FORMATIVE INSTRUCTION

1
ESTABLISHING

Purpose of
Assessme
nts

Formative
Assessme
nt Process

Student
Involveme
nt

2
APPLYING

3
INTEGRATING

4
SYSTEMATIZING

School staff rarely

demonstrates an
understanding of the
purpose and use of various
types of assessments, from
state-level annual
assessments to formative
classroom assessments.

School staff occasionally

demonstrates an
understanding of the
purpose and use of various
types of assessments, from
state-level annual
assessments to formative
classroom assessments.

School staff frequently

demonstrates an
understanding of the
purpose and use of various
types of assessments, from
state-level annual
assessments to formative
classroom assessments.

School staff consistently demonstrates an

understanding of the purpose and use of
various types of assessments, from statelevel annual assessments to formative
classroom assessments.

The school rarely uses

standards to set daily or
long-term learning targets,
develop success criteria,
provide examples of strong
and weak work, offer
descriptive feedback, or
adjust instruction to meet
individual and group learning
needs.

The school occasionally uses

standards to set daily and
long-term learning targets,
develop success criteria,
provide examples of strong
and weak work, offer
descriptive feedback, and
adjust instruction to meet
individual and group learning
needs.

The school frequently uses

standards to set daily and
long-term learning targets,
develop success criteria,
provide examples of strong
and weak work, offer
descriptive feedback, and
adjust instruction to meet
individual and group learning
needs.

The school consistently uses standards to set

daily and long-term learning targets, develop
success criteria, provide examples of strong
and weak work, offer descriptive feedback,
and adjust instruction to meet individual and
group learning needs.

The school rarely

demonstrates that students
can articulate learning
targets, use feedback about
their performance to make
corrections, provide
feedback to peers, set goals,
nor keep track of and share
their learning.

The school occasionally

demonstrates that students
can articulate learning
targets, use feedback about
their performance to make
corrections, provide
feedback to peers, set goals,
and keep track of and share
their learning.

The school frequently

demonstrates that students
can articulate learning
targets, use feedback about
their performance to make
corrections, provide
feedback to peers, set goals,
and keep track of and share
their learning.

The school consistently demonstrates that

students can articulate learning targets, use
feedback about their performance to make
corrections, provide feedback to peers, set
goals, and keep track of and share their
learning.

Implementation Continuums will be used to assess schools progress implementing the 6 Priority Strategies

July 2013

DATA TEAMS

Data Team
Culture
and
Process

School
Structures

1
ESTABLISHING

2
APPLYING

3
INTEGRATING

4
SYSTEMATIZING

The data team process is not

considered a school practice;
teachers rarely or never
collaborate to share ideas
and best practices regarding
student performance to
develop and improve
instruction and increase
student achievement.

The data team process is

considered a school practice;
teachers occasionally
collaborate to share ideas
and best practices regarding
student performance to
develop and improve
instruction and increase
student achievement.

The data team process is an essential school

practice; teachers consistently collaborate to
share ideas and best practices regarding
student
performance to develop and
improve instruction and increase student
achievement.

School lacks collaborative

structures, supports and
tools in place to guide
instructional data teams.

School has collaborative

structures, supports and
tools in place to guide
instructional data teams.

The data team process is

considered an important
school practice; teachers
frequently collaborate to
share ideas and best
practices regarding student
performance to develop and
improve instruction and
increase student
achievement.
School has effective
collaborative structures,
supports and tools in place
to guide instructional data
teams.

Implementation Continuums will be used to assess schools progress implementing the 6 Priority Strategies

School has highly effective collaborative

structures, supports and tools in place to
guide instructional data teams.

July 2013