College and Career Ready Standards Implementation Progress and Capacity Rubric – Category Questions to Consider Weak (1) Strong (4) Evidence to look for Systems alignment and system change Aspiration Has the district clearly articulated The district has not A vision for CCRS Existence of documents (e.g., a vision for CCRS implementation, established a vision for implementation has been on a website) that outline a including expected results for CCRS established and articulated consistent vision for the students? Major disagreement exists Teachers, principals, and the CCRS Do key stakeholders in the district among key stakeholders general public know why the Feedback from teachers, understand and agree with this over the potential benefit state is implementing the principals, and the general vision? of this change CCRS and understand its public about their Do stakeholders know why the Key stakeholders, including potential impact on the district understanding of the purpose and its schools behind CCRS and their state and the district are teachers and the general There is widespread support of the new standards implementing the CCRS and what public, do not understand Inclusion of provisions for the expected change is? the vision or the changes agreement among key expected as a result of stakeholders that the CCRS assessment transition in Is it to those in the field how CCRS will benefit students vision documents, ESEA the district’s various initiatives The CCRS and other Educators understand how flexibility plans, and/or other including CCRS fit together and descriptions of accountability support a common vision? initiatives feel various initiatives, including system disconnected; it is unclear the CCRS, fit together and add Have leaders considered how this to those in the field what up to a greater district wide vision relates to statewide goals the priorities are and in vision for student success and district and school level accountability, and particularly what direction the district is Leaders have a plan for moving how those might be affected by ensuring that the vision, Little or no thought has coming assessment transitions? goals, and accountability been given to the systems remain ambitious and implications of assessment meaningful through the transitions for the vision assessment transition and goals
College and Career Ready Standards Implementation – Progress and Capacity Rubric Category Questions to Consider Weak (1) Strong (4) Evidence to look for Systems alignment and system change Aspiration Has the district clearly articulated a vision for CCRS implementation, including expected results for students? Do key stakeholders in the district understand and agree with this vision? Do stakeholders know why the state and the district are implementing the CCRS and what the expected change is? Is it to those in the field how the district’s various initiatives including CCRS fit together and support a common vision? Have leaders considered how this vision relates to statewide goals and district and school level accountability, and particularly how those might be affected by coming assessment transitions? The district has not established a vision for CCRS Major disagreement exists among key stakeholders over the potential benefit of this change Key stakeholders, including teachers and the general public, do not understand the vision or the changes expected as a result of CCRS The CCRS and other initiatives feel disconnected; it is unclear to those in the field what the priorities are and in what direction the district is moving Little or no thought has been given to the implications of assessment transitions for the vision and goals A vision for CCRS implementation has been established and articulated Teachers, principals, and the general public know why the state is implementing the CCRS and understand its potential impact on the district and its schools There is widespread agreement among key stakeholders that the CCRS will benefit students Educators understand how various initiatives, including the CCRS, fit together and add up to a greater district wide vision for student success Leaders have a plan for ensuring that the vision, goals, and accountability systems remain ambitious and meaningful through the assessment transition Existence of documents (e.g., on a website) that outline a consistent vision for the CCRS Feedback from teachers, principals, and the general public about their understanding of the purpose behind CCRS and their support of the new standards Inclusion of provisions for assessment transition in vision documents, ESEA flexibility plans, and/or other descriptions of accountability system
CCRS%20Implementation%20Progress%20and%20Capacity%20Rubric_0.docx