D8: Academic Performance

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Domain 8. Improvement of Academic Performance of All Students on the Campus

Rationale:
Effective teachers recognize that the academic improvement of all students is an important indicator of the activie learning process.
The primary task of schools is to monitor the academic improvement of each student through the alignmnet of curriculum to district and campus expectations, the proper utilization of assessments, the menaingful disaggregation of data, and the timely incorporation of appropriate interventions.



8a. Aligns Instruction


Things to Consider
Teacher instruction of TEKS objectives connected to the subject matter and content.
Instructional planning reflects the inclusion of TEKS objectives connected to the subject matter and content.

Quantity
  • All classes receive instruction on appropriate TEKS objectives.
Quality
  • Look for appropriate connections to the subject matter and content.
  • Look for strength, impact, variety, and alignment of instructional delivery to TEKS objectives.
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8b. Analyzes State Assessment Data


Things to consider
Instructional planning reflects an analysis of state assessment performance data.
State assessment performance data is analyzed prior to beginning instruction.

Quantity
  • State assessment performance data is relevant for all assigned students.
Quality
  • Individual student needs are addressed.
  • Documentary evidence is used to support performance level.
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Suggested resources for continued professional development:




8c. Appropriate Sequence


 Things to consider

Instructional delivery shows evidence of task analysis of state  performance data.
Teacher adjusts the classroom content to include TEKS objectives.
Teacher adjusts the sequence of instruction in response to the timing of the state assessment test administration.

Quantity
  • Adjustments are relevant for all students.
 Quality
  • Look for the appropriateness of the sequence adjustment.
  • Look for strength, impact, variety and alignment of the sequence with the state assessment test administration. 
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8d. Appropriate Materials



Things to Consider
Teacher selects/adapts materials and techniques to support TEKS objectives.
Teacher selects/adapts activities and strategies to support TEKS objectives.
Teacher selects/adapts materials, techniques, activities, and strategies appropriate for the unique needs/characteristics of the students to support TEKS objectives.

Quantity
  • All materials and activities are appropriate.
Quality
  • Look for strength, impact, variety, and alignment of strategies/techniques with appropriate TEKS objectives.
  • Look for strength, impact, variety, and alignment of material with appropriate TEKS objectives.
  • Look for strength, impact, variety, and alignment of activities with appropriate TEKS objectives.
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8e. Monitors Student Performance


 Things to consider
Teacher instruction demonstrates awareness of TEKS objectives appropriate to the content, subject matter, grade level, and curriculum.
Feedback is provided and provisions made for students to use the feedback in their learning.

Quantity
  • Feedback is consistently provided in a timely manner.
  • Appropriate TEKS objectives are addressed.
  • Students are aware of their learning progress on TEKS objectives.
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8f. Monitors Attendance


 Things to consider
Teacher maintains accurate attendance records and identifies chronic attendance problems that affect student learning.
Teacher works with appropriate staff to improve student attendance.
Teacher works with students and parents to improve student attendance.

Quantity
  • Teacher monitors attendance of all students.
 Quality
  • Teacher identifies and implements strategies/techniques that promote regular attendance.
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8g. Students in At-Risk Situations


Things to consider
Teacher assesses instructional needs of students in at-risk situations.
Teacher uses appropriate strategies to improve learning for students in at-risk-situations.

Quantity
  • Teacher consistently meets the needs of students in at-risk situations.
Quality
  • Teacher ensures that all students in special populations are provided opportunities to succeed.
  • Teacher monitors the progress of students in at-risk situations.
  • Look for impact and alignment of strategies with needs of students in at-risk situations.
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8h. Appropriate Plans for Intervention




 Things to consider
Teacher meets with students who are experiencing failure.
Teacher develops short-term and long-term educational plans.

Quantity
  • Focus on the results of interactions, not the number of interactions.  
 Quality
  • Intervention plan meets the needs of individual students.
  • Teacher meets individually with students who are experiencing failure.
  • Look for strength, impact, variety, and alignment of intervention plan activities with student needs. 

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8i. Modifies and Adapts




 Things to consider
Teacher modifies/adapts materials for students in at-risk situations.
Teacher modifies/adapts instruction for students in at-risk situations.

 Quantity
  • Focus on the presence or absence of modifications/adaptations, when needed, for students in at-risk situations.
 Quality
  • Materials and instruction are appropriate for students in at-risk situations.
  • Teacher is proactive in seeking out resources.
  • Look for strength, impact, variety, and alignment of materials/instruction with specific risk factors and learning styles of students in at-risk situations.

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Defined Interventions with Students with Disabilities
This excel document can be found in the district First Class email groups section.

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