School Systems Review Strand I: Teaching for Learning The school focuses on quality teaching and learning for all students. It implements essential, aligned curriculum, ensures it is taught effectively, and uses multiple assessments to monitor student learning and guide instructional decisions. Standard 1: Curriculum The school has an aligned, coherent plan for curriculum, instruction and assessment that serves as the for instructional staff’s and students' active involvement in the construction and application of knowledge. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Alignment Guiding Question: What is the evidence that our school has a written curriculum aligned with Michigan’s standards as adopted by the State Board of Education? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. The written curriculum references Michigan’s standards as adopted by the State Board of Education. The school’s enacted curriculum is aligned to the district’s intended curriculum to ensure vertical and horizontal alignment by levels and courses. Curriculum documents include guidance for accommodations and modifications for all learners. A systematic and documented process is used to collaboratively review the school’s written curriculum for alignment to standards and district curriculum. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Grade level/department/learning community meeting minutes reflect discussions regarding status of alignment Lesson reference state standards and alignment to district’s curriculum Classroom observation data references state standards and alignment to district’s curriculum Classroom observations of learning objectives (objectives are posted and followed) Surveys of Enacted Curriculum Use of curriculum management software is documented Curriculum maps contain specific information regarding what is taught and where it is taught Pacing guides are aligned to the district curriculum and include detailed information useful in daily instructional practice Personal Curriculum documents for students Curriculum documentation Other Standard 1: Curriculum
Sample of parent communications about assessment results Assessment plans Agendas/minutes from meetings reflecting the purposes and uses of data Student/parent/teacher handbooks include information about assessment purposes and uses Documentation of data shared with families at conferences Examples of data reports staff use to analyze disaggregated student assessment data Professional learning on understanding assessment results, purposes, uses Curriculum guides identify formative, interim, and summative assessment Student assessment portfolios (used to communicate results to students and families) Other Standard 3: Assessment Schools systematically gather and use multiple sources of data to monitor and inform teaching and learning using a comprehensive, balanced assessment system. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Data Analysis and Guiding Question: How do we ensure that is based on comprehensive data analysis? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Instructional staff uses an intentional, structured process to use academic and non-academic data to inform instructional decisions. Instructional staff uses a combination of student achievement, demographic, process and perception data over time to make informed instructional decisions to meet individual student needs. Instructional staff collaboratively analyzes assessment data to reach a shared understanding and make changes to instructional practice. Assessment data are used to place students, monitor progress and drive timely interventions. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Committee meeting agendas/minutes that reflect collaborative data-based discussions and actions taken Professional learning that focuses on developing skills in the interpretation and use of data Professional Learning Community documentation of using student data to inform instructional practices Data Dialogue evidence such as data displays, data graphs, analysis charts Lesson plans reflect changes made in instruction based on data analysis School Improvement team meeting/goal committee meeting agendas and minutes showing the role of data analysis in improvement planning making
M. Guiding Question: How do we stay focused on achieving our desired results? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. School leaders use data and research to decisions and measure progress toward school improvement goals. Multiple sources of data are used by school leaders to monitor and evaluate programs and practices for effectiveness. School leaders use data to hold themselves and others accountable for progress. School leaders support the process/system that allows teams to delve into the implications of data. School leaders guide and facilitate a well-defined process to periodically collect, analyze, review and report the results of student assessments. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Evidence that programs and practices are monitored and evaluated for effectiveness multiple sources of data Data documenting the fidelity of implementation of programs and practices Team meeting agendas and minutes showing use of student data to make instructional and curriculum content decisions Evidence of entrance and exit performance criteria for various programs Evidence regarding how student placements are changed based upon data on student needs Documentation that includes movement of students from Tiers 2-3 to Tier 1 Building-level aggregated data from Continuous Improvement and Monitoring System (CIMS) workbook Progress notes in the School Improvement Plan that include impact of implementation Written descriptions of protocols/processes for data analysis Public displays of data showing progress toward school improvement goals Other Standard 5: A Culture for Learning School leaders create a culture that ensures success for all students and staff. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation N. Safe and Supportive Environment Guiding Question: How do we create an environment where all students and staff succeed? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR School leaders work to intentionally develop relationships that model respect, trust, collaboration and high expectations for all. School leaders and collaboratively create a safe and supportive learning environment through established safety and behavior expectations for staff and students. Sustained and supported by district policies, systems and practices.
Documentation of student representatives/student council members Results of surveys regarding concerns and needs of stakeholders Public postings (website, social-media) of survey results Communication section of an emergency management plan Other Standard 6: Organizational Management School leaders plan, allocate resources and implement systems and processes to support teaching and learning. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Q. Intentional Practices Guiding Question: How do we ensure that school-level systems are used intentionally to support student success? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the school. There is a building-wide process with protocols that is shared and understood by stakeholders. Working collaboratively, school leaders develop, implement, monitor and evaluate a school improvement plan aligned to the established vision, mission and school needs. School leaders ensure that the school improvement plan drives processes, practices, and classroom activities. School leaders effectively manage systems and address barriers to optimize student success (e.g., data system, interventions, transportation, lunch program, volunteers, parent/family organizations, etc.). Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Documentation of decision-making process and protocols and how it was communicated to stakeholders Documentation of a collaborative School Improvement Planning process (minutes, agendas) Progress notes in the School Improvement Plan showing how barriers were identified and addressed Communications to staff showing the alignment of classroom activities to the School Improvement Plan Copies of schedules of observations, individual teacher meetings, goal-setting process Documentation of the ways in which staff qualifications match staff assignments Documentation of adjustments made to school-wide systems based on collaborative decision making Team meeting from ad-hoc committees or staff meetings which addressed barriers Student schedules which show flexibility based upon student needs identified by data Data from surveys that indicate stakeholder opinions regarding existing systems and processes
Standard 6: Organizational Management School leaders plan, allocate resources and implement systems and processes to support teaching and learning. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation R. Resource Allocation Guiding Question: How do we ensure the alignment of resources in support of student success? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the school. Multiple sources of data are used by school leaders to prioritize resource allocations. Working within district guidelines, school administrators identify, assign, promote and retain those with qualifications and proven results in serving the school’s mission. School leaders seek, coordinate, and intentionally use resources (e.g., budget, time) that align with and support the school improvement plan. Students with high are a priority when budget and resource allocation decisions are made. School leaders ensure on-going communication between the school and district, as well as within the school, regarding the need, availability and allocation of resources. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Resource allocation is determined by evidence of student and staff needs (surveys, interviews, discussions) Copy of the school budget showing resources aligned to student achievement needs School Improvement Plan that shows resources for activities supporting priority student achievement areas Team agendas/minutes that indicate decision-making on resource allocation Documentation of school practices/policies aligned to district practices/policies Copies of grant applications, award letters, memos of understanding, that indicate receipt of additional resources Documentation of the budgeting process including timeline, decision-making, required participation, and communication with district leaders Evidence of use of MI School Data Data warehouse or software to store and analyze student assessment data Special education information system Other
T. Collective Responsibility Guiding Question: How do we define collective responsibility for learning and the actions needed to support it? Planning for AND/OR Implementation of some of the characteristics of this indicator has Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Instructional staff teams and individuals take active roles in creating and leading professional learning. Instructional staff holds one another accountable for implementing what is learned from professional learning. Instructional staff holds one another accountable for the improved student performance that should result from the implementation of professional learning. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Staff meeting agendas that show teachers leading professional learning Walk-through data that shows evidence of the implementation of professional learning Evidence of peer-to-peer coaching (protocols, feedback, etc.) Evidence of teacher teams recommending professional learning based on school needs (e.g. surveys, school improvement activities) Documentation of vertical team meetings that focus on the impact of collaborative professional learning Samples of teacher lessons for discussion/review Evidence of teacher leaders sharing promising practices and receiving feedback “Instructional Rounds” training provided to staff Program Evaluation implementation data Description of new teacher induction and mentoring programs Other Standard 8: Professional Learning System Professional learning is systemic, data-driven, differentiated, and aligns with the School Improvement Plan. It is supported by the school and district and occurs within a collaborative culture. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation U. Purposeful Planning Guiding Question: How do we use data and the school improvement Planning for AND/OR Implementation of some of the characteristics of this indicator has Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are Student and instructional staff outcome, demographic, process and perception data are used to identify and align professional learning priorities. Professional learning outcomes are developed specifically to address school improvement strategy areas. Sustained and supported by district policies, systems and practices.
School Systems Review Strand IV: School, Family and Community Relations All actively maintain purposeful and positive relationships with families and the community to support student learning. Standard 9: Communication The school uses a variety of approaches to ensure that communications are two-way, ongoing, relevant, and culturally responsive. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation W. Approaches and Tools Guiding Question: How do we use a variety of approaches and tools to reach all of our stakeholders? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the school. The school provides information related to curriculum, instruction and assessment through printed materials, on-line resources, parent/family conferences at varying times and informational sessions at varying times and in varying modes. Ongoing, two-way verbal, written, digital and personal communications are used to improve services and programs. School leadership monitors and evaluates the effectiveness of its communication strategies. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Communication Plan that reflects a variety of approaches and tools Examples of information related to curriculum, instruction, and assessment in various communication approaches and School newsletter School website, Internet portal for parents/families, social media (multiple platforms) Teacher websites Documentation of surveys and/or focus groups with stakeholders (questionnaires, discussion questions, data reports) Parent/family conference schedules showing varying times, locations, and modes Communications to parents/families indicating how services and programs were improved based on their feedback Communications in languages that reflect the school population Translators available to parents Community forum minutes Other Standard 9: Communication The school uses a variety of approaches to ensure that communications are two-way, ongoing, relevant, and culturally responsive.