School staff use research-based Few are using Some staff are using All staff are using All teachers regularly instructional practices, instructional research-based instructional based instructional collaborate for the purpose programs and materials. practices and programs to practices and programs to practices, programs, and of sharing best practices. teach at appropriate levels teach at appropriate levels materials to teach at Key of student readiness, of student readiness, appropriate levels of interest, and learning needs. interest, and learning needs. student readiness, interest, and learning needs in all curricular areas. School staff consistently, and Staff does not use formative Some school staff All school staff All staff share strategies regularly measure the assessment data to determine determine the consistently and regularly for and improving effectiveness of instruction using the effectiveness of their effectiveness of their determine the instruction on data data from a variety of formative instruction. instruction using formative effectiveness of their analysis. assessments. assessment data. instruction using data from a variety of formative Key assessments. School staff hold high There is little evidence that Some school staff All school staff All school staff expectations for student learning school staff communicate communicate high consistently communicate communicate high and communicate them to high academic expectations to academic expectations to high academic academic expectations to students so that students students. the students, and/or only expectations to the students in multiple ways. understand what is needed to some students understand students, and only some meet or exceed the state content what is needed to meet or students understand what standards. exceed the state content is needed to meet or standards. exceed the state content standards. Domain 4.0- There is evidence SUPPORTIVE LEARNING ENVIRONMENT Indicator Ratings of Performance that school culture and climate Exemplary level of Little or no development and Limited development or Fully functioning and provide a safe, orderly development and implementation partial implementation operational level of implementation
School staff use research-based instructional practices, programs and materials. Key Few are using instructional practices and programs to teach at appropriate levels of student readiness, interest, and learning needs. Some staff are using research-based instructional practices and programs to teach at appropriate levels of student readiness, interest, and learning needs. All staff are using instructional practices, programs, and materials to teach at appropriate levels of student readiness, interest, and learning needs in all curricular areas. All teachers regularly collaborate for the purpose of sharing best practices. School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments. Key Staff does not use formative assessment data to determine the effectiveness of their instruction. Some school staff determine the effectiveness of their instruction using formative assessment data. All school staff consistently and regularly determine the effectiveness of their instruction using data from a variety of formative assessments. All staff share strategies for and improving instruction based on data analysis. School staff hold high expectations for student learning and communicate them to students so that students understand what is needed to meet or exceed the state content standards. There is little evidence that school staff communicate high academic expectations to students. Some school staff communicate high academic expectations to the students, and/or only some students understand what is needed to meet or exceed the state content standards. All school staff consistently communicate high academic expectations to the students, and only some students understand what is needed to meet or exceed the state content standards. All school staff communicate high academic expectations to students in multiple ways. Domain 4.0- There is evidence that school culture and climate provide a safe, orderly SUPPORTIVE LEARNING ENVIRONMENT Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of Exemplary level of development and implementation