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					BARRETT ELEMENTARY SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Barrett                                                                                                                            Page 1 of 33                                                   4:11 AM - 6/6/2013
BARRETT ELEMENTARY SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                           TOTAL SCORE                         0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Barrett                                                                                                                         Page 2 of 33                                                                                                                                   4:11 AM - 6/6/2013
BRUCE RANDOLPH 6-12
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Bruce Randolph                                                                                                                     Page 3 of 33                                                   4:11 AM - 6/6/2013
BRUCE RANDOLPH 6-12
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                           TOTAL SCORE                         0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Bruce Randolph                                                                                                                  Page 4 of 33                                                                                                                                   4:11 AM - 6/6/2013
COLE ARTS & SCIENCES ACADEMY
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Cole                                                                                                                               Page 5 of 33                                                   4:11 AM - 6/6/2013
COLE ARTS & SCIENCES ACADEMY
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                           TOTAL SCORE                         0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Cole                                                                                                                            Page 6 of 33                                                                                                                                   4:11 AM - 6/6/2013
DENVER CENTER FOR INTERNATIONAL STUDIES
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - DCIS                                                                                                                               Page 7 of 33                                                   4:11 AM - 6/6/2013
DENVER CENTER FOR INTERNATIONAL STUDIES
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                           TOTAL SCORE                         0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - DCIS                                                                                                                            Page 8 of 33                                                                                                                                   4:11 AM - 6/6/2013
GRANT BEACON MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Grant                                                                                                                              Page 9 of 33                                                   4:11 AM - 6/6/2013
GRANT BEACON MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Grant                                                                                                                           Page 10 of 33                                                                                                                                  4:11 AM - 6/6/2013
HAMILTON MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Hamilton                                                                                                                           Page 11 of 33                                                  4:11 AM - 6/6/2013
HAMILTON MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Hamilton                                                                                                                        Page 12 of 33                                                                                                                                  4:11 AM - 6/6/2013
HENRY MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Henry                                                                                                                              Page 13 of 33                                                  4:11 AM - 6/6/2013
HENRY MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Henry                                                                                                                           Page 14 of 33                                                                                                                                  4:11 AM - 6/6/2013
HILL MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Hill                                                                                                                               Page 15 of 33                                                  4:11 AM - 6/6/2013
HILL MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Hill                                                                                                                            Page 16 of 33                                                                                                                                  4:11 AM - 6/6/2013
JOHNSON ELEMENTARY SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Johnson                                                                                                                            Page 17 of 33                                                  4:11 AM - 6/6/2013
JOHNSON ELEMENTARY SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Johnson                                                                                                                         Page 18 of 33                                                                                                                                  4:11 AM - 6/6/2013
LAKE INTERNATIONAL SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Lake                                                                                                                               Page 19 of 33                                                  4:11 AM - 6/6/2013
LAKE INTERNATIONAL SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Lake                                                                                                                            Page 20 of 33                                                                                                                                  4:11 AM - 6/6/2013
MANUAL HIGH SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Manual                                                                                                                             Page 21 of 33                                                  4:11 AM - 6/6/2013
MANUAL HIGH SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Manual                                                                                                                          Page 22 of 33                                                                                                                                  4:11 AM - 6/6/2013
MERRILL MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Merrill                                                                                                                            Page 23 of 33                                                  4:11 AM - 6/6/2013
MERRILL MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Merrill                                                                                                                         Page 24 of 33                                                                                                                                  4:11 AM - 6/6/2013
MOREY MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Morey                                                                                                                              Page 25 of 33                                                  4:11 AM - 6/6/2013
MOREY MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Morey                                                                                                                           Page 26 of 33                                                                                                                                  4:11 AM - 6/6/2013
NORTH HIGH SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - North                                                                                                                              Page 27 of 33                                                  4:11 AM - 6/6/2013
NORTH HIGH SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - North                                                                                                                           Page 28 of 33                                                                                                                                  4:11 AM - 6/6/2013
SKINNER MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Skinner                                                                                                                            Page 29 of 33                                                  4:11 AM - 6/6/2013
SKINNER MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Skinner                                                                                                                         Page 30 of 33                                                                                                                                  4:11 AM - 6/6/2013
SMILEY MIDDLE SCHOOL
   SCORES                               Not present = 0                                      Basic = 1                                          Strong = 2                                          Exemplary = 3
                              The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                              included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                              to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification              included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                              are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                          this area.                                                                                           rationale for actions to be taken.



Part I - Educational Focus
What to Look For                                                          Comments                                                                                                                                            Score
Demonstration of the connection between the school's ELO Plan
and its overall vision and mission

Evidence that the school's ELO plan supports its educational focus
and Unified Improvement Plan

Part II - Addressing ELO Parameters (6 parts)
Parameter                 What to Look For                                Comments                                                                                                                                            Score
1. Maximize time that            Examples of how the school will use
currently exists in the day      common practices to maximize
                                 instructional time and minimize
                                 transitions, interruptions, and other
                                 non-instructional time across the
                                 entire school

                                 Concrete examples for improving
                                 bell to bell instruction and
                                 maximizing how time in classrooms
                                 will be used more effectively

                                 May included data from the school's
                                 use of the Quality Time Analysis tool
                                 and lessons learned from this
                                 analysis
2. Use time more                 Examples of individual student level
effectively for core             data driving the number of minutes
instruction                      and dosage allocated for core,
                                 intervention/acceleration and
                                 enrichment.


3. Use time more                 Evidence of flexible
effectively for                  grouping/regrouping of students in
intervention/acceleration        daily/weekly core, intervention, and
and enrichment                   enrichment opportunities.
                                 Describes multiple intervention and
                                 enrichment opportunities.




4. Expand time beyond            Evidence of number of
the current school day or        minutes/hours/days added to
year                             schedule beyond current year

                                 Innovative staffing plan that includes
                                 staggered teaching, technology,
                                 partners etc.

5. Ensure time for               Evidence of intentional, additional
teachers to collaborate in       time allocated for teacher
order to support and             collaboration to strengthen
develop their                    instruction using
professional practice so         structures/protocols that drive
the above parameters             instructional focus, and develop best
can be implemented with          practices.
consistency




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Smiley                                                                                                                             Page 31 of 33                                                  4:11 AM - 6/6/2013
SMILEY MIDDLE SCHOOL
   SCORES                             Not present = 0                                     Basic = 1                                          Strong = 2                                          Exemplary = 3
                           The proposal does not mention or has        The proposal has some explanation and detail         The proposal has clear explanations and plans   The explanation and plans in this area are detailed and
                           included very little information related    but there is little detail. Not all guiding          in this area that have specific detail. Some    thorough. Concrete examples are used that fully explain the
                           to this area. No details or rationale are   questions are addressed. The lack of detail          examples and data are used to explain the       rationale and action to be taken in this area. All or almost
   Justification           included and many guiding questions         leaves questions unanswered and does not             rationale or actions proposed. Most of the      all of the guiding questions are answered thoroughly.
                           are left unanswered.                        clearly explain the rationale for the decisions in   guiding questions are answered.                 Where appropriate, detailed data is used to explain the
                                                                       this area.                                                                                           rationale for actions to be taken.



6. Recommended (not            Identifies community partners,
required): Incorporates        role/responsibilities to support
innovative approaches          instructional focus in the expanded
using community                day.
partners or blended
learning for portions of       Evidence of blended learning or
student time                   adaptive technology to support
                               expanded time
                               interventions/acceleration/enrichme
                               nt opportunities for students either
                               through partners or software.




Part III - Budget and Sustainability
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of innovative or cost effective strategies to support ELO
plan




Part IV - Stakeholder Engagement
What to Look For                                                       Comments                                                                                                                                            Score
Evidence of engagement of staff in development of proposal and
buy-in from staff

Evidence of engagement of students and family in development of
the proposal

Evidence of intentional efforts to gather input from students and
families on the school's proposal


                                                                                                                                                                                         TOTAL SCORE                           0

                                                                                                                                                     A Score was entered for every category:                                   No
                                                                                                                                                                                                                          Score
                                                                                                                                                                                                          Question       Provided
                                                                                                                                                                                                             Part I         No                                1
                                                                                                                                                                                                          Part II #1        No                                1
                                                                                                                                                                                                          Part II #2        No                                1
                                                                                                                                                                                                          Part II #3        No                                1
                                                                                                                                                                                                          Part II #4        No                                1
                                                                                                                                                                                                          Part II #5        No                                1
                                                                                                                                                                                                          Part II #6        No                                1
                                                                                                                                                                                                            Part III        No                                1
                                                                                                                                                                                                            Part IV         No                                1




                                                                                                                                                                                                                                                    Part II       Part II   Part II   Part II   Part II   Part II
                                                                                                                                                                                                                                           Part I    #1            #2        #3        #4        #5        #6       Part III    Part IV
                                                                                                                                                                                                                       Score                 0        0             0         0         0         0         0          0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - Smiley                                                                                                                          Page 32 of 33                                                                                                                                  4:11 AM - 6/6/2013
                    Part I -     Part II -     Part II -      Part II -     Part II -        Part II -      Part II -                  Part IV -
                  Educational   Maximize        Core       Intervention    Increase         Teacher       Innovative    Part III -   Stakeholder   Total
School              Focus         Time       Instruction    Enrichment       Time         Collaboration   Approaches    Budget       Engagement    Score
Barrett               0             0            0              0              0               0               0            0             0          0
Bruce Randolph        0             0            0              0              0               0               0            0             0          0
Cole                  0             0            0              0              0               0               0            0             0          0
DCIS                  0             0            0              0              0               0               0            0             0          0
Grant                 0             0            0              0              0               0               0            0             0          0
Hamilton              0             0            0              0              0               0               0            0             0          0
Henry                 0             0            0              0              0               0               0            0             0          0
Hill                  0             0            0              0              0               0               0            0             0          0
Johnson               0             0            0              0              0               0               0            0             0          0
Lake                  0             0            0              0              0               0               0            0             0          0
Manual                0             0            0              0              0               0               0            0             0          0
Merrill               0             0            0              0              0               0               0            0             0          0
Morey                 0             0            0              0              0               0               0            0             0          0
North                 0             0            0              0              0               0               0            0             0          0
Skinner               0             0            0              0              0               0               0            0             0          0
Smiley                0             0            0              0              0               0               0            0             0          0




5fcdd712-fcec-41ec-b176-edc6b5e561b2.xlsx - TOTALS                        Page 33 of 33                                                       4:11 AM - 6/6/2013

				
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