# data[].attributes.body
Describes students' understanding and struggles (cite specific evidence)

Do more than list correct and incorrect examples!!

Connections between quantitative and qualitative patterns of learning individuals or group

Learning trends for group or individual understanding/misunderstandings (scores on essay lower for ELLs; struggled with taking and supporting a position beyond personal opinions)

# data[].attributes.headline
Rubric 12: Providing Feedback to Guide Further Learning

# data[].attributes.subject
Rubric 12: Providing Feedback to Guide Further Learning

# data[].attributes.body
Specific feedback addresses strengths AND needs.

At least one focus student receives feedback to address a specific learning need or feedback to connect to previous learning.

# data[].attributes.body
Describe how they will provide feedback to support understanding

Provide guidance on how to use it

Plans for strengths AND weaknesses

# data[].attributes.headline
Rubric 14: Analyzing Students' Language Use and Literacy Learning

# data[].attributes.subject
Rubric 14: Analyzing Students' Language Use and Literacy Learning

# data[].attributes.body
Explain and provide evidence of students' use of language function, vocabulary, AND additional language demands such as syntax and discourse.

Explain and provide evidence for students with varied needs.

Lnaguage use clearly supports content understandings.

# data[].attributes.headline
Rubric 15: Using Assessment to Inform Instruction

# data[].attributes.subject
Rubric 15: Using Assessment to Inform Instruction

# data[].attributes.body
Strategic support for individuals and/or groups related to subject specific knowledge

Next steps are grounded in research

# data[].attributes.body
Rubric 11: 3

poor rubric scoring/chart

general and not specific enough

did not give examples of student strengths and weaknesses

Rubric 12: 4

feedback is specific and addresses both strengths and needs related to learning objectives

didn't make connections to prior learning or experience to improve learning

Rubric 13: 4

only planned support for weaknesses, not strengths

discussed each focus student's planned supports and included student in feedback

Rubric 14: 4

explained language function and how students use it, gave examples

also gave vocabulary and discourse

didn't go into details of varied needs of each focus student

Rubric 15: 3

didn't specifically state literacy strategy and related skills, but DID address various groups of students

loosely tied research to next steps and planned supports

# data[].attributes.body
Rubric 11: 4

talked about quantitative and qualitative patterns

mentioned various groups of learners

Rubric 12: 4

mentioned strategies to address learning needs of students

Rubric 13: 3

doesn't mention how the student will independently use the feedback, all teacher focused instruction or retesting

Rubric 14: 4

use of function, demands, and vocab

Rubric 15: 4

# data[].attributes.body
1. Task 3 Graphic Organizer (Planning Template)
2. Student Tracking Sheet
3. edTPA Making Good Choices