The school has an aligned, coherent plan for curriculum, instruction and assessment that serves as the basis 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 Coherence Guiding Question: How do we know that all educators understand how the content they builds on, or relates to, content in other grades/subjects? 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. Curriculum is clearly communicated to stakeholders (students, staff, families, community members, partnering agencies) in a manner they can understand. All instructional staff have a deep and shared understanding of the standards they are to teach, and how they connect to other grades/subjects. Student learning outcomes are well defined, monitored, and measured. Instructional staff develops and implements lessons based on the curriculum; these lessons reflect high expectations for all students. Instructional engages in regular discussions of student learning expectations, both horizontally (with colleagues in their grades or subjects) and vertically (across grades). 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. Lesson/unit reflect common outcomes, student learning expectations, connections and inter-relationships in the curriculum documents Newsletters, on-line communication, displays of student work/portfolios, social media, brochures of grade level/subject curriculum content Standards-based/standards-referenced report cards Surveys and/or interviews with all staff Classroom observations, walk-throughs Surveys and/or interviews with students, parents, community members Surveys of Enacted Curriculum Grade level/department/learning community meeting minutes reflecting common outcomes, student learning expectations, connections and inter-relationships in the curriculum documents Pacing guides are organized with detailed information useful in daily instructional practice Other Standard 2: Instruction A school-wide system is in place for teachers to collaboratively plan, monitor, and refine research-based instructional practices aligned to the district curriculum and state standards. Instructional practices promote high expectations, engage learners, and support the needs of all students. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation
throughout the school. capacity and assume leadership responsibilities. 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 of leadership training and learning opportunities Evidence of stakeholders in leadership roles Documentation of available leadership roles and the process used to identify potential successors to fill these roles Documentation that describes the induction and mentoring process for new leaders Professional library and/or resources that support leadership development Professional learning regarding high-performing teams Results of surveys that indicate potential interest in leadership roles and evaluation of the leadership placement process Professional Learning Community meeting notes and agendas reflect shared leadership meeting minutes document evidence of staff decisions School calendar shows staff collaboration time 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 P. Communication Systems Guiding Question: How do we share information and gather input from our stakeholders? 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 plan, implement, and continuously improve communication systems to inform, engage, and gather input from students, instructional staff, families and the community. School leaders utilize a variety of appropriate communication tools and approaches. School leaders implement communication systems that address diversity in language and culture. The concerns, requests, and needs of stakeholders are addressed by school leaders in a timely and professional manner. 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 Samples of ongoing communications (e.g., newsletters, websites, press releases, social media, focus groups, automated message system, parent Internet portal, community forums) Samples of communications in languages that reflect the school population Records of communications with, and from, stakeholders Evidence of translators, communications in multiple languages Results of surveys regarding satisfaction with communication system
process to identify professional learning needs? not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Professional learning is designed to be continuous, job-embedded, and aligned with adult learning theory. Professional learning is differentiated to meet the individual needs of instructional staff. Professional learning is designed to include a process to monitor and evaluate implementation and impact. 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. Team meeting agendas, minutes that indicate discussion of alignment between professional learning and school improvement initiatives School Improvement Plan showing the relationship between data analysis (student achievement data, survey data, student demographic data), professional learning initiatives, and instructional strategies Results of teacher surveys that reflect related to professional learning Professional learning calendar including team time/staff meetings Documentation that coaches and teacher leaders are trained in adult learning theory Description of job-embedded professional learning opportunities provided to teachers (peer coaching, etc.) Documentation of District-Provided Professional Learning (DPPL) that is aligned with school’s School Improvement Plan includes evidence of resource allocation to support implementation of professional learning Evidence of differentiated professional learning to meet staff needs Completion of MDE Program Evaluation Tool 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 V. Impact of Professional Learning Guiding Question: How do we ensure that professional learning is implemented with fidelity and positively impacts student achievement? 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 implemented to some degree, but Instructional understands and can articulate the professional learning outcomes and expectations. Instructional staff implements skills learned in professional learning, as intended. Instructional staff receives feedback and support to fully implement new learning. School leaders monitor the extent to which professional learning impacts adult instructional practices. School leaders monitor the impact of changed adult instructional practices on student achievement. Sustained and supported by district policies, systems and practices.
How do we ensure that our families and community partners are integral parts of our learning community? this indicator has begun. 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. experiences, giving appropriate assistance and encouragement, monitoring homework). Families, students and community members actively participate as integral members of the school improvement process. Families and community members participate actively on committees to provide input on decisions that support student success. 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. Schedule of family programs addressing students’ social, academic and developmental needs School Improvement Team roster listing parents and/or community members Evidence of parent/community leadership in the school improvement process, on committees, etc. Minutes and agendas from meetings that reflect parent/family involvement in school-based decisions Course syllabi/course overview or learning outcomes provided to parents/families in Parent Handbook or during Curriculum Syllabi/course overview and/or learning outcomes provided online Flexible school office hours to meet needs of parents/families National PTA or PTO website/links are included on school website, along with other school related resources (i.e., tutoring or counseling, etc.) Information on learning opportunities made available to family and community members Other: Standard 10: Engagement The school collaboratively with families and community organizations to strengthen student, staff, family, and community learning. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Z. Partnerships Guiding Question: How do we invite and involve family and community partners to support student success? 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 being There is a volunteer system in place for parents and community members to share their areas of expertise and interest, at varying times, to enhance student success. Families and community members are involved in the development of the district and parent involvement plans. The school partners with community agencies to coordinate social services for schools and families and/or to provide programs on identified needs. Sustained and supported by district policies, systems and practices.