Definitions for Indicator Implementation Continuum The indicator implementation levels provide an overview of the process of developing, providing, and ultimately sustaining specific practices within each of the turnaround practice areas. Each of the indicators has a unique 4-point implementation continuum, specific to the indicator, which generally corresponds to the generic implementation levels described in Table 2. Table 2. Indicator Implementation Continuum Limited Evidence Developing Providing Sustaining Necessary Organizational Systems are functional, The organizational organizational practices, structures, and structures and practices, structures, practices, structures, and/or processes exist processes have been and processes are and/or processes are on paper or are being implemented functioning effectively, nonexistent, evidence tried but are not yet consistently throughout and timely feedback is limited, or practices fully developed or the school; however, systems are embedded are so infrequent that implemented either communication to identify potential impact is consistently. For between systems may problems and negligible. For example, the practice be lacking or systems do challenges. Feedback example, common may be implemented not contribute to systems include planning time is not by only some teachers systemic decision progress checks to scheduled, or or with a target group making. For example, an inform timely course instructional leaders of students or may assessment system is in corrections. The are unaware of intermittently be used place and data are practice is embedded research and but is not part of a tracked, but results are into the school culture. promising practices. consistent approach. not used in Processes are collaboration with other inconsistent or operate systems, such as in silos. For example, teacher effectiveness or data might be instructional guidance. collected, but only a few people are looking at or effectively using the information.
Definitions for Indicator Implementation Continuum The indicator implementation levels provide an overview of the process of developing, providing, and ultimately sustaining specific practices within each of the turnaround practice areas. Each of the indicators has a unique 4-point implementation continuum, specific to the indicator, which generally corresponds to the generic implementation levels described in Table 2. Table 2. Indicator Implementation Continuum Limited Evidence Developing Providing Sustaining Necessary organizational practices, structures, and/or processes are nonexistent, evidence is limited, or practices are so infrequent that impact is negligible. For example, common planning time is not scheduled, or instructional leaders are unaware of research and promising practices. Organizational practices, structures, and/or processes exist on paper or are being tried but are not yet fully developed or implemented consistently. For example, the practice may be implemented by only some teachers or with a target group of students or may intermittently be used but is not part of a consistent approach. Processes are inconsistent or operate in silos. For example, data might be collected, but only a few people are looking at or effectively using the information. Systems are functional, and structures and processes have been implemented consistently throughout the school; however, either communication between systems may be lacking or systems do not contribute to systemic decision making. For example, an assessment system is in place and data are tracked, but results are not used in collaboration with other systems, such as teacher effectiveness or instructional guidance. The organizational practices, structures, and processes are functioning effectively, and timely feedback systems are embedded to identify potential problems and challenges. Feedback systems include progress checks to inform timely course corrections. The practice is embedded into the school culture.
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