the acceleration of the ‘at-risk’ population. Student Achievement/Outcome Data Leading Developing/Embedded Emerging Lacking (Exemplary) (Meets Expectations) (Partially Meets Expectations) (Does Not Meet Expectations) Student Achievement data from State data are analyzed for Incomplete or inconsistent No data are used to multiple sources to analyzed for all all students represented in use of State data are used to determine achievement gaps. students represented in the the school’s population determine student school’s population including whole including whole group, achievement gaps. group, subgroups, and emerging subgroups, and emerging Subgroups are not subgroups (containing fewer than subgroups (containing fewer considered. thirty students) to determine than thirty students) to achievement gaps. A summary of determine achievement gaps. the data includes trends and gap A summary of the data analysis. includes trends and gap analysis. The School Improvement Planning The School Improvement The School Improvement The School Improvement Planning Team identifies all impediments to Planning Team identifies all Planning Team identifies Team does not use data to identify student achievement. Achievement impediments to student learning trends for the entire students’ learning difficulties and data from a variety of sources, achievement. State school but does not does not review the efficacy of including State data, are analyzed achievement data are disaggregate data for strategies before recommending for patterns and common errors in analyzed for patterns and subgroups and does not them for the School Improvement understanding. The team reviews common errors in review sufficient research to Plan. interventions that are specific to understanding. The team select effective instructional the learning obstacles based on reviews interventions that are strategies to address research and best practices. specific to the learning students’ needs. Interventions are selected for best obstacles based on research results and positive impact in and best practices. addressing students’ needs. Interventions are selected for best results and positive impact in addressing students’ needs. Student Achievement/Outcome Data Continued Leading Developing/Embedded Emerging Lacking (Exemplary) (Meets Expectations) (Partially Meets Expectations) (Does Not Meet Expectations)
the acceleration of the ‘at-risk’ population. Student Achievement/Outcome Data Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations) Student Achievement data from multiple sources to analyzed for all students represented in the school’s population including whole group, subgroups, and emerging subgroups (containing fewer than thirty students) to determine achievement gaps. A summary of the data includes trends and gap analysis. State data are analyzed for all students represented in the school’s population including whole group, subgroups, and emerging subgroups (containing fewer than thirty students) to determine achievement gaps. A summary of the data includes trends and gap analysis. Incomplete or inconsistent use of State data are used to determine student achievement gaps. Subgroups are not considered. No data are used to determine achievement gaps. The School Improvement Planning Team identifies all impediments to student achievement. Achievement data from a variety of sources, including State data, are analyzed for patterns and common errors in understanding. The team reviews interventions that are specific to the learning obstacles based on research and best practices. Interventions are selected for best results and positive impact in addressing students’ needs. The School Improvement Planning Team identifies all impediments to student achievement. State achievement data are analyzed for patterns and common errors in understanding. The team reviews interventions that are specific to the learning obstacles based on research and best practices. Interventions are selected for best results and positive impact in addressing students’ needs. The School Improvement Planning Team identifies learning trends for the entire school but does not disaggregate data for subgroups and does not review sufficient research to select effective instructional strategies to address students’ needs. The School Improvement Planning Team does not use data to identify students’ learning difficulties and does not review the efficacy of strategies before recommending them for the School Improvement Plan. Student Achievement/Outcome Data Continued Leading (Exemplary) Developing/Embedded (Meets Expectations) Emerging (Partially Meets Expectations) Lacking (Does Not Meet Expectations)
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