Assessment & Data

Principal facilitates 6th-grade math team discussion of instructional strategies to address a common student misconception based on benchmark assessment data. They record strategies on an action-plan template where they identify individual students who are struggling and document small flexible groups.

A 6th-grade math team analyzes benchmark assessment data to identify common student misconceptions. They use a series of itemized data reports and templates to discover that students struggle with Lowest Common Multiple (LCM). They hypothesize that second language issues are contributing to this struggle for some English Language Learners.

Geometry teachers collaborate to analyze data from the year's first benchmark exam and plan for several days of corrective instruction. They conduct standards and item-level analyses, identify student misconceptions, and determine plans for addressing misconceptions at the whole-class and small-group levels.

Principal facilitates a faculty meeting to analyze teacher evaluation data and to set a schoolwide focus on the standard for developing higher-level understanding through effective questioning. Teachers share strategies for meeting one of the most challenging indicators—getting students to ask the teacher and each otherhigher-level questions.

Includes plans for spiral-reviewing standards and sub-standards into homework assignments, Do Nows, mini-lessons, quizzes, and tests. Identifies whole-class vs. small-group teaching needed to address students' needs, and lists students of significant concern and instructional strategies designed to attend to their needs.

A 6th-grade math team analyzes benchmark assessment data to identify common student misconceptions. They use a series of itemized data reports and templates to discover that students struggle with Lowest Common Multiple (LCM). They hypothesize that second language issues are contributing to this struggle for some English Language Learners.

Geometry teachers collaborate to analyze data from the year's first benchmark exam and plan for several days of corrective instruction. They conduct standards and item-level analyses, identify student misconceptions, and determine plans for addressing misconceptions at the whole-class and small-group levels.

Includes plans for spiral-reviewing standards and sub-standards into homework assignments, Do Nows, mini-lessons, quizzes, and tests. Identifies whole-class vs. small-group teaching needed to address students' needs, and lists students of significant concern and instructional strategies designed to attend to their needs.

Lead teacher conducting 3rd-grade Data Talk provides glimpse into protocols and pre- and post-meeting expectations. Teachers participate in an in-depth analysis and discussion about students' performance on diagnostic assessment on fractions.

Geometry teachers following a lesson briefing protocol to discuss a corrective instruction lesson they planned to address whole-course needs following a benchmark exam. The teacher who has already taught the lesson briefs the teacher who has yet to teach it, sharing successes and seeking feedback to improve the lesson's quality.

Principal facilitates 6th-grade math team discussion of instructional strategies to address a common student misconception based on benchmark assessment data. They record strategies on an action-plan template where they identify individual students who are struggling and document small flexible groups.

A 6th-grade math team analyzes benchmark assessment data to identify common student misconceptions. They use a series of itemized data reports and templates to discover that students struggle with Lowest Common Multiple (LCM). They hypothesize that second language issues are contributing to this struggle for some English Language Learners.

Geometry teachers collaborate to analyze data from the year's first benchmark exam and plan for several days of corrective instruction. They conduct standards and item-level analyses, identify student misconceptions, and determine plans for addressing misconceptions at the whole-class and small-group levels.

Includes plans for spiral-reviewing standards and sub-standards into homework assignments, Do Nows, mini-lessons, quizzes, and tests. Identifies whole-class vs. small-group teaching needed to address students' needs, and lists students of significant concern and instructional strategies designed to attend to their needs.

Geometry teachers following a lesson briefing protocol to discuss a corrective instruction lesson they planned to address whole-course needs following a benchmark exam. The teacher who has already taught the lesson briefs the teacher who has yet to teach it, sharing successes and seeking feedback to improve the lesson's quality.

Leadership team members discuss strengthening core classroom reading instruction and their long-term goal of lessening the need for interventions. They explain how data analysis around intervention has identified schoolwide gaps in instruction and how they are addressing gaps without additional layers of intervention.

A general- and special-education teacher coteach a sixth-grade reading workshop in an inclusion classroom, making accommodations and modifications for special-needs students. Includes team-teaching during whole-group instruction, parallel teaching during small-group guided reading, and formative data collection with individual students during independent...

A high school screens and places incoming ninth-graders at risk of getting off track for graduation in supplemental classes that support and accelerate learning in core subjects. Teachers integrate affective development into instruction and in one-on-one student conferences. Staff uses academic and affective data to monitor and adjust interventions.

Academic Success Class teachers attend to students' affective development in daily instruction and in weekly individual conferences to monitor grades, set goals, and build resiliency skills. Teacher prompts students to identify areas for improvement, reflect on obstacles to success, and strategize goals and action steps for the coming week.

Guidelines for teachers to prepare for midyear evaluation meeting. Includes instructions for choosing common assessment goal, instructional goal, positive behavior support initiative (PBSI) goal, and a career goal with action steps and metrics for success.

Lesson plans and student worksheets that provide explicit step-by-step guidance to allow middle school students to analyze assessment results and set goals. Through this process, students identify areas of strength and weakness, determine what they need to do to progress to the next performance band, and target the standards they most need to improve on.

This clip highlights the prebrief part of a coaching cycle, during which an instructional coach plans with the teacher. During this prebrief, the coach works with a seventh-grade language arts teacher to define student outcomes for weekly book clubs, such as students engaging in "authentic" conversations.

Videos highlight high school math teachers' corrective instruction practices and student engagement in data analysis and reflection. Includes benchmark data analysis, collaborative planning for corrective instruction, postbenchmark whole and small-group corrective instruction, and daily data tracking and goal setting by students in a ninth-grade numeracy...

An instructional coach coteaches with a seventh-grade language arts teacher as part of a three-part coaching cycle that includes coplanning, coteaching, and debriefing a lesson. The lesson focuses on supporting students to build a rubric that outlines expectations for engaging in "good, accountable talk" during weekly book club meetings.

This clip highlights an eighth-grade English lesson that is focused on writing a rubric with students which will be used to evaluate students' answers to open-response questions. The teacher shares the benefits of creating rubrics with students, as well as his strategies for supporting students in building one from scratch.