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 teach 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 develops and implements lessons based on the curriculum; these lessons reflect high expectations for all students. Instructional staff 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 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 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
Examples of protocols (defined processes) used in data analysis meetings/sessions Data meetings regarding program evaluations (e.g., data collected for Multi-Tiered Systems of Support) Staff time to share/reflect on results from common assessments and adjust common assessments Meeting minutes/agendas from teachers sharing successful practices (based on data) 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 Student Involvement in the Assessment Process Guiding Question: How do we involve students in data analysis to answer the questions: am I now? am I going? How can I close the gap? 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 implemented to some degree, but not consistently throughout the school. Students understand the criteria and expectations for demonstrating their learning. Students receive descriptive feedback based on their performance, as well as guidance on how to improve. Students are taught how to and plan for improvement. Students learn to track and use their own achievement data and related feedback to monitor, evaluate, and reflect on how to improve their own performance. 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. Learning targets are posted in student-friendly language Examples of student-generated improvement goals Exemplars of individual student progress logs/charts Student portfolios Sample of student/teacher feedback form Rubrics designed to give students feedback and guidance Lesson plans reflect instruction in the student reflection process Evidence of professional learning on how to involve students in the assessment process Lesson plans reflect explicit teaching/discussion of learning targets with students Examples of student-led conferences Other
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 being 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 using 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 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 Other Standard 5: A Culture for Learning School leaders create a culture that ensures success for all students and 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 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 staff 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.
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 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. 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 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. meeting agendas that show teachers leading professional learning Walk-through data that 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 grade-level team meetings that focus on the impact of collaborative professional learning Samples of teacher work/video-taped 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 begun. 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 Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation X. Cultural Responsiveness Guiding Question: How do we ensure that all communication is responsive to the diversity 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 implemented to some degree, but not consistently throughout the school. The school arranges flexible meetings and formats to address family and community needs. School communications and activities are responsive to families’ varied ability levels, schedules, diversity in language, socio-economic status, cultural traditions, non-traditional configurations and belief systems. 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. Records of meetings, open houses, and parent-teacher conferences that show a variety of locations and School calendars that demonstrate responsiveness to cultural days of significance School/district communications/forms are direct, jargon-free, in a wide range of reading/comprehension levels and/or translated into languages reflected at the school School and/or teacher newsletters (paper copies available) Social Websites releases Student, parent and employee handbooks Bilingual staff and volunteers are available to communicate with parents during school events Surveys, focus groups, informal conversations, and meeting formats are used to gather information from families and the community Other Standard 10: Engagement The school works 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 Y. Learning Opportunities Guiding Question: Planning for AND/OR Implementation of some of the characteristics of Some characteristics of this indicator are being implemented with Programs are provided for families that are age appropriate to their students’ social, academic, and developmental needs (e.g., enhancing literary 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 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 decisions Course syllabi/course overview or learning outcomes provided to parents/families in Parent Handbook or during Curriculum Night 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 works 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 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 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 school-level parent involvement plans. The school partners with community agencies to coordinate social services for schools and families and/or to provide programs based on identified needs. Sustained and supported by district policies, systems and practices.