the core order to strengthen the core students’ needs in order to strengthen the academic programs in the schools. academic programs. strengthen the core programs in those areas. academic programs. Districts monitor the District leaders do not use District leaders use District leaders examine District leaders, instructional effectiveness of instruction formative assessment data formative assessment data formative assessment data leaders, and instructional by examining data from sets to determine the sets to determine the sets at least 3 times per staff share formative district formative effectiveness of staffs’ effectiveness of their staffs’ year to determine the assessment data and assessments. instruction. instruction in some AMP effectiveness of their staffs’ collaborate to identify ways tested content areas. instruction in all AMP tested to change instruction based content areas. on the data. District leaders, in is little evidence that District leaders District leaders collaborate High academic expectations collaboration with school the district communicates communicate academic with school staff and are communicated to staff and community, high academic expectation to expectations for student community members to students in multiple ways. communicate high student. learning, but do not communicate high academic expectations to collaborate with school staff academic expectations to students. and community members. students. Domain 4.0- There is evidence SUPPORTIVE LEARNING ENVIRONMENT Indicator Ratings of Performance that school culture and climate Exemplary level of provide a safe, orderly Fully functioning and development and environment conducive to Little or no development Limited development or operational level of implementation learning. and implementation partial implementation development and implementation Meets criteria for rating of a plus: “3” Indicators 1 2 3 3+
the core programs in the schools. order to strengthen the core academic programs. students’ needs in order to strengthen the core academic programs. strengthen the academic programs in those areas. Districts monitor the effectiveness of instruction by examining data from district formative assessments. District leaders do not use formative assessment data sets to determine the effectiveness of staffs’ instruction. District leaders use formative assessment data sets to determine the effectiveness of their staffs’ instruction in some AMP tested content areas. District leaders examine formative assessment data sets at least 3 times per year to determine the effectiveness of their staffs’ instruction in all AMP tested content areas. District leaders, instructional leaders, and instructional staff share formative assessment data and collaborate to identify ways to change instruction based on the data. District leaders, in collaboration with school staff and community, communicate high academic expectations to students. is little evidence that the district communicates high academic expectation to student. District leaders communicate academic expectations for student learning, but do not collaborate with school staff and community members. District leaders collaborate with school staff and community members to communicate high academic expectations to students. High academic expectations are communicated to students in multiple ways. Domain 4.0- There is evidence that school culture and climate provide a safe, orderly environment conducive to learning. SUPPORTIVE LEARNING ENVIRONMENT Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of development and implementation Exemplary level of development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+
AKSTEPP_Domains_Indicators_Rubric_Districts.docx