Common use of Maintaining Accurate Records Clause in Contracts

Maintaining Accurate Records. Unsatisfactory Basic Proficient Distinguished Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for noninstructional activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially e¤ective. Teacher’s records for noninstructional activities are adequate but require frequent monitoring to avoid errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully e¤ective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully e¤ective. Students contribute information and participate in maintaining the records. Critical Attributes There is no system for either instructional or noninstructional records. The record-keeping systems are in disarray so as to provide incorrect or confusing information. The teacher has a process for recording completion of student work. However, it is out of date or does not permit students to gain access to the information. The teacher’s process for tracking student progress is cumbersome to use. The teacher has a process for tracking some, but not all, noninstructional information, and it may contain some errors. The teacher’s process for recording student work completion is e¤cient and e¤ective; students have access to information about completed and/or missing assignments. The teacher has an e¤cient and e¤ective process for recording student attainment of learning goals; students are able to see how they’re progressing. The teacher’s process for recording non- instructional information is both e¤cient and e¤ective. In addition to the characteristics of “proficient”: Students contribute to and maintain records indicating completed and overdue work assignments. Students both contribute to and maintain data files indicating their own progress in learning. Students contribute to maintaining noninstructional records for the class. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Critical Attributes Does not establish student learning goals Does not specify assessment(s) to monitor progress toward goal(s) Goals may be missing one or more of the following qualities: specific, measurable, and time-bound Goals are not based on prior available student learning Goals are partially aligned to content standards Grain size of goal may be missing one or more of the following: appropriate for the context, instructional interval, and content standard(s) Goal is not connected to a significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified goals. Goals are specific, measurable, and time-bound Based on multiples sources of available data that reveal prior student learning Goals are aligned to content standards Grain size of goal is appropriate for the context, instructional interval, and content standard(s) Goal demonstrates a significant impact on student learning (transferable skills) within the content area Identifies formative and summative measures aligned to learning targets to monitor progress toward goals. In addition to the characteristics of “proficient”: Effort to communicate (two- way)/collaborates with other staff, families, and/or students to establish goals specific to whole class learning needs. Students articulate their understanding of their goals and progress toward goals. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory Basic Proficient Distinguished Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

Maintaining Accurate Records. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for noninstructional non- instructional activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially e¤ectiveeffective. Teacher’s records for noninstructional non-instructional activities are adequate but require frequent monitoring to avoid errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional non-instructional records is fully e¤ectiveeffective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional non-instructional records is fully e¤ectiveeffective. Students contribute information and participate in maintaining the records. Critical Attributes There is no system for either instructional or noninstructional non-instructional records. The record-keeping systems are in disarray so as to provide incorrect or confusing information. The teacher has a process for recording completion of student work. However, it is out of date or does not permit students to gain access to the information. The teacher’s process for tracking student progress is cumbersome to use. The teacher has a process for tracking some, but not all, noninstructional non-instructional information, and it may contain some errors. The teacher’s process for recording student work completion is e¤cient if efficient and e¤ectiveeffective; students have access to information about completed and/or missing assignments. The teacher has an e¤cient efficient and e¤ective effective process for recording student attainment of learning goals; students are able to see how they’re progressing. The teacher’s process for recording non- non-instructional information is both e¤cient efficient and e¤ectiveeffective. In addition to the characteristics of “proficient”: :” Students contribute to and maintain records indicating completed and overdue work assignments. Students both contribute to and maintain data files indicating their own progress in learning. Students contribute to maintaining noninstructional non- instructional records for the class. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Critical Attributes Does not establish student learning goals goals. Does not specify assessment(s) to monitor progress toward towards goal(s) ). Goals may be missing one or more of the following qualities: specific, measurable, measurable and time-bound time- bound. Goals are not based on prior available student learning learning. Goals are partially aligned to content standards standards. Grain size of goal may be missing one or more of the following: appropriate for the context, instructional interval, interval and content standard(s) ). Goal is not connected to a significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified goals. Goals are specific, measurable, measurable and time-bound time- bound. Based on multiples multiple sources of available data that reveal prior student learning learning. Goals are aligned to content standards Standards. Grain size of goal is appropriate for the context, instructional interval, interval and content standard(s) ). Goal demonstrates a significant impact on student learning of content (transferable skills) within the content area area. Identifies formative and summative measures aligned to learning targets to monitor progress toward towards goals. In addition to the characteristics of “proficient”: :” Effort to communicate Communicate (two- way)/collaborates two-way)/Collaborates with other staff, families, staff families and/or students to establish goals specific to whole class learning needs. Students articulate their understanding of their goals and progress toward goals. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

Maintaining Accurate Records. Unsatisfactory Basic Proficient Distinguished Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for noninstructional activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially e¤ectiveeffective. Teacher’s records for noninstructional activities are adequate but require frequent monitoring to avoid errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully e¤ectiveeffective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully e¤ectiveeffective. Students contribute information and participate in maintaining the records. Critical Attributes There is no system for either instructional or noninstructional records. The record-keeping systems are in disarray so as to provide incorrect or confusing information. The teacher has a process for recording completion of student work. However, it is out of date or does not permit students to gain access to the information. The teacher’s process for tracking student progress is cumbersome to use. The teacher has a process for tracking some, but not all, noninstructional information, and it may contain some errors. The teacher’s process for recording student work completion is e¤cient efficient and e¤ectiveeffective; students have access to information about completed and/or missing assignments. The teacher has an e¤cient efficient and e¤ective effective process for recording student attainment of learning goals; students are able to see how they’re progressing. The teacher’s process for recording non- instructional information is both e¤cient efficient and e¤ectiveeffective. In addition to the characteristics of “proficient”: Students contribute to and maintain records indicating completed and overdue work assignments. Students both contribute to and maintain data files indicating their own progress in learning. Students contribute to maintaining noninstructional records for the class. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Critical Attributes Does not establish student learning goals Does not specify assessment(s) to monitor progress toward goal(s) Goals may be missing one or more of the following qualities: specific, measurable, and time-bound Goals are not based on prior available student learning Goals are partially aligned to content standards Grain size of goal may be missing one or more of the following: appropriate for the context, instructional interval, and content standard(s) Goal is not connected to a significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified goals. Goals are specific, measurable, and time-bound Based on multiples sources of available data that reveal prior student learning Goals are aligned to content standards Grain size of goal is appropriate for the context, instructional interval, and content standard(s) Goal demonstrates a significant impact on student learning (transferable skills) within the content area Identifies formative and summative measures aligned to learning targets to monitor progress toward goals. In addition to the characteristics of “proficient”: Effort to communicate (two- way)/collaborates with other staff, families, and/or students to establish goals specific to whole class learning needs. Students articulate their understanding of their goals and progress toward goals. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Unsatisfactory Basic Proficient Distinguished Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.