Body of Evidence Planner

One score can start a question. A body of evidence helps answer it.

A single assessment can be useful, but it should not automatically define what a student knows. Look across standards-aligned evidence over time and ask what pattern is emerging.

Start with the exact standard

Write the standard or learning target in plain language. If the evidence does not match the intended learning, it should not drive the decision.

Gather meaningful evidence

Possible sources include QOTW, common formative assessments, intervention assessments, unit assessments, benchmarks, IXL, classroom work, observations, and other standards-aligned evidence.

Look for a pattern, not a moment

• What has the student demonstrated consistently?
• Where does the pattern break down?
• Is the concern recent, repeating, or isolated?
• Do different evidence sources point in the same direction?

Translate evidence into a need

A score is not the same as a need. Move from a score to something instructionally useful: which part of the standard is secure and which part still needs work?

Decide what happens next

The answer may be reteaching, guided practice, intervention, a different representation, more evidence, maintenance, or enrichment.

Nicholas in Practice

The purpose of the shared evidence system is not to accumulate more numbers. It is to make it easier to see the student, the standard, the evidence, the need, and the next instructional response.

Less focus on one score. More focus on the body of evidence.

Body of Evidence Planner

• Student / group
• Standard / learning target
• Evidence sources: QOTW / common formative / unit / intervention / benchmark / IXL / classroom work / observation / other
• What appears secure?
• What pattern still needs attention?
• What is the most likely instructional need?
• Next response
• What new evidence will we collect?
• When will we review it?

Final question: What do I know because of the pattern—not because of one score?