Not Yet

Emerging

Proficient

Advanced

Teachers plan
instruction for
individual students

Teachers do not use

common assessment data
to plan for individual
instruction and/or use
whole group instruction to
address overall data
trends.

Teacher uses common

assessment data to plan
differentiated groups within
the classroom.

Teacher uses individual

common assessment data
to personalize instruction
for each students needs.

Teachers and students

collaboratively to analyze
common assessment data
to identify personalized
learning targets.

Teams
collaboratively
examine results for
shared learning

Teams do not meet to

examine grade-level
common assessment data.

A teacher may ask some

questions of team
members based on
common assessment data,
but does not take steps to
explore grade-level data,
and/or to inform student
learning experiences.

Teacher teams meet to

explore grade-level
common assessment data
and/or to inform student
learning experiences.

Teacher teams meet to

explore common
assessment data and
identify grade-level trends
to inform student learning
experiences.

1. Understand the
importance of
common
assessments for
gaining evidence
of student
growth:

Teacher teams identify

areas of personal
professional growth based
on student data.

Departments make
modifications to
curriculum

District-wide common
assessment data is not
used to inform curricular
decisions.

District-wide common
assessment data trends
inform some future
curricular modifications.

Departments purposefully
use common assessment
data trends across the
district to inform future
curricular modifications.

Departments purposefully
use district-wide common
assessment data trends to
inform curricular
modifications.
Departments meet
routinely to analyze
district-wide data trends
and make collaborative
decisions to enhance
student learning.

Not Yet

Emerging

Proficient

Advanced

Drive team
discussions and
decisions

Assessments are not

aligned and data is not
shared or discussed with
team members.

Common assessments are

used by all team members
and the data is shared with
the team.

Team members analyze

common assessment data
to inform instructional
decisions.

Teams use common

assessment data as
evidence and launch
points for all discussions
and decisions.

Measure student
growth towards
standards

Assessments are not

aligned and the measured
outcomes are not tied to
standards.

Common assessments are

used but not all
assessments measure
outcomes from standards.

Common assessments
have been developed to
measure growth towards
standards.

Common assessments
have been developed to
measure growth towards
standards and are used to
tailor instruction for
student mastery on all
standards.

2. Develop
common
assessments
that:

Students can articulate

their level of mastery on
standards and steps they
are taking to meet or
exceed learning targets.

Help inform
personalized
instruction

Assessments are only

used for grading and
reporting purposes.

Common assessment data

trends are used to inform
instructional decisions for
a large group of varied skill
levels.

Common assessment data

is used to inform
instructional decisions for
skill-based groupings.

Common assessment data

is used to inform
instructional decisions for
individual students based
on their personal skill
level.
Students help identify
personal learning goals
based on common
assessment data.

Not Yet

Emerging

Proficient

Advanced

Formative assessments
are used throughout the
learning process but not
analyzed to inform
instructional decisions.

Formative assessments
are used throughout the
learning process to check
for understanding to
inform instructional
decisions for a large group
of varied skill levels.

A variety of formative
assessments are used
throughout the learning
process to check for
understanding, provide
feedback, and inform next
steps in instruction for
individual learners.

A variety of formative
assessments are used
throughout the learning
process to check for
understanding, provide
specific feedback, and
inform next steps in
instruction for individual
learners.

3. Appropriately
utilize common
assessments:
Teachers use
formative
assessment to
provide feedback to
students and
directly respond to
individual learners

Students use formative

assessment feedback to
monitor their progress
toward personal learning
goals.

Teachers use
summative
assessment to
measure student
level of mastery

The teacher does not

analyze formative
assessment data before
providing a group
summative assessment to
demonstrate level of
mastery.

The teacher analyzes

formative assessment data
for a large group of
students with varied skill
levels to determine when
to have the group
complete a summative
assessment to
demonstrate level of
mastery.

The teacher analyzes

formative assessment data
to determine that adequate
student growth has
occurred in order for the
student to complete a
summative assessment to
demonstrate mastery.

The teacher and student

cooperatively analyze
formative assessment data
to determine that adequate
growth has occurred in
order for the student to
complete a summative
assessment to
demonstrate mastery.

Students are able to

use common
assessment data to
articulate their
personal level of
mastery

Students are not involved

in analyzing or reflecting
assessment data.

Students analyze some

assessment data to reflect
on their learning.

Students regularly analyze

formative and summative
assessment data to reflect
on their learning in order to
articulate their personal
level of mastery.

Students regularly analyze

formative and summative
assessment data to reflect
on their learning and
monitor their progress
toward personal learning
goals and standards.