programs, plans, and practices from a thorough analysis of a wide range of data to improve student learning, growth, and development. Individually and with colleagues, draws appropriate, actionable conclusions about programs, plans, and practices from a thorough analysis of a wide range of data that improve short- and long-term planning decisions. Is able to model this component.
 

I-C-2

Sharing Conclusions with Colleagues

 

 

Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback from them about practices that will support improved student learning and/or development. Only occasionally shares with colleagues conclusions about student progress and/or seeks feedback from them about practices that will support improved student learning and/or development. Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress, and routinely seeks feedback from them about practices that will support improved student learning and/or development. Establishes and implements a schedule and plan for continually sharing with all appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions and insights about student progress. Seeks and applies feedback from colleagues about practices that will support improved student learning and/or development. Is able to model this component.
 

I-C-3

Sharing Conclusions with Students and Families

 

 

 

 

 

Provides little or no feedback on student growth or progress except through minimally required reporting, or provides inappropriate feedback that does not support students to grow and improve. Parents infrequently receive communications from service providers regarding their child’s progress. Parents’ observations and questions are not responded to in a timely manner. Provides some feedback about student growth or progress beyond required reports, but rarely shares strategies for students to grow and improve. Parents sometimes receive communication from the service providers regarding their child’s progress. Parents’ observations and questions receive only an occasional response. Based on assessment results and/or other data, the teacher frequently provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement. When warranted, parents receive regular comprehensible and accessible communication from service providers regarding their child’s progress. Parents’ observations and questions are sought and responded to in a timely manner and on a regular basis.

 

Consistently establishes early, constructive feedback loops with students and families that create a dialogue about student growth, progress, and improvement. Is able to model this element. Parents receive comprehensible and accessible communication from service providers regarding their child’s progress; data showing updated progress/regression on goals/objectives is consistently shared throughout the year. Parents’ observations and questions are consistently sought and responded to in a timely manner and on a regular basis. Parents are assisted in accessing services from other agencies (when available and as appropriate) such as respite, in-home behavior support, home health care, transportation, etc.