Standards and rubrics for school improvement

              Arizona Department of Education
Tom Horne, Superintendent of Public Instruction
STANDARDS AND RUBRICS
FOR SCHOOL IMPROVEMENT
2005 REVISED EDITION
Arizona Department of Education
School Effectiveness Division
School Improvement Section
1535 W. Jefferson St., Bin #10
Phoenix, AZ 85007
(602) 364-2065
i
ACKNOWLEDGEMENTS
The School Effectiveness Division of the Arizona Department of Education wishes to express gratitude to the following for their
assistance with the development of the original 2003 Standards and Rubrics for School Improvement and/or its 2005 revision.
Arizona Association of School Business Officials
Arizona Education Association
Arizona Foundation for Resource Education
Arizona K-12 Center
Arizona School Administrators Association
Arizona School Boards Association
Arizona State Board for Charter Schools
Arizona State University
Arizona Tribal Council
Grand Canyon University
Greater Phoenix Leadership
Maricopa Community Colleges
North Central Association – Commission on
Accreditation and School Improvement
Northern Arizona University
Ottawa University
RMC Research Corporation
Rodel Foundation of Arizona
University of Arizona
University of Phoenix
WestEd
1
CONTENTS
Acknowledgements Page i
Key to Reading and Understanding the Instrument Page 2
Operational Guidelines Page 3
Instructions for Use Page 4
Graphic Overview of Systemic School-wide Improvement Page 6
Standards and Indicators At-A-Glance Page 7
STANDARD 1: SCHOOL AND DISTRICT LEADERSHIP Page 11
STANDARD 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT Page 30
STANDARD 3: CLASSROOM AND SCHOOL ASSESSMENT Page 47
STANDARD 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION Page 58
Action Plan Template Page 72
Glossary Addendum 1
Data Sources and Collected Evidence Addendum 2
2
KEY TO READING AND UNDERSTANDING
(NOTE: Words which appear in bold-face type within the text are defined in the Glossary.)
Standard a goal statement that identifies a desired performance; represents the essential knowledge, skills, behaviors,
and attitudes that must be demonstrated in order to be successful with a particular performance
Rubric an established set of parameters used for evaluating performance standards; typically consists of a set of
explicit criteria (indicators) that define the desired performance, a fixed measurement scale (e. g., a 4-point
scale) and performance descriptions for each criterion (indicator) at each point on the scale
Indicator an observable measure that clearly articulates one of the elements of the desired performance standard; one
criterion that makes up a performance standard
Performance
Levels a fixed measurement scale with detailed descriptions for each point on the scale to aid in distinguishing and/or
discriminating performances of different quality
Supporting
Evidence data and other kinds of compelling documentation that can be collected and used to substantiate a specific
rating on a rubric
Data
Sources refers to from where or from whom data might be collected, including students, teachers, principals, central
office administrators, parents, and other community members; the origin of the data or documentation used to
substantiate a specific rating on a rubric
3
OPERATIONAL GUIDELINES
(NOTE: Words which appear in bold-face type within the text are defined in the Glossary.)
This instrument is intended to help schools at all levels of performance assess the strengths and limitations of their instructional
practices and organizational conditions. It serves three primary functions:
1. as a blueprint to communicate the high expectations of the Superintendent of Public Instruction for all Arizona schools;
2. as an internal self-assessment tool to be used by the educational community at the local level; and
3. as an external assessment tool to be used by ADE Solutions Teams.
It may also be used in other appropriate external assessment activities. The instrument is not intended to be used for staff
evaluation. Instead, the focus is on assessing the effectiveness of the school for the purpose of sustained improvement in academic
achievement.
The Standards and Rubrics for School Improvement is anchored in scientifically research-based principles and indicators that
consistently distinguish top-performing schools. The indicators are defined within the following four standards:
Standard 1: School and District Leadership
Standard 2: Curriculum, Instruction, and Professional Development
Standard 3: Classroom and School Assessments
Standard 4: School Culture, Climate, and Communication
4
INSTRUCTIONS FOR USE
When a school engages in the process of assessing the strengths and limitations of its educational program, it is imperative to begin
with an open mind, making no assumptions. Think of the process as an evidence-based inquiry, not an evaluation or rating. The end
product is not a score, but the identification of current strengths and limitations -- based upon evidence -- that will serve as the
foundation for a solid school improvement plan.
In order to use this instrument effectively, there must be an orientation to its design. It is divided into four sections, one for each of
the standards. Each section begins with a set of Guiding Questions. Time spent reflecting upon, discussing and answering these
questions will lead participants to a deeper understanding of the standard and the related indicators they are about to examine.
Immediately following the Guiding Questions are the rubrics for that standard. The standard is stated at the top of every page, and
then it is further clarified by a series of indicators. To the right of each indicator statement are four performance levels (rubric score
points) that describe the level of development and/or implementation using the following score points and descriptions:
3 Exceeds the Standard (Exemplary level of development and/or implementation)
2 Meets the Standard (Fully functioning and operational level of implementation)
1 Approaches the Standard (Limited development and/or partial implementation)
0 Falls Far Below the Standard (Little or no evidence of development or implementation)
1. For each indicator, read the Level 3 description — Exceeds.
2. Under the heading Data Source/Evidence, list all known data sources that are relevant to that particular indicator. Then
describe the evidence that can justify and document one of the ratings: Exceeds, Meets, Approaches, or Falls Far Below.
Example:
DATA SOURCE: Arizona School Improvement Plan (ASIP)
EVIDENCE: There are mid-year and yearly evaluations of progress in meeting our school’s performance goals,
and the data are used to revise our ASIP.
Please refer to Addendum 2 for more examples of research-supported, concrete, and tangible pictures of what would be
going on in a school if it were actively and effectively addressing a particular standard.
5
INSTRUCTIONS FOR USE (Continued)
3. If there is insufficient evidence to support an Exceeds rating as described in Level 3, read the descriptions for Levels 2, 1,
and 0 to determine which of these levels most accurately describes the current situation at the school.
4. Select the rating for the indicator by shading or circling the appropriate box in the rubric.
5. A Scoring Summary Sheet is provided at the end of each of the four standard sections. This allows all ratings for a
standard to be recorded in one location.
In order to produce valid and reliable results, involve as many members of the school community as possible. There are
many ways to accomplish this. The following are suggestions to solicit input from the majority of stakeholders:
1. Begin by having the campus leadership team (e.g., principal, teacher leaders, district representatives, and other
community stakeholders) carefully read and study the document. As a team, follow steps 1 - 5 (previously described).
This process should require several meetings in order to reach consensus on the appropriate rating for each indicator.
Consensus ratings should be based on data sources and collected evidence.
2. Next, one or two members of the leadership team lead a similar process with only one of the four standards and one
quarter of the staff. The review/evaluation process is then conducted with all four standards.
3. The leadership team or an appointed subcommittee then reconciles the team’s evaluation with the small groups’
evaluations. Synthesized evaluation results are compiled and a final report is completed.
4. The final report is presented to the entire staff for their review and comments. Feedback is considered for possible
revisions/edits.
The consensus document serves as the foundation for establishing a new school improvement plan, or for examining and revising an
existing plan. This is an on-going, fluid document and process. As needs are identified and addressed, the Standards and Rubrics
for School Improvement can be used periodically to gauge progress and lend momentum to continuous improvement.
For schools that are not required to have an Arizona School Improvement Plan, an Action Plan Template is included after Standard
4. The leadership team may find this a useful format to plan improvement activities after having used the Standards and Rubrics for
School Improvement.
6
GRAPHIC OVERVIEW OF SYSTEMIC,
SCHOOLWIDE IMPROVEMENT
Standard 1: School
and District
Leadership
Standard 3:
Classroom and
School Assessment
Standard 4:
School Culture,
Climate and
Communication
Standard 2:
Curriculum,
Instruction &
Professional
Development
STUDENT
ACHIEVEMENT
7
STANDARD 1 AT-A-GLANCE
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
Indicators
1.1 The district/charter holder commits administrative support and professional development to create a student-centered,
teacher-led learning community.
1.2 District/charter holder leadership blends both expectations and support to ensure that systems (i.e., fiscal,
curricular, instruction, effective practices, assessments) are aligned to goals that focus on student achievement.
1.3 Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing
a sustained and shared philosophy, vision and mission that promotes a culture of excellence.
1.4 Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership.
1.5 Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups.
1.6 All administrators have growth plans focused on the development of effective leadership skills that include the
elements of the Standards and Rubrics for School Improvement.
1.7 Leadership works to build coherency and alignment by “reculturing” around state and federal accountability
systems.
1.8 District/school leadership systematically uses disaggregated data in planning for diverse student needs, and then
communicates data analysis information to school staff.
1.9 Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are
provided with professional development/training necessary to effectively use curricular, instructional, and data
resources relating to the Arizona Academic Standards.
1.10 Leadership ensures that time is allocated and protected to focus on curricular and instructional issues.
1.11 Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human,
physical, time), monitoring progress and resource use, and providing organizational structure.
1.12 The school is organized to maximize equitable use of all available fiscal resources to support high student and staff
performance.
1.13 The principal demonstrates the skills necessary to lead a continuous school improvement process focused on
increasing student achievement.
8
STANDARD 2 AT-A-GLANCE
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic Standards.
Indicators
2.1 The school or district has developed an explicit, written curriculum that is aligned with Arizona Academic
Standards.
2.2 A systematic process for monitoring, evaluating, and reviewing the curriculum is in place.
2.3 The curriculum expectations are communicated to all stakeholders.
2.4 A comprehensive curriculum and access to academic core standards are offered to all students.
2.5 The staff monitors and evaluates curriculum and instructional programs based on student results, and makes
modifications as needed to ensure continuous school improvement.
2.6 Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative
assessment, summative assessment, review/re-teaching and appropriate interventions to promote student
achievement.
2.7 Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and
there is research-based evidence of their effectiveness.
2.8 Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for
instructional planning, instructional delivery, assessment, monitoring student progress, and communicating
information.
2.9 Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time
allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.
2.10 A variety of scientifically research-based strategies and best or proven practices focused on increasing student
achievement are used effectively in classroom.
2.11 The long-term professional growth of individual staff members is required and focuses directly on increasing
student achievement.
2.12 Teachers and staff promote high expectations of students and recognize and accept their professional role in
student success and failure.
2.13 Professional development is continuous and job-embedded.
2.14 The district/school provides a clearly defined evaluation process and focuses directly on increasing student
achievement.
2.15 Teachers exhibit sufficient content knowledge to foster student learning.
9
STANDARD 3 AT-A-GLANCE
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure
and monitor student performance and to revise curriculum and instruction as needed.
Indicators
3.1 School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e.,
students, teachers, administrators, parents, governing board members, community members) when appropriate.
3.2 Multiple and varied assessments and evaluation strategies are used appropriately and effectively.
3.3 Teachers assess learning, formulate classroom benchmarks based on standards, and communicate the results to
students and families with respect to students’ abilities to meet Arizona Academic Standards.
3.4 School and classroom assessments are aligned to the Arizona Academic Standards and/or performance
objectives.
3.5 Assessments are used to re-focus student learning on targets to enable them to meet/exceed standards.
3.6 Test scores are used to identify gaps in curriculum or between groups of students for instructional implications.
3.7 The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona
Academic Standards.
3.8 District/school leadership coordinates implementation of state-required assessment and accountability program.
10
STANDARD 4 AT-A-GLANCE
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive
to student achievement, and possesses an effective two-way communication system.
Indicators
4.1 There is a shared philosophy of commitment, ownership, vision, mission and goals that promote a culture of
excellence.
4.2 Facilities support a safe and orderly environment conducive to student learning.
4.3 There is policy, leadership, and staff support for an equitable code of discipline that supports students’
understanding of rules, laws and expectations for responsible behavior that enables teaching and learning.
4.4 There is leadership, staff, student and community involvement in the development and implementation of safety
plans that meet state requirements.
4.5 Teachers and staff build positive, nurturing relationships with students and work to improve student attendance,
dropout rates, and graduation rates.
4.6 Student achievement is highly valued and publicly celebrated.
4.7 A healthy school culture promotes social skills, conflict management, and prevention programs so that students are
prepared and ready to learn.
4.8 A culture of respect exists where relationships, trust, communication and collaboration are valued within the entire
school community.
4.9 Change is accepted as a normal and positive process that leads to continuous district/school improvement.
4.10 All members of the school community are active partners in governance, and support and participate in school-wide
improvement efforts.
4.11 Students are provided with a variety of learning opportunities within the normal school day; and may receive
additional assistance beyond regular classroom instruction to support their academic learning.
11
GUIDING QUESTIONS FOR EXAMINING STANDARD 1
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
thirteen indicators they are about to examine under School and District Leadership.
SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
1. What is the specific evidence that our school and district leadership is committed to high student
achievement?
2. How is our leadership inclusive of all members of the school community in developing a shared and
sustained philosophy, vision, mission, and goals?
3. How does instructional decision making in our school and district utilize specific performance data
and research?
4. How is our leadership creating the necessary structures and conditions that will ensure coherency and
alignment in our instructional program?
12
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Central and site
leadership actively
promote and provide
supports through time
and other resources
to build and sustain a
learning community.
A. Central and site
leadership support the
development of a
learning community.
A. Central and site
leadership understand
the role of a learning
community, but have
yet to create systems
to support its
development.
A. Central and site
leadership offer limited
or no evidence that a
learning community
exist at the site.
B. Central and site
leadership develops
and promotes
opportunities for
training staff in the
creation of structures
that facilitates
implementation of a
learning community.
B. Central and site
leadership develops a
framework for staff to
create and implement
a learning
community.
B. Central and site
leadership provides
little support in
developing
frameworks to create
and implement a
learning community.
B. Central and site
leadership indicates
that no framework
exists or is under
development in
creating a learning
community.
1.1 The
district/charter
holder commits
administrative
support and
professional
development to
create a student-centered,
teacher-led
learning
community.
C. Central and site
leadership
collaborates with staff
to create varied,
extensive and multiple
opportunities for
participation in a
learning community.
Input is highly valued
and demonstrated
through staff inclusion
in the process and
final
products/outcomes.
C. Central and site
leadership
collaborates with staff
to create varied
opportunities for
participation in a
learning community.
Input is valued as
demonstrated through
staff inclusion in the
process and final
products/outcomes.
C. Central and site
leadership
collaborates with staff
to create minimal
opportunities for
participation in a
learning community.
Input is valued as
demonstrated through
staff inclusion in the
process and some of
the final
products/outcomes.
C. Central and site
leadership does not
promote a learning
community and/or
one does not exist.
13
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. District/charter
holder leadership
actively and effectively
works with the school
site in aligning the
external and internal
systems with site
goals. (i.e., internal:
needs assessment,
plans, student
achievement data; and
external: Solutions
Teams Statement of
Findings, NCA
Accreditation, external
evaluator review).
A. District/charter
holder leadership
actively works with the
school site in aligning
the external and
internal systems with
site goals (i.e.,
internal: needs
assessment, plans,
student achievement
data; and external:
Solutions Teams
Statement of Findings,
NCA Accreditation,
external evaluator
review).
A. District/charter
holder leadership
works with the school
site in aligning some
external and internal
systems with site
goals. (i.e., internal:
needs assessment,
plans, student
achievement data; and
external: Solutions
Teams Statement of
Findings, NCA
Accreditation, external
evaluator review).
A. District/charter
holder leadership does
not work with the
school site in aligning
the external and
internal systems with
site goals. (i.e.,
internal: needs
assessment, plans,
student achievement
data; and external:
Solutions Teams
Statement of Findings,
NCA Accreditation,
external evaluator
review).
B. District/charter
holder leadership
effectively promotes
and provides an
effective process for
reflection and review
of systems alignment.
B. District/charter
holder leadership
promotes and provides
a process for reflection
and review of systems
alignment.
B. District/charter
holder leadership
provides a process for
review of systems
alignment.
B. District/charter
holder leadership does
not promote nor
provide an effective
process for reflection
and review of systems
alignment.
1.2 District/charter
holder leadership
blends both
expectations and
support to ensure
that systems (i.e.,
fiscal, curricular,
instruction,
effective
practices,
assessments) are
aligned to goals
that focus on
student
achievement.
C. District/charter
holder leadership has
created a formal
system of expectations
and accountability
with multiple and
varied indicators to
measure
effectiveness.
C. District/charter
holder leadership has
created a system of
expectations and
accountability with
indicators to measure
effectiveness.
C. District/charter
holder leadership has
created an informal
system of expectations
and accountability
with few indicators to
measure
effectiveness.
C. There is little or no
evidence that the
district/charter holder
leadership has created
any system of
expectations and
accountability to
measure
effectiveness.
14
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The leadership
collaborates with the
school and business
community at large in
the development and
revision of the mission
and belief statements
that support the
identified vision.
A. The leadership
involves the school
community in the
development and
revision of mission and
belief statements that
support the identified
vision.
A. The leadership
provides for limited
input, mainly from the
teaching staff, in the
development of the
mission and belief
statements that
support the identified
vision.
A. The leadership
does not show
evidence of input in
the development of the
mission and belief
statements that
support the identified
vision.
B. The leadership
communicates the
mission and belief
statements to staff,
students, families, and
other stakeholders in
multiple and varied
ways.
B. The leadership
communicates the
mission and belief
statements to all staff
and students of the
school in several
ways.
B. The leadership
communicates the
mission and belief
statements to staff of
the school.
B. The leadership
does not show
evidence that the
mission and belief
statements have been
communicated to staff.
C. The leadership
focuses the staff and
larger community on
designing instructional
programs that improve
academic achievement
and support the
mission and belief
statements.
C. The leadership
focuses the staff on
implementing the
mission and belief
statements in
instructional programs
for improving
academic
achievement.
C. The leadership
occasionally refers to
the mission and belief
statements when
addressing the
planning of
instructional programs.
C. The leadership
does not show
evidence that the
mission and belief
statements are
considered when
planning instructional
programs.
1.3 Leadership
(i.e., governing
board, district
administration,
and principals)
has led an
inclusive process
of developing a
sustained and
shared
philosophy, vision
and mission that
promotes a
culture of
excellence.
D. The leadership
focuses the staff and
larger community to
address diversity and
target the needs of
diverse students using
researched, targeted,
and differentiated
strategies, programs
and instructional
materials.
D. The leadership
focuses the staff and
community to meet the
needs of diverse
students using
researched and
effective strategies,
programs and
instructional materials.
D. The leadership
focuses the staff and
community to
somewhat address
diversity and
somewhat meet the
needs of diverse
students using
appropriate strategies,
programs and
instructional materials.
D. The leadership
focuses the staff and
community to
minimally address
diversity. Little or no
attention is given to
address the needs of
diverse students.
15
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
1.3 Leadership
(i.e., governing
board, district
administration,
and principals)
has led an
inclusive process
of developing a
sustained and
shared
philosophy, vision
and mission that
promotes a
culture of
excellence.
E. The leadership
focuses the staff and
larger community to
target, serve and
exhaust all efforts to
ensure responsibility
for all students’
teaching and learning.
E. The leadership
focuses the staff and
community to serve
and ensure
responsibility for all
students’ teaching and
learning.
E. The leadership
focuses the staff and
community to
somewhat meet and
ensure responsibility
for some students’
teaching and learning.
E. The leadership
focuses the staff and
community to
minimally ensure
responsibility for all
students’ teaching and
learning.
16
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Teachers serve in a
variety of leadership
capacities that
significantly guide the
school’s instructional,
programmatic, and
fiscal operations.
A. Teachers serve in
leadership capacities
that guide the school’s
instructional,
programmatic, and
fiscal operations.
A. Teachers serve in
leadership capacities
that somewhat guide
the school’s
instructional,
programmatic, and/or
fiscal operations.
A. There is little or no
evidence that teachers
serve in any type of
leadership capacity
that guides the
school’s instructional,
programmatic, and/or
fiscal operations.
B. Teachers clearly
understand their
leadership roles and
responsibilities in the
overall governance of
the school. A specific
or formal policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities.
B. Teachers
understand their
leadership roles and
responsibilities in the
overall governance of
the school. A policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities.
B. Teachers have a
limited understanding
of their leadership
roles and
responsibilities in the
overall governance of
the school. A policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities
B. Teachers have little
or no understanding of
their leadership roles
and responsibilities in
the overall governance
of the school. Roles
and responsibilities are
not defined.
C. There are multiple,
effective, and formal
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
C. There are effective
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
C. Some structures
are in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
C. Little or no evidence
exists that there are
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
1.4 Leadership is
developed and
involved at all
stakeholder levels,
with a strong
emphasis on
teacher
leadership.
D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
consistently and
effectively throughout
the school.
D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
consistently
throughout the school.
D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
throughout most of the
school.
D. Research-based
procedures concerning
shared decision
making are not
practiced throughout
the school.
17
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
1.5 Leadership
actively promotes
ongoing, two-way
communication
among multiple
stakeholder
groups.
A. School and district
leadership ensures all
systems are in place
for administrators,
staff, parents,
community
stakeholders and
students to actively
engage and
communicate with
each other on a
regular basis.
A. School and district
leadership ensures
most systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.
A. School and district
leadership ensures
some systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.
A. School and district
leadership does not
ensure systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.
18
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The growth plans of
all administrators focus
on effective leadership
skills designed to
support student
achievement. The
growth plans are
shared with appropriate
stakeholders.
A. The growth plans of
all administrators focus
on effective leadership
skills designed to
support student
achievement.
A. Administrators
have growth plans,
but plans only
partially focus on
leadership skills
designed to promote
student achievement.
A. Administrators'
growth plans are not
developed or are not
focused on leadership
skills designed to
promote student
achievement.
B. Growth plans are
reviewed and revised
by the district/charter
administration
biannually based on
student achievement
and consistently guide
administrators in their
selection of
professional
development activities.
B. Growth plans are
reviewed and revised
by the district/charter
administration annually
based on student
achievement and
consistently guide
administrators in their
selection of
professional
development activities.
B. Growth plans are
reviewed, but limited
attention is given to
their relationship to
improving student
achievement, and/or
they are not
consistently used to
guide administrators
in their selection of
professional
development
activities.
B. Growth plans are not
regularly reviewed and
revised, and/or are not
used to guide
administrators in their
selection of
professional
development activities.
1.6 All
administrators
have growth
plans focused on
the development
of effective
leadership skills
that include the
elements of the
Standards and
Rubrics for
School
Improvement.
C. The administrative
evaluation process is
directly connected and
aligned to the Arizona
Administrator
Standards.
C. The administrative
evaluation process is
somewhat connected to
the Arizona
Administrator
Standards.
C. The administrative
evaluation process
shows little
connection to the
Arizona Administrator
Standards.
C. The administrative
evaluation process
shows no connection to
the Arizona
Administrator
Standards.
19
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Leadership
strategically and
systematically aligns
school programs and
initiatives with state
and federal
accountability
systems.
A. Leadership
systematically aligns
school programs and
initiatives with state
and federal
accountability
systems.
A. Leadership aligns
most school programs
and initiatives with
state and federal
accountability
systems.
A. Leadership does
not align school
programs and
initiatives with state
and federal
accountability
systems.
B. Leadership
promotes dialogue,
shared norms and
continuous
opportunities to
expand the knowledge
base of all
stakeholders.
B. Leadership
promotes shared
norms and
opportunities to
expand the knowledge
base of all
stakeholders.
B. Leadership
supports opportunities
to expand the
knowledge base of all
stakeholders.
B. Leadership does
not support
opportunities to
expand the knowledge
base of all
stakeholders.
1.7 Leadership
works to build
coherency and
alignment by
“reculturing”
around state and
federal
accountability
systems.
C. Leadership
allocates time and
resources for
reflection and
comparison on
findings from internal
and external reviews.
C. Leadership
allocates time for
reflection and
comparison on
findings from internal
and external reviews.
C. Leadership
allocates some time
for reflection on
findings from internal
and external reviews.
C. Leadership does
not allocate time for
reflection on findings
from internal and
external reviews.
20
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. District/school
leadership continuously
analyzes available data
comparing academic
achievement with
income level, race, and
gender; information is
shared with the
community.
A. District/school
leadership continuously
analyzes available data
comparing academic
achievement with
income level, race, and
gender.
A. District/school
leadership
occasionally reviews
data comparing
academic
achievement with
income level, race,
and gender.
A. District/school
leadership does not
analyze or review data
comparing academic
achievement with
income level, race, and
gender.
1.8
District/school
leadership
systematically
uses
disaggregated
data in planning
for diverse
student needs,
and then
communicates
data analysis
information to
school staff.
B. Analysis of
disaggregated data for
diverse populations is
presented to school
staff and stakeholders;
data is used at both
school and district
levels in planning for
improving student
achievement.
B. Analysis of
disaggregated data for
diverse populations is
presented to school
staff; data is used at
both school and district
levels in planning for
improving student
achievement.
B. Analysis of
disaggregated data is
presented to staff
infrequently and/or in
a limited format.
B. Analysis of
disaggregated data is
not shared.
21
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
1.9 Leadership
ensures that all
instructional staff
receives
appropriate
curriculum and
instructional
materials and are
provided with
professional
development/
training
necessary to
effectively use
curricular,
instructional, and
data resources
relating to the
Arizona
Academic
Standards.
A. District/school
leadership
demonstrates extensive
knowledge of the
Arizona Academic
Standards and the
standards-based
instructional process,
and can provide
extensive assistance
and resources to staff
in their use.
A. District/school
leadership ensures that
all teachers have
access and are trained
to implement the
Arizona Academic
Standards and the
standards-based
instructional process.
A. District/school
leadership
demonstrates
knowledge of the
Arizona Academic
Standards, but does
not have enough
understanding of the
standards-based
instructional process
to provide assistance
and resources to
staff. Staff members
have limited access
to the Arizona
Academic Standards
and related training.
A. District/school
leadership is not
informed about the
Arizona Academic
Standards and related
curricular and data
resources, and training
is not provided to
teachers.
22
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Leadership monitors
the use of time and
gives teachers
feedback on effective
use of instructional
time.
A. Leadership supports
and assists staff to
protect time as a
valuable resource in
providing quality
instruction.
A. Leadership
expects staff
members to use time
as an instructional
resource, but time
use is not monitored.
A. Leadership does not
encourage staff to use
time as an instructional
resource.
B. Leadership
encourages and assists
all staff to use time to
collaborate, research,
plan, and reflect in
order to enhance
student learning.
B. Leadership
encourages and assists
staff to use time to
collaborate and plan in
order to support student
learning.
B. Leadership
encourages some
staff members to
collaborate and plan
in order to support
student learning.
B. Leadership does not
encourage staff to use
time to collaborate and
plan.
1.10 Leadership
ensures that time
is allocated and
protected to
focus on
curricular and
instructional
issues.
C. Leadership and staff
consistently focus on
increasing the efficient
use of instructional time
to maximize student
learning.
C. Staff makes efficient
use of instructional time
to maximize student
learning.
C. Time is used
efficiently in some
classes and not in
others, and there is
little evidence that the
use of time is an
issue that is
discussed among
staff.
C. Instructional time is
consistently used
ineffectively.
23
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. District/school
leadership allocates
and reallocates
resources and finds
additional resources
as needed to support
the mission, belief
statements, and
student learning in all
areas.
A. District/school
leadership allocates
resources to support
the mission, belief
statements, and
student learning.
A. District/school
leadership allocates
adequate resources,
but allocation does
not always support
the mission, belief
statements, and/or
student learning.
A. District/school
leadership does not
allocate adequate
resources to support
the mission, belief
statements, and/or
student learning.
B. Leadership
demonstrates
managerial
responsibility for budget
monitoring and
continuously seeks
additional resources
(e.g., grants) from
outside sources.
B. Leadership
demonstrates
managerial
responsibility for budget
monitoring and
occasionally seeks
additional resources
from outside sources.
B. Leadership
demonstrates limited
managerial
responsibility for
budget monitoring,
and does not seek
additional resources
from outside sources.
B. Leadership does not
show evidence of
managerial
responsibility for budget
monitoring.
1.11 Leadership
promotes and
sustains
continuous
school
improvement by
allocating
resources (e.g.,
fiscal, human,
physical, time),
monitoring
progress and
resource use,
and providing
organizational
structure.
C. Leadership ensures
that the building is
appropriately and
promptly maintained
and provides a safe
and equitable
environment for both
teachers and students.
C. Leadership works to
ensure that the building
is maintained and
provides a safe and
equitable environment
for students.
C. Leadership
monitors building
maintenance but
exercises only limited
control.
C. Leadership shows
limited awareness of
building maintenance
needs.
24
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. There is an
established,
comprehensive
budgeting process that
addresses the use of
fiscal resources,
involves staff, and is
communicated to
relevant stakeholders.
A. There is an
established budgeting
process that involves
staff for allocating and
managing fiscal
resources.
A. There is a
budgeting process
that addresses the
use of fiscal
resources, but staff
is not involved.
A. There is little or no
evidence of a
comprehensive
budgeting process that
addresses the use of
fiscal resources.
B. Appropriate data are
included in the
formalized process for
budgeting decisions.
B. Appropriate data are
consistently used in
making budgeting
decisions.
B. Appropriate data
are sometimes used
in making budgeting
decisions, but their
use is not ensured or
consistent.
B. There is little
evidence that
appropriate data are
considered in making
budgeting decisions.
1.12 The school
is organized to
maximize
equitable use of
all available fiscal
resources to
support high
student and staff
performance.
C. The district/school
actively assists staff in
acquiring resources
from external sources
(e.g., grants,
instructional materials).
C. The district/school
has an accessible
process for supporting
staff in acquiring
resources from
external sources (e.g.,
grants, instructional
materials).
C. There is limited
support for staff in
acquiring resources
from external sources
(e.g., grants,
instructional
materials).
C. There is no process
to support staff in
acquiring resources
from external sources
(e.g., grants,
instructional materials).
25
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
D. The district adheres
to a timetable to ensure
that schools are
provided funding
allocations in a timely
manner.
D. The district provides
schools with funding
allocations in a timely
manner.
D. The district
provides schools with
funding allocations in
an inconsistent
manner.
D. The district does not
provide funds to the
school in a timely
manner.
E. Expenditures of
discretionary funds
support the mission of
the school, relate
directly to an identified
school need, and are
regularly monitored to
ensure continued
effectiveness.
E. Expenditures of
discretionary funds
support the mission of
the school and relate
directly to an identified
school need.
E. Expenditures of
discretionary funds
inconsistently support
the mission of the
school and/or relate
to an identified school
need.
E. There is no process
to ensure that
expenditures of
discretionary funds
support the mission of
the school and/or relate
to an identified school
need.
F. Categorical funding
from state and federal
program resources is
allocated to support
specific student needs,
and its allocation is
regularly monitored to
ensure continued
effectiveness.
F. Categorical funding
from state and federal
program resources is
allocated to support
specific student needs.
F. The match of
categorical funding
from state and
federal program
resources to specific
student needs is
inconsistent.
F. There is no
formalized process for
ensuring that
categorical funding
from state and federal
program resources is
allocated to best
support specific student
needs.
1.12 The school
is organized to
maximize
equitable use of
all available fiscal
resources to
support high
student and staff
performance.
G. Expenditures from
various sources are
integrated, where
possible, to maximize
the effect on student
achievement. Allocation
is reviewed regularly.
G. Expenditures from
various sources are
integrated, where
possible, in order to
maximize the effect on
student achievement.
G. Expenditures from
various sources are
inconsistently
integrated.
G. There is no process
in place to ensure that
expenditures from
various sources are
integrated, where
possible, to maximize
the effect on student
achievement.
26
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school staff and
all stakeholders
recognize the principal
as the instructional
leader of the school
and consistently seek
his/her input on a
variety of instructional
issues.
A. The school staff
recognizes the principal
as the instructional
leader of the school
and seeks his/her input
on instructional issues.
A. The principal
wants to be an
instructional leader,
but the majority of
staff does not seek
his/her input on
instructional issues.
A. The principal does
not show evidence of
instructional leadership
and staff does not seek
his/her input on
instructional issues.
B. The principal
engages students, staff,
and other
stakeholders in
frequent conversations
about student academic
performance.
B. The principal leads
staff in regular
discussions about
student academic
performance.
B. The principal
occasionally engages
staff in discussions
about student
academic
performance.
B. The principal rarely
discusses student
academic performance
with staff.
1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.
C. Strategies to
improve student
academic performance
are the focus of faculty
meetings on a regular
basis. Staff is
encouraged to share
research, instructional
strategies, and learning
experiences.
C. Strategies to
improve student
academic performance
are often addressed at
faculty meetings.
C. Strategies to
improve student
academic
performance are
mentioned at faculty
meetings, but not in a
focused, consistent
manner.
C. Strategies to
improve student
academic performance
are not addressed at
faculty meetings.
27
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
D. The principal
regularly leads staff and
other stakeholders in
reviews of curriculum
documents and
assessment results.
Implications for
instructional planning
are discussed.
D. The principal leads
staff in curriculum
review and discussion
of assessment results.
D. The principal
occasionally has staff
review curriculum
documents and
assessment results.
D. The principal does
not encourage staff to
review curriculum
documents and
assessment results.
E. The principal is
frequently a participant
in classroom activities
and provides input on
the instructional
strategies being used.
E. The principal is a
frequent visitor in
classrooms and
provides input on the
instructional strategies
being used.
E. The principal visits
the classrooms
infrequently and/or
offers little input
about instructional
strategies.
E. The principal visits
the classrooms only for
evaluation of
professional staff.
1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.
F. The principal
consistently provides a
positive, supportive
learning and working
environment for both
teachers and students.
F. The principal
facilitates the creation
of a positive learning
environment for both
teachers and students.
F. The principal
attempts to create a
positive learning
environment for both
teachers and
students, but is not
always successful.
F. The principal does
not facilitate the
creation of a positive
learning environment
for both teachers and
students.
28
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
G. The principal uses
the teacher and staff
evaluation processes
to promote
professional
development and
ensure both teacher
quality and optimal
educational opportunity
for all students.
G. The principal
consistently uses the
teacher evaluation
process to promote
professional
development and
ensure teacher quality.
G. The principal is
inconsistent in his/
her use of the
teacher and staff
evaluation process
to promote
professional
development and
increased student
achievement.
G. The principal does
not focus the teacher
and/or staff evaluations
on the promotion of
professional
development and
student achievement.
H. The principal
ensures that the
instructional and
organizational systems
are regularly monitored
and modified as
needed to support
student performance.
H. The principal
ensures that the
instructional and
organizational systems
are monitored and
modified to support
student performance.
H. The principal
ensures that the
instructional and
organizational
systems are
monitored on an
inconsistent basis.
H. The principal does
not ensure that the
instructional and
organizational systems
are monitored.
1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.
I. The principal ensures
that intensive or
strategic intervention
programs for diverse
learners are developed
and include adequate,
improved curriculum,
instruction, and
expanded time.
I. The principal ensures
that intensive or
strategic intervention
programs for diverse
learners are developed.
I. The principal
ensures that
intervention
programs are
developed to
increase student
achievement, but
they are not
differentiated and/or
sufficiently intensive
to be effective.
I. The principal does
not ensure that efforts
are made to develop
targeted, differentiated
intervention programs
to increase instructional
intensity.
29
SCORING SUMMARY SHEET
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
Indicators
1.1 The district/charter holder commits administrative support and professional development to create a student- centered, teacher-led learning
community. 3 2 1 0
1.2 District/charter holder leadership blends both expectations and support to ensure that systems (i.e., fiscal, curricular, instruction, effective
practices, assessments) are aligned to goals that focus on student achievement. 3 2 1 0
1.3 Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing a sustained and shared
philosophy, vision and mission that promotes a culture of excellence. 3 2 1 0
1.4 Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership. 3 2 1 0
1.5 Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups. 3 2 1 0
1.6 All administrators have growth plans focused on the development of effective leadership skills that include the elements of the Standards
and Rubrics for School Improvement. 3 2 1 0
1.7 Leadership works to build coherency and alignment by “reculturing” around state and federal accountability systems. 3 2 1 0
1.8 District/school leadership systematically uses disaggregated data in planning for diverse student needs, and then communicates data
analysis information to school staff. 3 2 1 0
1.9 Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are provided with professional
development/training necessary to effectively use curricular, instructional, and data resources relating to the Arizona Academic Standards. 3 2 1 0
1.10 Leadership ensures that time is allocated and protected to focus on curricular and instructional issues. 3 2 1 0
1.11 Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human, physical, time), monitoring
progress and resource use, and providing organizational structure. 3 2 1 0
1.12 The school is organized to maximize equitable use of all available fiscal resources to support high student and staff performance. 3 2 1 0
1.13 The principal demonstrates the skills necessary to lead a continuous school improvement process focused on increasing student
achievement. 3 2 1 0
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard
ANALYSIS OF RATINGS FOR STANDARD 1
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________
30
GUIDING QUESTIONS FOR EXAMINING STANDARD 2
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
fifteen indicators they are about to examine under Curriculum, Instruction, and Professional Development.
CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to
meet or exceed Arizona Academic Standards.
1. What is the specific evidence that our school and district have a written curriculum aligned with the
Arizona Academic Standards and that there is a systematic process for monitoring, reviewing and
evaluating the curriculum?
2. What is the overall quality of our instructional program in helping our students meet/exceed the State
Standards?
3. What are the various professional development opportunities we offer our staff and how well are these
opportunities targeted to their identified needs as well as being continuous and job-embedded?
4. How are the needs and performance of teachers evaluated relative to their effectiveness in producing
student results?
31
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The Curriculum and
Instructional Alignment
Declaration has been
signed by all required
parties (i.e.,
superintendent,
principals, and
governing board
members) and
submitted to ADE on
time.
A. The Curriculum and
Instructional Alignment
Declaration has been
signed by all required
parties (i.e.,
superintendent,
principals, and
governing board
members) and
submitted to ADE on
time.
A. The Curriculum
and Instructional
Alignment
Declaration has been
signed by some of
the required parties
and submitted to
ADE.
A. The Curriculum and
Instructional Alignment
Declaration has not
been signed or
submitted to ADE.
2.1 The school or
district has
developed an
explicit, written
curriculum that is
aligned with
Arizona
Academic
Standards.
B. Seven to nine
content areas of the
scope and sequence
(including Language
Arts, Science, and
Mathematics) are
aligned and coded
using the Arizona
Academic Standards
coding system at the
concept and
performance objective
levels.
B. Three to six of the
nine content areas of
the scope and
sequence (including
Language Arts,
Science, and
Mathematics) are
aligned and coded
using the Arizona
Academic Standards
coding system at the
concept and
performance objective
levels.
B. The Reading,
Writing, and
Mathematics scope
and sequence
demonstrates some
alignment to the
Arizona Academic
Standards concepts
and performance
objectives.
B. The Reading,
Writing, and
Mathematics scope and
sequence
demonstrates no
alignment to the
Arizona Academic
Standards concepts
and performance
objectives.
32
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
C. Performance
objectives in the scope
and sequence have
been broken down to
include one clearly
defined and
measurable cognitive
task each and a
reporting system is in
place.
C. Performance
objectives in the scope
and sequence have
been broken down to
include one clearly
defined and
measurable cognitive
task each.
C. Performance
objectives in the
scope and sequence
have been broken
down to include one
cognitive task each.
C. Performance
objectives in the scope
and sequence have not
been broken down to
include cognitive tasks.
D. All scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
D. Most scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
D. Some scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
D. Scope and
sequence objectives
are not age and
developmentally
appropriate at each
grade level.
2.1 The school or
district has
developed an
explicit, written
curriculum that is
aligned with
Arizona
Academic
Standards.
E. Scope and sequence
demonstrates
purposeful spiraling of
content and skills
throughout grade levels
for seven to nine
content areas (including
Language Arts,
Science, and
Mathematics).
E. Scope and sequence
demonstrates the
spiraling of content
and/or skills
throughout each grade
level for three to six
content areas (including
Language Arts,
Science, and
Mathematics).
E. Scope and
sequence
demonstrates some
spiraling of content
and/or skills in
Reading, Writing, and
Mathematics.
E. Scope and sequence
does not demonstrate
the spiraling of content
or skills.
33
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
2.2 A systematic
process for
monitoring,
evaluating, and
reviewing the
curriculum is in
place.
A. The school
curriculum is
monitored, evaluated,
and revised annually
based on multiple
factors (e.g., local
curriculum, state
standards, national
standards, student
performance on state
assessment, student
academic needs
defined from other
sources).
A. The school
curriculum is
monitored, evaluated,
and revised every two
years based on several
factors including
student achievement on
the Arizona Academic
Standards.
A. The school
curriculum is
occasionally
monitored and
revised.
A. The school
curriculum is not
monitored or revised.
2.3 The
curriculum
expectations are
communicated to
all stakeholders.
A. The school
curriculum is
communicated and
disseminated to all
staff, students, families,
and major community
representatives during
the process of
monitoring, evaluating,
and review.
A. The school
curriculum is
communicated and
disseminated to staff,
students, families, and
stakeholders during
the process of
monitoring, evaluating,
and review.
A. The school
curriculum is
communicated and
disseminated to
instructional staff and
students during the
process of
monitoring,
evaluating, and
review.
A. The school
curriculum is not
communicated or
disseminated.
34
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The scope and
sequence for grades K-
3 Reading clearly
defines and addresses
all five components of
Reading (i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.
(Elementary schools
only)
A. The scope and
sequence for grades K-
3 Reading addresses
all five components of
Reading (i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.
(Elementary schools
only)
A. The scope and
sequence for grades K-
3 Reading addresses
some of the five
components of Reading
(i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.
(Elementary schools
only)
A. The scope and
sequence for grades K-
3 Reading does not
address the five
components of Reading
(i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.
(Elementary schools
only)
B. The master schedule
offers flexibility for all
students to access any
course/class.
Information about all
available classes is
widely circulated and
communicated to all
students, families, and
stakeholders.
B. The master schedule
offers flexibility for all
students to access any
course/class.
B. The master schedule
has flexibility; however,
some students have
limited access to some
classes.
B. The master schedule
establishes "tracks" for
students that limit the
available courses for
many students.
2.4 A
comprehensive
curriculum and
access to
academic core
standards are
offered to all
students.
C. Course offerings are
sufficient for all
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives. A variety of
academic supports are
used as appropriate.
C. Course offerings are
sufficient for all
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.
C. Course offerings are
sufficient for most
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.
C. Course offerings are
insufficient for
significant numbers of
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.
35
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The effectiveness of
all programs is regularly
monitored and
evaluated, and
modifications are made
based upon evaluation
results.
A. The effectiveness of
all programs is regularly
monitored and
evaluated.
A. The effectiveness
of all programs is
inconsistently
monitored and
evaluated.
A. Programs are not
monitored and
evaluated.
2.5
The staff
monitors and
evaluates
curriculum and
instructional
programs based
on student
results, and
makes
modifications as
needed to ensure
continuous
school
improvement.
B. Instruction and
organizational systems
are regularly monitored
and modified as
needed to support
student performance
using a wide variety of
data gathered in the
evaluation process.
B. Instruction and
organizational systems
are regularly monitored
and modified as
needed to support
student performance.
B. Instruction and
organizational
systems are
inconsistently
monitored and
modified as needed
to support student
performance.
B. Instruction and
organizational systems
are not regularly
monitored or modified
as needed to support
student performance.
36
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. All instructional
activities are aligned to
instructional objectives
and the Arizona
Academic Standards.
A. Most instructional
activities are aligned to
instructional objectives
and the Arizona
Academic Standards.
A. Some instructional
activities are aligned
to instructional
objectives and/or the
Arizona Academic
Standards.
A. Few, if any,
instructional activities
are aligned to
instructional objectives
or the Arizona
Academic Standards.
B. All teachers
consistently assign
practice activities that
are aligned with the
concept and thinking
level of the lesson
objective(s).
B. Most teachers
consistently assign
practice activities that
are aligned with the
concept and thinking
level of the lesson
objective(s).
B. Some teachers
assign practice
activities that are
aligned with the
concept and thinking
level of the lesson
objective(s).
B. Few, if any, teachers
assign practice
activities that are
aligned with the
concept and thinking
level of the lesson
objective(s).
C. All teachers
consistently use
formative assessment
data to determine
correct level of difficulty
for individual or group
instruction.
C. Most teachers
consistently use
formative assessment
data to determine
correct level of difficulty
for individual or group
instruction.
C. Some teachers
use formative
assessment data to
determine correct
level of difficulty for
individual or group
instruction.
C. Few, if any, teachers
use formative
assessment data to
determine correct level
of difficulty for individual
or group instruction.
2.6 Instructional
planning links
Arizona
Academic
Standards and
aligns
curriculum,
instruction,
practice,
formative
assessment,
summative
assessment,
review/re-teaching
and
appropriate
interventions to
promote student
achievement.
D. All teachers
consistently include
review and re-teaching
in instructional
planning.
D. Most teachers
consistently include
review and re-teaching
in instructional
planning.
D. Some teachers
include review and
re-teaching in
instructional planning
D. Few, if any, teachers
include review and re-teaching
in instructional
planning.
37
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. All instructional
materials are
scientifically research-based
and aligned with
state standards and
performance objectives.
A. Most instructional
materials are
scientifically research-based
and aligned with
state standards and
performance objectives.
A. Some instructional
materials are
scientifically
research-based and
aligned with state
standards and
performance
objectives.
A. Few, if any,
instructional materials
are scientifically
research-based and
aligned with state
standards and
performance objectives.
B. A balanced media
center collection in a
variety of formats
supports and enriches
the curriculum.
B. A balanced media
center collection based
on curriculum needs is
available.
B. Limited
instructional
resources that are
relevant, accurate,
and current are
provided in the media
center.
B. Instructional
resources to support
the school’s
curriculum are not
provided.
2.7 Instructional
materials and
resources are
aligned to
Arizona
Academic
Standards and
performance
objectives, and
there is research-based
evidence
of their
effectiveness.
C. The media center
provides a variety of
materials that are
current,
developmentally
appropriate, and meet
the research and
reading needs and
interests of a diverse
population.
C. The media center
provides a variety of
materials that are
developmentally
appropriate, current,
and relevant to student
needs.
C. The media center
provides some print
materials that are
developmentally
appropriate and meet
some student needs.
C. There is no media
center or library.
38
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Teachers
consistently incorporate
technology as an
integral part of
instruction.
A. Teachers
consistently incorporate
technology in
instruction.
A. Teachers
occasionally
incorporate
technology in
instruction.
A. Teachers rarely
incorporate technology
in instruction.
2.8 Technology is
integrated
effectively into
classroom
instruction and is
used as a teacher
resource tool for
instructional
planning,
instructional
delivery,
assessment,
monitoring
student progress,
and
communicating
information.
B. All teachers use
technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.
B. Most teachers use
technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.
B. Some teachers
use technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.
B. Few, if any, teachers
use technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.
39
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. All teachers
consistently use pre-assessment
as a basis
for differentiation of
instruction in all content
areas.
A. Most teachers use
pre-assessment as a
basis for differentiation
of instruction in
Reading, Writing, and
Mathematics.
A. Some teachers
occasionally use pre-assessment
as a
basis for
differentiation of
instruction.
A. Few, if any teachers
use pre-assessment as
a basis for
differentiation of
instruction.
B. Differentiation of
instruction is
observable in all
classrooms.
B. Differentiation of
instruction is
observable in a majority
of the classrooms.
B. Differentiation of
instruction is
observable in some
classrooms.
B. Differentiation of
instruction is
observable in few, if
any, classrooms.
C. Classroom
observations indicate a
well-planned blend of
whole group, small
group, and individual
instruction.
C. Classroom
observations indicate
an adequate mix of
whole group, small
group, and individual
instruction.
C. Classroom
observations indicate
occasional variation
in grouping
strategies.
C. Classroom
observations indicate
no variation in grouping
strategies.
D. All teachers
consistently perform
error analyses of their
students’ summative
assessments and use
the results as a basis
for re-teaching in all
content areas.
D. Most teachers
perform error analyses
of their students’
summative
assessments and use
the results as a basis
for re-teaching in
Reading, Writing, and
Mathematics.
D. Some teachers
occasionally perform
error analyses of their
students’ summative
assessments as a
basis for re-teaching.
D. Few, if any, teachers
perform error analyses
of their students’
summative
assessments as a
basis for re-teaching.
2.9 Differentiated
instruction (i.e.,
adjustment of
concept, level of
difficulty,
strategy for
instruction,
amount of work,
time allowed,
product or
performance that
demonstrates
learning) is used
to meet the
learning needs of
all students.
E. Targeted re-teaching
of objectives is
occurring in all content
areas in all classrooms.
E. Targeted re-teaching
of objectives is
occurring in Reading,
Writing, and
Mathematics in a
majority of classrooms.
E. Targeted re-teaching
of objectives
is occurring in some
classrooms.
E. Targeted re-teaching
of objectives is
occurring in few, if any,
classrooms.
40
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Classroom
observations indicate
targeted use of a wide
variety of scientifically
research-based
instructional strategies.
A. Classroom
observations indicate
consistent use of
several scientifically
research-based
instructional strategies.
A. Classroom
observations indicate
inconsistent use of
scientifically
research-based
instructional
strategies.
A. Classroom
observations indicate
no evidence of
scientifically research-based
instructional
strategies.
B. All students appear
to be actively engaged
in learning.
B. A majority of
students appear to be
actively engaged in
learning.
B. Some students
appear to be actively
engaged in learning.
B. Few students appear
to be actively engaged
in learning.
2.10 A variety of
scientifically
research-based
strategies and
best or proven
practices focused
on increasing
student
achievement are
used effectively
in classroom
instruction.
C. All students have
instructional
opportunities to connect
and apply their learning
to real-life experiences.
C. All students have
instructional
opportunities to connect
their learning to real-life
experiences.
C. Some students
have instructional
opportunities to
connect their learning
to real-life
experiences.
C. Students have few, if
any, instructional
opportunities to connect
their learning to real-life
experiences.
41
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The district/school
has developed a long-term
plan for
continuous support of
professional growth
needs. The plan is
evaluated for
effectiveness and
revised as needed.
A. The district/school
has developed a long-term
plan for
continuous support of
professional growth
needs.
A. The district/school
has developed a plan
for professional
growth needs, but
support is limited.
A. The district/school
has not developed a
plan for professional
growth needs.
B. The district/school
regularly monitors and
evaluates the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.
B. The district/school
regularly evaluates the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.
B. The district/school
occasionally
evaluates the
professional
development plan to
provide evidence of
its impact on teacher
practice and student
achievement.
B. The district/school
does not evaluate the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.
C. Professional
development plans
correlate with both
national standards and
the Arizona
Professional Teacher
Standards.
C. Professional
development plans
correlate with the
Arizona Professional
Teacher Standards.
C. Professional
development plans
show some
correlation with the
Arizona Professional
Teacher Standards.
C. Professional
development plans
show little or no
correlation with the
Arizona Professional
Teacher Standards.
2.11 The long-term
professional
growth of
individual staff
members is
required and
focuses directly
on increasing
student
achievement.
D. Professional
development
opportunities model
scientifically research-based
teaching
strategies to support
student learning.
Classroom practice of
the strategies is
supported.
D. Professional
development
opportunities model
scientifically research-based
teaching
strategies to support
student learning.
D. Professional
development
opportunities promote
scientifically
research-based
teaching strategies.
D. Professional
development
opportunities do not
promote scientifically
research-based
strategies.
42
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. All teachers
consistently go beyond
required professional
development to
enhance their teaching
skills and as a result
there is evidence of
improved student
achievement.
A. A majority of
teachers consistently
go beyond required
professional
development to
enhance their teaching
skills and as a result
there is evidence of
improved student
achievement.
A. Some teachers go
beyond required
professional
development to
enhance their
teaching skills and
as a result there is
some evidence of
improved student
achievement.
A. There is little
evidence that teachers
go beyond required
professional
development to
enhance their teaching
skills and there is no
evidence of improved
student achievement.
2.12 Teachers
and staff promote
high expectations
of students and
recognize and
accept their
professional role
in student
success and
failure.
B. All teachers reflect
on their classroom
practices and student
achievement in an
effort to improve their
effectiveness through
regularly scheduled
times for individual and
group reflection.
B. All teachers reflect
on their classroom
practices and student
achievement in an
effort to improve their
effectiveness.
B. Some teachers
reflect on their
classroom practices
and student
achievement in an
effort to improve their
effectiveness.
B. There is little
evidence that teachers
reflect on their
classroom practices
and student
achievement in an
effort to improve their
effectiveness.
43
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. All teachers
participate in job-embedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically research-based.
A. A majority of
teachers participate in
job-embedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically research-based.
A. Some teachers
participate in job-embedded
professional
development to
update their content
knowledge and
professional practices
that are scientifically
research-based.
A. Teachers rarely
participate in job-embedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically research-based.
B. Professional
development time is
consistently provided
(i.e., daily or weekly) for
colleagues to
collaborate in order to
evaluate resources,
analyze data, and
study research.
B. Professional
development time is
regularly provided (i.e.,
bi-weekly) for
colleagues to
collaborate in order to
review resources and
study research.
B. Professional
development
opportunities are
occasionally provided
(i.e., once per month)
to collaborate, but the
focus is unclear.
B. Professional
development time is
not provided for
collaboration.
2.13 Professional
development is
continuous and
job-embedded.
C. Teachers who have
expertise in content or
pedagogy mentor other
teachers on a regular
basis.
C. Teachers who have
expertise in content and
pedagogy regularly
share information,
experiences and/or
knowledge with other
teachers.
C. Teachers who
have expertise in
content or pedagogy
occasionally share
information,
experiences, and/or
knowledge with other
teachers.
C. Teachers who have
expertise in content or
pedagogy do not share
information,
experiences, and/or
knowledge with other
teachers.
44
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. There are
comprehensive, written
policies and procedures
regarding the
evaluation of all
personnel. The policies
and procedures are
reviewed regularly for
possible revisions.
A. There are written
policies and procedures
regarding the
evaluation of all
personnel
A. There are written
policies regarding
evaluation of
personnel, but the
procedures are not
clearly defined.
A. There are no written
policies regarding
personnel evaluation,
or they are incomplete
or inappropriate.
B. The evaluation
process is directly
connected and aligned
to the Arizona and
National Administrator
or Professional Teacher
Standards.
B. The evaluation
process is connected to
the Arizona
Professional Teacher
Standards.
B. The evaluation
process has some
connection to the
Arizona Professional
Teacher Standards.
B. The evaluation
process has little or no
connection to the
Arizona Professional
Teacher Standards.
2.14 The
district/school
provides a clearly
defined
evaluation
process and
focuses directly
on increasing
student
achievement.
C. The evaluation
process is directly
connected to the goals
for improving student
learning. Specific areas
for individual
improvement are
targeted.
C. The evaluation
process is directly
connected to the goals
for improving student
learning.
C. The evaluation
process has some
connections to the
goals for student
learning.
C. The evaluation
process is not
connected to the goals
for student learning.
45
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
2.15 Teachers
exhibit sufficient
content
knowledge to
foster student
learning.
A. All teachers are
certified and are Highly
Qualified to teach in
their assigned areas
and/or grade levels. In
addition, there is
documentation to
demonstrate effective
recruitment procedures
for hiring Highly
Qualified Teachers.
A. All teachers are
Highly Qualified and/or
certified to teach in their
assigned areas and/or
grade levels.
A. Some teachers are
Highly Qualified
and/or certified to
teach in their
assigned areas
and/or grade levels.
A. Few, if any, teachers
are Highly Qualified
and/or certified to teach
in their assigned areas
and/or grade levels.
46
SCORING SUMMARY SHEET
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and instruction provide all students the opportunity to meet or exceed
Arizona Academic Standards.
Indicators
2.1 The school or district has developed an explicit, written curriculum that is aligned with Arizona Academic Standards. 3 2 1 0
2.2 A systematic process for monitoring, evaluating, and reviewing the curriculum is in place. 3 2 1 0
2.3 The curriculum expectations are communicated to all stakeholders. 3 2 1 0
2.4 A comprehensive curriculum and access to academic core standards are offered to all students. 3 2 1 0
2.5 The staff monitors and evaluates curriculum and instructional programs based on student results, and makes modifications as needed to
ensure continuous school improvement. 3 2 1 0
2.6 Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative assessment, summative
assessment, review/re-teaching and appropriate interventions to promote student achievement. 3 2 1 0
2.7 Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and there is research-based
evidence of their effectiveness. 3 2 1 0
2.8 Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for instructional planning, instructional
delivery, assessment, monitoring student progress, and communicating information. 3 2 1 0
2.9 Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time allowed, product or
performance that demonstrates learning) is used to meet the learning needs of all students. 3 2 1 0
2.10 A variety of scientifically research-based strategies and best or proven practices focused on increasing student achievement are used
effectively in classroom. 3 2 1 0
2.11 The long-term professional growth of individual staff members is required and focuses directly on increasing student achievement. 3 2 1 0
2.12 Teachers and staff promote high expectations of students and recognize and accept their professional role in student success and failure. 3 2 1 0
2.13 Professional development is continuous and job-embedded. 3 2 1 0
2.14 The district/school provides a clearly defined evaluation process and focuses directly on increasing student achievement. 3 2 1 0
2.15 Teachers exhibit sufficient content knowledge to foster student learning. 3 2 1 0
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard
ANALYSIS OF RATINGS FOR STANDARD 2
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________
47
GUIDING QUESTIONS FOR EXAMINING STANDARD 3
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
eight indicators they are about to examine under Classroom and School Assessments.
CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to
measure and monitor student performance and to revise curriculum and instruction as needed.
1. What is the specific evidence that our school and district use multiple standards-based assessments,
strategies and data to monitor and measure student performance and revise the curriculum and
instruction as needed?
2. How does our school and district collect, disaggregate, and analyze both formative and summative
achievement data to make informed decisions for all student populations?
3. How effectively are our school and district communicating to all stakeholders the specifics of our
accountability plan based on state and federal requirements?
4. What specific assessments have our school and district selected and/or created that generate
compelling evidence of student achievement over time?
48
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. An effective and
functional system exists
for the collection and
dissemination of
multiple assessment
results at all levels.
A. A functional system
exists for the collection
and dissemination of
assessment results at
all levels.
A. A functional
system exists for the
collection and
dissemination of
assessment results.
A. There is little or no
evidence that a
functional system exists
for the collection and
dissemination of
assessment results.
3.1 School
leadership
designs and
implements an
assessment
system that
supports the
needs of all
stakeholders (i.e.,
students,
teachers,
administrators,
parents,
governing board
members,
community
members) when
appropriate.
B. A variety of
assessment results are
disseminated in a
timely, clear,
understandable, and
user-friendly manner to
all stakeholders
through a variety of
methods and media.
B. A variety of
assessment results are
disseminated in a clear
and understandable
manner to all
stakeholders through
a variety of ways.
B. Assessment
results are
disseminated in an
understandable
manner to some
stakeholders.
B. There is little or no
evidence that
assessment results are
disseminated to
stakeholders.
49
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Teachers routinely
collaborate to design
formative
assessments that are
aligned to standards/
performance objectives
and retain a consistent
depth of knowledge.
A. Teachers routinely
collaborate to design
formative
assessments that are
aligned to performance
objectives.
A. Teachers
occasionally
collaborate to design
formative
assessments.
A. Teachers do not
collaborate to design
formative
assessments.
B. Evaluation of
student performance is
based on multiple and
varied sources of
summative
assessment data (e.g.,
local criterion-referenced
tests,
performance
assessment,
classroom summative
assessments, final
projects, AIMS/DPA
and Terra Nova).
B. Evaluation of
student performance is
based on multiple
sources of summative
assessment data (e.g.,
local criterion-referenced
tests,
classroom summative
assessments,
AIMS/DPA and Terra
Nova).
B. Evaluation of
student performance
is based on similar
sources of
summative
assessment data.
B. Evaluation of
student performance is
based on a single
source of summative
assessment data.
3.2 Multiple and
varied
assessments and
evaluation
strategies are
used
appropriately and
effectively.
C. A combination of
formative and
summative classroom
assessments is used
systematically to
monitor student
progress and guide
instruction.
C. A combination of
formative and
summative classroom
assessments is used to
monitor student
progress.
C. A combination of
formative and
summative
classroom
assessments is used.
C. A combination of
formative and
summative classroom
assessments is not
used.
50
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Teachers use
multiple and varied
measures of formative
and summative
assessments aligned
to strands, concepts,
performance objectives,
and instruction.
A. Teachers use varied
formative and
summative
assessments aligned
to strands, concepts,
performance objectives,
and instruction.
A. Teachers use a
single type of
summative
assessment aligned
to concepts and
performance
objectives.
A. Teachers do not use
assessments that are
aligned to concepts and
performance objectives.
B. Teachers maintain
comprehensive records
of student products and
performances and use
both to guide
instructional decisions.
B. Teachers maintain
adequate records of
student work and
performance and use
both to guide
instructional decisions.
B. Teachers maintain
adequate records of
student work or
performance but do
not use either to
guide instructional
decisions.
B. Teachers do not
maintain adequate
records of student work
or performance to guide
instructional decisions.
C. Teachers employ
structured and focused
pre- and post-assessments
to guide
instruction in content
and delivery for a
specific concept and/or
performance objective.
C. Teachers employ
pre- and post-assessments
to guide
instruction in content
and delivery for a
specific concept and/or
performance objective.
C. Teachers
sometimes employ
pre-or post-assessments
to guide
instruction.
C. There is little or no
evidence that teachers
employ pre- or post-assessments
to guide
instruction.
3.3 Teachers
assess learning,
formulate
classroom
benchmarks
based on
standards, and
communicate the
results to
students and
families with
respect to
students’ abilities
to meet Arizona
Academic
Standards.
D. Teachers use
multiple ways to
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.
D. Teachers
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.
D. Teachers
inconsistently
communicate results
to students and
families concerning
students’ abilities to
meet Arizona
Academic
Standards.
D. Teachers do not
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.
51
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty to
the Arizona Academic
Standards concepts
and/or performance
objectives in seven to
nine content areas,
including Language
Arts, Science, and
Mathematics.
A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty to
the Arizona Academic
Standards concepts
and/or performance
objectives in three to
six content areas,
including Language
Arts, Science, and
Mathematics.
A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty
to the Arizona
Academic Standards
concepts and/or
performance
objectives in
Reading, Writing, and
Mathematics.
A. Summative
assessments and local
criterion-referenced
tests are not aligned in
content and difficulty to
the Arizona Academic
Standards concepts or
performance objectives.
B. All summative
assessments and
criterion-referenced
tests are coded using
the Arizona Academic
Standards coding
system.
B. Many summative
assessments and
criterion-referenced
tests are coded using
the Arizona Academic
Standards coding
system.
B. Some summative
assessments and
criterion-referenced
tests are coded using
the Arizona
Academic Standards
coding system.
B. Summative
assessments and
criterion-referenced
tests are not coded
using the Arizona
Academic Standards
coding system.
3.4 School and
classroom
assessments are
aligned to the
Arizona
Academic
Standards and/or
performance
objectives.
C. A variety of
formative
assessments used are
on-going, diagnostic to
guide instruction, and
measure growth over
time. Samples of
student work
demonstrate mastery of
standards over time.
C. Formative
assessments used are
on-going, diagnostic to
guide instruction, and
measure growth over
time. Samples of
student work
demonstrate
proficiency of
standards over time.
C. Formative
assessments used
are diagnostic, and
measure growth.
C. There is little or no
evidence that
formative
assessments exist or
are used.
52
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
3.4 School and
classroom
assessments are
aligned to the
Arizona
Academic
Standards and/or
performance
objectives.
D. All summative
assessments include a
rubric/scoring guide for
constructed response,
performance response,
observation, or
portfolio.
D. Most summative
assessments include a
rubric/scoring guide for
constructed response,
performance response,
observation, or
portfolio.
D. Some summative
assessments
include a
rubric/scoring guide
for constructed
response,
performance
response,
observation, or
portfolio.
D. Summative
assessments do not
include a rubric/scoring
guide for constructed
response, performance
response, observation,
or portfolio.
53
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Strategies for
improving performance
are identified and
models of actual
student performance
(exemplars) are used to
clarify the task and to
distinguish levels of
performance.
A. Models of actual
student performance
(exemplars) are
consistently used to
clarify the task and
distinguish levels of
performance.
A. Models of actual
student performance
(exemplars) are
occasionally used to
clarify the task, but
the distinction
between levels of
performance is not
clear.
A. Models of actual
student performance
(exemplars) are not
used to clarify the task
or to distinguish levels
of performance.
B. Rubrics/scoring
guides are developed
by teachers and
students collaboratively
prior to the assignment
or assessment and are
posted or provided to
students.
B. Rubrics/scoring
guides are developed
by teachers and shared
with students prior to
the assignment or
assessment and are
posted or provided to
students.
B. Rubrics/scoring
guides are developed
and used by teachers
but seldom shared
with students prior to
the assignment or
assessment.
B Rubrics/scoring
guides are not shared
with students prior to
the assignment or
assessment.
C. The teacher
engages students in a
variety of self-assessment
activities to
identify areas for
improvement and
modify their
performance.
C. The teacher
engages students in
self-assessment
activities to identify
areas for improvement.
C. The teacher
promotes student
self-assessment.
C. The teacher does
not promote student
self-assessment.
3.5 Assessments
are used to re-focus
student
learning on
targets to enable
them to
meet/exceed
standards.
D. Students receive
timely, meaningful
feedback on their
performances and use
the feedback to
strengthen their next
performance.
D. Students receive
timely, meaningful
feedback on their
performances.
D. Students receive
limited feedback on
their performances.
D. Students receive no
meaningful feedback
on their performances.
54
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Test data are
consistently analyzed
and used to modify
curriculum and/or
instructional practices.
A. Test data are
periodically analyzed
and used to modify
curriculum and/or
instructional practices.
A. Test data are
analyzed, but
analysis does not
result in modifications
to curriculum and/or
instructional
practices.
A. Test data are not
analyzed.
3.6 Test scores
are used to
identify gaps in
curriculum or
between groups
of students for
instructional
implications.
B. The school staff and
administrators
consistently review test
data disaggregated by
student sub-groups to
identify and address
gaps in achievement.
B. The school staff
periodically reviews test
data disaggregated by
student sub-groups to
identify and address
gaps in achievement.
B. The school staff
occasionally reviews
test data
disaggregated by
student sub-groups.
B. The school staff
does not review
disaggregated test
data.
55
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school outlines
specific steps for
monitoring, evaluating,
and reporting student
progress with timelines
and benchmarks.
A. The school outlines
specific steps for
monitoring and
evaluating student
progress.
A. The school
provides some
guidelines for
monitoring and
evaluating student
progress.
A. The school does not
provide guidance for
monitoring and
evaluating student
progress.
B. Student progress
reports are sent home
frequently and provide
information regarding
how well the student is
achieving on the
F.A.M.E. scale (Falls
Far Below the
Standard, Approaches
the Standard, Meets
the Standard, Exceeds
the Standard) for each
Arizona
concept/performance
objective.
B. Student progress
reports are sent home
regularly and provide
information regarding
how well the student is
achieving on each
Arizona
concept/performance
objective.
B. Student progress
reports are sent
home but provide
little or no information
regarding how well
the student is
achieving on Arizona
concept/performance
objectives.
B. Student progress
reports are not sent
home.
3.7 The
district/school
implements
specific steps for
monitoring and
reporting student
progress in
learning the
Arizona
Academic
Standards.
C. Diagnostic and
criterion-referenced test
results in non-AIMS
grade levels are
regularly reported to
students, families, and
stakeholders.
C. Diagnostic or
criterion-referenced test
results in non-AIMS
grade levels are
reported to students,
families, and
stakeholders.
C. Assessment
results in non-AIMS
grade levels are
periodically reported
to students, families,
and stakeholders.
C. Assessment results
in non-AIMS grade
levels are not reported
to students, families, or
stakeholders.
56
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The district/school
provides information to
teachers, staff,
students, families, and
community members
detailing the purposes
and benefits of the
assessment and
accountability program.
A. The district/school
provides information to
teachers, staff,
students, families, and
community members
detailing the purposes
of assessment.
A. The district/school
provides partial
information about the
assessment and
accountability
program.
A. The district/school
does not provide details
about the assessment
and accountability
program.
B. The district/school
provides facilitated
training to all
instructional staff on
assessment
implementation (e.g.,
AIMS/DPA and Terra
Nova).
B. The district/school
provides training for
teachers and
administrators on
assessment
implementation (e.g.,
AIMS/DPA and Terra
Nova).
B. The district/school
provides training for
administrators on
assessment
implementation.
B. The district/school
does not provide
training on assessment
implementation.
3.8
District/school
leadership
coordinates
implementation
of state-required
assessment and
accountability
program.
C. The district/school
shows evidence of
operating according to
clearly defined
responsibilities,
including ethics for
district personnel, test
coordinators, site
administrators,
teachers, and staff.
Timelines and
implementation reviews
are evident.
C. The district/school
shows evidence of
clearly defined
responsibilities,
including ethics for
district personnel, test
coordinators, site
administrators,
teachers, and staff.
Timelines and
implementation reviews
are evident.
C. The district/school
has defined
responsibilities
including ethics for
district personnel and
shows some
evidence of timelines
and implementation
reviews that are in
place.
C. The district/school
has no defined
responsibilities and no
evidence of timelines or
implementation reviews
57
SCORING SUMMARY SHEET
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The school uses multiple standards-based assessments, strategies and data
to measure and monitor student performance and to revise curriculum and instruction as needed.
Indicators
3.1 School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e., students, teachers,
administrators, parents, governing board members, community members) when appropriate. 3 2 1 0
3.2 Multiple and varied assessments and evaluation strategies are used appropriately and effectively. 3 2 1 0
3.3 Teachers assess learning, formulate classroom benchmarks based on standards, and communicate the results to students and families with
respect to students’ abilities to meet Arizona Academic Standards. 3 2 1 0
3.4 School and classroom assessments are aligned to the Arizona Academic Standards and/or performance objectives. 3 2 1 0
3.5 Assessments are used to re-focus student learning on targets to enable them to meet/exceed standards. 3 2 1 0
3.6 Test scores are used to identify gaps in curriculum or between groups of students for instructional implications. 3 2 1 0
3.7 The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona Academic Standards. 3 2 1 0
3.8 District/school leadership coordinates implementation of state-required assessment and accountability program. 3 2 1 0
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard
ANALYSIS OF RATINGS FOR STANDARD 3
Top 1-2 Strengths __________________________________________________________________________________________________________
Top 1-2 Limitations/Areas Needing Improvement __________________________________________________________________________________
58
GUIDING QUESTIONS FOR EXAMINING STANDARD 4
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
eleven indicators they are about to examine under School Culture, Climate, and Communication.
SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to
achievement for all students, and possesses an effective two-way communication system.
1. What is the specific evidence that our school and district function as an effective learning community
supporting a climate conducive to achievement for all and possessing effective two-way
communication?
2. What specific actions have our school and district taken to ensure a safe, equitable environment for
students, their families, our faculty and staff?
3. How are respect, trust, open communication and collaboration being valued and modeled within our
school and district?
4. What specific steps have been taken to establish and sustain a culture of excellence that promotes a
sense of community, cooperation, and responsible action among all stakeholders?
59
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The entire school
community
demonstrates a firm
commitment that all
students can learn,
improve and succeed.
A. A majority of the
school community
demonstrates a
commitment that all
students can learn,
improve and succeed.
A. Some members of
the school
community
demonstrate a
commitment that
most students can
learn, improve and
succeed.
A. The school
community does not
demonstrate a firm
belief that all students
can learn, improve and
succeed.
B. The school
community actively
and continuously
affirms and effectively
supports cultural
diversity and respect for
differences.
B. The school
community affirms
cultural diversity and
respect for differences.
B. The school
community
inconsistently affirms
cultural diversity and
respect for
differences.
B. The school
community does not
affirm cultural diversity
and respect for
differences.
4.1 There is a
shared
philosophy of
commitment,
ownership,
vision, mission
and goals that
promote a culture
of excellence.
C. The school
community
consistently embraces
shared commitment
and responsibility for
student success.
C. The school
community embraces
shared commitment
and responsibility for
student success.
C. The school
community
occasionally
embraces
commitment and
responsibility for
student success.
C. There is little or no
evidence that the
school community
embraces commitment
and responsibility for
student success.
60
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Physical structures
of the school provide an
optimally safe, orderly,
and equitable learning
environment.
A. Physical structures
of the school provide an
adequately safe,
orderly, and equitable
learning environment.
A. Physical structures
of the school provide
a moderately safe,
orderly, and equitable
learning environment;
however, minor
improvements are
needed.
A. Physical structures
of the school do not
specifically address
safe, orderly, or
equitable learning
environments and
major improvements
are needed.
4.2 Facilities
support a safe
and orderly
environment
conducive to
student learning.
B. Operational policies
and procedures to keep
disruptions to a
minimum have been
thoroughly developed,
disseminated to all
stakeholders and
consistently
implemented.
B. Operational policies
and procedures to keep
disruptions to a
minimum have been
developed and
consistently
implemented.
B. Operational
policies and
procedures to keep
disruptions to a
minimum have been
minimally developed
and inconsistently
implemented.
B. Operational policies
and procedures to keep
disruptions to a
minimum have not
been developed.
61
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. District/school safety
policies and procedures
are based on research
and reviewed annually
to ensure a positive
climate.
A. District/school safety
policies and procedures
are based on research
but have not been
reviewed within the last
12 months.
A. District/school
safety policies or
procedures were
developed without
research
considerations and
have not been
reviewed.
A. District/school safety
policies or procedures
do not exist.
B. Discipline policies
are equitably and
consistently enforced.
B. Some attempts are
made to consistently
enforce discipline
policies.
B. Discipline policies
are inconsistently
enforced.
B. Discipline policies
are not enforced.
4.3 There is
policy,
leadership, and
staff support for
an equitable code
of discipline that
supports
students’
understanding of
rules, laws and
expectations for
responsible
behavior that
enables teaching
and learning.
C. Discipline policies,
developed with student
and parent
involvement, are
consistent with state
and federal statutes
and law enforcement is
always contacted when
required.
C. Discipline policies
are consistent with
state and federal
statutes, and law
enforcement is
contacted when
required.
C. Discipline policies
are inconsistent with
state and federal
statutes, and law
enforcement is
sometimes contacted
when required.
C. Discipline policies
are not consistent with
state and federal
statutes, and law
enforcement is not
contacted when
required.
62
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school safety
plan meets the
recommended
guidelines in the
Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements and is
disseminated to
appropriate
stakeholders.
A. The school safety
plan meets the
minimum guidelines in
the Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements, and is
disseminated to some
stakeholders.
A. The school safety
plan meets only
some of the minimum
guidelines in the
Arizona School
Emergency
Response Plan,
Minimum and
Recommended
Requirements.
A. The school safety
plan meets few or no
minimum guidelines in
the Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements.
4.4 There is
leadership, staff,
student and
community
involvement in
the development
and
implementation
of safety plans
that meet state
requirements. B. Leadership actively
solicits input and
participation from staff,
students and
community members in
the development and
implementation of
safety plans.
B. Leadership solicits
input and participation
from some staff,
students and
community members in
the development and
implementation of
safety plans.
B. Leadership
accepts input from
some staff, students
and community
members in the
development and
implementation of
some safety plans.
B. Leadership accepts
little or no input in the
development and
implementation of
safety plans.
63
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFROMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school regularly
and systematically
monitors attendance,
dropout, and graduation
rates.
A. The school regularly
monitors attendance,
dropout, and graduation
rates.
A. The school
occasionally monitors
attendance, dropout,
and graduation rates.
A. The school rarely or
never monitors
attendance, dropout,
and graduation rates.
B. The school has a
plan in place and
continues to meet its
goals to improve
student attendance,
dropout, and graduation
rates.
B. The school has a
plan in place and there
is progress toward
meeting its goals to
improve student
attendance, dropout,
and graduation rates.
B. The school has a
minimal plan for
improving student
attendance, dropout,
and graduation rates.
B. The school has no
plan for improving
student attendance,
dropout, and graduation
rates.
C. There is an
extensive pool of adult
mentors and advocates
who meet with students
regularly based on the
academic and social
needs of the students.
C. There is an
adequate number of
adult mentors or
advocates who meet
with students regularly.
C. Adult mentors or
advocates are
available to students
on an irregular or
inconsistent basis.
C. Adult mentors or
advocates are not
available to students.
4.5 Teachers and
staff build
positive,
nurturing
relationships with
students and
work to improve
student
attendance,
dropout rates,
and graduation
rates.
D. The school regularly
and systematically
facilitates the early
identification of
students with problems
or antisocial behavior,
and provides them with
support.
D. The school facilitates
the early identification
of students with
problems or antisocial
behavior, and provides
them with support.
D. The school
occasionally
facilitates the early
identification of
students with
problems or
antisocial behavior.
D. The school rarely or
never facilitates the
early identification of
students with problems
or antisocial behavior.
64
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school has
mechanisms in place to
acknowledge and honor
academic successes,
including formal and
informal recognition.
A. The school has
mechanisms in place to
acknowledge and honor
academic successes,
including formal
recognition.
A. The school
recognition plan has
been minimally
developed to
acknowledge and
honor academic
successes.
A. The school has not
developed a recognition
plan to acknowledge
and honor academic
successes.
4.6 Student
achievement is
highly valued and
publicly
celebrated.
B. The school has
mechanisms in place to
actively recognize a
wide variety of positive
student behaviors.
B. The school has
mechanisms in place to
recognize a limited
number of positive
student behaviors.
B. The school
informally recognizes
positive student
behaviors.
B. The school does not
have mechanisms in
place to recognize
positive student
behaviors.
65
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. The school has
policies and funding in
place to provide and
maintain a prevention
program. There is
documented evidence
of the program’s
effectiveness in
redirecting conflict and
high-risk behavior.
A. The school has a
prevention program in
place and adequate
funding to maintain it.
There is limited
documented evidence
of the program’s
success.
A. The school has a
prevention program
in place and some
funding to maintain it.
A. The school has no
prevention program in
place.
B. The school
community has data
to demonstrate long-term
success of their
program for teaching a
variety of interpersonal
skills.
B. The school
community has a
program in place for
teaching a variety of
interpersonal skills, but
lacks specific data to
support the success of
the program.
B. The school
community has a
program for teaching
a limited number of
interpersonal skills,
but lacks any
evidence to support
the success of the
program.
B. The school
community has no
program for teaching
interpersonal skills.
4.7 A healthy
school culture
promotes social
skills, conflict
management, and
prevention
programs so that
students are
prepared and
ready to learn.
C. All members of the
school community
support a school policy
that consistently
addresses all forms of
verbal and nonverbal
bullying by adults and
students.
C. A majority of
members of the school
community support a
school policy that
consistently addresses
all forms of verbal and
nonverbal bullying by
adults and students.
C. Some members of
the school
community support
a school policy that
consistently
addresses all forms
of verbal and
nonverbal bullying by
adults and students.
C. Few, if any,
members of the school
community support a
school policy that
consistently addresses
all forms of verbal and
nonverbal bullying by
adults and students.
66
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. A culture of
collaboration exists
among all
stakeholders through
organizations,
organized events, and
horizontal and vertical
teaming and district
connections.
A. A culture of
collaboration exists
among most
stakeholders through
organizations,
organized events, and
horizontal and vertical
teaming and district
connections.
A. A culture of
collaboration exists
among some
stakeholders
through
organizations,
organized events,
and horizontal and
vertical teaming and
district connections.
A. There is little or no
evidence that a culture
of collaboration exists
among stakeholders.
B. Systems exist to
create dialogue about
relevant issues among
all stakeholders.
B. Systems exist to
promote
communication about
relevant issues among
stakeholders.
B. Systems exist to
communicate
relevant issues to
stakeholders.
B. There is little or no
evidence that systems
exist to promote
communication about
relevant issues to or
among stakeholders.
4. 8 A culture of
respect exists
where
relationships,
trust,
communication
and collaboration
are valued within
the entire school
community.
C. Effective and
consistent norms are
established and
honored as all
stakeholders work
collaboratively,
communicate openly
and build trust to
conduct their work.
C. Norms are
established and
honored as all
stakeholders work
collaboratively and
communicate openly to
conduct their work.
C. Minimal norms are
established as
stakeholders work
collaboratively and
communicate openly
to conduct their work.
C. Few, if any, norms
are established among
stakeholders.
67
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
4.9 Change is
accepted as a
normal and
positive process
that leads to
continuous
district/school
improvement.
A. Leadership actively
supports the change
process and provides
time for implementation
of changes and reform
efforts.
A. Leadership accepts
the change process
and allows some time
for implementation of
changes and reform
efforts.
A. Leadership has
limited understanding
of the change
process.
A. Leadership has little
or no understanding of
the change process.
68
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
INDICATOR 3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
DATA SOURCE/
EVIDENCE
A. Programs that
promote two-way
contact between
teachers and families
regarding student
learning are developed
and implemented.
Families are
consistently involved in
developing or
coordinating these
efforts.
A. Programs that
promote contact
between teachers and
families regarding
student learning are
developed and
implemented.
A. Pr