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
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
i
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
1
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
2
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
3
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.
4
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.
5
GRAPHIC OVERVIEW OF SYSTEMIC,
SCHOOLWIDE IMPROVEMENT
Standard 1: School
and District
Leadership
Standard 4: Standard 2:
School Culture, STUDENT Curriculum,
Climate and ACHIEVEMENT Instruction &
Communication Professional
Development
Standard 3:
Classroom and
School Assessment
6
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.
7
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.
8
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.
9
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.
10
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?
11
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.1 The A. Central and site A. Central and site A. Central and site A. Central and site
district/charter leadership actively leadership support the leadership understand leadership offer limited
promote and provide development of a the role of a learning or no evidence that a
holder commits supports through time learning community. community, but have learning community
administrative and other resources yet to create systems exist at the site.
support and to build and sustain a to support its
professional learning community. development.
development to B. Central and site B. Central and site B. Central and site B. Central and site
leadership develops leadership develops a leadership provides leadership indicates
create a student- and promotes framework for staff to little support in that no framework
centered, teacher- opportunities for create and implement developing exists or is under
led learning training staff in the a learning frameworks to create development in
community. creation of structures community. and implement a creating a learning
that facilitates learning community. community.
implementation of a
learning community.
C. Central and site C. Central and site C. Central and site C. Central and site
leadership leadership leadership leadership does not
collaborates with staff collaborates with staff collaborates with staff promote a learning
to create varied, to create varied to create minimal community and/or
extensive and multiple opportunities for opportunities for one does not exist.
opportunities for participation in a participation in a
participation in a learning community. learning community.
learning community. Input is valued as Input is valued as
Input is highly valued demonstrated through demonstrated through
and demonstrated staff inclusion in the staff inclusion in the
through staff inclusion process and final process and some of
in the process and products/outcomes. the final
final products/outcomes.
products/outcomes.
12
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.2 District/charter A. District/charter A. District/charter A. District/charter A. District/charter
holder leadership holder leadership holder leadership holder leadership holder leadership does
actively and effectively actively works with the works with the school not work with the
blends both works with the school school site in aligning site in aligning some school site in aligning
expectations and site in aligning the the external and external and internal the external and
support to ensure external and internal internal systems with systems with site internal systems with
that systems (i.e., systems with site site goals (i.e., goals. (i.e., internal: site goals. (i.e.,
fiscal, curricular, goals. (i.e., internal: internal: needs needs assessment, internal: needs
needs assessment, assessment, plans, plans, student assessment, plans,
instruction, plans, student student achievement achievement data; and student achievement
effective achievement data; and data; and external: external: Solutions data; and external:
practices, external: Solutions Solutions Teams Teams Statement of Solutions Teams
assessments) are Teams Statement of Statement of Findings, Findings, NCA Statement of Findings,
aligned to goals Findings, NCA NCA Accreditation, Accreditation, external NCA Accreditation,
Accreditation, external external evaluator evaluator review). external evaluator
that focus on evaluator review). review). review).
student B. District/charter B. District/charter B. District/charter B. District/charter
achievement. holder leadership holder leadership holder leadership holder leadership does
effectively promotes promotes and provides provides a process for not promote nor
and provides an a process for reflection review of systems provide an effective
effective process for and review of systems alignment. process for reflection
reflection and review alignment. and review of systems
of systems alignment. alignment.
C. District/charter C. District/charter C. District/charter C. There is little or no
holder leadership has holder leadership has holder leadership has evidence that the
created a formal created a system of created an informal district/charter holder
system of expectations expectations and system of expectations leadership has created
and accountability accountability with and accountability any system of
with multiple and indicators to measure with few indicators to expectations and
varied indicators to effectiveness. measure accountability to
measure effectiveness. measure
effectiveness. effectiveness.
13
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.3 Leadership A. The leadership A. The leadership A. The leadership A. The leadership
(i.e., governing collaborates with the involves the school provides for limited does not show
school and business community in the input, mainly from the evidence of input in
board, district community at large in development and teaching staff, in the the development of the
administration, the development and revision of mission and development of the mission and belief
and principals) revision of the mission belief statements that mission and belief statements that
has led an and belief statements support the identified statements that support the identified
inclusive process that support the vision. support the identified vision.
identified vision. vision.
of developing a
B. The leadership B. The leadership B. The leadership B. The leadership
sustained and communicates the communicates the communicates the does not show
shared mission and belief mission and belief mission and belief evidence that the
philosophy, vision statements to staff, statements to all staff statements to staff of mission and belief
and mission that students, families, and and students of the the school. statements have been
promotes a other stakeholders in school in several communicated to staff.
multiple and varied ways.
culture of ways.
excellence. C. The leadership C. The leadership C. The leadership C. The leadership
focuses the staff and focuses the staff on occasionally refers to does not show
larger community on implementing the the mission and belief evidence that the
designing instructional mission and belief statements when mission and belief
programs that improve statements in addressing the statements are
academic achievement instructional programs planning of considered when
and support the for improving instructional programs. planning instructional
mission and belief academic programs.
statements. achievement.
D. The leadership D. The leadership D. The leadership D. The leadership
focuses the staff and focuses the staff and focuses the staff and focuses the staff and
larger community to community to meet the community to community to
address diversity and needs of diverse somewhat address minimally address
target the needs of students using diversity and diversity. Little or no
diverse students using researched and somewhat meet the attention is given to
researched, targeted, effective strategies, needs of diverse address the needs of
and differentiated programs and students using diverse students.
strategies, programs instructional materials. appropriate strategies,
and instructional programs and
materials. instructional materials.
14
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.3 Leadership E. The leadership E. The leadership E. The leadership E. The leadership
(i.e., governing focuses the staff and focuses the staff and focuses the staff and focuses the staff and
larger community to community to serve community to community to
board, district target, serve and and ensure somewhat meet and minimally ensure
administration, exhaust all efforts to responsibility for all ensure responsibility responsibility for all
and principals) ensure responsibility students’ teaching and for some students’ students’ teaching and
has led an for all students’ learning. teaching and learning. learning.
inclusive process teaching and learning.
of developing a
sustained and
shared
philosophy, vision
and mission that
promotes a
culture of
excellence.
15
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.4 Leadership is A. Teachers serve in a A. Teachers serve in A. Teachers serve in A. There is little or no
developed and variety of leadership leadership capacities leadership capacities evidence that teachers
capacities that that guide the school’s that somewhat guide serve in any type of
involved at all significantly guide the instructional, the school’s leadership capacity
stakeholder levels, school’s instructional, programmatic, and instructional, that guides the
with a strong programmatic, and fiscal operations. programmatic, and/or school’s instructional,
emphasis on fiscal operations. fiscal operations. programmatic, and/or
teacher fiscal operations.
B. Teachers clearly B. Teachers B. Teachers have a B. Teachers have little
leadership. understand their understand their limited understanding or no understanding of
leadership roles and leadership roles and of their leadership their leadership roles
responsibilities in the responsibilities in the roles and and responsibilities in
overall governance of overall governance of responsibilities in the the overall governance
the school. A specific the school. A policy, overall governance of of the school. Roles
or formal policy, procedure and/or the school. A policy, and responsibilities are
procedure and/or planning document procedure and/or not defined.
planning document exists that outlines planning document
exists that outlines these exists that outlines
these roles/responsibilities. these
roles/responsibilities. roles/responsibilities
C. There are multiple, C. There are effective C. Some structures C. Little or no evidence
effective, and formal structures in place for are in place for exists that there are
structures in place for students, parents and students, parents and structures in place for
students, parents and community community students, parents and
community stakeholders to offer stakeholders to offer community
stakeholders to offer guidance in school guidance in school stakeholders to offer
guidance in school operations. operations. guidance in school
operations. operations.
D. Research-based D. Research-based D. Research-based D. Research-based
procedures concerning procedures concerning procedures concerning procedures concerning
shared decision shared decision shared decision shared decision
making are embedded making are embedded making are embedded making are not
and practiced and practiced and practiced practiced throughout
consistently and consistently throughout most of the the school.
effectively throughout throughout the school. school.
the school.
16
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.5 Leadership A. School and district A. School and district A. School and district A. School and district
actively promotes leadership ensures all leadership ensures leadership ensures leadership does not
systems are in place most systems are in some systems are in ensure systems are in
ongoing, two-way for administrators, place for place for place for
communication staff, parents, administrators, staff, administrators, staff, administrators, staff,
among multiple community parents, community parents, community parents, community
stakeholder stakeholders and stakeholders and stakeholders and stakeholders and
groups. students to actively students to engage students to engage students to engage
engage and and communicate with and communicate with and communicate with
communicate with each other on a each other on a each other on a
each other on a regular basis. regular basis. regular basis.
regular basis.
17
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.6 All A. The growth plans of A. The growth plans of A. Administrators A. Administrators'
administrators all administrators focus all administrators focus have growth plans, growth plans are not
on effective leadership on effective leadership but plans only developed or are not
have growth skills designed to skills designed to partially focus on focused on leadership
plans focused on support student support student leadership skills skills designed to
the development achievement. The achievement. designed to promote promote student
of effective growth plans are student achievement. achievement.
leadership skills shared with appropriate
stakeholders.
that include the B. Growth plans are B. Growth plans are B. Growth plans are B. Growth plans are not
elements of the reviewed and revised reviewed and revised reviewed, but limited regularly reviewed and
Standards and by the district/charter by the district/charter attention is given to revised, and/or are not
Rubrics for administration administration annually their relationship to used to guide
School biannually based on based on student improving student administrators in their
student achievement achievement and achievement, and/or selection of
Improvement. and consistently guide consistently guide they are not professional
administrators in their administrators in their consistently used to development activities.
selection of selection of guide administrators
professional professional in their selection of
development activities. development activities. professional
development
activities.
C. The administrative C. The administrative C. The administrative C. The administrative
evaluation process is evaluation process is evaluation process evaluation process
directly connected and somewhat connected to shows little shows no connection to
aligned to the Arizona the Arizona connection to the the Arizona
Administrator Administrator Arizona Administrator Administrator
Standards. Standards. Standards. Standards.
18
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.7 Leadership A. Leadership A. Leadership A. Leadership aligns A. Leadership does
works to build strategically and systematically aligns most school programs not align school
systematically aligns school programs and and initiatives with programs and
coherency and school programs and initiatives with state state and federal initiatives with state
alignment by initiatives with state and federal accountability and federal
“reculturing” and federal accountability systems. accountability
around state and accountability systems. systems.
federal systems.
B. Leadership B. Leadership B. Leadership B. Leadership does
accountability promotes dialogue, promotes shared supports opportunities not support
systems. shared norms and norms and to expand the opportunities to
continuous opportunities to knowledge base of all expand the knowledge
opportunities to expand the knowledge stakeholders. base of all
expand the knowledge base of all stakeholders.
base of all stakeholders.
stakeholders.
C. Leadership C. Leadership C. Leadership C. Leadership does
allocates time and allocates time for allocates some time not allocate time for
resources for reflection and for reflection on reflection on findings
reflection and comparison on findings from internal from internal and
comparison on findings from internal and external reviews. external reviews.
findings from internal and external reviews.
and external reviews.
19
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.8 A. District/school A. District/school A. District/school A. District/school
District/school leadership continuously leadership continuously leadership leadership does not
analyzes available data analyzes available data occasionally reviews analyze or review data
leadership comparing academic comparing academic data comparing comparing academic
systematically achievement with achievement with academic achievement with
uses income level, race, and income level, race, and achievement with income level, race, and
disaggregated gender; information is gender. income level, race, gender.
data in planning shared with the and gender.
community.
for diverse B. Analysis of B. Analysis of B. Analysis of B. Analysis of
student needs, disaggregated data for disaggregated data for disaggregated data is disaggregated data is
and then diverse populations is diverse populations is presented to staff not shared.
communicates presented to school presented to school infrequently and/or in
data analysis staff and stakeholders; staff; data is used at a limited format.
data is used at both both school and district
information to school and district levels in planning for
school staff. levels in planning for improving student
improving student achievement.
achievement.
20
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.9 Leadership A. District/school A. District/school A. District/school A. District/school
ensures that all leadership leadership ensures that leadership leadership is not
demonstrates extensive all teachers have demonstrates informed about the
instructional staff knowledge of the access and are trained knowledge of the Arizona Academic
receives Arizona Academic to implement the Arizona Academic Standards and related
appropriate Standards and the Arizona Academic Standards, but does curricular and data
curriculum and standards-based Standards and the not have enough resources, and training
instructional instructional process, standards-based understanding of the is not provided to
and can provide instructional process. standards-based teachers.
materials and are extensive assistance instructional process
provided with and resources to staff to provide assistance
professional in their use. and resources to
development/ staff. Staff members
training have limited access
to the Arizona
necessary to Academic Standards
effectively use and related training.
curricular,
instructional, and
data resources
relating to the
Arizona
Academic
Standards.
21
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.10 Leadership A. Leadership monitors A. Leadership supports A. Leadership A. Leadership does not
ensures that time the use of time and and assists staff to expects staff encourage staff to use
gives teachers protect time as a members to use time time as an instructional
is allocated and feedback on effective valuable resource in as an instructional resource.
protected to use of instructional providing quality resource, but time
focus on time. instruction. use is not monitored.
curricular and B. Leadership B. Leadership B. Leadership B. Leadership does not
instructional encourages and assists encourages and assists encourages some encourage staff to use
all staff to use time to staff to use time to staff members to time to collaborate and
issues. collaborate, research, collaborate and plan in collaborate and plan plan.
plan, and reflect in order to support student in order to support
order to enhance learning. student learning.
student learning.
C. Leadership and staff C. Staff makes efficient C. Time is used C. Instructional time is
consistently focus on use of instructional time efficiently in some consistently used
increasing the efficient to maximize student classes and not in ineffectively.
use of instructional time learning. others, and there is
to maximize student little evidence that the
learning. use of time is an
issue that is
discussed among
staff.
22
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.11 Leadership A. District/school A. District/school A. District/school A. District/school
promotes and leadership allocates leadership allocates leadership allocates leadership does not
and reallocates resources to support adequate resources, allocate adequate
sustains resources and finds the mission, belief but allocation does resources to support
continuous additional resources statements, and not always support the mission, belief
school as needed to support student learning. the mission, belief statements, and/or
improvement by the mission, belief statements, and/or student learning.
allocating statements, and student learning.
student learning in all
resources (e.g., areas.
fiscal, human, B. Leadership B. Leadership B. Leadership B. Leadership does not
physical, time), demonstrates demonstrates demonstrates limited show evidence of
monitoring managerial managerial managerial managerial
progress and responsibility for budget responsibility for budget responsibility for responsibility for budget
monitoring and monitoring and budget monitoring, monitoring.
resource use, continuously seeks occasionally seeks and does not seek
and providing additional resources additional resources additional resources
organizational (e.g., grants) from from outside sources. from outside sources.
structure. outside sources.
C. Leadership ensures C. Leadership works to C. Leadership C. Leadership shows
that the building is ensure that the building monitors building limited awareness of
appropriately and is maintained and maintenance but building maintenance
promptly maintained provides a safe and exercises only limited needs.
and provides a safe equitable environment control.
and equitable for students.
environment for both
teachers and students.
23
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.12 The school A. There is an A. There is an A. There is a A. There is little or no
is organized to established, established budgeting budgeting process evidence of a
comprehensive process that involves that addresses the comprehensive
maximize budgeting process that staff for allocating and use of fiscal budgeting process that
equitable use of addresses the use of managing fiscal resources, but staff addresses the use of
all available fiscal fiscal resources, resources. is not involved. fiscal resources.
resources to involves staff, and is
support high communicated to
relevant stakeholders.
student and staff B. Appropriate data are B. Appropriate data are B. Appropriate data B. There is little
performance. included in the consistently used in are sometimes used evidence that
formalized process for making budgeting in making budgeting appropriate data are
budgeting decisions. decisions. decisions, but their considered in making
use is not ensured or budgeting decisions.
consistent.
C. The district/school C. The district/school C. There is limited C. There is no process
actively assists staff in has an accessible support for staff in to support staff in
acquiring resources process for supporting acquiring resources acquiring resources
from external sources staff in acquiring from external sources from external sources
(e.g., grants, resources from (e.g., grants, (e.g., grants,
instructional materials). external sources (e.g., instructional instructional materials).
grants, instructional materials).
materials).
24
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.12 The school D. The district adheres D. The district provides D. The district D. The district does not
is organized to to a timetable to ensure schools with funding provides schools with provide funds to the
that schools are allocations in a timely funding allocations in school in a timely
maximize provided funding manner. an inconsistent manner.
equitable use of allocations in a timely manner.
all available fiscal manner.
resources to E. Expenditures of E. Expenditures of E. Expenditures of E. There is no process
support high discretionary funds discretionary funds discretionary funds to ensure that
support the mission of support the mission of inconsistently support expenditures of
student and staff the school, relate the school and relate the mission of the discretionary funds
performance. directly to an identified directly to an identified school and/or relate support the mission of
school need, and are school need. to an identified school the school and/or relate
regularly monitored to need. to an identified school
ensure continued need.
effectiveness.
F. Categorical funding F. Categorical funding F. The match of F. There is no
from state and federal from state and federal categorical funding formalized process for
program resources is program resources is from state and ensuring that
allocated to support allocated to support federal program categorical funding
specific student needs, specific student needs. resources to specific from state and federal
and its allocation is student needs is program resources is
regularly monitored to inconsistent. allocated to best
ensure continued support specific student
effectiveness. needs.
G. Expenditures from G. Expenditures from G. Expenditures from G. There is no process
various sources are various sources are various sources are in place to ensure that
integrated, where integrated, where inconsistently expenditures from
possible, to maximize possible, in order to integrated. various sources are
the effect on student maximize the effect on integrated, where
achievement. Allocation student achievement. possible, to maximize
is reviewed regularly. the effect on student
achievement.
25
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.13 The principal A. The school staff and A. The school staff A. The principal A. The principal does
demonstrates the all stakeholders recognizes the principal wants to be an not show evidence of
recognize the principal as the instructional instructional leader, instructional leadership
skills necessary as the instructional leader of the school but the majority of and staff does not seek
to lead a leader of the school and seeks his/her input staff does not seek his/her input on
continuous and consistently seek on instructional issues. his/her input on instructional issues.
school his/her input on a instructional issues.
improvement variety of instructional
issues.
process focused B. The principal B. The principal leads B. The principal B. The principal rarely
on increasing engages students, staff, staff in regular occasionally engages discusses student
student and other discussions about staff in discussions academic performance
achievement. stakeholders in student academic about student with staff.
frequent conversations performance. academic
about student academic performance.
performance.
C. Strategies to C. Strategies to C. Strategies to C. Strategies to
improve student improve student improve student improve student
academic performance academic performance academic academic performance
are the focus of faculty are often addressed at performance are are not addressed at
meetings on a regular faculty meetings. mentioned at faculty faculty meetings.
basis. Staff is meetings, but not in a
encouraged to share focused, consistent
research, instructional manner.
strategies, and learning
experiences.
26
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.13 The principal D. The principal D. The principal leads D. The principal D. The principal does
demonstrates the regularly leads staff and staff in curriculum occasionally has staff not encourage staff to
other stakeholders in review and discussion review curriculum review curriculum
skills necessary reviews of curriculum of assessment results. documents and documents and
to lead a documents and assessment results. assessment results.
continuous assessment results.
school Implications for
improvement instructional planning
are discussed.
process focused E. The principal is E. The principal is a E. The principal visits E. The principal visits
on increasing frequently a participant frequent visitor in the classrooms the classrooms only for
student in classroom activities classrooms and infrequently and/or evaluation of
achievement. and provides input on provides input on the offers little input professional staff.
the instructional instructional strategies about instructional
strategies being used. being used. strategies.
F. The principal F. The principal F. The principal F. The principal does
consistently provides a facilitates the creation attempts to create a not facilitate the
positive, supportive of a positive learning positive learning creation of a positive
learning and working environment for both environment for both learning environment
environment for both teachers and students. teachers and for both teachers and
teachers and students. students, but is not students.
always successful.
27
Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
1.13 The principal G. The principal uses G. The principal G. The principal is G. The principal does
demonstrates the the teacher and staff consistently uses the inconsistent in his/ not focus the teacher
evaluation processes teacher evaluation her use of the and/or staff evaluations
skills necessary to promote process to promote teacher and staff on the promotion of
to lead a professional professional evaluation process professional
continuous development and development and to promote development and
school ensure both teacher ensure teacher quality. professional student achievement.
improvement quality and optimal development and
educational opportunity increased student
process focused for all students. achievement.
on increasing H. The principal H. The principal H. The principal H. The principal does
student ensures that the ensures that the ensures that the not ensure that the
achievement. instructional and instructional and instructional and instructional and
organizational systems organizational systems organizational organizational systems
are regularly monitored are monitored and systems are are monitored.
and modified as modified to support monitored on an
needed to support student performance. inconsistent basis.
student performance.
I. The principal ensures I. The principal ensures I. The principal I. The principal does
that intensive or that intensive or ensures that not ensure that efforts
strategic intervention strategic intervention intervention are made to develop
programs for diverse programs for diverse programs are targeted, differentiated
learners are developed learners are developed. developed to intervention programs
and include adequate, increase student to increase instructional
improved curriculum, achievement, but intensity.
instruction, and they are not
expanded time. differentiated and/or
sufficiently intensive
to be effective.
28
SCORING SUMMARY SHEET Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard
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
ANALYSIS OF RATINGS FOR STANDARD 1
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________
29
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?
30
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.1 The school or A. The Curriculum and A. The Curriculum and A. The Curriculum A. The Curriculum and
district has Instructional Alignment Instructional Alignment and Instructional Instructional Alignment
Declaration has been Declaration has been Alignment Declaration has not
developed an signed by all required signed by all required Declaration has been been signed or
explicit, written parties (i.e., parties (i.e., signed by some of submitted to ADE.
curriculum that is superintendent, superintendent, the required parties
aligned with principals, and principals, and and submitted to
Arizona governing board governing board ADE.
members) and members) and
Academic submitted to ADE on submitted to ADE on
Standards. time. time.
B. Seven to nine B. Three to six of the B. The Reading, B. The Reading,
content areas of the nine content areas of Writing, and Writing, and
scope and sequence the scope and Mathematics scope Mathematics scope and
(including Language sequence (including and sequence sequence
Arts, Science, and Language Arts, demonstrates some demonstrates no
Mathematics) are Science, and alignment to the alignment to the
aligned and coded Mathematics) are Arizona Academic Arizona Academic
using the Arizona aligned and coded Standards concepts Standards concepts
Academic Standards using the Arizona and performance and performance
coding system at the Academic Standards objectives. objectives.
concept and coding system at the
performance objective concept and
levels. performance objective
levels.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.1 The school or C. Performance C. Performance C. Performance C. Performance
district has objectives in the scope objectives in the scope objectives in the objectives in the scope
and sequence have and sequence have scope and sequence and sequence have not
developed an been broken down to been broken down to have been broken been broken down to
explicit, written include one clearly include one clearly down to include one include cognitive tasks.
curriculum that is defined and defined and cognitive task each.
aligned with measurable cognitive measurable cognitive
Arizona task each and a task each.
reporting system is in
Academic place.
Standards. D. All scope and D. Most scope and D. Some scope and D. Scope and
sequence objectives sequence objectives sequence objectives sequence objectives
are age and are age and are age and are not age and
developmentally developmentally developmentally developmentally
appropriate at each appropriate at each appropriate at each appropriate at each
grade level. grade level. grade level. grade level.
E. Scope and sequence E. Scope and sequence E. Scope and E. Scope and sequence
demonstrates demonstrates the sequence does not demonstrate
purposeful spiraling of spiraling of content demonstrates some the spiraling of content
content and skills and/or skills spiraling of content or skills.
throughout grade levels throughout each grade and/or skills in
for seven to nine level for three to six Reading, Writing, and
content areas (including content areas (including Mathematics.
Language Arts, Language Arts,
Science, and Science, and
Mathematics). Mathematics).
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.2 A systematic A. The school A. The school A. The school A. The school
process for curriculum is curriculum is curriculum is curriculum is not
monitored, evaluated, monitored, evaluated, occasionally monitored or revised.
monitoring, and revised annually and revised every two monitored and
evaluating, and based on multiple years based on several revised.
reviewing the factors (e.g., local factors including
curriculum is in curriculum, state student achievement on
place. standards, national the Arizona Academic
standards, student Standards.
performance on state
assessment, student
academic needs
defined from other
sources).
2.3 The A. The school A. The school A. The school A. The school
curriculum curriculum is curriculum is curriculum is curriculum is not
communicated and communicated and communicated and communicated or
expectations are disseminated to all disseminated to staff, disseminated to disseminated.
communicated to staff, students, families, students, families, and instructional staff and
all stakeholders. and major community stakeholders during students during the
representatives during the process of process of
the process of monitoring, evaluating, monitoring,
monitoring, evaluating, and review. evaluating, and
and review. review.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.4 A A. The scope and A. The scope and A. The scope and A. The scope and
comprehensive sequence for grades K- sequence for grades K- sequence for grades K- sequence for grades K-
3 Reading clearly 3 Reading addresses 3 Reading addresses 3 Reading does not
curriculum and defines and addresses all five components of some of the five address the five
access to all five components of Reading (i.e., phonemic components of Reading components of Reading
academic core Reading (i.e., phonemic awareness, phonics, (i.e., phonemic (i.e., phonemic
standards are awareness, phonics, fluency, vocabulary, awareness, phonics, awareness, phonics,
offered to all fluency, vocabulary, and comprehension) fluency, vocabulary, fluency, vocabulary,
and comprehension) reported by the and comprehension) and comprehension)
students. reported by the National Reading reported by the reported by the
National Reading Panel, 2000. National Reading National Reading
Panel, 2000. Panel, 2000. Panel, 2000.
(Elementary schools (Elementary schools (Elementary schools (Elementary schools
only) only) only) only)
B. The master schedule B. The master schedule B. The master schedule B. The master schedule
offers flexibility for all offers flexibility for all has flexibility; however, establishes "tracks" for
students to access any students to access any some students have students that limit the
course/class. course/class. limited access to some available courses for
Information about all classes. many students.
available classes is
widely circulated and
communicated to all
students, families, and
stakeholders.
C. Course offerings are C. Course offerings are C. Course offerings are C. Course offerings are
sufficient for all sufficient for all sufficient for most insufficient for
students to have the students to have the students to have the significant numbers of
opportunity to learn the opportunity to learn the opportunity to learn the students to have the
Arizona Academic Arizona Academic Arizona Academic opportunity to learn the
Standards concepts Standards concepts Standards concepts Arizona Academic
and performance and performance and performance Standards concepts
objectives. A variety of objectives. objectives. and performance
academic supports are objectives.
used as appropriate.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.5 A. The effectiveness of A. The effectiveness of A. The effectiveness A. Programs are not
The staff all programs is regularly all programs is regularly of all programs is monitored and
monitored and monitored and inconsistently evaluated.
monitors and evaluated, and evaluated. monitored and
evaluates modifications are made evaluated.
curriculum and based upon evaluation
instructional results.
programs based
B. Instruction and B. Instruction and B. Instruction and B. Instruction and
on student organizational systems organizational systems organizational organizational systems
results, and are regularly monitored are regularly monitored systems are are not regularly
makes and modified as and modified as inconsistently monitored or modified
modifications as needed to support needed to support monitored and as needed to support
needed to ensure student performance student performance. modified as needed student performance.
using a wide variety of to support student
continuous data gathered in the performance.
school evaluation process.
improvement.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.6 Instructional A. All instructional A. Most instructional A. Some instructional A. Few, if any,
planning links activities are aligned to activities are aligned to activities are aligned instructional activities
instructional objectives instructional objectives to instructional are aligned to
Arizona and the Arizona and the Arizona objectives and/or the instructional objectives
Academic Academic Standards. Academic Standards. Arizona Academic or the Arizona
Standards and Standards. Academic Standards.
aligns B. All teachers B. Most teachers B. Some teachers B. Few, if any, teachers
curriculum, consistently assign consistently assign assign practice assign practice
practice activities that practice activities that activities that are activities that are
instruction, are aligned with the are aligned with the aligned with the aligned with the
practice, concept and thinking concept and thinking concept and thinking concept and thinking
formative level of the lesson level of the lesson level of the lesson level of the lesson
assessment, objective(s). objective(s). objective(s). objective(s).
summative C. All teachers C. Most teachers C. Some teachers C. Few, if any, teachers
consistently use consistently use use formative use formative
assessment,
formative assessment formative assessment assessment data to assessment data to
review/re- data to determine data to determine determine correct determine correct level
teaching and correct level of difficulty correct level of difficulty level of difficulty for of difficulty for individual
appropriate for individual or group for individual or group individual or group or group instruction.
interventions to instruction. instruction. instruction.
promote student D. All teachers D. Most teachers D. Some teachers D. Few, if any, teachers
consistently include consistently include include review and include review and re-
achievement. review and re-teaching review and re-teaching re-teaching in teaching in instructional
in instructional in instructional instructional planning planning.
planning. planning.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.7 Instructional A. All instructional A. Most instructional A. Some instructional A. Few, if any,
materials and materials are materials are materials are instructional materials
scientifically research- scientifically research- scientifically are scientifically
resources are based and aligned with based and aligned with research-based and research-based and
aligned to state standards and state standards and aligned with state aligned with state
Arizona performance objectives. performance objectives. standards and standards and
Academic performance performance objectives.
Standards and objectives.
B. A balanced media B. A balanced media B. Limited B. Instructional
performance center collection in a center collection based instructional resources to support
objectives, and variety of formats on curriculum needs is resources that are the school’s
there is research- supports and enriches available. relevant, accurate, curriculum are not
based evidence the curriculum. and current are provided.
of their provided in the media
center.
effectiveness.
C. The media center C. The media center C. The media center C. There is no media
provides a variety of provides a variety of provides some print center or library.
materials that are materials that are materials that are
current, developmentally developmentally
developmentally appropriate, current, appropriate and meet
appropriate, and meet and relevant to student some student needs.
the research and needs.
reading needs and
interests of a diverse
population.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.8 Technology is A. Teachers A. Teachers A. Teachers A. Teachers rarely
integrated consistently incorporate consistently incorporate occasionally incorporate technology
technology as an technology in incorporate in instruction.
effectively into integral part of instruction. technology in
classroom instruction. instruction.
instruction and is B. All teachers use B. Most teachers use B. Some teachers B. Few, if any, teachers
used as a teacher technology as a technology as a use technology as a use technology as a
resource tool for productivity tool for productivity tool for productivity tool for productivity tool for
planning, instructional planning, instructional planning, instructional planning, instructional
instructional delivery, record delivery, record delivery, record delivery, record
planning, keeping, and keeping, and keeping, and keeping, and
instructional communication. communication. communication. communication.
delivery,
assessment,
monitoring
student progress,
and
communicating
information.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.9 Differentiated A. All teachers A. Most teachers use A. Some teachers A. Few, if any teachers
instruction (i.e., consistently use pre- pre-assessment as a occasionally use pre- use pre-assessment as
assessment as a basis basis for differentiation assessment as a a basis for
adjustment of for differentiation of of instruction in basis for differentiation of
concept, level of instruction in all content Reading, Writing, and differentiation of instruction.
difficulty, areas. Mathematics. instruction.
strategy for B. Differentiation of B. Differentiation of B. Differentiation of B. Differentiation of
instruction, instruction is instruction is instruction is instruction is
observable in all observable in a majority observable in some observable in few, if
amount of work, classrooms. of the classrooms. classrooms. any, classrooms.
time allowed, C. Classroom C. Classroom C. Classroom C. Classroom
product or observations indicate a observations indicate observations indicate observations indicate
performance that well-planned blend of an adequate mix of occasional variation no variation in grouping
demonstrates whole group, small whole group, small in grouping strategies.
group, and individual group, and individual strategies.
learning) is used
instruction. instruction.
to meet the D. All teachers D. Most teachers D. Some teachers D. Few, if any, teachers
learning needs of consistently perform perform error analyses occasionally perform perform error analyses
all students. error analyses of their of their students’ error analyses of their of their students’
students’ summative summative students’ summative summative
assessments and use assessments and use assessments as a assessments as a
the results as a basis the results as a basis basis for re-teaching. basis for re-teaching.
for re-teaching in all for re-teaching in
content areas. Reading, Writing, and
Mathematics.
E. Targeted re-teaching E. Targeted re-teaching E. Targeted re- E. Targeted re-teaching
of objectives is of objectives is teaching of objectives of objectives is
occurring in all content occurring in Reading, is occurring in some occurring in few, if any,
areas in all classrooms. Writing, and classrooms. classrooms.
Mathematics in a
majority of classrooms.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.10 A variety of A. Classroom A. Classroom A. Classroom A. Classroom
scientifically observations indicate observations indicate observations indicate observations indicate
targeted use of a wide consistent use of inconsistent use of no evidence of
research-based variety of scientifically several scientifically scientifically scientifically research-
strategies and research-based research-based research-based based instructional
best or proven instructional strategies. instructional strategies. instructional strategies.
practices focused strategies.
on increasing B. All students appear B. A majority of B. Some students B. Few students appear
to be actively engaged students appear to be appear to be actively to be actively engaged
student in learning. actively engaged in engaged in learning. in learning.
achievement are learning.
used effectively C. All students have C. All students have C. Some students C. Students have few, if
in classroom instructional instructional have instructional any, instructional
instruction. opportunities to connect opportunities to connect opportunities to opportunities to connect
and apply their learning their learning to real-life connect their learning their learning to real-life
to real-life experiences. experiences. to real-life experiences.
experiences.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.11 The long- A. The district/school A. The district/school A. The district/school A. The district/school
term professional has developed a long- has developed a long- has developed a plan has not developed a
term plan for term plan for for professional plan for professional
growth of continuous support of continuous support of growth needs, but growth needs.
individual staff professional growth professional growth support is limited.
members is needs. The plan is needs.
required and evaluated for
focuses directly effectiveness and
revised as needed.
on increasing B. The district/school B. The district/school B. The district/school B. The district/school
student regularly monitors and regularly evaluates the occasionally does not evaluate the
achievement. evaluates the professional evaluates the professional
professional development plan to professional development plan to
development plan to provide evidence of its development plan to provide evidence of its
provide evidence of its impact on teacher provide evidence of impact on teacher
impact on teacher practice and student its impact on teacher practice and student
practice and student achievement. practice and student achievement.
achievement. achievement.
C. Professional C. Professional C. Professional C. Professional
development plans development plans development plans development plans
correlate with both correlate with the show some show little or no
national standards and Arizona Professional correlation with the correlation with the
the Arizona Teacher Standards. Arizona Professional Arizona Professional
Professional Teacher Teacher Standards. Teacher Standards.
Standards.
D. Professional D. Professional D. Professional D. Professional
development development development development
opportunities model opportunities model opportunities promote opportunities do not
scientifically research- scientifically research- scientifically promote scientifically
based teaching based teaching research-based research-based
strategies to support strategies to support teaching strategies. strategies.
student learning. student learning.
Classroom practice of
the strategies is
supported.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.12 Teachers A. All teachers A. A majority of A. Some teachers go A. There is little
and staff promote consistently go beyond teachers consistently beyond required evidence that teachers
required professional go beyond required professional go beyond required
high expectations development to professional development to professional
of students and enhance their teaching development to enhance their development to
recognize and skills and as a result enhance their teaching teaching skills and enhance their teaching
accept their there is evidence of skills and as a result as a result there is skills and there is no
professional role improved student there is evidence of some evidence of evidence of improved
achievement. improved student improved student student achievement.
in student achievement. achievement.
success and B. All teachers reflect B. All teachers reflect B. Some teachers B. There is little
failure. on their classroom on their classroom reflect on their evidence that teachers
practices and student practices and student classroom practices reflect on their
achievement in an achievement in an and student classroom practices
effort to improve their effort to improve their achievement in an and student
effectiveness through effectiveness. effort to improve their achievement in an
regularly scheduled effectiveness. effort to improve their
times for individual and effectiveness.
group reflection.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.13 Professional A. All teachers A. A majority of A. Some teachers A. Teachers rarely
development is participate in job- teachers participate in participate in job- participate in job-
embedded job-embedded embedded embedded
continuous and professional professional professional professional
job-embedded. development to update development to update development to development to update
their content knowledge their content knowledge update their content their content knowledge
and professional and professional knowledge and and professional
practices that are practices that are professional practices practices that are
scientifically research- scientifically research- that are scientifically scientifically research-
based. based. research-based. based.
B. Professional B. Professional B. Professional B. Professional
development time is development time is development development time is
consistently provided regularly provided (i.e., opportunities are not provided for
(i.e., daily or weekly) for bi-weekly) for occasionally provided collaboration.
colleagues to colleagues to (i.e., once per month)
collaborate in order to collaborate in order to to collaborate, but the
evaluate resources, review resources and focus is unclear.
analyze data, and study research.
study research.
C. Teachers who have C. Teachers who have C. Teachers who C. Teachers who have
expertise in content or expertise in content and have expertise in expertise in content or
pedagogy mentor other pedagogy regularly content or pedagogy pedagogy do not share
teachers on a regular share information, occasionally share information,
basis. experiences and/or information, experiences, and/or
knowledge with other experiences, and/or knowledge with other
teachers. knowledge with other teachers.
teachers.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.14 The A. There are A. There are written A. There are written A. There are no written
district/school comprehensive, written policies and procedures policies regarding policies regarding
policies and procedures regarding the evaluation of personnel evaluation,
provides a clearly regarding the evaluation of all personnel, but the or they are incomplete
defined evaluation of all personnel procedures are not or inappropriate.
evaluation personnel. The policies clearly defined.
process and and procedures are
focuses directly reviewed regularly for
possible revisions.
on increasing B. The evaluation B. The evaluation B. The evaluation B. The evaluation
student process is directly process is connected to process has some process has little or no
achievement. connected and aligned the Arizona connection to the connection to the
to the Arizona and Professional Teacher Arizona Professional Arizona Professional
National Administrator Standards. Teacher Standards. Teacher Standards.
or Professional Teacher
Standards.
C. The evaluation C. The evaluation C. The evaluation C. The evaluation
process is directly process is directly process has some process is not
connected to the goals connected to the goals connections to the connected to the goals
for improving student for improving student goals for student for student learning.
learning. Specific areas learning. learning.
for individual
improvement are
targeted.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
2.15 Teachers A. All teachers are A. All teachers are A. Some teachers are A. Few, if any, teachers
exhibit sufficient certified and are Highly Highly Qualified and/or Highly Qualified are Highly Qualified
Qualified to teach in certified to teach in their and/or certified to and/or certified to teach
content their assigned areas assigned areas and/or teach in their in their assigned areas
knowledge to and/or grade levels. In grade levels. assigned areas and/or grade levels.
foster student addition, there is and/or grade levels.
learning. documentation to
demonstrate effective
recruitment procedures
for hiring Highly
Qualified Teachers.
45
Falls Far Below the Standard
SCORING SUMMARY SHEET Approaches the Standard
Meets the Standard
Exceeds the Standard
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
ANALYSIS OF RATINGS FOR STANDARD 2
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________
46
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?
47
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.1 School A. An effective and A. A functional system A. A functional A. There is little or no
leadership functional system exists exists for the collection system exists for the evidence that a
for the collection and and dissemination of collection and functional system exists
designs and dissemination of assessment results at dissemination of for the collection and
implements an multiple assessment all levels. assessment results. dissemination of
assessment results at all levels. assessment results.
system that
supports the B. A variety of B. A variety of B. Assessment B. There is little or no
assessment results are assessment results are results are evidence that
needs of all disseminated in a disseminated in a clear disseminated in an assessment results are
stakeholders (i.e., timely, clear, and understandable understandable disseminated to
students, understandable, and manner to all manner to some stakeholders.
teachers, user-friendly manner to stakeholders through stakeholders.
administrators, all stakeholders a variety of ways.
through a variety of
parents, methods and media.
governing board
members,
community
members) when
appropriate.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.2 Multiple and A. Teachers routinely A. Teachers routinely A. Teachers A. Teachers do not
varied collaborate to design collaborate to design occasionally collaborate to design
formative formative collaborate to design formative
assessments and assessments that are assessments that are formative assessments.
evaluation aligned to standards/ aligned to performance assessments.
strategies are performance objectives objectives.
used and retain a consistent
appropriately and depth of knowledge.
B. Evaluation of B. Evaluation of B. Evaluation of B. Evaluation of
effectively. student performance is student performance is student performance student performance is
based on multiple and based on multiple is based on similar based on a single
varied sources of sources of summative sources of source of summative
summative assessment data (e.g., summative assessment data.
assessment data (e.g., local criterion- assessment data.
local criterion- referenced tests,
referenced tests, classroom summative
performance assessments,
assessment, AIMS/DPA and Terra
classroom summative Nova).
assessments, final
projects, AIMS/DPA
and Terra Nova).
C. A combination of C. A combination of C. A combination of C. A combination of
formative and formative and formative and formative and
summative classroom summative classroom summative summative classroom
assessments is used assessments is used to classroom assessments is not
systematically to monitor student assessments is used. used.
monitor student progress.
progress and guide
instruction.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.3 Teachers A. Teachers use A. Teachers use varied A. Teachers use a A. Teachers do not use
assess learning, multiple and varied formative and single type of assessments that are
measures of formative summative summative aligned to concepts and
formulate and summative assessments aligned assessment aligned performance objectives.
classroom assessments aligned to strands, concepts, to concepts and
benchmarks to strands, concepts, performance objectives, performance
based on performance objectives, and instruction. objectives.
standards, and and instruction.
B. Teachers maintain B. Teachers maintain B. Teachers maintain B. Teachers do not
communicate the comprehensive records adequate records of adequate records of maintain adequate
results to of student products and student work and student work or records of student work
students and performances and use performance and use performance but do or performance to guide
families with both to guide both to guide not use either to instructional decisions.
respect to instructional decisions. instructional decisions. guide instructional
decisions.
students’ abilities
to meet Arizona C. Teachers employ C. Teachers employ C. Teachers C. There is little or no
Academic structured and focused pre- and post- sometimes employ evidence that teachers
Standards. pre- and post- assessments to guide pre-or post- employ pre- or post-
assessments to guide instruction in content assessments to guide assessments to guide
instruction in content and delivery for a instruction. instruction.
and delivery for a specific concept and/or
specific concept and/or performance objective.
performance objective.
D. Teachers use D. Teachers D. Teachers D. Teachers do not
multiple ways to communicate results to inconsistently communicate results to
communicate results to students and families communicate results students and families
students and families concerning students’ to students and concerning students’
concerning students’ abilities to meet Arizona families concerning abilities to meet Arizona
abilities to meet Arizona Academic Standards. students’ abilities to Academic Standards.
Academic Standards. meet Arizona
Academic
Standards.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.4 School and A. Summative A. Summative A. Summative A. Summative
classroom assessments and assessments and assessments and assessments and local
criterion-referenced criterion-referenced criterion-referenced criterion-referenced
assessments are tests are aligned in tests are aligned in tests are aligned in tests are not aligned in
aligned to the content and difficulty to content and difficulty to content and difficulty content and difficulty to
Arizona the Arizona Academic the Arizona Academic to the Arizona the Arizona Academic
Academic Standards concepts Standards concepts Academic Standards Standards concepts or
Standards and/or and/or performance and/or performance concepts and/or performance objectives.
objectives in seven to objectives in three to performance
performance nine content areas, six content areas, objectives in
objectives. including Language including Language Reading, Writing, and
Arts, Science, and Arts, Science, and Mathematics.
Mathematics. Mathematics.
B. All summative B. Many summative B. Some summative B. Summative
assessments and assessments and assessments and assessments and
criterion-referenced criterion-referenced criterion-referenced criterion-referenced
tests are coded using tests are coded using tests are coded using tests are not coded
the Arizona Academic the Arizona Academic the Arizona using the Arizona
Standards coding Standards coding Academic Standards Academic Standards
system. system. coding system. coding system.
C. A variety of C. Formative C. Formative C. There is little or no
formative assessments used are assessments used evidence that
assessments used are on-going, diagnostic to are diagnostic, and formative
on-going, diagnostic to guide instruction, and measure growth. assessments exist or
guide instruction, and measure growth over are used.
measure growth over time. Samples of
time. Samples of student work
student work demonstrate
demonstrate mastery of proficiency of
standards over time. standards over time.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.4 School and D. All summative D. Most summative D. Some summative D. Summative
classroom assessments include a assessments include a assessments assessments do not
rubric/scoring guide for rubric/scoring guide for include a include a rubric/scoring
assessments are constructed response, constructed response, rubric/scoring guide guide for constructed
aligned to the performance response, performance response, for constructed response, performance
Arizona observation, or observation, or response, response, observation,
Academic portfolio. portfolio. performance or portfolio.
Standards and/or response,
observation, or
performance portfolio.
objectives.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.5 Assessments A. Strategies for A. Models of actual A. Models of actual A. Models of actual
are used to re- improving performance student performance student performance student performance
are identified and (exemplars) are (exemplars) are (exemplars) are not
focus student models of actual consistently used to occasionally used to used to clarify the task
learning on student performance clarify the task and clarify the task, but or to distinguish levels
targets to enable (exemplars) are used to distinguish levels of the distinction of performance.
them to clarify the task and to performance. between levels of
meet/exceed distinguish levels of performance is not
performance. clear.
standards. B. Rubrics/scoring B. Rubrics/scoring B. Rubrics/scoring B Rubrics/scoring
guides are developed guides are developed guides are developed guides are not shared
by teachers and by teachers and shared and used by teachers with students prior to
students collaboratively with students prior to but seldom shared the assignment or
prior to the assignment the assignment or with students prior to assessment.
or assessment and are assessment and are the assignment or
posted or provided to posted or provided to assessment.
students. students.
C. The teacher C. The teacher C. The teacher C. The teacher does
engages students in a engages students in promotes student not promote student
variety of self- self-assessment self-assessment. self-assessment.
assessment activities to activities to identify
identify areas for areas for improvement.
improvement and
modify their
performance.
D. Students receive D. Students receive D. Students receive D. Students receive no
timely, meaningful timely, meaningful limited feedback on meaningful feedback
feedback on their feedback on their their performances. on their performances.
performances and use performances.
the feedback to
strengthen their next
performance.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.6 Test scores A. Test data are A. Test data are A. Test data are A. Test data are not
are used to consistently analyzed periodically analyzed analyzed, but analyzed.
and used to modify and used to modify analysis does not
identify gaps in curriculum and/or curriculum and/or result in modifications
curriculum or instructional practices. instructional practices. to curriculum and/or
between groups instructional
of students for practices.
instructional B. The school staff and B. The school staff B. The school staff B. The school staff
administrators periodically reviews test occasionally reviews does not review
implications. consistently review test data disaggregated by test data disaggregated test
data disaggregated by student sub-groups to disaggregated by data.
student sub-groups to identify and address student sub-groups.
identify and address gaps in achievement.
gaps in achievement.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.7 The A. The school outlines A. The school outlines A. The school A. The school does not
district/school specific steps for specific steps for provides some provide guidance for
monitoring, evaluating, monitoring and guidelines for monitoring and
implements and reporting student evaluating student monitoring and evaluating student
specific steps for progress with timelines progress. evaluating student progress.
monitoring and and benchmarks. progress.
reporting student B. Student progress B. Student progress B. Student progress B. Student progress
progress in reports are sent home reports are sent home reports are sent reports are not sent
frequently and provide regularly and provide home but provide home.
learning the information regarding information regarding little or no information
Arizona how well the student is how well the student is regarding how well
Academic achieving on the achieving on each the student is
Standards. F.A.M.E. scale (Falls Arizona achieving on Arizona
Far Below the concept/performance concept/performance
Standard, Approaches objective. objectives.
the Standard, Meets
the Standard, Exceeds
the Standard) for each
Arizona
concept/performance
objective.
C. Diagnostic and C. Diagnostic or C. Assessment C. Assessment results
criterion-referenced test criterion-referenced test results in non-AIMS in non-AIMS grade
results in non-AIMS results in non-AIMS grade levels are levels are not reported
grade levels are grade levels are periodically reported to students, families, or
regularly reported to reported to students, to students, families, stakeholders.
students, families, and families, and and stakeholders.
stakeholders. stakeholders.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
3.8 A. The district/school A. The district/school A. The district/school A. The district/school
District/school provides information to provides information to provides partial does not provide details
teachers, staff, teachers, staff, information about the about the assessment
leadership students, families, and students, families, and assessment and and accountability
coordinates community members community members accountability program.
implementation detailing the purposes detailing the purposes program.
of state-required and benefits of the of assessment.
assessment and assessment and
accountability program.
accountability B. The district/school B. The district/school B. The district/school B. The district/school
program. provides facilitated provides training for provides training for does not provide
training to all teachers and administrators on training on assessment
instructional staff on administrators on assessment implementation.
assessment assessment implementation.
implementation (e.g., implementation (e.g.,
AIMS/DPA and Terra AIMS/DPA and Terra
Nova). Nova).
C. The district/school C. The district/school C. The district/school C. The district/school
shows evidence of shows evidence of has defined has no defined
operating according to clearly defined responsibilities responsibilities and no
clearly defined responsibilities, including ethics for evidence of timelines or
responsibilities, including ethics for district personnel and implementation reviews
including ethics for district personnel, test shows some
district personnel, test coordinators, site evidence of timelines
coordinators, site administrators, and implementation
administrators, teachers, and staff. reviews that are in
teachers, and staff. Timelines and place.
Timelines and implementation reviews
implementation reviews are evident.
are evident.
56
SCORING SUMMARY SHEET
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS Exceeds the Standard
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
ANALYSIS OF RATINGS FOR STANDARD 3
Top 1-2 Strengths __________________________________________________________________________________________________________
Top 1-2 Limitations/Areas Needing Improvement __________________________________________________________________________________
57
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?
58
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.1 There is a A. The entire school A. A majority of the A. Some members of A. The school
shared community school community the school community does not
demonstrates a firm demonstrates a community demonstrate a firm
philosophy of commitment that all commitment that all demonstrate a belief that all students
commitment, students can learn, students can learn, commitment that can learn, improve and
ownership, improve and succeed. improve and succeed. most students can succeed.
vision, mission learn, improve and
and goals that succeed.
B. The school B. The school B. The school B. The school
promote a culture community actively community affirms community community does not
of excellence. and continuously cultural diversity and inconsistently affirms affirm cultural diversity
affirms and effectively respect for differences. cultural diversity and and respect for
supports cultural respect for differences.
diversity and respect for differences.
differences.
C. The school C. The school C. The school C. There is little or no
community community embraces community evidence that the
consistently embraces shared commitment occasionally school community
shared commitment and responsibility for embraces embraces commitment
and responsibility for student success. commitment and and responsibility for
student success. responsibility for student success.
student success.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.2 Facilities A. Physical structures A. Physical structures A. Physical structures A. Physical structures
support a safe of the school provide an of the school provide an of the school provide of the school do not
optimally safe, orderly, adequately safe, a moderately safe, specifically address
and orderly and equitable learning orderly, and equitable orderly, and equitable safe, orderly, or
environment environment. learning environment. learning environment; equitable learning
conducive to however, minor environments and
student learning. improvements are major improvements
needed. are needed.
B. Operational policies B. Operational policies B. Operational B. Operational policies
and procedures to keep and procedures to keep policies and and procedures to keep
disruptions to a disruptions to a procedures to keep disruptions to a
minimum have been minimum have been disruptions to a minimum have not
thoroughly developed, developed and minimum have been been developed.
disseminated to all consistently minimally developed
stakeholders and implemented. and inconsistently
consistently implemented.
implemented.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.3 There is A. District/school safety A. District/school safety A. District/school A. District/school safety
policy, policies and procedures policies and procedures safety policies or policies or procedures
are based on research are based on research procedures were do not exist.
leadership, and and reviewed annually but have not been developed without
staff support for to ensure a positive reviewed within the last research
an equitable code climate. 12 months. considerations and
of discipline that have not been
supports reviewed.
B. Discipline policies B. Some attempts are B. Discipline policies B. Discipline policies
students’ are equitably and made to consistently are inconsistently are not enforced.
understanding of consistently enforced. enforce discipline enforced.
rules, laws and policies.
expectations for C. Discipline policies, C. Discipline policies C. Discipline policies C. Discipline policies
responsible developed with student are consistent with are inconsistent with are not consistent with
and parent state and federal state and federal state and federal
behavior that
involvement, are statutes, and law statutes, and law statutes, and law
enables teaching consistent with state enforcement is enforcement is enforcement is not
and learning. and federal statutes contacted when sometimes contacted contacted when
and law enforcement is required. when required. required.
always contacted when
required.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.4 There is A. The school safety A. The school safety A. The school safety A. The school safety
leadership, staff, plan meets the plan meets the plan meets only plan meets few or no
recommended minimum guidelines in some of the minimum minimum guidelines in
student and guidelines in the the Arizona School guidelines in the the Arizona School
community Arizona School Emergency Response Arizona School Emergency Response
involvement in Emergency Response Plan, Minimum and Emergency Plan, Minimum and
the development Plan, Minimum and Recommended Response Plan, Recommended
and Recommended Requirements, and is Minimum and Requirements.
Requirements and is disseminated to some Recommended
implementation disseminated to stakeholders. Requirements.
of safety plans appropriate
that meet state stakeholders.
requirements. B. Leadership actively B. Leadership solicits B. Leadership B. Leadership accepts
solicits input and input and participation accepts input from little or no input in the
participation from staff, from some staff, some staff, students development and
students and students and and community implementation of
community members in community members in members in the safety plans.
the development and the development and development and
implementation of implementation of implementation of
safety plans. safety plans. some safety plans.
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 PERFROMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.5 Teachers and A. The school regularly A. The school regularly A. The school A. The school rarely or
staff build and systematically monitors attendance, occasionally monitors never monitors
monitors attendance, dropout, and graduation attendance, dropout, attendance, dropout,
positive, dropout, and graduation rates. and graduation rates. and graduation rates.
nurturing rates.
relationships with B. The school has a B. The school has a B. The school has a B. The school has no
students and plan in place and plan in place and there minimal plan for plan for improving
work to improve continues to meet its is progress toward improving student student attendance,
goals to improve meeting its goals to attendance, dropout, dropout, and graduation
student student attendance, improve student and graduation rates. rates.
attendance, dropout, and graduation attendance, dropout,
dropout rates, rates. and graduation rates.
and graduation C. There is an C. There is an C. Adult mentors or C. Adult mentors or
rates. extensive pool of adult adequate number of advocates are advocates are not
mentors and advocates adult mentors or available to students available to students.
who meet with students advocates who meet on an irregular or
regularly based on the with students regularly. inconsistent basis.
academic and social
needs of the students.
D. The school regularly D. The school facilitates D. The school D. The school rarely or
and systematically the early identification occasionally never facilitates the
facilitates the early of students with facilitates the early early identification of
identification of problems or antisocial identification of students with problems
students with problems behavior, and provides students with or antisocial behavior.
or antisocial behavior, them with support. problems or
and provides them with antisocial behavior.
support.
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 PERFORMANCE
INDICATOR 3 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.6 Student A. The school has A. The school has A. The school A. The school has not
achievement is mechanisms in place to mechanisms in place to recognition plan has developed a recognition
acknowledge and honor acknowledge and honor been minimally plan to acknowledge
highly valued and academic successes, academic successes, developed to and honor academic
publicly including formal and including formal acknowledge and successes.
celebrated. informal recognition. recognition. honor academic
successes.
B. The school has B. The school has B. The school B. The school does not
mechanisms in place to mechanisms in place to informally recognizes have mechanisms in
actively recognize a recognize a limited positive student place to recognize
wide variety of positive number of positive behaviors. positive student
student behaviors. student behaviors. behaviors.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.7 A healthy A. The school has A. The school has a A. The school has a A. The school has no
school culture policies and funding in prevention program in prevention program prevention program in
place to provide and place and adequate in place and some place.
promotes social maintain a prevention funding to maintain it. funding to maintain it.
skills, conflict program. There is There is limited
management, and documented evidence documented evidence
prevention of the program’s of the program’s
programs so that effectiveness in success.
redirecting conflict and
students are high-risk behavior.
prepared and B. The school B. The school B. The school B. The school
ready to learn. community has data community has a community has a community has no
to demonstrate long- program in place for program for teaching program for teaching
term success of their teaching a variety of a limited number of interpersonal skills.
program for teaching a interpersonal skills, but interpersonal skills,
variety of interpersonal lacks specific data to but lacks any
skills. support the success of evidence to support
the program. the success of the
program.
C. All members of the C. A majority of C. Some members of C. Few, if any,
school community members of the school the school members of the school
support a school policy community support a community support community support a
that consistently school policy that a school policy that school policy that
addresses all forms of consistently addresses consistently consistently addresses
verbal and nonverbal all forms of verbal and addresses all forms all forms of verbal and
bullying by adults and nonverbal bullying by of verbal and nonverbal bullying by
students. adults and students. nonverbal bullying by adults and students.
adults and students.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4. 8 A culture of A. A culture of A. A culture of A. A culture of A. There is little or no
respect exists collaboration exists collaboration exists collaboration exists evidence that a culture
among all among most among some of collaboration exists
where stakeholders through stakeholders through stakeholders among stakeholders.
relationships, organizations, organizations, through
trust, organized events, and organized events, and organizations,
communication horizontal and vertical horizontal and vertical organized events,
and collaboration teaming and district teaming and district and horizontal and
connections. connections. vertical teaming and
are valued within district connections.
the entire school
B. Systems exist to B. Systems exist to B. Systems exist to B. There is little or no
community. create dialogue about promote communicate evidence that systems
relevant issues among communication about relevant issues to exist to promote
all stakeholders. relevant issues among stakeholders. communication about
stakeholders. relevant issues to or
among stakeholders.
C. Effective and C. Norms are C. Minimal norms are C. Few, if any, norms
consistent norms are established and established as are established among
established and honored as all stakeholders work stakeholders.
honored as all stakeholders work collaboratively and
stakeholders work collaboratively and communicate openly
collaboratively, communicate openly to to conduct their work.
communicate openly conduct their work.
and build trust to
conduct their work.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.9 Change is A. Leadership actively A. Leadership accepts A. Leadership has A. Leadership has little
accepted as a supports the change the change process limited understanding or no understanding of
process and provides and allows some time of the change the change process.
normal and time for implementation for implementation of process.
positive process of changes and reform changes and reform
that leads to efforts. efforts.
continuous
district/school
improvement.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.10 All members A. Programs that A. Programs that A. Programs that A. Programs that
of the school promote two-way promote contact promote contact promote contact
contact between between teachers and between teachers between teachers and
community are teachers and families families regarding and families families regarding
active partners in regarding student student learning are regarding student student learning do not
governance, and learning are developed developed and learning are exist.
support and and implemented. implemented. developed but not
participate in Families are always implemented.
consistently involved in
school-wide developing or
improvement coordinating these
efforts. efforts.
B. The school provides B. The school provides B. The school B. The school does not
programs for families to programs for families to primarily encourages encourage family
experience instructional become aware of families to attend participation.
and curricular programs curricular programs on extracurricular
in most subject areas. a limited basis. activities.
C. The school works C. The school works C. The school works C. The school does not
with students, families, with students and with students in an work with students or
and the community to families to facilitate irregular and families to facilitate
facilitate school school transitions in a unorganized manner school transitions.
transitions in a planned manner. to facilitate school
systematic and transitions.
planned manner.
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.11 Students are A. All special A. Most special A. Special A. Special needs/area
provided with a needs/area teachers needs/area teachers needs/area teachers teachers do not
(e.g., Special collaborate with seldom collaborate collaborate with
variety of Education, Gifted, ELL, classroom teachers with classroom classroom teachers.
learning Arts) collaborate with regarding student teachers.
opportunities classroom teachers to achievement.
within the normal promote student
school day; and achievement.
B. Supporting programs B. Supporting programs B. Supporting B. Supporting programs
may receive (e.g., Title I) are are assessed and programs are are not assessed and
additional continuously assessed refined to meet the assessed but seldom refined to meet the
assistance and refined to meet the needs of the students. refined to meet the needs of the students.
beyond regular needs of the students. needs of the
classroom students.
C. There is continuous C. There is C. There is C. There is little or no
instruction to
and formalized documented documented evidence of
support their collaboration among collaboration among collaboration among collaboration among
academic various programs (e.g., various programs to limited programs to programs to enhance
learning. Title I, school guidance) enhance the delivery of enhance the delivery the delivery of services
to enhance the delivery services that promote of services that that promote student
of services that student achievement. promote student achievement.
promote student achievement.
achievement.
69
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 2 1 0 DATA SOURCE/
Exceeds Meets Approaches Falls Far Below EVIDENCE
4.11 Students are D. The district/school D. The district/school D. The district/school D. The district/school
provided with a has written policies and has written policies and has limited has no process to refer
processes that processes to refer procedures to refer students for health,
variety of coordinate with students for health, students for health, counseling, and social
learning community agencies to counseling, and social counseling, and services.
opportunities identify and refer services. These are social services, or the
within the normal students to health, clearly communicated procedures are not
school day; and counseling, and social to staff and families. clearly
services. These are communicated.
may receive clearly communicated
additional to staff and families.
assistance E. The school provides E. The school provides E. The school E. The school does not
beyond the intensive intervention intensive intervention provides an after- provide intervention
regular strategies before, strategies before, school tutoring for students who need
during and after school during and after school program for students further academic help.
classroom for those students who for those students who who are failing their
instruction to are identified as Falls are identified as Falls courses.
support their Far Below or Far Below in Reading,
academic Approaches in Mathematics, or
learning. Reading, Mathematics, Writing.
or Writing.
70
SCORING SUMMARY SHEET
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION Exceeds the Standard
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. 3 2 1 0
4.2 Facilities support a safe and orderly environment conducive to student learning.
3 2 1 0
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. 3 2 1 0
4.4 There is leadership, staff, student and community involvement in the development and implementation of safety plans that meet state
requirements. 3 2 1 0
4.5 Teachers and staff build positive, nurturing relationships with students and work to improve student attendance, dropout rates, and
graduation rates. 3 2 1 0
4.6 Student achievement is highly valued and publicly celebrated. 3 2 1 0
4.7 A healthy school culture promotes social skills, conflict management, and prevention programs so that students are prepared and ready to
learn. 3 2 1 0
4.8 A culture of respect exists where relationships, trust, communication and collaboration are valued within the entire school community. 3 2 1 0
4.9 Change is accepted as a normal and positive process that leads to continuous district/school improvement. 3 2 1 0
4.10 All members of the school community are active partners in governance, and support and participate in school-wide improvement efforts. 3 2 1 0
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. 3 2 1 0
ANALYSIS OF RATINGS FOR STANDARD 4
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________
71
ACTION PLAN TEMPLATE
STRATEGIES FOR ADDRESSING ANTICIPATED
AREAS OF CONCERN IDENTIFIED RESPONSIBLE ANTICIPATED FUNDING
THROUGH USING THE RUBRIC DATES PERSON/PARTY EXPENSE SOURCE
Standard 1: School and District Leadership
•
•
•
•
•
Standard 2: Curriculum, Instruction, and
Professional Development
•
•
•
•
•
72
ACTION PLAN TEMPLATE
STRATEGIES FOR ADDRESSING ANTICIPATED
AREAS OF CONCERN IDENTIFIED RESPONSIBLE ANTICIPATED FUNDING
THROUGH USING THE RUBRIC DATES PERSON/PARTY EXPENSE SOURCE
Standard 3: Classroom and School
Assessment
•
•
•
•
•
Standard 4: School Culture, Climate, and
Communication
•
•
•
•
•
73
STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT
ADDENDUM 1: GLOSSARY
Accountability: The extent to which an individual, group, or institution is held responsible for actions or performance.
The formative and summative evaluation conducted for the purpose of reporting to organizations with supervisory or
funding responsibility.
Achievement Gap: The difference between the actual student achievement levels assessed and the desired student
achievement levels, including comparisons between sub-populations and the general student population.
Action Plan: A plan that identifies how and when the school improvement plan will be implemented. It identifies the
goals, support data, assessments, interventions, research, staff development, resources, timeline, and persons
responsible for implementing the interventions and assessment contained in the school improvement plan.
Alignment (1): Refers to consistency of plans, processes, actions, information and decisions among district units to
support district goals (i.e., state standards, district strategic plan, school improvement plans, classroom action plans with
all corresponding measures is an example of alignment at the district level).
Alignment (2): The strong, direct link that connects standards, local curriculum, instructional materials, instructional
methods and strategies, and formative and summative assessments.
Assessment System: A management system containing a set of assessments that is designed to collect and evaluate
data about student performance. Each assessment must be aligned with at least one of the student performance goals in
the improvement plan. The quality of assessments is described by using the terms “reliable,” “valid,” and “fair.”
Baseline data: Information collected which establishes the starting point from which change can be measured.
Benchmark: A point of reference embedded within a goal from which measurements may be made. Often serves as a
measure, which is supported by data and helps quantify and qualify the achievement of the goal.
Revised June 2006 1
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
Classroom management: The clear routines and procedures and behavioral expectations that support social and academic
learnings in the classroom.
Communication: The open, frequent, and appropriate flow of information and shared knowledge among parents, students,
teachers, administrators, and other stakeholders.
Comprehensive Assessment System: All of the means, taken collectively, to gather information about student performance.
Data from these various sources are analyzed and become the basis for decisions about programs, practices, and allocation of
resources.
Comprehensive Curriculum: A well-rounded academic program that includes the basic content areas; an organized plan of
instruction that utilizes reading, language arts, writing, mathematics, science, social studies, the arts and comprehensive health
content standards to deliver instruction within a content-rich context; a multi-discipline approach to promote cross-curricular
connections. (Please see Curriculum definition below.)
Continuous Improvement Cycle: The on-going phase of implementation, evaluation, refinement and reporting back to
stakeholders.
Criteria: Guidelines, rules, characteristics, or dimensions that are used to judge the quality of student performance. This
information indicates what we value in student response, products, and/or performances.
Curriculum: An organized plan of instruction that engages students in learning the Standards, Concepts, and Performance
Objectives identified at the state and local level. A curriculum often includes scope and sequence, curriculum maps, and
instructional materials alignment documents.
Curriculum Alignment: The directness of the link among the Concepts and Performance Objectives of the Arizona Content
Standards with the local curriculum, assessment, instruction, and reporting structures. The process of ensuring that a school’s or
district’s “taught” curriculum is aligned with state academic standards. Alignment can be measured in terms of:
• Categorical Concurrence: This criterion between standards and assessment is met if the same or consistent categories of
content appear in both documents. (Webb, Horton, & O’Neal, 2002)
• Depth of Knowledge Consistency: This criterion between standards and assessment is met if what is elicited from students
on the assessment is as demanding cognitively as what students are expected to know and do as stated in the Standards.
(Webb, Horton, & O’Neal, 2002)
• Level of Difficulty or Level of Sophistication: The degree to which the performance objective or concept is measured
cognitively. (Webb, Horton, & O’Neal, 2002)
Revised June 2006 2
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
Curriculum Articulation: The clear continuity of the curriculum within and across grade levels, departments, and programs.
Curriculum Map: A document that cites the concepts and performance objectives of the academic standards to be taught at each
grade level. The map identifies resources to be used and assessments to be administered according to a specific timeline.
Data: The factual and numerical information used as a basis for reasoning, discussion, determining status, decision-making and
analysis (i.e., student achievement data, financial indicators, teacher “walk-through” trend analysis, programmatic data).
Data-driven Decision-making: Refers to collecting, analyzing and interpreting data, making informed strategic decisions based on
the results.
Differentiated Instruction: An approach to teaching in which instruction is tailored to meet the needs of individual students.
Strategies which provide a variety of ways for individual students to take in new information, assimilate it, and demonstrate what
they have learned; varying teaching strategy, method, process and/or student product.
Disaggregation: Analyzing student performance so there is specific knowledge about the performance of whole groups versus
subgroups.
Equal Access: An educational principle holding that all students must be provided with the opportunity to master the most
advanced curricula offered at each grade level.
Equity: The concern for fairness (i.e., educational practices are free from bias or favoritism).
Evaluation: In most educational settings, the process used to measure, compare, and judge the quality of student work, schools,
or a specific educational program as well as the performance of teachers and administrators.
Evidence-based: There is compelling documentation/artifacts to support perceptions, measurable indicators, and performance
indicators as needed through multiple and varied data sources.
Formative Assessments: Ongoing assessment (district, school and classroom level) used to modify and improve instruction while
it is in progress. Examples: informal observation, quizzes, homework, worksheets, daily assignments, performance assessments,
using scoring rubrics, activities.
Framework: An organized structure that assists us to see the relationships and interactions between and within a given set of
related concepts.
Revised June 2006 3
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
Goal: The end toward which effort is directed, the result or outcome of the effort.
Indicator: A measure that describes performance related to standards and other aspects of educational systems. This information
must have a common, agreed upon, consistent definition and a reference point or standard against which performance can be
judged. It also must meet technical standards of quality, such as measuring what is intended to be measured (validity) and
measuring consistently (reliability).
Intervention: Instruction provided in response to learner needs as determined through assessment. The response may involve
remediation, reinforcement, enrichment, or support.
Learning Community: A student-centered, teacher-led, and administrator-supported school environment that promotes
community stakeholders to take an active role in developing and sustaining. All learners are life-long learners and support
innovations as new research is made available.
Multiple Measures: The use of a variety of evidence (e.g., standardized test results, classroom assessments, tasks and projects,
grades, teacher evaluations, curriculum maps, student handbooks) to provide a comprehensive picture of a student’s academic
achievement and the overall performance of a school.
Needs Assessment: A systematic way of describing how things are working and an exploration of the ways they could work more
effectively. This process helps identify the most pressing problems, targeting the use of limited resources in the most effective
ways, and helping identify solutions.
Outcomes: The end impact, effect, product, or result.
Pacing Calendar: A guide that identifies the rate at which units and lessons are to be presented.
Performance Assessment: Testing methods that require students to write an answer or develop a product that demonstrates their
knowledge or skills. It can take many different forms, including writing short answers, doing mathematical computations or problem
solving, writing an extended essay, conducting an experiment, presenting an oral argument, or assembling a portfolio of
representative work.
Professional Development: Ongoing and extensive opportunities for teachers, staff, and parents to learn in different ways in
order to acquire and internalize research-based instructional practices to support student learning.
Proficiency: Having or demonstrating an expected degree of knowledge or skill in a particular area.
Revised June 2006 4
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
Research-based: Refers to programs, practices and strategies that have been shown to be effective through rigorous, systematic
and objective research.
Research-based Assessment: Assessment follows item writing rules (Haladyna, 2001); assessment demonstrates validity and
reliability.
Resources: Resources include all the human, financial, materials, supplies, and technological means of support for the school
program and the school’s program of improvement. Resources would also include the capacity a school has developed to promote
continuous improvement efforts, improving the quality of teacher effectiveness, and the alignment of resources to the maximum
level of use.
Resource Allocation: The monitoring and redirecting of resources (human and financial), including the coordination and
integration of all federal, state, and local services and programs, to better meet student achievement goals.
Result: The end impact, effect, product or outcome.
Rubrics: A listing of specific criteria used to score constructed-response tasks in an assessment or assess strengths and/or
weaknesses as a measure of school capacity for school improvement. A typical rubric contains a scoring scale, states all the
different major traits or elements to be examined, and provides criteria for deciding what score to assign to responses or
performances. Scales may be quantitative (e.g., a score from 1 to 6) or qualitative (e.g., “adequate performance” or “minimal
competency”) or a combination of the two.
Scaffolding: Support, guidance, or assistance provided to students prior to learning a new or complex task. A teacher uses this
technique by engaging in appropriate instructional interactions designed to model, assist, or provide necessary information or
background. Differentiation may be a part of scaffolding.
School Climate: A term that refers to issues associated with the emotional health of individuals and the organizational health
within the school community.
School Community: The school community is comprised of all persons within the school and all persons in the attendance area of
the school, as well as the geographical and physical environments.
School Culture: The intricate patterns of knowledge, beliefs, and values that serve as the basis for policy decisions, organizational
practices, and human relationships in schools. Those patterns are often subtle and poorly understood yet exercise a profound
influence on the lives of students, teachers, and other school personnel.
Revised June 2006 5
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
Scientifically-Based Research (SBR): Refers to programs, practices and strategies that have been shown to be effective through
rigorous, systematic and objective research that is based on empirical and conclusive data.
Scope and Sequence: A plan that outlines what is taught and in what order, reflecting a hierarchy of skill development.
Shared Leadership: The leadership and organizational direction within a school/district is distributed and owned by various
individuals according to interest and expertise.
Skills: Strategies and processes to apply knowledge.
Spiraling: Intentional repetition of content or skills, each time at a higher level of difficulty or complexity that is within different
contexts and genres.
Stakeholder: Any person or designee from a community based organization, business or corporate sponsor, student, parent,
teacher, administrator, university level educator that has a vested interest in the school community to meet or exceed requirements.
Standards: Essential knowledge and skills that should be taught and learned in school, including the most important enduring
ideas, issues, dilemmas, principles, and concepts from the disciplines. Standards are what students should know and be able to do
and understand.
Standards-Based System: Curriculum, instruction, materials, assessment, and reporting are all aimed at the same target --
helping students achieve the defined standards.
Strategy: A systematic plan of action to accomplish a desired goal.
Summative Assessments: Assessments used to judge the success of instruction at its completion. Examples: formal tests, final
exams, final projects, term papers, etc. The information is often used in determining a grade, placement, or promotion.
Systematic: Refers to processes that are repeatable, logical and predictable, rather than anecdotal and episodic.
Systemic: Affecting or relating to an organization as a whole.
Vision: A vision statement is a clear description of the kind of system that will be needed to deliver the mission of the organization.
A vision document describes in detail the components and characteristics of the schools that would be required to fulfill a specific
mission.
Revised June 2006 6
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004
STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT
ADDENDUM 2: DATA SOURCES AND EVIDENCE OF ACHIEVEMENT
For the rating process to go beyond personal perceptions, raters should
determine what data sources they have that are relevant to a particular
standard and its related indicators. Effective data sources yield multiple
and varied forms of evidence that can justify and document a school’s
ratings. To support this process, the following was developed for each
standard. These are not meant to be exhaustive. Rather, they are
illustrative and offer the raters research-supported, concrete, and
tangible pictures of some of the many things that would be going on in a
school if it were actively and effectively addressing a particular standard.
They provide examples of statements that describe what can be
observed as evidence of the level and quality of implementation. They
may also provide ideas for future directions a school may wish to take to
improve its rating of a particular standard and related indicators.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 1
STANDARD ONE (School District Leadership)
Leadership & Governance
Data Sources Examples of Evidence
• Membership of school improvement councils, planning • Our governance structure, including school improvement councils, planning
teams, committees, etc. teams, and committees, is representative of the diversity of the student
population and involves all key stakeholders in shared leadership.
• School improvement plans
• Our school improvement plan includes measurable performance and equity
• Action plans
goals and an action plan that reflects our school’s very visible vision and
• Review process and evaluation plans mission statement.
• Written evaluation reports • Our school improvement plan is reviewed annually and revised as necessary.
• Data-based needs assessments • There are mid-year and yearly evaluations of progress in meeting our school’s
performance goals, and the data are used to revise our school improvement
• Professional development plans plan.
• Coaching, peer mentoring, and supervisory systems • Observation of our School Improvement Council’s conversations shows
• Written policies members using disaggregated data on student learning as the primary criteria
for decision making.
• Vision and mission statements
• School and district policies explicitly address equity and diversity in all
• Use of federal, state, and local services and programs programs and in access to resources.
• A plan is in place for regular supportive supervision (including coaching and
peer mentoring) to ensure that program initiatives are being implemented to the
benefit of all students.
• A process is in place that regularly monitors the equitable distribution of
resources (human, time, material, and financial) to ensure effective
implementation of our school improvement plan.
• Criteria for performance evaluations of all staff are aligned with our school
improvement plan.
• All available federal, state, and local services and programs are coordinated to
support the improvement plan.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 2
STANDARD ONE (Continued)
Data-Based Accountability & Evaluation
Data Sources Examples of Evidence
• Vision and mission statement • A vision and mission statement has been created through an inclusive process
involving all stakeholders and is periodically reviewed.
• Improvement goals
• School improvement goals are aligned to the vision and mission statement and to
• School improvement plans needs assessment outcomes.
• Baseline data • Baseline achievement data is disaggregated by race/ethnicity, gender, socioeconomic
• Public forums (e.g., newsletters, press releases, parent status, limited English proficiency, disability status, migrant status, and other
letters, and community meetings) demographic variables to determine who is and is not succeeding and in what areas.
• Needs assessment • Assessment tools include formal and informal, classroom, school, district, and state
measures.
• Disaggregated data: race/ethnicity, gender, socioeconomic
status, limited English proficiency, disability status, migrant • English Language Learners and students with special needs participate in all
status, and other demographic variables as appropriate assessments with appropriate accommodations.
• Curriculum guide/framework in each content area • Program and curricular effectiveness are evaluated regularly and used to inform
decisions.
• Professional development plan and evaluation criteria
• Our school improvement plan is based on data from a comprehensive needs
• Evaluation criteria for teacher performance assessment.
• Evaluation criteria for administrator performance • Our professional development program is aligned with our school improvement plan.
• Evaluation criteria for educational programs and curriculum • Our school has a system for performance evaluation of all staff, aligned with our school
• Data from the evaluations improvement plan.
• Multiple assessments • Our school improvement goals incorporate criteria from the AYP.
• Accommodations plan • Our school has a written document that defines the curriculum and includes a coding
system that shows the alignment with state standards.
• Criteria for Adequate Yearly Progress (AYP)
• There are public forums on student achievement appropriate for different audiences.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 3
STANDARD TWO (Curriculum, Instruction and Professional Development)
Standards-Based Curriculum
Data Sources Examples of Evidence
• Curriculum guides/maps • All teachers can explain the scope and sequence of the curriculum within each
grade level and across grade levels in each content area.
• Lesson plans
• Curriculum material is appropriate and challenging for all students.
• Textbooks
• Our school curriculum document includes a coding system that shows its
• Supplemental materials
alignment with state standards.
• Equipment/supplies
• Teachers’ lesson plans include learning experiences that are aligned with state
• Trade books/leveled books standards.
• Records of curriculum planning meetings • Teachers meet on an annual basis to ensure that there is clear curricular
articulation and continuity within and across grade levels and programs,
• Written guidelines and checklists for textbook adoption including Bilingual/English as a Second Language and Special Education
and instructional materials selection programs.
• Grade-level and cross-grade meetings • The curriculum review process includes a check to ensure that the curriculum
• Academic and career counseling records represents relevant historical and contemporary contributions and perspectives
of the diversity of the people of the United States and the world.
• Results from the analysis of student performance on multiple assessments are
used in the annual curriculum review process.
• When appropriate, teachers’ lesson plans include learning experiences from
within the community.
• Written guidelines and a checklist are used prior to purchasing any curriculum
materials to ensure that they are free of bias.
• The curriculum includes multidisciplinary integrated thematic units that focus on
everyday life applications.
• The arts are taught both for their own sake as well as to support learning and
deeper understanding in other subject areas.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 4
STANDARD TWO (Continued)
Standards-Based Instruction
Data Sources Examples of Evidence
• Classroom observation of teachers’ practice • Teachers’ lesson plans explicitly include differentiated instruction that
addresses the needs of all learners.
• Classroom observation tools
• Teachers’ lesson plans contain instructional strategies and learning
• Teacher evaluation tools/protocols
experiences that address the targeted performance objectives.
• Lesson plans
• Classroom observations show teachers using research-based instructional
• Learning resources – trade books, manipulatives, strategies that are developmentally appropriate and provide students with tasks
computers, software, and Internet access that require them to use higher-order thinking strategies.
• Student interviews, surveys, focus groups, and study • Classroom observations show that all students are actively engaged in the
groups learning activities and tasks.
• Grade-level and cross-grade meetings • Classroom observations show that all students can work cooperatively with one
another across sociocultural backgrounds and academic abilities.
• Departmental or cluster meetings
• It is evident during classroom observations that students have access to the
resources necessary to complete their work.
• Instructional collaboration and coordination is a topic on the agenda at grade-
level and/or cross-grade meetings at least once a month.
• Teachers’ lesson plans explicitly integrate technology in teaching and learning
activities, where appropriate.
• The computer centers are staffed and open to students before, during, and
after school.
• Classroom observations show that students independently use technology for a
variety of purposes.
• Teachers use appropriate instructional equipment and supplies for students
with learning or physical disabilities.
• Students who have difficulty meeting standards are provided with individualized
instructional support.
• Students are able to explain what they are currently working on when asked.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 5
STANDARD TWO (Continued)
Professional Development
Data Sources Examples of Evidence
• Schoolwide professional development (PD) plans • Our school’s PD plan is based on an analysis of student performance and
program effectiveness, incorporates the most current research on content and
• Individual PD plans
methodologies, and is linked to our school’s improvement goals.
• Schedules of PD activities
• All staff members have an individual PD plan that is designed to complement
• Syllabi/outlines of PD activities our school improvement plan and includes an assessment of that staff
member’s strengths and weaknesses.
• Participation records
• Analysis of student performance guides the focus of our school’s PD plan.
• Records of teacher credentials (degrees, content
certification, continuing education credits, PD credits) • There is a PD planning team.
• Teacher assignments • The PD team is provided with time and access to research.
• Evaluation tools that include feedback forms, • The PD team employs a variety of tools (e.g., surveys, observations) to
questionnaires, tests of participant knowledge, valid and determine staff PD needs, monitor implementation, and adjust the PD plan as
reliable classroom observation instrument(s) to provide needed.
data on implementation and practice, and assessment of
• Documentation of all PD activities includes participants’ reactions, knowledge
student outcomes
and skills acquired, changes in classroom practices, and data on student
• Documentation of workshops, presentations, coaching, outcomes.
etc. done by in-school staff
• The implementation of the PD plan is supported by school and district policies
• Classroom observations using reliable and valid and regulations and through adequate funding of resources.
instruments
• Our school schedule provides sufficient time to implement the PD plan.
• Teachers’ evaluations are aligned with both schoolwide and individual PD
plans.
• The principal regularly visits classrooms to give direct feedback to teachers
regarding student learning and the teacher’s identified PD goals.
• Teachers serve as mentors to one another.
• Staff can identify the in-school experts for specific content areas and particular
skills.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 6
STANDARD THREE (Classroom and School Assessment)
Standards-Based Assessment
Data Sources Examples of Evidence
• Baseline data • Teachers regularly use multiple assessments.
• Diagnostic instruments • Assessment tools are culturally and developmentally appropriate and free of bias.
• Teacher-made assessments • Teachers review and record each student’s progress in meeting the state standards.
• Portfolios/projects and other performance-based assessments • Our school improvement team meets annually to review the results of student outcomes in
relation to the standards and revises the curriculum where appropriate.
• District tests
• Written guidelines are used for the appropriate inclusion and implementation of accommodations
• Standardized tests for students in Special Education and for English Language Learners.
• State assessments • Written guidelines are used for the early identification of under-performing students and for
• Text-based tests (e.g., from textbook publishers) providing any necessary support.
• Skills checklists for individual student performance • Teachers meet annually to select classroom assessments that are aligned with the state
standards.
• Rubrics
• Grade-level and teacher meetings include discussions about student achievement data at the
• Accommodations for English Language Learners and Special school, classroom, and individual level to inform school and classroom-based decisions.
Education students
• Program effectiveness is evaluated regularly and used to inform decisions.
• Departmental exams
• Teachers use diagnostic tools at regular intervals to adjust instruction to meet the needs of
• Retention rates individual students and to monitor their progress.
• Guidelines for early screening
• Guidelines for early and timely identification of under-performing
students
• Individual Education Plans (IEPs)
• Curriculum maps
• Lesson plans
• State and district Adequate Yearly Progress reports (AYPs)
• Scope and sequence of grade-level expectations
• Grade-level and faculty meetings
• Program evaluation
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 7
STANDARD FOUR (School Culture, Climate and Communication)
Culture & Climate
Data Sources Examples of Evidence
• Written statements of philosophy, vision, norms, • Our school’s vision, beliefs, and values are prominently displayed in public areas of our school and in
beliefs, and values, including posters, every classroom.
documents, and newsletters • Staff, students, parents, and other stakeholders can explain in their own words our school’s vision
• Observations of interactions (behavior and and mission.
language use) between and among • Parents and community members are seen in our school throughout the day working with students or
administrators, teachers, students, staff, and helping with a variety of projects.
parents
• Adults and students can be observed supporting and encouraging respectful and collaborative
• Lesson plans behavior.
• Bilingual staff members • School administrators are seen throughout our school each day, engaging in dialogue with teachers,
• Meetings (e.g., grade-level teachers, bilingual students, staff, parents, and community members.
teachers, all faculty, school improvement teams) • Visitors are greeted and assisted when they enter our school.
• Translated materials (instructional and general • Bulletin boards, wall space, and hallways display illustrations that are representative of different
communication) ethnic groups, races, gender, and ages, and include samples of children’s work, regardless of ability.
• Books in languages appropriate to student • Posters of upcoming parent education programs are prominently displayed in our school lobby.
population
• Pictures and names of members of the Parent/Community Advisory Board are displayed in our
• Images on bulletin boards or posters and in school lobby.
other public places
• Adults and students intervene when they observe inappropriate behavior, such as bullying, teasing,
• Work, instructional, and social groupings (adults or harassment.
and students)
• Surveys are periodically conducted to determine how different constituencies experience the norms,
• Disaggregated data values, and beliefs of our school.
• School improvement plans • Bilingual and bicultural staff reflect the composition of the student population and provide support
• Perceptual data from surveys, questionnaires, services to students and their families.
and interviews • All classrooms have books and labels in appropriate languages.
• Study groups • Lesson plans incorporate students’ experiences, including culture, family, and personal interests.
• Action research projects • Key materials are translated into appropriate languages.
• Records of professional development provided • Each constituency participates in appropriate decision-making groups.
• Classroom observations using a reliable and • There is a system for monitoring achievement outcomes for under-performing groups and for
valid instrument intervening when needed.
• The school’s physical plant is well maintained; unsafe places are closely monitored.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 8
STANDARD FOUR (Continued)
Organizational Structures
Data Sources Examples of Evidence
• School schedule • School schedules support teaching and learning goals.
• Classroom observations • Programs and processes to ease transition points are in place.
• Orientation programs for students and parents • Teacher planning time allows for collaboration and joint planning.
• Surveys/interviews with teachers, parents, and students • Teacher assignments are based on student needs.
• Observation of student-teacher interactions throughout • Budget allocations are aligned with school goals.
our school
• Additional grants, awards, and outside resources are available.
• Individual Education Plans (IEPs)
• Support for novice teachers is available.
• Course enrollments
• Classroom observations show Special Education students and English
• Counselor contact records Language Learners successfully participating in regular classrooms activities.
• Post-secondary enrollment rates • Enrollment in upper-level courses is representative of the student population.
• Common planning times • All students have access to and use our school’s available technology.
• Teacher assignments • Analysis of counselor contact records shows that the student population is
proportionately represented in the counselor’s caseload.
• Budget
• Post-secondary enrollment rates are representative of the student population.
• Teacher credentials
• Teachers are certified to teach in their content areas and/or grade levels.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 9
STANDARD FOUR (Continued)
Parental & Community Involvement
Data Sources Examples of Evidence
• Composition of school improvement teams and other • Communication with families is frequent and conducted in culturally and
planning committees linguistically appropriate ways.
• Parent-teacher communication • Parents and children meet annually with their teachers to set and support
individual learning goals and continue to communicate regularly throughout the
• Parent-teacher organizations
year.
• Home-school compacts
• An active parent-teacher organization is involved in all aspects of our school
• Attendance at school events community.
• Attendance at parent education activities • Families and key community leaders are substantively involved in the
governance of and planning for our school.
• Translated communications
• Our school facilities are in frequent use after school, on the weekends, and
• Community advisory committee meetings during the summer by various community groups and organizations.
• Parent education activities • A community advisory committee works with our school to plan after-school,
• Schedule of school building use weekend, and summer activities for students.
• Lists of health and human service organizations • Parent education activities occur at least once a month throughout our school
year.
• Parent participation activities show broad representation.
• Comprehensive support services, including health and social services, are
available to students and their families in a timely manner. These services are
an intrinsic and fully-integrated component of our school’s education program.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 10
STANDARD FOUR (Continued)
Extended Learning Opportunities
Data Sources Examples of Evidence
• Lists of after-school, extracurricular, and summer • Our school calendar, sent to parents each month and posted on our school’s
activities Web page, lists extracurricular activities that include academic support
services, social and cultural enrichment activities, and recreational and sports
• Transportation schedules
opportunities.
• Financial assistance opportunities
• A later bus and carpools are available for students who stay after school to
• Master calendars or schedules of school building use participate in extracurricular activities.
• Registration/participation lists • A master calendar posted on our school’s Web page and in our school lobby
shows that our school building is in use after school, on weekends, and in the
• Attendance summer by community groups, parent groups, and student activities.
• Evaluation reports • An annual evaluation of all extracurricular activities is conducted to determine
equitable participation by gender, ethnicity/race, language, disability status, and
socioeconomic status.
• There is a process by which families can apply for financial assistance for
activities that require fees or equipment.
• Information about financial assistance (direct funds, waivers of fees, etc.) is
included in any information on extracurricular activities that is given to families.
• Participation in extracurricular activities is representative of the student
population.
• Summer enrichment programs and parent resources are provided for
disadvantaged students.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 11
STANDARD FOUR (Continued)
External Support & Resources
Data Sources Examples of Evidence
• Grants • An assets inventory is conducted to assess school and community resources.
• Donations • Partnerships exist between our school and community-based businesses.
• Volunteers • Community volunteers are active participants in our school improvement plan.
• Partnerships • Periodic public relations releases inform the community of progress on our
school improvement plan.
• Consultants
• Potential grants are periodically reviewed for possible action.
• Training programs for volunteers
• Partnership with the district office facilitates timely access of information and
• Interview protocols and criteria for prospective
support.
consultants
• Consultants are hired whose skills match our school’s needs.
• Potential new programs are thoroughly researched before adoption.
• Legal contracts delineate expectations for any service delivered by an outside
agency.
• Outside experts periodically conduct program evaluations.
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 12
The Arizona Department of Education does not discriminate on the
basis of race, religion, color, national origin, sex, disability or age
in its programs, activities or in its hiring and employment practices.
For questions or concerns regarding this statement, please contact
(602) 542-3186.
Printed in Phoenix, Arizona, by the Arizona Department of
Education
Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004 13