Documentation of student representatives/student council members Results of surveys regarding concerns and of stakeholders Public postings (website, of survey results Communication section of an emergency management plan Other Standard 6: Organizational Management School leaders plan, allocate resources and implement systems and processes to support teaching and learning. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation Planning for Some There is a building-wide Sustained and Q. Intentional Practices AND/OR characteristics of making process with protocols that supported by Implementation of this indicator are is shared and understood by district policies, Guiding Question: some of the being stakeholders. systems and characteristics of implemented with Working collaboratively, school practices. How do we this indicator has fidelity; however, leaders develop, implement, ensure that begun. one or more monitor and evaluate a school-level characteristics are school improvement systems are used not fully plan aligned to the established intentionally to implemented. vision, mission and school needs. support student OR School leaders ensure that the success? All characteristics school improvement plan drives of this indicator processes, practices, are being and classroom activities. implemented to School leaders effectively manage some degree, but systems and address barriers to not consistently optimize student success (e.g., throughout the data system, interventions, school. transportation, program, volunteers, parent/family organizations, etc.). 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. Documentation of decision-making process and protocols and how it was communicated to stakeholders Documentation of a collaborative School Improvement Planning process (minutes, agendas) Progress notes in the School Improvement Plan showing how barriers were identified and addressed Communications to staff showing the alignment of classroom activities to the School Improvement Plan Copies of schedules of observations, individual teacher meetings, goal-setting process Documentation of the ways in which staff qualifications match staff assignments Documentation of adjustments made to school-wide systems on collaborative decision Team meeting notes from ad-hoc committees or staff meetings which addressed barriers Student schedules which show flexibility based upon student needs identified by data Data from surveys that indicate stakeholder opinions regarding existing systems and processes Other
Documentation of student representatives/student council members Results of surveys regarding concerns and of stakeholders Public postings (website, of survey results Communication section of an emergency management plan Other Standard 6: Organizational Management School leaders plan, allocate resources and implement systems and processes to support teaching and learning. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Q. Intentional Practices Guiding Question: How do we ensure that school-level systems are used intentionally to support student success? 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. There is a building-wide process with protocols that is shared and understood by stakeholders. Working collaboratively, school leaders develop, implement, monitor and evaluate a school improvement plan aligned to the established vision, mission and school needs. School leaders ensure that the school improvement plan drives processes, practices, and classroom activities. School leaders effectively manage systems and address barriers to optimize student success (e.g., data system, interventions, transportation, program, volunteers, parent/family organizations, etc.). 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. Documentation of decision-making process and protocols and how it was communicated to stakeholders Documentation of a collaborative School Improvement Planning process (minutes, agendas) Progress notes in the School Improvement Plan showing how barriers were identified and addressed Communications to staff showing the alignment of classroom activities to the School Improvement Plan Copies of schedules of observations, individual teacher meetings, goal-setting process Documentation of the ways in which staff qualifications match staff assignments Documentation of adjustments made to school-wide systems on collaborative decision making Team meeting notes from ad-hoc committees or staff meetings which addressed barriers Student schedules which show flexibility based upon student needs identified by data Data from surveys that indicate stakeholder opinions regarding existing systems and processes Other
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