Description of strengths and The description of the Self study accurately areas requiring attention are academic strengths and areas The analysis of the identified academic strengths and areas requiring describes strengths and identified but not based upon requiring attention is limited to attention is comprehensive, reflecting the students performance in all the identified areas requiring objective data/evidence; ELA and math performance standards areas, both tested and non-tested; the description of the attention instead, personal feelings and based on state assessments; the learning environment is based primarily upon objective data and subjective assessments, description of the learning evidence, reinforced by personal experiences. There is evidence of (see page 16) unsubstantiated by objective environment is based entirely complete alignment with the Regents Policy Statement on Middle-Level data, are the basis for the upon personal experiences and Education, the Department’s Essential Elements of Standards-Focused description of the strengths and subjective determinations. Middle-Level Schools and Programs, and the State’s Learning Standards areas requiring attention. There There is some evidence of and the school’s mission and vision. is no apparent alignment with partial alignment with the the Regents Policy Statement Regents Policy Statement on on Middle-Level Education, the Middle-Level Education, the Department’s Essential Department’s Essential Elements of Standards-Focused Elements of Standards-Focused Middle-Level Schools and Middle-Level Schools and Programs, or the State’s Programs, and the State’s Learning Standards. Learning Standards Prioritized areas requiring Prioritized areas requiring Prioritized areas requiring attention are based entirely upon the most Prioritized areas attention are based entirely attention are based primarily current data, substantiated research and will be used to inform requiring attention are upon subjective criteria, upon past subjective criteria, recognized best practices. based upon identified unsupported by research, hard and informed by limited patterns research, data, data or other objective selective research and evidence and evidence evidence. (data). (see page 16) Self study included an No external review performed. Informal, unstructured external A formal external review, e.g., SQR was conducted by school external review review occurred. constituency/ representatives and district based staff. (see page 16) III. Required Information
Self study accurately describes strengths and identified areas requiring attention (see page 16) Description of strengths and areas requiring attention are identified but not based upon objective data/evidence; instead, personal feelings and subjective assessments, unsubstantiated by objective data, are the basis for the description of the strengths and areas requiring attention. There is no apparent alignment with the Regents Policy Statement on Middle-Level Education, the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs, or the State’s Learning Standards. The description of the academic strengths and areas requiring attention is limited to ELA and math performance based on state assessments; the description of the learning environment is based entirely upon personal experiences and subjective determinations. There is some evidence of partial alignment with the Regents Policy Statement on Middle-Level Education, the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs, and the State’s Learning Standards The analysis of the identified academic strengths and areas requiring attention is comprehensive, reflecting the students performance in all the standards areas, both tested and non-tested; the description of the learning environment is based primarily upon objective data and evidence, reinforced by personal experiences. There is evidence of complete alignment with the Regents Policy Statement on Middle-Level Education, the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs, and the State’s Learning Standards and the school’s mission and vision. Prioritized areas requiring attention are based upon identified patterns research, data, and evidence (see page 16) Prioritized areas requiring attention are based entirely upon subjective criteria, unsupported by research, hard data or other objective evidence. Prioritized areas requiring attention are based primarily upon past subjective criteria, and informed by limited selective research and evidence (data). Prioritized areas requiring attention are based entirely upon the most current data, substantiated research and will be used to inform recognized best practices. Self study included an external review (see page 16) No external review performed. Informal, unstructured external review occurred. A formal external review, e.g., SQR was conducted by school constituency/ representatives and district based staff. III. Required Information