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 eff 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 eff ective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully eff ective. Students contribute information and participate in maintaining the records. ▇▇▇▇▇▇▇▇▇ Framework for Teaching Rubrics by Washington State Criteria 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). 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 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 eff 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 eff ective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully eff ective. Students contribute information and participate in maintaining the records. ▇▇▇▇▇▇▇▇▇ Framework for Teaching Rubrics by Washington State Criteria Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Student Growth 6.1: Establish Student Growth Goal(s) 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-high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Student Growth 6.2: Achievement of Student Growth Goal(s) 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 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 eff 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 eff ectiveeffective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully eff ectiveeffective. Students contribute information and participate in maintaining the records. ▇▇▇▇▇▇▇▇▇ Framework for Teaching Rubrics by Washington State Criteria 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). 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.