Standard I: Curriculum, Planning, And Assessment / I-C-3: Sharing Conclusions with Students

Interactive Rubric Resources

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Reflective and Collaborative Elements

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Interactive Rubric Overview

Standard I

I-A-1: Subject Matter Knowledge

I-A-2: Child and Adolescent Development

I-A-3: Rigorous Standards-Based Unit Design

I-A-4: Well-Structured Lessons

I-B-1: Variety of Assessment Methods

I-B-2: Adjustments to Practice

I-C-1: Analysis and Conclusions

I-C-2: Sharing Conclusions With Colleagues

I-C-3: Sharing Conclusions With Students

Standard II

II-A-1: Quality of Effort and Work

II-A-2: Student Engagement

II-A-3: Meeting Diverse Needs

II-B-1: Safe Learning Environment

II-B-2: Collaborative Learning Environment

II-B-3: Student Motivation

II-C-1: Respects Differences

II-C-2: Maintains Respectful Environment

II-D-1: Clear Expectations

II-D-2: High Expectations

II-D-3: Access to Knowledge

Standard III

III-A-1: Parent/Family Engagement

III-B-1: Learning Expectations

III-B-2: Curriculum Support

III-C-1: Two-Way Communication

III-C-2: Culturally Proficient Communication

Standard IV

IV-A-1: Reflective Practice

IV-A-2: Goal Setting

IV-B-1: Professional Learning and Growth

IV-C-1: Professional Collaboration

IV-D-1: Decision-making

IV-E-1: Shared Responsibility

IV-F-1: Judgment

IV-F-2: Reliability and Responsibility

I-C-3: Sharing Conclusions With Students

Unsatisfactory	Needs Improvement	Proficient	Exemplary
Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance	Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives	Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance	Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

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What instructional practices should be observed? What student impacts should be expected?

For TEACHERS this may look like.
Teacher rarely shares conclusions about student progress on standards and learning goals with students or families.	Teacher occasionally shares accurate conclusions about student progress on standards and learning goals with students and families.	Teacher regularly shares accurate and descriptive conclusions about student progress on standards and learning goals with students and families.	Teacher establishes and implements a system to share accurate and descriptive conclusions about student progress on standards and learning goals with students and families.
Teacher rarely communicates with students and families to develop action plans for intervention or enhancements.	Teacher rarely communicates with students and families to develop individualized in-school action plans for intervention or enhancements.	Teacher regularly communicates with students and families to develop individualized in-school action plans for intervention and enhancements based on conclusions about student progress on standards and learning goals.	Teacher establishes and implements a system with students and families to develop individualized in-school action plans for intervention and enhancements based on conclusions about student progress on standards and learning goals.
	Teacher rarely communicates with students and families to develop individualized out-of-school action plans for intervention or enhancements	Teacher regularly collaborates with students and families to develop individualized out-of-school action plans for intervention and enhancements based on conclusions about student progress on standards and learning goals.	Teacher establishes and implements a system with students and families to develop individualized out-of-school action plans for intervention and enhancements based on conclusions about student progress on standards and learning goals.
		Teacher sometimes collaborates with grade level, subject area, and learning specialist colleagues to coordinate communications with students and families.	Teacher frequently collaborates with grade level, subject area, and learning specialist colleagues to coordinate communications with students and families.

As a result, the IMPACT on STUDENTS may be...
Report cards are the only records of student progress that students and families have.	Students and families have some information about student progress on some standards or learning goals beyond report cards.	Students and families have a up-to-date record of student progress on standards and learning goals.	Students and families have an comprehensive record of student progress on standards and learning goals.
Students and families do not have an in-school plan to support student performance through intervention or enhancement.	Students and families do not have an in-school plan to support student performance through intervention or enhancement.	Students and families have in-school and out-of-school plans to support student performance through intervention and enhancement.	Students and families have detailed in-school and out-of-school plans to support student performance through intervention and enhancement.

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