High Standards and Expectations for All Students Circle the level that most clearly matches your perceptions of the district’s current status in each of the subcategories. Initial Stages Development Partial Implementation System-wide Coherence 1. demonstrates belief that all stu- 1. District supports and teachers believe 1. Staff demonstrates belief that some 1. Everyone in the district demonstrates dents can learn if conditions are right. that they can teach all students to students can learn. the belief in and takes responsibility learn to high standards. for all students learning to high standards, effectively closing achievement gaps among groups of students. 2. Staff recognizes the need to provide 2. Professional development supports 2. All students receive similar instruction challenging content for all students; staff in developing challenging 2. All students engage in challenging, and curriculum based on a single text they also understand the need to pro- content and trains them in skills and relevant and rigorous content and re- book. vide additional support for students to strategies to support students in ceive support to succeed in learning learn that content. learning that content. that content. Counselors and teachers encourage students to participate in rigorous course work. 3. Attributes of powerful teaching and of 3. A variety of appropriate strategies to 3. Teaching is isolated and/or textbook learning are identified; expectations of ensure learning are identified and dependent; little attention is paid to 3. Effective instruction using research- instruction that engages students are used; standards for classroom classroom practice. based strategies is implemented sys- communicated. practice are implemented. tem-wide to advance learning of all students. 4. Definitions of quality student work 4. Clear standards for quality work are 4. Any level of student work is accepted; are developed; grading continues to consistently applied. 4. Quality work is observable across grading is based on factors such as reflect factors such as attendance, attendance, effort and completion, as grade levels and content. effort and completion. compared to quality of student work. 5. District supports use of data focused 5. Training is provided to staff on using 5. Little attention is paid to use of data to on learning and classroom practices to disaggregated data on learning and monitor teaching and learning. 5. Staff district-wide use disaggregated inform instruction. teaching to inform classroom prac- data to inform instruction and to tice. assess teaching and learning.
High Standards and Expectations for All Students Circle the level that most clearly matches your perceptions of the district’s current status in each of the subcategories. Initial Stages Development Partial Implementation System-wide Coherence 1. Staff demonstrates belief that some students can learn. 2. All students receive similar instruction and curriculum based on a single text book. 3. Teaching is isolated and/or textbook dependent; little attention is paid to classroom practice. 4. Any level of student work is accepted; grading is based on factors such as attendance, effort and completion, as compared to quality of student work. 5. Little attention is paid to use of data to monitor teaching and learning. 1. demonstrates belief that all stu- dents can learn if conditions are right. 2. Staff recognizes the need to provide challenging content for all students; they also understand the need to pro- vide additional support for students to learn that content. 3. Attributes of powerful teaching and of learning are identified; expectations of instruction that engages students are communicated. 4. Definitions of quality student work are developed; grading continues to reflect factors such as attendance, effort and completion. 5. District supports use of data focused on learning and classroom practices to inform instruction. 1. District supports and teachers believe that they can teach all students to learn to high standards. 2. Professional development supports staff in developing challenging content and trains them in skills and strategies to support students in learning that content. 3. A variety of appropriate strategies to ensure learning are identified and used; standards for classroom practice are implemented. 4. Clear standards for quality work are consistently applied. 5. Training is provided to staff on using disaggregated data on learning and teaching to inform classroom prac- tice. 1. Everyone in the district demonstrates the belief in and takes responsibility for all students learning to high standards, effectively closing achievement gaps among groups of students. 2. All students engage in challenging, relevant and rigorous content and re- ceive support to succeed in learning that content. Counselors and teachers encourage students to participate in rigorous course work. 3. Effective instruction using research- based strategies is implemented sys- tem-wide to advance learning of all students. 4. Quality work is observable across grade levels and content. 5. Staff district-wide use disaggregated data to inform instruction and to assess teaching and learning.
Title1.District-Improvement-SSIRGrubrics.docx