in developing the Schoolwide plan; and how to conduct and oversee the program’s annual evaluation. assessment; how to lead the staff in developing the Schoolwide plan; and how to conduct and oversee the program’s annual evaluation. The School Improvement Planning Team has the autonomy and the commitment to stakeholder participation in major program development to carry out the functions necessary, oversee the needs assessment process, lead the staff in developing the Schoolwide plan and conduct or oversee the program’s annual evaluation. The School Improvement Planning Team is a body with a demonstrated history of collaboration. The School Improvement Planning Team has the autonomy and the commitment to stakeholder participation in major program development to carry out the functions necessary, oversee the needs assessment process, lead the staff in developing the Schoolwide plan and conduct or oversee the program’s annual evaluation. The School Improvement Planning Team has limited or inconsistent autonomy to accomplish its tasks. The School Improvement Planning Team does not have the autonomy to out the functions necessary to complete the school program design nor does it provide the opportunity for stakeholder participation in major program development and implementation decisions. Developing a Vision Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations)
Creating the School/District Profile Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) on current trend data, the School Improvement Planning Team decides on which focus areas are most essential to reform the school. These areas may include student needs; curriculum and instruction; professional development, family and community involvement; and school context and organization. All required data are included. Student, stakeholder/community perception data are provided. Based on current trend data, the School Improvement Planning Team decides on focus areas to reform the school. These areas may include student needs; curriculum and instruction; professional development, family and community involvement; and school context and organization. All required data are included. The School Improvement Planning Team develops the school profile but does not include all required types of data. The School Improvement Planning Team creates a school profile based on non-existent, incorrect, or obsolete data.
Teacher/School Leaders Demographic Data Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Expectations) Lacking (Does Not Meet Expectations) A detailed description is provided including the number of years of teaching experience and degrees held by teachers and the number of years of administrative experience and degrees held by school leaders. Data identifying the number and the percentage of teachers certified through traditional certification methods, and the number and percentage of teachers certified through alternative certification methods are provided. Information describing the school leader's preparation for the principal ship and leadership capabilities is included. A statement describing what impact this may have on student achievement is included. A detailed description is provided including the number of years of teaching experience and degrees held by teachers and the number of years of administrative experience and degrees held by school leaders. A statement describing what impact this may have on student achievement is included. A general description is provided identifying the experience level of teachers and administrator but no statement of impact is included. Incomplete data are provided. Data are provided for three years detailing the ethnicity, gender, cultural, and linguistic background of the staff and leadership team compared to the makeup of the student body. A statement describing what impact this may have on student achievement and Data are provided for three years detailing the ethnicity, gender, cultural, and linguistic background of the staff and leadership team compared to the makeup of the student body. A statement describing what Data are provided for less than three years detailing the racial and gender makeup of the staff and student body. No statement of impact is included. Incomplete data are provided.
performance is included. Performance may include attendance, behavior, and engagement level. impact this may have on student achievement and performance is included. Detailed attendance data including absences and tardiness are provided for staff and school leaders for three years. Absences due to professional learning opportunities are included. A statement describing what impact this may have on student achievement is included. An analysis is included describing preparedness and the impact of substitute teachers on student performance. Detailed attendance data including absences and tardiness are provided for staff and school leaders for three years. Absences due to professional learning opportunities are included. A statement describing what impact this may have on student achievement is included. Attendance and tardiness data are provided for and school leaders for less than three years and no impact statement is provided. Incomplete data are provided. Community Demographics Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) If LEA has been in existence for at least three years, three years of data are provided for the community including: family income levels and percentages, family education levels and percentages, home owners vs. renters vs. vacant properties percentages, economic levels and percentages for various types of assistance, crime rates, police, emergency and fire department responsiveness, cultural organizations, entertainment venues, recreation centers and community centers and venues, community and business partnerships, and levels of If LEA has been in existence for at least three years, three years of data are provided for the community including: family income levels and percentages, family education levels and percentages, home owners vs. renters vs. vacant properties percentages for various types of assistance, crime rates, police, emergency and fire department responsiveness, cultural organizations, entertainment venues, recreation centers and community centers and If the LEA has been in existence for at least three years, less than three years of data are provided and the impact statement is not provided. Data are incomplete and the impact statement is not provided.
the acceleration of the ‘at-risk’ population. Student Achievement/Outcome Data Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) Student Achievement data from multiple sources to analyzed for all students represented in the school’s population including whole group, subgroups, and emerging subgroups (containing fewer than thirty students) to determine achievement gaps. A summary of the data includes trends and gap analysis. State data are analyzed for all students represented in the school’s population including whole group, subgroups, and emerging subgroups (containing fewer than thirty students) to determine achievement gaps. A summary of the data includes trends and gap analysis. Incomplete or inconsistent use of State data are used to determine student achievement gaps. Subgroups are not considered. No data are used to determine achievement gaps. The School Improvement Planning Team identifies all impediments to student achievement. Achievement data from a variety of sources, including State data, are analyzed for patterns and common errors in understanding. The team reviews interventions that are specific to the learning obstacles based on research and best practices. Interventions are selected for best results and positive impact in addressing students’ needs. The School Improvement Planning Team identifies all impediments to student achievement. State achievement data are analyzed for patterns and common errors in understanding. The team reviews interventions that are specific to the learning obstacles based on research and best practices. Interventions are selected for best results and positive impact in addressing students’ needs. The School Improvement Planning Team identifies learning trends for the entire school but does not disaggregate data for subgroups and does not review sufficient research to select effective instructional strategies to address students’ needs. The School Improvement Planning Team does not use data to identify students’ learning difficulties and does not review the efficacy of strategies before recommending them for the School Improvement Plan. Student Achievement/Outcome Data Continued Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations)
Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) Multiple data collection methods (e.g. surveys, interviews, and feedback) were are? (all others above were in present tense) used to collect student opinions identifying the highest areas of satisfaction and results documented. Survey data was are used to collect student opinion information identifying the highest areas of student satisfaction. [Minimal/limited] student opinion data collected reflecting areas of student satisfaction. Incomplete data are provided. Multiple data collection methods (e.g. surveys, interviews, and other feedback) are used to collect student opinions identifying the lowest areas of student satisfaction and results documented. Data is analyzed and summarized. Survey data are used to collect student opinion information identifying the lowest areas of student satisfaction. Data is analyzed and summarized. Survey data are used to collect student opinion information identifying the lowest areas of student satisfaction. Data is analyzed and summarized. Incomplete data are provided. Parent Perception Data Leading (Exemplary) Developing/Embedded Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) Multiple data collection methods (e.g. surveys, interviews, and other feedback) were are used to collect Parent/Guardian opinions identifying the highest of satisfaction and results documented. Data is analyzed and summarized. Survey data was used to collect Parent/Guardian opinion information identifying the highest of Parent/Guardian satisfaction. Data is analyzed and summarized. Minimal/limited Parent/Guardian opinion data collected reflecting of Parent/guardian satisfaction. Incomplete data are provided. Multiple data collection methods (e.g. surveys, interviews, and other feedback) were are used to collect Parent/Guardian opinions identifying the lowest areas of satisfaction and results Survey data was used to collect Parent/Guardian satisfaction opinion identifying the lowest of Parent/Guardian satisfaction. Data is analyzed and summarized. Minimal/limited Parent/Guardian opinion data collected reflecting the lowest areas of satisfaction. Incomplete data are provided.
documented. Data is analyzed and summarized. Teacher/Staff Perception Data Leading (Exemplary) Developing/Embedded Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) Multiple data collection methods (e.g. surveys, interviews, and feedback) were are used to collect Teacher/Staff opinions identifying the highest areas of satisfaction and results documented. Data is analyzed and summarized. Survey data was used to collect Teacher/Staff opinion information identifying the highest areas of teacher and staff satisfaction. Data is analyzed and summarized. Minimal/limited teacher and staff opinion data collected reflecting areas of teacher/staff satisfaction. Incomplete data are provided. Multiple data collection methods (e.g. surveys, interviews, and other feedback) were are used to collect Teachers/Staff opinions identifying the lowest areas of satisfaction and results documented. Data is analyzed and summarized. Survey data was used to collect opinion information identifying the lowest areas of teachers and staff satisfaction. Data is analyzed and summarized. Minimal/limited teacher/staff opinion data collected reflecting the lowest areas of satisfaction. Incomplete data are provided. Stakeholder/Community Perception Data Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Expectations) Lacking (Does Not Meet Expectations) Multiple data collection methods (e.g. surveys, interviews, and other feedback) were are used to collect Stakeholder/Community opinions identifying the highest areas of satisfaction and results documented. Five or more stakeholder groups are represented in the data. Data is analyzed and summarized. Survey data was used to collect Stakeholder/Community satisfaction information identifying the highest areas of stakeholder/community satisfaction. Two to four stakeholder groups are represented in the data. Data is analyzed and summarized. Minimal/limited stakeholder/community opinion data collected reflecting areas of stakeholder/community satisfaction. One stakeholder/community group represented. Incomplete data are provided.