Instructional Practice

PL-2

Collects, tracks, and uses student data to drive instruction

The Planning Criteria
The Planning Criteria of the rubric encompasses a teacher’s capacity to develop annual student learning goals, track and use student data to drive instruction, and design effective unit and lesson plans with aligned assessments.

Within PL-2, you will find effective practices and videos supporting various systems to track student performance to plan differentiated instruction, including intervention, enrichment, and analysis of student progress data.

Determine and Track Progress

Adjust Plan

Invest Students

Rubric Indicators

The following best describes a teacher performing at Level 3 in this criterion:

  • Teacher accurately determines student progress toward and mastery of objectives and annual student learning goals using multiple methods of assessment.
  • Teacher uses a system to track student assessment data, including individual and class progress toward meeting unit objectives and annual learning goals.
  • Teacher analyzes student progress data at key points during a unit and during the year to:
    • determine the effectiveness of past instruction and diagnose why students did or did not master objectives, and
    • modify upcoming lesson and unit plans.
  • Teacher uses analysis of student progress data to plan differentiated instruction including intervention and enrichment.
  • Students articulate their performance and progress relative to unit objectives and annual goals.

Reflection Questions

Use the following reflection questions to guide thinking around the effective practices. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.

  • In what ways do you use formative and summative assessments to inform student progress?
  • How can you adopt methods of tracking student progress to match your instructional approach and impact student learning?
  • In what ways do you envision your students articulating performance and progress relative their annual goal(s)? Give an example of what one of your students might say.
  • How can you use information gained through analysis of student progress data at key points during the year to determine the effectiveness of past instruction and diagnose why students did or did not master objectives?
  • How does collecting and tracking student data impact your ability to provide effective instruction?

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