Evidence supports that Evidence supports that There is some evidence that There is little or no evidence of improvement processes exist, a systematic process for systematic improvement systematic improvement but these processes are random continuous improvement. processes are in place that processes are in place that and do not intentionally target deliberately target issues within deliberately target issues within issues directly impacting the school. The leadership team the school. The leadership student achievement or continuously addresses the team continuously addresses instructional practices. questions: the questions: Where are we now? Where are we now? 6. Ensures a Where are we going? Where are we going? process of How will we get there? How will we get there? continuous The school improvement cycle These questions serve as a improvement: includes a fully developed means to monitor the school improvement plan, implementation of initiatives and monitoring the implementation evaluate their impact on student of initiatives, and using data to achievement and instructional evaluate the impact of effectiveness. interventions. This cycle ensures a direct impact on student achievement, instructional practices, and organizational effectiveness. Evidence Action Steps Monitoring & Evaluation
6. Ensures a process of continuous improvement: Evidence supports that systematic improvement processes are in place that deliberately target issues within the school. The leadership team continuously addresses the questions: Where are we now? Where are we going? How will we get there? The school improvement cycle includes a fully developed school improvement plan, monitoring the implementation of initiatives, and using data to evaluate the impact of interventions. This cycle ensures a direct impact on student achievement, instructional practices, and organizational effectiveness. Evidence supports that systematic improvement processes are in place that deliberately target issues within the school. The leadership team continuously addresses the questions: Where are we now? Where are we going? How will we get there? These questions serve as a means to monitor the implementation of initiatives and evaluate their impact on student achievement and instructional effectiveness. There is some evidence that improvement processes exist, but these processes are random and do not intentionally target issues directly impacting student achievement or instructional practices. There is little or no evidence of a systematic process for continuous improvement. Evidence Action Steps Monitoring & Evaluation
High%20Impact%20Practice%20Leadership%20Team%20Rubric.docx