Students will create goals using their data, checklists and analysis of their errors and success criteria. They will reflect on their progress over time, create an action plan and incorporate data analysis into student-led conferences.
Students will accurately track their progress toward achieving success criteria by making decisions alongside their teacher about their next steps so that they own their learning and understand the assessment process.
Students are able to explain the teaching point in their own words by connecting it back to the lesson and to their own work. They are always able to answer the four key questions: What am I learning today? Why am I learning this? How will I know that I have learned it? (Teacher Clarity .75)
Teachers will use checks for understanding strategies (e.g. exit slips, common formative assessments, student work, to monitor student progress and make in-lesson adjustments).
Teachers will make data visible in their classrooms as a goal-setting tool, so that their students can work toward proficiency in reading, writing and mathematics.
Teachers will build collective efficacy in Achievement Teams as they work together to increase student proficiency in all subject areas. (Collective Teacher Efficacy )
Teachers will teach for transference by incorporating reading, writing, listening and speaking skills in all curriculum areas.
Leaders will interpret effect sizes with teachers and become knowledgeable about strategies that have high yield effect sizes and can influence classroom instruction.
Leaders will reinforce key messages to staff through observations and classroom visitations.
Leaders will monitor feedback implementation by asking students what kind of feedback they have received from teachers that day and by sharing how they are achieving success criteria in their data binders.
Leaders will lead and progress monitor the Six Exceptional Systems for continuous school improvement.