1 Our school has not identified standards for every grade and content area. 2 Our school has identified standards for a few grade and content areas. 3 Our school has identified standards for most grade and content areas. 4 Our school has identified standards for every grade and content area. 1 Our staff does not have access to standards based professional development. 2 Our staff has limited access to standards based professional development. 3 Some of our has access to standards based professional development. 4 Our entire staff has access to standards based professional development. 1 Our staff has little to no knowledge of academic standards in place. 2 Our staff has limited knowledge of standards. Some staff has experience with standards but not all. 3 Our staff has some knowledge of standards. All staff clearly understands which standards they are responsible for and the instructional expectations of our school. 4 Our staff is expert in standards and has done deep work on unpacking standards and / or mapping standards to the curriculum. 1 None of our teachers are currently instruction to state or national standards. 2 Very few of our teachers are currently instruction to state or national standards. 3 Some of our teachers are currently tying instruction to state or national standards. 4 A majority of our teachers are currently tying instruction to state or national standards. 1 None, or very few of our staff, is able to connect curricular decision – making to the instructional standards in use. 2 Our has limited capacity to articulate the extent to which the curricular decisions they make, or materials they use / develop, maps back to the standards. 3 Some of our staff is able to articulate the ways in which the curricular decisions they make maps back to the standards. 4 Our entire staff consistently and effectively maps curricular decision-making back to standards. Average Score: (Sum the scores (1-4) of each item and divide by 5) Access to High Quality Assessments / Assessment Guidance 1 2 3 4
Our school does not have an assessment system in place to monitor student progress (aside from state assessments). Our school has an assessment system in place to monitor student progress (aside from state assessments) for some grade levels and / or content areas. Our school has a high quality assessment system in place to monitor student progress (aside from state assessments) for most grade levels and / or content areas. Our school has a high quality assessment system in place to monitor student progress (aside from state assessments) for all grade levels and / or content areas.. 1 Our staff does not have access to guidance and support in selecting and / or creating quality assessments. 2 Our staff has limited access to guidance and support in selecting and / or creating quality assessments. 3 Some of our staff has access to guidance and support in selecting and / or creating quality assessments. 4 Our entire staff has access to guidance and support in selecting and / or creating quality assessments. 1 None, or very few of our staff, engages in the practice of planning how student learning will be measured while engaging in the instructional planning process. 2 Our staff has limited capacity to plan the ways in which student learning will be measured while engaging in the instructional planning process. 3 Some of our staff is able to plan the ways in which student learning will be measured while engaging in the instructional planning process. 4 Our entire staff consistently and effectively engages in instructional planning by starting with the end in mind, always planning the ways in which student learning will be measured. Average (Sum the scores (1-4) of each item and divide by 3) Ability to Access and Effectively Use Student – Data 1 2 3 4
Our staff does not review student data regularly and does not have access to student level data. Our staff reviews student data infrequently and has limited or inconsistent access to student level data. Our staff reviews student data infrequently and has access to student level data. Our staff reviews student data regularly and has easy access to regularly updated student level data. 1 There are not systems or routines in place to support/manage the regular review of student data and administrative expectations are not clear. 2 There are administrative expectations for the regular review of student data in place. 3 There are some systems or routines in place to support/manage the regular review of student data. 4 There are systems or routines in place to support/manage the regular review of student data and administrative expectations are clear. 1 The use of data to inform instruction is not a regular practice in our school. Any teacher analysis of data or use of data to inform instructional practice is done by individuals. 2 The use of data to inform instruction is rarely a part of regular practice in our school. Teachers struggle to analyze student data; use of data to inform instruction is not common practice for the majority of teachers. 3 The use of data to inform instruction is an inconsistent practice in our school. Teachers analyze student data with support and use data to inform long-term planning, but not in daily instruction. 4 The use of data to inform instruction is a regular practice in our school. Teachers consistently use student data to adjust planning, improve instructional practice, and seek professional development. Average Score: (Sum the scores (1-4) of each item and divide by 3) Shared Vision for SLO Implementation 1 Our staff has not been trained in SLOs. 2 Some of our has been trained in SLOs. 3 The majority of our staff has been trained in SLOs. 4 Our entire staff has been trained in SLOs. 1 2 3 4
Example: Content Area Courses/Sections Grade Standards Math Algebra Geometry Algebra II Trigonometry 9 10 11 12 Common Core Math Content Area Courses/Sections Grade Standards English Language Arts Math Science Social Studies Technology Foreign Language Fine Arts Music Health PE Special Education ESOL
Gifted and Talented Interventions CTE or Vocational Now rate your school on the following: 1 Our staff has little to no knowledge of academic standards in place. 2 Our staff has limited knowledge of standards. Some staff has experience with standards but not all. 3 Our staff has some knowledge of standards. All staff clearly understand which standards they are responsible for and the instructional expectations of our school. 4 Our is expert in standards and has done deep work on unpacking standards and/or mapping standards to the curriculum. Questions to Consider: What are the next steps for your school regarding standards? If there are grades/subject areas above that do NOT have identified standards, how can this be resolved, and by whom? How can my school address the curricular needs of our staff? What are the next steps to ensuring standards-based instruction? Think through a timeline and identify who is responsible for each step. For example, think about ideas for professional development, roles for teacher leaders, resources the school has or needs, etc.