draft
DATA-DRIVEN INSTRUCTION & ASSESSMENT RUBRIC
Diagnostic Tool
I. DATA-DRIVEN CULTURE
No Implementation
1.
Leadership
Team
Look Fors:
 No training for LT
members
 No DDI responsibilities
for LT members
 LT members are not
leading analysis meetings
according to the
principles in “Leading
Effective Analysis
Meetings”
2.
Introductory
Professional
Look Fors:
 Data-driven instruction is
not introduced to the
Beginning Implementation
Proficient Implementation
Exemplary Implementation
Look Fors:
Look Fors:
Look Fors:
 Some LT members have
 LT members have received
 LT members have received
received training in leading
training in leading analysis
training in leading analysis
analysis meetings and
meetings and supervising
meetings and supervising
supervising teachers for
teachers for implementing
teachers for implementing
implementing action plans
action plans
action plans
 Responsibilities for LT
 LT members have clear
 LT members have clear
members for DDI are
responsibilities for DDI
responsibilities for DDI
outlined
work
work, and responsibilities are
robust,
 LT members are attempting to
 LT Members effectively
implement effective analysis
implement 80% of the
 LT Members effectively
meetings, but ther are not
elements of the guide
implement 90% of the
proficient
“Leading Effective
elements of the guide
Analysis Meetings”
“Leading Effective Analysis
o Preview asst
Meetings”
o Predict outcomes
o Preview asst
o Model how to do
o Predict outcomes
analysis for teacher
o Model how to do
o Analyze results before
analysis for teacher
meeting with teacher
o Analyze results before
o Review action plan
meeting with teacher
o Get the teacher to do
o Review action plan
the cognitive work
o Get the teacher to do
using scaffolded
the cognitive work
questions
using scaffolded
questions
Look Fors:
Look Fors:
Look Fors:
 Opening PD addresses the
 Opening PD ensures that
 Opening PD ensures that
topic of data-driven
teachers are effectively
teachers and leaders are
1
draft
Development
staff
instruction, but teachers leave
without the opportunity to
fully understand and apply the
tenets of assessment, analysis
and action


3. Calendar
introduced to data-driven
instruction—they
understand how interim
assessments define rigor
Teachers effectively and
efficiently analyze results
in a common way based
on the expectations of the
principal
Principal ensures that
teachers have a clear
expectation and format for
action plans aligned to the
needs as defined by the
data


effectively introduced to
data-driven instruction—
they understand how interim
assessments define rigor
Teachers and leaders
effectively and efficiently
analyze results in a common
way based on the
expectations of the principal
Principal ensures that
teachers and leaders have a
clear expectation and format
for action plans aligned to
the needs as defined by the
data
No Implementation
Beginning Implementation
Proficient Implementation
Exemplary Implementation
Look Fors—Calendar includes:
 Few or none of the items
needed for proficient
implementation
Other Look Fors:
 Calendar is not in place to
launch the school year
Look Fors—Calendar includes:
 Some but not all of the items
needed for proficient analysis
& action
Other Look Fors:
 Calendar is partially in place
from the start of the year.
 Calendar is not very explicit
within the culture of the
school
Look Fors—Calendar includes:
 Assessment administration
 Time for scoring
 Somewhat sufficient paidtime for teachers to
analyze results
 Somewhat sufficient paidtime for teachers/teams to
plan new lessons based on
data analysis
 Re-teaching time in pacing
charts
 Time for assessment
creation/adaptation (if
needed)
Look Fors—Calendar includes:
 Previewing upcoming
assessment & predicting
performance
 Assessment administration
 Time for scoring
 Paid-time for teachers to
analyze results
 Paid-time for teachers/teams
to plan new lessons based on
data analysis
 Re-teaching time in pacing
charts
 Time for assessment
creation/adaptation (if
2
draft
Other Look Fors:
 Calendar is fully in place
from the start of the
school year
 Calendar is front and
center in the mind of the
principal
 All core teachers know the
calendar is the guide for
the DDI work during the
year
4. Ongoing
Professional
Development
Look Fors:
 There is no ongoing PD
around data analysis,
action planning or reteaching after the first
training of the year
Look Fors:
 A couple of professional
development sessions are
offered throughout the year
that are aligned with the datadriven cycle
 PD is delivered with quality,
but some participants may not
have skills needed following
the session
 PD may lack sufficient
modeling and application so
that teachers have the skills
needed to do analysis and
action
Look Fors:
 Professional development
ensures all teachers have
skills needed to analyze
data and act based on data
 Professional development
is delivered “real time” so
that needs are seen and
met throughout the year
 Professional development
is organized and led by
principal or key leaders in
the building
 Professional development
provides ample time for
practice and feedback
based on performance
needed)
Other Look Fors:
 Calendar is fully in place
from the start of the school
year
 Calendar is front and center
in the mind of the principal
and the leadership team
 All teachers know the
calendar is the guide for the
DDI work during the year
 Calendar is easily adjustable
if district changes require it
Look Fors:
 Professional development
ensures all teachers have
skills needed to analyze data
and act based on data
 Professional development is
delivered “real time” so that
needs are seen and met
throughout the year
 Professional development
not only matches the needs
of the staff to implement
DDI, but the needs of the
staff as defined by the
student weaknesses
 Professional development is
organized and led by key
leaders in the building. Not
just the principal
 Professional development
provides ample time for
practice and feedback based
on performance
3
draft
5. Build By
Borrowing
Look fors:
 No evidence of sharing
best practices across
teachers/schools
Look fors:
 Some leaders and teachers are
borrowing ideas from their
peers and from other schools,
but that does not translate to
schoolwide action
 Many teachers work in
complete isolation
Look fors:
 Leaders are leveraging the
performance of the best
teachers in the school to
improve teaching practices
in the remaining
classrooms
 With encouragement,
teachers seek out resources
& support from other
teachers with stronger
results
Look fors:
 School leaders/teachers have
visited other high-achieving
schools to acquire best
practices
 Leaders are leveraging the
performance of the best
teachers in the school to
improve teaching practices
in the remaining classrooms
 Teachers actively seek out
resources & support from
other teachers with stronger
results
4
draft
II. Assessments
No Implementation
Beginning Implementation
Proficient Implementation
Exemplary Implementation
1. Common
Interim
Look Fors:
 Sporadically administered
 Not common across
grade level
 Math & Literacy
assessments given only at
certain grade levels
Look Fors:
 Administered 2-3 times per
year
 Common for grade and
content area
 Only given in math and
literacy at every grade level 311
Look Fors:
 Administered 4-6 times
per year
 Common for grade and
content area
 Given in Math & Literacy
at every grade level 3-11
Look Fors:
 Administered 4-6 times per
year
 Common for grade and
content area
 Goes beyond math and
reading to minimally include
science and social studies
 (ES) Have interim
assessments for grades K-2
2.
Transparent
Starting
Point
Look fors:
 Teachers do not see the
assessment in advance
Look fors:
 Teachers see assessments
weeks before the
administration or at a
minimum, teachers are able to
see the assessment before it is
administered
Look Fors:
 At the end of each
assessment cycle, the next
assessments are available
to define the academic
expectations
Look fors:
 At the start of the year, all
assessments are available to
define the academic
expectations
 Teachers back map their
planning from the
assessments without utilizing
the exact assessment
questions
3. Alignment
State and
College
Look fors:
 Assessment items and
tests match the state test
level of rigor less than
50% of the time
 College readiness is
unaddressed
Look fors:
 Assessment items and tests
match the state test level of
rigor at least 50% of the time
 Alignment to college readiness
is understood by leaders, but
little action has occurred to
make this alignment happen in
the assessments
Look fors:
Look fors:
 Assessment items and tests
 Assessment items and tests
match the state test level
are at least at the level of
of rigor at least 75% of the
rigor of the state test
time
 Assessment items have been
 Alignment to college
designed to ensure alignment
readiness is understood by
with college readiness
leaders, but little action has
expectations
occurred to make this
alignment happen in the
assessments
5
draft
4. Aligned to
Instructional
Sequence
Look fors:
 Assessments are not
aligned to scope &
sequence
Look fors:
 Grade level or content area
has a clearly defined scope
and sequence of standards,
but assessments only partially
match that the scope and
sequence. What is taught is
assessed
Look fors:
Look fors:
 Grade level or content area
 Grade level or content area
has a clearly defined scope
has a clearly defined scope
and sequence of standards
and sequence of standards
 Assessments align to 90%
 All assessments are aligned
of the scope and
to the scope and sequence
sequence.
 Teachers follow the scope
 What is assessed is aligned
and sequence
to what is taught
5. Reassess
Look fors:
 Assessments are unitbased; they do not reassess standards from
previous units
Look fors:
 Assessments sporadically
reassess standards throughout
the year
Look fors:
 Assessments reassess the
most important standards
throughout the year
 Assessments are
cumulative in nature, and
build in rigor and length
Look fors:
 Assessments reassess the
most important standards
throughout the year
 Assessments are cumulative
in nature, and build in rigor
and length
 Assessments are flexible,
adjusting the emphasize
standards that need
reassessment based on
student performance
6
draft
III. Analysis
No Implementation
1. Results
Turnaround
2. Data
Reports
3. Teacher
Owned
Beginning Implementation
Proficient Implementation
Exemplary Implementation
Look fors:
 Results take longer than a
week to be made available
 Teachers not involved in
scoring
Look fors:
Look fors:
Look fors:
 Results available within a week
 Results available within 2-3
 Results available within 48
days
hours
 Teachers not involved, or
minimally involved in scoring
 Teachers somewhat
 Teachers involved in scoring
involved in scoring of
of constructed responses
constructed responses
Look fors:
Look fors:
Look fors:
Look fors:
 Reports are difficult to
 Reports either have too little
 Concise reports: 1-2 pages
 Concise reports: 1 page per
understand
or too much information
per classroom
classroom
 Little data or
 Reports might not include
 Reports include item
 Reports includes item
overwhelming amounts of
item analysis or overall results
analysis and overall results
analysis, standard analysis
data
and overall results
 Reports are understandable
 Reports are mostly
 No item analysis
for leaders but require some
understandable for
 Data reports are color coded
interpretation for teachers
teachers & leaders
 Reports are understandable
for teachers & leaders
Look fors:
Look fors:
Look fors:
Look fors:
 Teachers have no
 Teachers do little of the
 Teachers show some
 Teachers show strong
ownership at all of the
analysis; analysis mostly done
initiative in analysis
initiative in analysis
analysis of their results
by principal, instructional
meetings
meetings, suggesting
leader or a “data team”
preparation prior to the
 Teachers lack knowledge
 Leaders effectively
meeting
and skill to effectively and
 Teachers may lack knowledge
facilitate analysis meetings
efficiently analyze results
and skill to effectively and
to ensure that teachers do
 Teachers express ownership
efficiently analyze results
most of the analysis;
for results and immediately
 Teachers expressly do not
occasionally
they
intervene
begin thinking about how to
find value in analyzing
 Teachers analyze, but may
to
model
good
analysis
improve results
results
blame test or students for
poor results
 Teachers express
 Teachers are eager to see
ownership for result
results
 Teachers understand
 Leaders actively participate
results and fluently talk
in analysis, and strongly
about them
facilitate when needed
 Teachers completely
understand results, and
fluently talk about them
7
draft
4. Test in
Hand
Look fors:
 No test-in-hand analysis
Look fors:
 Teachers or leaders have the
assessments in hand during
analysis, but not both
 Teachers look mostly at the
assessment questions, and do
not focus strongly on the
student responses
5. Deep
Analysis
Deep analysis: only answers what
students got wrong
Deep analysis: mostly answers what
students got wrong; infrequently
answers why they got it wrong
Look fors:
 Analysis is mostly broad
generalizations like
“students need to read
more” or “students need
to practice problemsolving”
 Teachers mostly just
discuss what was wrong
Look fors:
 Teachers look at student
constructed responses and
begin to diagnose student
challenges
 Teachers look at wrong
answer choices, and begin to
diagnose student
misunderstandings
 Teachers reach actionable
conclusions with analysis, but
often conclusions are general
and not fully based on a deep
understanding of results
 Analysis includes some
generalizations like “students
need to read more” or
“students need to practice
problem-solving”
Look fors:
 Observe interim
assessment in the hands of
leaders and teachers during
analysis meetings
 Assessments items are
occasionally referenced
throughout analysis
meetings
 Teachers use the
assessment when analyzing
results

Deep analysis: frequently, but not
always, moves beyond what
students got wrong and answers
why they got it wrong
Look fors:
 Teachers and leaders are
fairly knowledgeable about
the wrong answer choices,
and what they demonstrate
about student
misunderstandings
 Teachers and leaders focus
analysis on specific student
misunderstandings based
on wrong answer choices
Look fors:
 Observe interim assessment
in the hands of leaders and
teachers during analysis
meetings
 Assessment items are
referenced throughout
analysis meetings
 Teachers use the assessment
when analyzing results

Deep analysis: always moves
beyond what students got wrong and
answers why they got it wrong
Look fors:
 Teachers and leaders are
fully knowledgeable about
the wrong answer choices,
and what they demonstrate
about student
misunderstandings
 Teachers and leaders focus
analysis on specific student
misunderstandings based on
wrong answer choices
 Teachers and leaders fully
diagnose student challenges
based on constructed
responses
 Teachers and leaders
combine the analysis with
knowledge of the scope and
sequence to drive action
8
draft

steps
9
draft
IV. Action
No Implementation
Beginning Implementation
1. Lesson
Planning
Look fors:
 No evidence of new
lessons connected to data
analysis
 Teacher teams do not
plan collaboratively
around data
Look fors:
 Teacher teams problem
solve and plan together
based on data, but often not
focused on specific student
needs or don’t have specific
lesson plans as a result
 Planning conversations
often focus on teaching it
again, and less on how to
teach it differently
Look fors:
 Evidence of new lessons
that respond explicitly to
data analysis
 Evidence of “flex time” or
“reteach weeks” that are
built into schedule
 Most teacher teams plan
new lessons together using
an effective protocol such
as the Results Meeting
Protocol
Proficient Implementation
Look fors:
 Evidence of new lessons
that respond explicitly to
data analysis
 Evidence of “flex time” or
“reteach weeks” that are
built into schedule
 Teacher teams plan new
lessons together using an
effective protocol such as
the Results Meeting
Protocol; the tone of the
meetings are always
solutions focused
Exemplary Implementation
2. Teacher
Action Plans
Look fors:
 No evidence of teacher
action plans
Look fors:
 Teachers plan for
reteaching, but often
planning is not specific
regarding goals, time, and
strategy
 Differentiation is present in
planning, but often only
superficial
Look fors:
 Teacher action plans are
clearly implemented across
90% of the school
 Action plans include
strategies for whole-group
and small group
instruction/pull-out
 Action plans include some
supports for struggling
students
 Action plans have clear
timeline for implementation
3. Ongoing
Look fors:
Look fors:
Look fors:
Look fors:
 Teacher action plans are
clearly implemented across
the school
 Action plans include
strategies for whole-group
and small group
instruction/pull-out
 Action plans include
explicit supports for
struggling students: creative
use of extra time before,
during or after typical
school day
 Action plans have clear
timeline for
implementation
Look fors:
10
draft
Assessment

Little evidence of ongoing
assessment/checking for
understanding



Teachers assess at least
weekly based on previous
data and standards currently
being taught
Teachers link weekly
assessment to reteaching,
but often fail to act based
on reassessment results
Ongoing assessment efforts
rarely take into account the
different levels of
proficiency present in the
class



Assessment/checking for
understanding is present
each week
Everything retaught is
reassessed
Teaches are fairly
knowledgeable about
individual student
performance and can
fluently speak to it






Assessment/checking for
understanding is present in
every class, everyday
Assessment is differentiated
based on current student
proficiency levels
Everything retaught is
reassessed, and subsequent
actions are driven by the
new proficiency levels
Assessment types are
differentiated to ensure
application in different
formats
Teaches are always very
knowledgeable about
individual student
performance and can
fluently speak to it
Teachers are able to
accurately predict how
students will perform on
next interim assessment
11
draft
No Implementation
Beginning Implementation
Proficient Implementation
Exemplary Implementation
4.
Accountability
Look fors:
 Leaders are not observing
classes or reviewing
lesson plans/action plans
 Leader is not able to
articulate action steps
being taken by teachers as
a result of data analysis
Look fors:
 Leaders are aware of action
plans but don’t have much
personal knowledge of their
content
 Leader is only periodically
observing for reteaching
and rarely focused on
specific reteaching efforts
 Leaders follow up with
teachers after observing, but
often this follow up is not
specifically linked to the
data and instructional
practice
 Follow up by leader often
lacks clear, actionable
changes sought to
classroom instruction
Look fors:
 Leaders are knowledgeable
about action plans, and how
they link to specific needs
of a class and grade/content
area as defined by the data
 Leaders are observing most
of the teaching each
assessment cycle with the
action plan in mind
 Observations by leaders are
somewhat linked to the
action plans
 Feedback from leaders to
teachers is mostly linked to
student needs, and fairly
actionable
 Ongoing assessment
information is utilized when
observing
5. Engaged
Students
Look fors:
 Students are unaware of
their performance on the
assessments
Look fors:
 Students are aware of their
performance on the
assessments
 Students can articulate why
the interim assessments are
important
 Students know they are
working during class time to
develop mastery toward
Look fors:
 Most students you speak to
know their specific
performance levels on the
interims
 Students generally can
articulate the actions they
are taking to improve their
performance
 Students know that the
Look fors:
 Leaders fully
knowledgeable about action
plans, and how they link to
specific needs of a class and
grade/content area as
defined by the data
 Leaders are observing
teaching each assessment
cycle with the action plan in
mind
 Observations by leaders are
explicitly linked to the
action plans, and whether
the students are gaining
mastery on specific
standards
 Feedback from leaders to
teachers is clearly linked to
student needs, and
immediately actionable
 Ongoing assessment
information is utilized
when observing
Look fors:
 Any student you speak to
knows their specific
performance levels on the
interims
 Students know where they
are strong and weak, and
then can articulate the
specific actions they are
taking to improve their
12
draft
standards

interims provide them with
feedback they desire on
their performance, and
therefore engage in the
taking of the interims fully



performance in specific
areas
Students know what
mastery looks like
Students know that the
interims provide them with
feedback they desire on
their performance, and
therefore engage in the
taking of the interims fully
Students participate in the
creation of their own action
plan & tracking their
performance
13