The PL Toolbox
  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • Meet the Cohort
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 Vision + Priorities
    • 2 The PL Graduate
    • 3 Principal/ Leader
    • 4 PL Classroom Practices
    • 5 Curriculum + Instruction
    • 6 Data Driven Instruction
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Personalized PD + Supports
    • 10 Culture of Innovation
    • 11 Social Emotional Learning
    • 12 Sustainability + Access
  • Progressions
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • PL Workout Week 2021
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
  • The Lighthouse
Picture
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:

Picture
Connect with us
Powered by the Personalized Learning Team at
​the Dallas Independent School District. 
Stay Updated 
The Quarterly PL Newsletter directly to your inbox.
​
Subscribe
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • Meet the Cohort
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 Vision + Priorities
    • 2 The PL Graduate
    • 3 Principal/ Leader
    • 4 PL Classroom Practices
    • 5 Curriculum + Instruction
    • 6 Data Driven Instruction
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Personalized PD + Supports
    • 10 Culture of Innovation
    • 11 Social Emotional Learning
    • 12 Sustainability + Access
  • Progressions
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • PL Workout Week 2021
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
  • The Lighthouse