Not PL Ready/ PL Ready ​​

• Campus is not committed to leveraging Data Driven Instructional practices as defined in Driven by Data by Paul Bambrick-Santoyo. 
• The campus scores below a 50 on the Data Driven Instruction rubric/ average of 2 on each indicator.
• ​Data meetings are led by leadership team occuring only after district or state assessments.
• Teachers leave data meetings with no concrete action plans to inform future instruction.
• Campus may administer an assessment that measures growth, but teachers and leaders do not review and leverage growth data to inform instruction.
• Students do not have on-demand access to results.
• Students receive progress reports or report cards only when the district requires teachers/administrators to share.
• [Secondary] Students do not have live access to grades.

Consistent Practice/ Personalized ​
​Consistent Practice

• The campus scores above a 75 on the Data Driven Instruction rubric/ average of 3 on each indicator.
• Data meetings follow protocol[s] as defined in Driven by Data and happen consistently after common assessments.
• Teachers take on a leading role in data meetings while leadership team is present.
• Teachers leave data meetings with a detailed action plan for using data to inform instruction.
• Campus administers growth assessments at least three times a year. Immediately following these administrations, teachers and leaders analyze growth data to inform differentiated instruction.
• Students have access to assessment and grading data but little to no action is taken at the student level.

Personalized

• The campus scores above a 90 on the Data Driven Instruction rubric/ mostly 4’s.
• Data meetings happen frequently (weekly) and include more than common assessment data (i.e., adaptive software data, non-academic data, etc.).
• Students are highly engaged the data review and reflection process. The teacher and student meet consistently to review individual progress on all assessments (including growth measures).
• Students use data, on their own, to make instructional decisions such as which pathway(s) to take and tasks to complete.

Resources to Support: