Clarification:

This descriptor addresses how teachers involve students, families and school personnel in reviewing and understanding data and assessments. This feedback is used to communicate how the students are progressing in relation to classroom and campus goals, and as indicated in the previous descriptor, used to build awareness of each student's strengths, weaknesses and also to track their own progress. Ideally, both teachers and students understand the types of instructional strategies which support the student in mastering the objectives and those that may present issues for the student. A strong relationship exists between the teacher, students, families and school personnel where all stakeholders are involved in connecting data and assessments to curriculum and instruction. The data and assessments are used to inform other school processes, such as the Response to Intervention (RtI), Language Proficiency Assessment Committee (LPAC), Admission Review and Dismissal (ARD), 504, and other decision-making committees which plan for instructional programming to close performance gaps. Specific processes, e.g., data binders, progress folders, etc., are systematically implemented to ensure that ongoing data loops are in place, with evidence to support that two-way communication is established.