M. Planning for Some School leaders use data and Sustained and AND/OR characteristics of research to drive decisions and supported by Implementation of this indicator are measure progress toward school district policies, Guiding Question: some of the being improvement goals. systems and characteristics of implemented with Multiple sources of data are used practices. How do we stay this indicator has fidelity; however, by school leaders to monitor and focused on begun. one or more evaluate programs and practices achieving our characteristics are for effectiveness. desired results? not fully School leaders use data to hold implemented. themselves and others OR accountable for progress. All characteristics School leaders support the of this indicator process/system that allows are being to delve into the implications of implemented to data. some degree, but School leaders guide and not consistently facilitate a well-defined process throughout the to periodically collect, analyze, school. review and report the results of student assessments. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Evidence that programs and practices are monitored and evaluated for effectiveness using multiple sources of data Data documenting the fidelity of implementation of programs and practices Team meeting agendas and minutes showing use of student data to make instructional and curriculum content decisions Evidence of entrance and exit performance criteria for various programs Evidence regarding how student placements are changed based upon data on student needs Documentation that includes movement of students from Tiers 2-3 to Tier 1 aggregated data from Continuous Improvement and Monitoring System (CIMS) workbook Progress notes in the School Improvement Plan that include impact of implementation Written descriptions of protocols/processes for data analysis Public displays of data showing progress toward school improvement goals Other Standard 5: A Culture for Learning School leaders create a culture that ensures success for all students and staff. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation N. Safe and Planning for Some School leaders work to intentionally Sustained and Supportive AND/OR characteristics of develop relationships that model supported by Environment this indicator are respect, trust, collaboration and high district policies, Guiding Question: Implementation being expectations for all. systems and of some of the implemented with School leaders and staff practices. How do we create characteristics of fidelity; however, collaboratively create a safe and an environment this indicator has one or more supportive learning environment where all students characteristics are through established safety and and staff succeed? not fully behavior expectations for staff and implemented. students. OR
M. Guiding Question: How do we stay focused on achieving our desired results? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the school. School leaders use data and research to drive decisions and measure progress toward school improvement goals. Multiple sources of data are used by school leaders to monitor and evaluate programs and practices for effectiveness. School leaders use data to hold themselves and others accountable for progress. School leaders support the process/system that allows to delve into the implications of data. School leaders guide and facilitate a well-defined process to periodically collect, analyze, review and report the results of student assessments. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Evidence that programs and practices are monitored and evaluated for effectiveness using multiple sources of data Data documenting the fidelity of implementation of programs and practices Team meeting agendas and minutes showing use of student data to make instructional and curriculum content decisions Evidence of entrance and exit performance criteria for various programs Evidence regarding how student placements are changed based upon data on student needs Documentation that includes movement of students from Tiers 2-3 to Tier 1 aggregated data from Continuous Improvement and Monitoring System (CIMS) workbook Progress notes in the School Improvement Plan that include impact of implementation Written descriptions of protocols/processes for data analysis Public displays of data showing progress toward school improvement goals Other Standard 5: A Culture for Learning School leaders create a culture that ensures success for all students and staff. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation N. Safe and Supportive Environment Guiding Question: How do we create an environment where all students and staff succeed? Planning for AND/OR Implementation of some of the characteristics of this indicator has Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR School leaders work to intentionally develop relationships that model respect, trust, collaboration and high expectations for all. School leaders and staff collaboratively create a safe and supportive learning environment through established safety and behavior expectations for staff and students. Sustained and supported by district policies, systems and practices.