Domain 1.0- There is evidence that the curriculum is aligned, implemented, reviewed, and used in conjunction with the Alaska Content Standards. CURRICULUM Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of development and implementation Exemplary level of development and implementation criteria for rating of a “3” plus: Indicators 1 2 3 3+ School staff implements the district approved, research based curricula that are aligned with Alaska Content Standards. Key The school’s implemented curricula are based on resources (e.g., textbooks) rather than being aligned with Alaska Content Standards and/or are not research based. The school’s research based, implemented curricula are aligned with some of the Alaska Content Standards, and are/or implemented by some of the staff. The school’s implemented curricula are the same as the district approved curricula, which have been aligned with all of the Alaska Content Standards, are research based, and are fully implemented by all of the staff. There are elements of aligned instruction and assessments included in the implemented curricula. DISTRICT ONLY DISTRICT ONLY School staff use a variety of assessment data to systematically review and identify gaps in the curricula. School do not review assessment data and/or no process exists to identify gaps in curricular areas. School staff review a variety assessment data each year, but no process exists to identify gaps in curricular areas. School staff utilize an established process every year to review a variety of assessments in order to identify gaps in curricular areas. School staff analyzes a variety of assessment data by grade level to make changes in curricula necessary to address these gaps; supplemental materials are purchased, and/or instructional leadership provides professional development in the area of concern. School systematically use a review process to determine if the curricula address the School staff have not reviewed the curricula. School staff review some of the curricular areas that are subject to statewide testing to ensure it addresses the learning needs of all students. School staff regularlyreview curricula in all areas that are subject to statewide testing to ensure it addresses the learning needs of all students. School staff review curricula in areas beyond statewide tested content areas.
learning needs of all students. Domain 2.0- There is evidence that assessment of student learning is frequent, systematic, and aligned with Alaska Content Standards. ASSESSMENT Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of development and implementation Exemplary level of development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+ School staff use formative and summative assessments that are aligned with district approved curricula and Alaska Content Standards. There is no documented evidence of effort from school staff to align curricular-area assessments with the Alaska Content Standards. Assessments in some curricular-areas subject to statewide testing are aligned with Alaska Content Standards. Assessments in all subject to statewide testing are aligned with Alaska Content Standards. All curricular-area assessments are aligned with Alaska Content Standards and the school staff meets regularly to review alignment and make changes as necessary. School staff use established systems for collecting, managing, analyzing, and accessing data. are neither formal systems nor procedures in place for utilizing data within the school. Some members use established systems for analyzing data and the data is readily accessible to all teachers. All staff members use established systems for analyzing data and the data is readily accessible to all teachers. All staff members use established systems for collecting, managing, analyzing, and reporting data in areas beyond statewide testing, including areas (i.e. attendance, graduation rate, school climate surveys…) School staff use universal screening assessments and routinely administer them multiple times a year in at least literacy and math. Universal screening assessments are not used, and/or are used inconsistently or incorrectly. Some school administer universal screening multiple times a year in literacy and/or math. All school staff routinely administer universal screening assessments multiple times a year in literacy and math. Teachers share strategies for improving instruction and intervention based on data analysis. academic
Key School staff use multiple data sources, including state assessment data, to evaluate how school programs impact student performance including specific sub groups and specific grade levels. School staff do not review data sources to evaluate how school programs impact student performance. School review data sources, in some of the tested content areas, to evaluate how school programs impact student performance with some subgroups or grade levels. School staff review multiple data sources, including statewide assessments, to evaluate how school programs impact student performance including specific sub groups and specific grade levels. School collaborate to review data and design opportunities for professional development in improving programs for specific subgroups and grade levels. Domain 3.0- There is evidence that research based, effective, and varied instructional strategies are used in all classrooms to meet the needs of each student. INSTRUCTION Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation functioning and operational level of development and implementation Exemplary level of development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+ School staff use a system to plan instructional practices and programs that are aligned with Alaska Content Standards. There is no system in place for school staff to plan instructional practices and programs that are aligned with Alaska Content Standards. Some school staff use a system to plan instructional practices and programs that are aligned with Alaska Content Standards. There is an efficient system in place, and all school staff plan instructional practices and programs that are aligned with Alaska Content Standards. Teachers collaborate in planning instruction and for evaluating the effectiveness of aligned instructional practices and programs. School implement a coherent, documented plan throughout the school to ensure that all students receive core instruction and all students receive additional support to help them meet or exceed the state content standards. Key The school has no coherent plan for core instruction and/or intervention, and support provided by the is inconsistent. The school has a documented plan, but instructional interventions and supports are only provided to some low performing students. The school has a documented plan, and the staff consistently implement the plan to provide core instruction and timely interventions to support all students. Staff collaborates to design and implement strategies to meet the needs of all students.
environment conducive to learning. development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+ School staff use effective classroom management strategies that maximize instructional time in all classrooms. Classroom management strategies that maximize instructional time are not evident in classrooms. Some staff use classroom management strategies effectively to maximize instructional time. All school staff are implementing research based effective classroom strategies to maximize instructional time. All staff implement a consistent, school-wide management plan to maximize instructional time and provide clear expectations for the learning environment. School staff create and implement schoolwide operational procedures that minimize disruptions to instructional time. The school has not established operational procedures to minimize disruptions to instruction. Some school staff follow schoolwide operational procedures to minimize disruptions to instruction. All school staff implement and support schoolwide operational procedures to minimize disruptions to instruction. All school staff collaborate with community, family, and student representatives to establish, implement, and support schoolwide operational procedures to minimize disruptions to instruction. School communicate school-wide behavior expectations that are understood and achieved by students, and staff provide positive behavioral supports. Key Behavior expectations have not been well defined, clearly communicated to students, or equitably used throughout the school. Some school staff communicate behavior expectations that are understood by students, and/or staff provide some positive behavior supports. All school staff clearly communicate behavior expectations to students that are understood and achieved by students, and staff provide positive behavior supports. All school collaborate to consistently define, review, communicate, and use behavior expectations and positive behavior supports throughout the school. School staff consistently implement a school-wide attendance policy. Staff and students are not aware of the school attendance policy, and the policy is not implemented consistently. Staff and students are aware of the school attendance policy, but it is not implemented and applied consistently. All staff and students are aware of the school attendance policy, and it is implemented and applied fairly and consistently. The entire school community (parents, community members, staff, and students) is involved with the development, implementation, and review
of an attendance policy that is applied fairly and consistently. School provide extended learning opportunities, and students in need of additional support regularly participate. Key Extended learning opportunities are not made available to students. Extended learning opportunities are made available to all students in need of additional support, and there is limited participation. Extended learning opportunities are made available to all students in need of additional support, and most students regularly participate. School staff seek parent and student input for the design of the extended learning opportunities and actively recruit students to participate. School and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community. Key School and classroom environments do not reflect respect for all students and cultures, and they do not reflect an understanding of the cultural values of the students and community. Some school and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community. All school and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community. Community members collaborate with and students to create school and classroom environments that reflect respect for all students and cultures, and they collaborate to make sure the cultural values of the students and community are understood. School staff communicate effectively with parents about learning expectations, student progress, and reinforcing learning at home; staff implement effective strategies to increase parent engagement. Key There is little or no communication with parents. Parent communication is limited, may not be in language, or it fails to address learning expectations, student progress, or ways to reinforce learning at home. All school staff frequently communicates in language about learning expectations, student progress, and ways to reinforce learning at home, and staff implement effective strategies to increase parent engagement. All provide multiple ways beyond routine progress reports to facilitate regular communication between the school and all families about learning expectations, academic growth, and ways to reinforce learning at home, and staff consistently collaborate to find effective strategies to increase parent engagement.
future professional development sessions. District Only School staff embed professional development into daily routines and practices. Key Professional development opportunities are disconnected from one another and are not embedded into school staff’s routines and practices. Professional development opportunities occur infrequently, but are embedded into school staff’s routines and practices. Professional development is ongoing and embedded into all school staff’s routines and practicor es. School work together in a professional learning community and contribute to each other’s learning. Instructional leader(s) coordinate mentoring to support all new teachers in the development of instructional and classroom management skills. There are no organized efforts to provide support to new teachers. Some new teachers have access to mentoring and support related to classroom management and instructional skills. All new teachers have access to mentoring and support related to classroom management and instructional skills. Instructional leader(s) collaborate with mentors to maintain continuity and to differentiate professional development for all new teachers. Sufficient time and resources are allocated to support professional development outlined in the school improvement plan. Professional development resources are allocated for activities that are not outlined in the school improvement plan and/or resources intended for professional development are not used. Insufficient time and resources are allocated for supporting the professional development outlined in the school improvement plan. Sufficient time and resources are allocated toward supporting the professional development outlined in the school improvement plan. Outside resources are used to expand professional development opportunities and the effectiveness of the professional development is evaluated. Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement. LEADERSHIP Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of development and implementation Exemplary level of development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+ Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning School improvement plan does not exist. Instructional leader collaborates with staff to create a school improvement plan that is not continuously monitored. Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning Instructional leader collaboratively structures and attends bi-weekly or monthly leadership meetings that focus on student data as
procedures, but feedback is minimal or not timely. implemented for consistent, timely feedback from the instructional leader to support instructional improvement. the school’s improvement goals. Instructional leader(s) consistently productive, respectful relationships with parents and community members regarding school programs and school improvement efforts. Instructional leader does not communicate on a regular basis with parents and community members regarding school programs and school improvement efforts. Instructional leader communicates periodically with parents and community members regarding school programs and/or school improvement efforts. Instructional leader consistently builds productive, respectful relationships with parents and community members regarding school programs and school improvement efforts through regular communication, and he/she invites their participation. . Instructional leader maintains a partnership with district staff, school staff, parents, and community members to engage them in regularly scheduled meetings to review progress toward meeting the school improvement goals. District Only Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students. Assessment and other data are not analyzed. Instructional leader collaborates with members to analyze assessment and other data on an annual basis. Instructional leader collaborates with staff members to analyze assessment and other data, at least three times per year, and uses the results in planning for the achievement of all students. Instructional leader continuously monitors student academic performance data. Title I Schoolwide - Domain 8.0 Indicators
8.6 All core content teachers and instructional paraprofessionals meet the definition of Highly Qualified SW N/A All core content teachers and instructional paraprofessionals do not meet the definition of Highly Qualified. All core content teachers and instructional paraprofessionals meet the definition of Highly Qualified. N/A 8.7 The school has strategies to attract and retain highly qualified teachers SW N/A The school does not have strategies to attract and retain highly qualified teachers The school has strategies to attract and retain highly qualified teachers N/A