office of accountability ppsjune 2001 draft
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Plainfield Public School District Accountability System
The Plainfield PublicSchools, in
partnership with its
community, shall dowhatever it takes for
all students to achievehigh academic
standards. No alibis.
No excuses. Noexceptions.
OA 1ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
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Plainfield Public School District Accountability System
ACCOUNTABILITY TASK FORCE MEMBERS
JOSHUA STARR Director of Accountability, Plainfield PublicSchool District
LOU LOPEZ V.P. Maxson Middle School
RICHARD KREMA V.P. Finance, L.A. Dreyfus Co.
SCHARRON LITTLE-HOUSTON Woodland Elementary School, PTO
SONDRA CLARK Director, Black United Fund
JEFF FOSTER Head Custodian, Maxson Middle School
GEORGE JACKSON Teacher, Washington Elementary School
ETHEL COLEMAN Teacher Assistant, Cedarbrook Elementary
School
TERRI SLAUGHTER-CABBELL Member, Plainfield Board of Education
GAIL SCHWARTZ V.P. Emerson Elementary School
CATHY BATTLE Vice President, Citywide PTO
DEBORAH CELESTAND Teacher, Plainfield High School
CHARISSE PARKER Secretary, Office of Accountability
Board of Education Members:
Mrs. Beulah Womack, President
Mr. Rick A. Smiley, Vice President
Mr. Steven CabbellMr. Martin Cox
Mr. Robert Darden
Dr. Inez P. DurhamMrs. Lynne Richard
Mrs. Terri Slaughter-CabbellMrs. Veronica Taylor HillDr. Larry Leverett, Superintendent
Special thanks to:
Reginald Robinson, International Center for Educational Accountability, Richard Sagor,
Institute for the Study of Inquiry in Education, Marilyn Muirhead, The GeorgeWashington University Center for Equity and Excellence in Education.
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Plainfield Public School District Accountability System
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Plainfield Public School District Accountability System
GLOSSARY OF TERMS
Rubric A tool for measuring progress. Rubrics consist of defined criteriaand levels of achievement that correspond with the criteria.
NJCCCS The New Jersey Core Curriculum Content Standards. The State of New Jersey created the standards to describe what all students
should know and be able to do upon completion of their education.
There are standards in 8 areas: 1) Cross Content WorkplaceReadiness, 2) Visual and Performing Arts, 3) Comprehensive
Health and Physical Education, 4) Language Arts Literacy, 5)
Mathematics, 6) Science, 7) Social Studies, and 8) World
Languages. For more information, go to www.state.nj.
ESPA A test based on the NJCCCS given to all 4 th graders in New Jersey. There are 3
sections of the ESPA, Language Arts Literacy, Mathematics and
Science. 5th
grade students in 2001-02 will also take portions of theESPA.
GEPA A test based on the NJCCCS given to all 8th graders in New Jersey.
There are 3 sections of the GEPA, Language Arts Literacy,
Mathematics and Science.
HSPA A test based on the NJCCCS given to all 11th graders in New Jersey. There are 3
sections of the HSPA, Language Arts Literacy, Mathematics and
Science.
NJPASS A test in Language Arts and Mathematics given to all Plainfieldstudents in grades 1, 2, 3, 5, 6 and 7.
New Standards
Reference Exam A test in English Language Arts and Mathematics given to allPlainfield students in grades 4, 5, 8, 9 and 10.
TAP The Targeted Assessment Process. The TAP is given 3 times per year to all
students grades K-12. The TAP is based on the NJCCCS and wasdesigned by the Plainfield Public School District to show students
and teachers where students should be in the subjects of reading,
writing, mathematics and science at the end of the academic year and at 2 other points during the year.
OEE/MFR Orchestrating Effective Effort and Managing for Results. This process was developed by the Plainfield Public School District to
help teachers and students use TAP and other data to create
individual goals and action plans for students.
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Plainfield Public School District Accountability System
Abbott A series of NJ Supreme Court decisions beginning in 1990 that led
to landmark legislation that raises school spending for 30 “special
needs districts” to bring them to the level of spending of the state’swealthier districts.
WSR Whole School Reform. Models that a school implements to ensure that allstudents will achieve the NJCCCS. 10 Plainfield schools use the
America’s Choice model, 2 use Ventures and 1 uses Accelerated
Schools.
LINCC Leadership Innovation and Change Council. LINCCS are site-
based management teams. Every school has a LINCC, made up of
the principal, teachers, support staff, family members, communitymembers, and students where appropriate. LINCCS are responsible
for monitoring the implementation of Whole School Reform.
AYP Adequate Yearly Progress. A state formula for determining the appropriateincrease in scores on the ESPA, GEPA and HSPA. The state
considers an elementary or middle schools to be proficient if 75%of all enrolled students pass the ESPA or GEPA. High schools are
considered proficient if 85% of the students pass the HSPA. AYP’s
are calculated by subtracting the number of students who passed
the test last year by 75 (elementary and middle) or 85 (highschool), and dividing that number by 7, which is the number of
years the state expects each school to achieve proficiency.
ASSA Application for Assisted State Aid. ASSA is the annual student enrollment
summary submitted to the state. The state bases the level of aid the
district receives on this enrollment count.
QAAR Quality Assurance Annual Review. It is a list of district goals and objectives and
shows progress made towards achieving those goals andobjectives. In order to monitor and evaluate the effectiveness of
school districts, the state requires that every district submit the
QAAR annually.
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Plainfield Public School District Accountability System
INTRODUCTION AND BACKGROUND
The Plainfield Public School District (PPSD) has been engaged in a comprehensivereform effort since 1995. This reform effort has focused on building a shared vision of
PPSD where all students have the opportunity to achieve the New Jersey Core
Curriculum Content Standards (NJCCCS). As part of this process, the district, in partnership with its community, has:
• Developed a 5 year, 6 point strategic plan.
• Embraced a policy of district decentralization that supports site-based governance.
• Supported collaboration among all stakeholders.
• Initiated interest-based negotiations between the Board of Education and its
employees.
• Embraced community engagement for joint-problem solving.
• Focused on data-based decision making.
• Increased the use of technology throughout the district.
• Committed to ongoing staff development.
• Allocated district resources to support improving student’s literacy.
In 1999, Plainfield was reinstated as an Abbott district. As a result, each school is
required to implement a Whole School Reform (WSR) model. Three WSR models have
been selected in the district and are at varying stages of implementation – America’sChoice, Ventures and Accelerated schools. WSR has provided schools with the
opportunity and resources to integrate all school efforts to ensure that all students are
receiving high quality, standards-based instruction.
In recognition of the current status and needs of PPSD, District LINCC called for the
development of a comprehensive accountability system based on accurate data and
continuous improvement that will ensure that all students receive an education that willhelp them achieve the NJCCCS. A task force was formed to carry out this work. The task
force comprises 2 teachers, 2 community members, 2 support staff, 2 family members, 2
building administrators, 1 cabinet member and 1 Board of Education member. These 12individuals were nominated by their constituents for participation on the task force. The
task force is now leading the effort to ensure that all students receive a high quality,
standards based education that will help them achieve the NJCCCS. The followingdocument reflects the work of the Accountability Task Force.
This plan is being designed to promote local ownership and collective responsibility. To
have credibility, accountability must be driven by the initiative of the district, schools,and community. Reliance on externally driven approaches to accountability typically fail
to gain the credibility and support of the educators and community members at the local
level. The PPSD School Accountability System is locally driven and identifies theoutcomes and indicators that the Plainfield community values and expects.
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Plainfield Public School District Accountability System
STATE AND LOCAL REGULATIONS
PPSD must adhere to all federal, state and local statutes, codes, policies, regulations andreporting procedures. The district’s first level of accountability is to the state, as it
directly oversees the district’s operations. At a minimum, the district must comply with
all federal and state laws and regulations, including Abbott regulations. The second levelof accountability the district has is to its own local policies, practices, codes and
procedures. These are aligned with federal and state regulations and have been developed
internally to reflect best practices.
New Jersey Regulations.
The State of New Jersey requires that school districts ensure a “thorough and efficient”education for their students. The state has evaluation procedures (N.J.A.C. 18A:7A-10) to
determine whether each district has met this requirement. Districts are also required
(N.J.A.C. 18A:7A-11) to submit to the state an annual progress report, which includes:
a. demographic data b. results of assessment programs, including State-wide assessments
c. information regarding fiscal operations, including each school’s budgetd. plans and programs for professional improvement
e. plans to implement innovative educational programs
f. recommendations for school improvements during the ensuing year g. additional information that may be prescribed by the commissioner
The state may also require a facilities survey, including current usage and projected
capital projects.
The New Jersey Department of Education (NJDOE) 1 regulations also require thatschools make Adequate Yearly Progress (AYP) on state ESPA, GEPA and HSPAexams. AYP is determined by subtracting the percentage of students who passed the state
test from the state expected pass rate of 75% for ESPA and GEPA and 85% for HSPA,
and dividing the difference by 7, which is the number of years allowed by NJDOE toclose the performance gap. There is an AYP for each section of the test.
Example:
At Elementary School A, 15% of the students passed the Mathematics portion of the ESPA in 1999. The difference between 75% and 15% is 60% points (75-
15=60). 60% points divided by 7 years equals 8.6% points. Thus, School A must
show an AYP of 8.6% points per year in Mathematics until it reaches the 75% passing goal.
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Plainfield Public School District Accountability System
Abbott regulation 6:19A-1.5 states that:
Each district and school shall implement its approved district wide system of rewards to recognize schools, teachers, parents, and administrators who contribute
to helping students attain the Core Curriculum Content Standards pursuant to a
district plan approved by the Department. In districts and/or schools that do notmaintain a pattern of improved student achievement, the Department shall pursue
sanctions provided for in N.J.S.A. 18A:7F-6(b).
District Regulations, Policies and Governance Structure.
All district policies are aligned with state and federal statutes, codes and policies. PPSD
operates under the governance of an elected Board of Education (PBOE). The PBOEmanages the district’s affairs in accordance with federal and New Jersey state regulations
and code and district policy. The PBOE has appointed a chief school administrator
(superintendent) to carry out district policies and oversight responsibilities.
As a result of increased accountability measures, there will be a need to review existing
policies and procedures. New policies and procedures will be developed and subsequentadministrative regulations may be changed. District policies are considered to be organic
and dynamic; they should change according to what is known about best practices and
must support data driven efforts to improve standards based instruction.
PBOE fully supports local leadership and site based decision making as required by
Abbott regulations and district policy. Each school has a Leadership Innovation and
Change Council (LINCC) that oversees implementation of whole school reform at theschool level. There is also a district LINCC, which is jointly led by the superintendent
and Plainfield Education Association (PEA) president.
THEORETICAL FRAMEWORK FOR ACCOUNTABILITY
Definition of Accountability.
The following definition from Linda Darling-Hammond and Carol Ascher (1990) reflects
the underlying principles and theoretical basis of the PPSD School AccountabilitySystem:
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Plainfield Public School District Accountability System
In order to sustain good practices, continual evaluation and continuous improvement
based on reliable and comprehensive data, the Accountability Task Force believes that
accountability is collective responsibility for student results.
Accountability Principles.
Four key principles form the foundation for the Plainfield Accountability System:
1. Alignment of effort2. Continuous improvement
3. Communication
4. Inclusiveness
1. Alignment of effort suggests that everything we do must be consistent with the
goal of helping all students achieve NJCCCS. There must be a straight line between standards, instruction and assessment. Clear goals, objectives and benchmarks must be developed and agreed upon. All activities must be measured
against the agreed upon goals and data gleaned from these measurements must be
used in the continuous improvement process. Resources must be allocated on aneeds basis and in alignment with the goals. All instruction and assessment of
student progress towards standards must be aligned with NJCCCS.
2. Continuous improvement “is change with direction, sustained over time, that
moves entire systems, raising the average level of quality and performance while
at the same time decreasing the variation among units, and engaging people in
analysis and understanding of why some actions seem to work and others don’t,”(Elmore, 2000). Variation means the elimination of differences in outcomes.
Continuous improvement describes the process by which decisions are made
based on comprehensive data about student progress towards standards.Continuous improvement necessitates that a comparison of results is made from
year to year. Accountability and collective responsibility must be developed
through inquiry, not imposed by external agents. School-wide decisions aboutwhat students need in order to achieve NJCCCS must be based on “best
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An accountability system is a set of commitments, policies, and practices that are
designed to create and nurture good practices and continual self-evaluation, (and):
Heighten the probability that students will be exposed to good
instructional practices in a supportive learning environment;
Reduce the likelihood that harmful practices will be employed;
and
Provide internal self-correctives in the system to identify, diagnose, and
chan es courses o action that are harm ul or ine ective.
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Plainfield Public School District Accountability System
practices.” Progress towards goals must be measured regularly and stakeholders
must use the measurements to reflect on their practice. The capacity of staff and
students must be continually developed to incorporate best practices into theclassroom. Technology must be used to facilitate the continuous improvement
cycle.
3. Communication suggests that schools and their communities must have
reciprocal dialogue about how students are progressing towards NJCCCS.
Schools must regularly communicate their expectations and student progresstowards standards with their community. All adults must communicate values by
modeling behavior. Staff must regularly communicate their expectations to
students and parents. Students and families must communicate with teachers and
administrators regarding support needed to achieve standards. Colleagues mustcommunicate with their peers and make their practice transparent by sharing best
practices, observing each other, and engaging in reflective conversation about
effective effort. Roles and responsibilities must be clearly communicated. And,
most importantly, all stakeholders must have a comprehensive understanding of NJCCCS. All available and appropriate technologies must be used to
communicate “seven times, seven ways.”
4. Inclusiveness is a principle that describes ways in which diverse voices are
meaningfully incorporated into conversations and efforts intended to help all
students achieve standards. All students, teachers, support staff, administrators,families and community members must be viewed as respected and important
voices in the education of Plainfield’s children. We must do whatever it takes to
break down barriers to learning and communication. Innovation and creativitymust be rewarded and all stakeholders must be made to feel welcome in our
schools.
DISTRICT GOALS
The 4 accountability principles provide the foundation for 6 non-negotiable goals that
every school must show progress towards achieving.
Continuous improvement requires the development of goals so that progress can be
regularly measured and reported. Goals should be adjusted according to progress made. It
is essential that decision makers have comprehensive and accurate data to use for
decision making purposes and analysis of progress made towards goals. The specific datathat decisions will be based upon must be consistent throughout the district. Decisions
regarding goals must be based on research regarding what is known about educating all
students to standards.
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Plainfield Public School District Accountability System
Goal 1: Improve student achievement through instructional rigor and alignment
with NJCCCS: All students will have access to high quality, standards based
instruction.
Goal 2: Community engagement: Community and family will be meaningfully
engaged in decision-making and planning for the education of Plainfield’s children.
Goal 3: Comprehensive supports for all students: Every student will have access to a
system of support intended to meet the needs of the whole child.
Goal 4: Effective and efficient operations: Individual schools and the district as a
whole will have effective and efficient programs, operations and services in a safe
and orderly environment.
Goal 5: Staff: All students will have access to certificated, highly trained, caring and
culturally responsive staff members.
Goal 6: Governance: All stakeholders, including administration, community,
parents, teachers, support staff and students (where appropriate), will be
meaningfully engaged in decision-making, problem-solving, and planning.
MEASURING PROGRESS
Procedures for Collecting and Reporting Accountability Data.
The district reports to the state annually in a variety of ways, including ASSA, QAAR
and the New Jersey School Report Card. PPSD schools will be required to publish tri-
annual School Profiles. In a continuous progress design, 3 types of data must beconsistently collected and analyzed:
1. Baseline profiles. Each school will create a baseline profile of how it is doing
relative to the district’s 6 goals. Where appropriate, these profiles will beaggregated by the central office to form a district profile.
2. Tri-annual accountability reports. Three times per year, schools will provide
insight into growth, plateaued performance or regression, relative to the 6 goals.3. Documentation of practices employed. Documentation must occur so that
stakeholders can make educated judgments regarding possible causes/correlations
of any changes in the profile.
Each school LINCC will use a rubric (Appendix B) to self-evaluate its progress towards
achieving the 6 non-negotiable district goals. Evidence of progress will be attached to
each rubric and coded accordingly. By using data and evidence to determine progressmade towards goals, each LINCC will be able to make decisions based on the real needs
of the school. Rubrics will also be used for Abbott Whole School Reform plans and
budgets, as they will provide the evidence needed to justify expenditures.
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Plainfield Public School District Accountability System
Directions for Filling out PPSD School Profiles.
• The entire LINCC must be involved in determining a score for each rubric, and a
statement of assurance must be signed (Appendix D).
• Each rubric will have an Evidence Sheet attached to it (Appendix C)
• Copies of evidence of progress that the LINCC has selected must be included inthe report and labeled to correlate with the Evidence Sheet.
• Accountability reports will be reviewed by a rotating sub-committee of District
LINCC.
System of Rewards and Consequences.
Accountability reports are designed to be tools for self-assessment, not for evaluation.
However, in order to be consistent with Abbott regulations, they will be used to reward
schools that have made significant progress. If a school does not make adequate progress
towards achieving the 6 goals, the accountability reports will indicate the area(s) where a
school needs help. No monetary rewards will be given to individual districtemployees by the district on the basis of rubric scores or student achievement
results.
Each school can score between 6 and 24 points on its Profile (1-4 points for each rubric,
multiplied by 6 rubrics, equals 24 points). It is expected that every school show progresson each tri-annual Profile. Schools must also meet their state AYP in order to move up a
category. If a school increases its rubric scores yet does not meet its AYP, it will not
move up a category. However, it might still be eligible for a reward. At least 95% of
eligible students must take the state test in order for the school to qualify for a reward.After completing its self assessment, assigning rubric scores and examining student
achievement data, each school LINCC will determine which of following 4 categories itfits into:
CATEGORY RUBRIC POINTS SCORED MINIMUM ESPA,
GEPA, HSPA SCORE
Basic 6-10 points.
At least 1 point on each rubric.
0-39% of students passstate test.
Partially
Proficient11-15 points.At least 2 points on 5 rubrics, and at least 1 on the 1
remaining rubric.
A school cannot score a 1 on more than 1 rubric and be
considered Partially Proficient.
40-74/84% of
students pass state
test.
Proficient 16-20 points.At least 3 points on 5 rubrics, and no less than 2 points on
the 1 remaining rubric.
A school cannot score lower than a 2 on any rubric and beconsidered Proficient.
75/85-94% of students pass state
test.
Exemplary
21-24 points.
At least 3 points on 3 rubrics and 4 points on the remaining
3 rubrics.
A school cannot score lower than a 3 on any rubric and be
considered Exemplary.
95-100% of students
pass state test.
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Plainfield Public School District Accountability System
Monetary Rewards.
Every time a school improves, it will receive between 1%-5% of the average full-time personnel salaries in that school, multiplied by the number of full-time staff in the school.
The amount cannot exceed 1.5% of total district full-time personnel expenditures. The
range of money that a school can receive will be based on the progress it has made.
1% 2% 3% 4% 5%
AYP Does not reach Reaches Reaches Reaches Reaches
Test
score
range
0-39% 0-39% 40-74/84% 75/85-94% 95-100%
Rubric
Score
Meets
conditions of
next category(e.g., moves
from Basic toPartiallyProficient)
Meets
conditions
of nextcategory
Meets
conditions of
next category
Proficient Exemplary
A school must make progress from year to year in order to receive a reward. If a schoolreceives a reward in year 1 for moving from Partially Proficient to Proficient, yet stays in
the Proficient category in year 2, the school will not receive a reward in year 2.
Example:
1. In elementary School A, on the 1999 ESPA, 15% of the students passed the
Language Arts Literacy section, 20% passed Mathematics and 50% passedScience. The AYP’s are 8.6, 7.9 and 3.6 respectively. The LINCC assigned a
score of 7 points for the first School Profile. School A is considered Basic after
the first School Profile. By the end of the year, School A scored 13 points on itsrubrics. School A’s 2000 ESPA scores show that 22% of the students passed
Language Arts Literacy, 30% passed Mathematics and 60% passed Science.
School A remains in the Basic category and receives 1%, because it did not reachits AYP in all three categories, yet it did make progress on its rubric score.
Schools can choose to use the reward in whatever way they choose, as long as it meets allfederal, state and local legal requirements. When the first school profile is submitted, the
school must also submit its plan for use of any reward funds it may receive.
Consequences.
The PPSD is committed to doing whatever it takes to support schools in their
improvement efforts. When a school does not show progress after 1 year, it will become aPriority school. The central office will provide Priority schools with regular and ongoing
technical assistance in goal setting, action planning and resource allocation. If a school
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Plainfield Public School District Accountability System
fails to make progress for two years, it will become a Crisis school. Crisis schools will be
subject to direct oversight by the superintendent.
District Evaluation of School Profiles.
Once a school LINCC has conducted a self-assessment, assigned rubric scores, looked atstudent achievement results and created their school profile, their data and categorization
must be evaluated by others in the district for accuracy and appropriateness. The
superintendent will designate committees to meet with the schools and review their school profiles. These committees will then decide if the LINCC’s determination was
appropriate. If the committees determine that there are discrepancies in the self-
assessment, the school profile will go to the Plainfield Board of Education, who will have
the final say regarding the appropriate category for the school and any rewards or sanctions it is due.
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Plainfield Public School District Accountability System
APPENDIX A – DISTRICT-WIDE ASSESSMENTS
2000-2001 School Year
Test Name Dates Grades
Covered
Content Scores
NJPASS May, 2000 1 – 3, 5 – 7 Language ArtsMathematics
ProficiencyLevels
TAP Sept, 2000Jan, 2001
May, 2001
K –3, 5-7 Reading (1 – 3, 5 – 7)Writing (K – 8)
Mathematics (1 – 3,
5 - 7)
ProficiencyLevels
ESPA May, 2001 4 Language Arts
Mathematics
Science
Proficiency
Levels, scale
scores, andraw scores
GEPA March, 2001 8 Language ArtsMathematics
Science
ProficiencyLevels, scale
scores, and
raw scores
HSPA Oct, 2000
April, 2001
11, 12 Reading
MathematicsWriting
Proficiency
Levels, scalescores, and
raw scores
NewStandard
Reference
Sept, 2000June, 2001
4, 5, 8, 9,10
English LanguageArts
Mathematics
StandardLevels and
percent
breakdown
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Plainfield Public School District Accountability System
APPENDIX B - RUBRICS
There are six rubrics aligned to each goal. School LINCC’s are responsible for scoring the progress they have made towards achieving each of the 6 goals and
placing that score at the bottom of each rubric. Evidence must be attached and
coded to correspond with each goal and indicator.
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Plainfield Public School District Accountability System
GOAL 1: IMPROVE STUDENT ACHIEVEMENT THROUGH INSTRUCTIONAL RIGOR AND
ALIGNMENT WITH NJCCCSTRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. Students, teachers,support staff and
administratorsincorporate NJCCCS in allaspects of their work.
• Is within 80% of
meeting WSR model
implementationtimeline.
• School reportsindividual student
progress towardsstandards to families,students and staff atleast once every twomonths.
• Is within 90% of
meeting WSR model
implementationtimeline.
• School reportsindividual student
progress towardsstandards to families,students and staff atleast once every sixweeks.
• Meets WSR model
implementation
timeline.• School reports
individual student progress towardsstandards to families,students and staff atleast once per month.
• Exceeds WSR model
implementation
timeline.• School reports
individual student progress towardsstandards to families,students and staff more than once per month.
II. Student progress ismeasured usingmultipleassessments.Rubrics andstudent work areused to determinestudent progresstowards standards.
• 70% of teachersconsistently useOEE/MFR process.
• 70% of teachers
consistently useassessments to drive
instruction.
• 70% students receiveregular feedback ontheir work.
• 80% of teachersconsistently useOEE/MFR process.
• 80% of teachers
consistently useassessments to drive
instruction.
• 80% of studentsreceive regular feedback on their work.
• 90% of teachersconsistently useOEE/MFR process.
• 90% of teachers
consistently useassessments to drive
instruction.
• 90% students receiveregular feedback ontheir work.
• 100% of teachersconsistently useOEE/MFR process.
• 100% of teachers
consistently useassessments to drive
instruction.
• 100% of studentsreceive regular feedback on their work.
III. Staff consistentlyhave highexpectations for allstudents.
• Some instructionalcontent reflects gradelevel expectationsand standards.
• Some students can
• Most instructionalcontent reflects gradelevel expectationsand standards.
• Some students can
• Most instructionalcontent consistentlyreflects grade levelexpectations andstandards.
• All instructionalcontent consistentlyreflects grade levelexpectations andstandards.
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Plainfield Public School District Accountability System
TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
articulate how their work reflectsstandards.
• Once every 3months, the school
provides anopportunity for families to learnabout standards
based instruction.
• Performancestandards are clearlyarticulated in 70% of lesson plans and
posted in 70% of theclassrooms.
articulate how their work reflectsstandards.
• Once every 2months, the school
provides anopportunity for families to learn whata standards based
classroom looks like.
• Performancestandards are clearlyarticulated in 80% of lesson plans and
posted in 80% of theclassrooms.
• Most students canarticulate how their work reflectsstandards.
• Once per month, the
school provides anopportunity for
families to learn whata standards based
classroom looks like.
• Performancestandards are clearlyarticulated in 90% of lesson plans and
posted in 90% of theclassrooms.
• All students canarticulate how their work reflectsstandards.
• More than once per
month, the school provides an
opportunity for families to learn what
a standards basedclassroom looks like.
• Performancestandards are clearlyarticulated in 100%of lesson plans and
posted in 100% of theclassrooms.
IV. The diverse needs(non-crisis) of allstudents are
addressed.
• Social, emotional andacademic needs of
students are
identified.• Social, emotional and
academic needs of students areaddressed within 15school days of identification.
• 70% of teachers use amultifacetedapproach to
• Social, emotional andacademic needs of
students are
identified.• Social, emotional and
academic needs of students areaddressed within 10school days of identification.
• 80% teachers use amultifacetedapproach to
• Social, emotional andacademic needs of
students are
identified quickly.• Social, emotional and
academic needs of students areaddressed within 7school days of identification.
• 90% of teachers usea multifacetedapproach to
• Social, emotional andacademic needs of
students are
identified quickly.• Social, emotional and
academic needs of students areaddressed within 5school days or less of identification.
• 100% of teachers usea multifacetedapproach to
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TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
instruction thatincludes the use of different modalitiesto address differentlearning styles of
students
instruction thatincludes the use of different modalitiesto address differentlearning styles of
students
instruction thatincludes the use of different modalitiesto address differentlearning styles of
students
instruction thatincludes the use of different modalitiesto address differentlearning styles of
students.
SCORE_____________
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GOAL 2: COMMUNITY ENGAGEMENTTRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. Representation of
community membersand families on
school decisionmaking bodies.
• LINCC constitution is10% communitymembers who attend atleast 80% of meetings.
• LINCC constitution is10% family memberswho attend at least80% of meetings.
• The number of parents
who are activelyinvolved in the school
increases by 20% fromthe previous year.
• LINCC constitution is15% communitymembers who attend atleast 85% of meetings.
• LINCC constitution is15% family memberswho attend at least85% of meetings.
• The number of parents
who are activelyinvolved in the school
increases by 30% fromthe previous year.
• LINCC constitution is20% communitymembers who attend atleast 90% of meetings.
• LINCC constitution is20% family memberswho attend at least90% of meetings.
• The number of parents
who are activelyinvolved in the school
increases by 40% fromthe previous year.
• LINCC constitution is25% communitymembers who attend atleast 95% of meetings.
• LINCC constitution is25% family memberswho attend at least95% of meetings.
• The number of parents
who are activelyinvolved in the school
increases by 50% fromthe previous year.
II. Communication between schools,
families andcommunity.
• Communications fromschool are bilingual asneeded.
• Multiple mediums areused to communicate
• Families and
community receives pertinent information
about school eventsand activities at least 1week in advance.
• Some communicationsfrom school are
bilingual.
• Multiple mediums areused to communicate.
• Families and
community receives pertinent information
about school eventsand activities at least 2weeks in advance.
• Most communicationsfrom school are
bilingual.
• Multiple mediums areoften used tocommunicate.
• Families andcommunity receives
pertinent informationabout school eventsand activities at least 3weeks in advance.
• All communicationsfrom school are
bilingual.
• Multiple mediums areconsistently used tocommunicate.
• Families andcommunity receives
pertinent informationabout school eventsand activities at least 4weeks in advance.
III. Ongoing,meaningful
partnerships betweenschools, family and
• School partners may or may not explicitlyalign their programswith the specific needs
• Some school partnersexplicitly align their
programs with thespecific needs of
• Most school partnersexplicitly align their
programs with thespecific needs of
• All school partnersexplicitly align their
programs with thespecific needs of
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TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
community. of students.
• All school partnersmeet annually withschool personnel todetermine how the
partner can bestsupport standards.
students.
• Most school partnersmeet quarterly withschool personnel todetermine how the
partner can bestsupport standards.
students.
• All school partnersmeet bi-monthly withschool personnel todetermine how the
partner can bestsupport standards.
students.
• All school partnersmeet monthly withschool personnel todetermine how the
partner can bestsupport standards.
IV. Multipleopportunities for family andcommunityinvolvement inschools.
• Opportunities for involvement occur
every two months.
• 70% of opportunitiesfor involvementexplicitly reflectstandards.
• Opportunities for involvement occur
every six weeks.
• 80% opportunities for involvement explicitlyreflect standards
• Opportunities for involvement occur
once per month.
• 90% of opportunitiesfor involvementexplicitly reflectstandards
• Opportunities for involvement occur
twice per month.
• All opportunities for involvement explicitlyreflect standards.
V. Celebration of diversity.
• Diversity isconsistently infused incurriculum,instruction, activitiesand events 70% of thetime.
• Diversity is infused incurriculum,instruction, activitiesand events 80% of thetime.
• Diversity is infused incurriculum,instruction, activitiesand events 90% of thetime.
• Diversity is infused incurriculum,instruction, activitiesand events 100% of thetime.
SCORE_____________
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GOAL 3: COMPREHENSIVE SUPPORTSTRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. All students have
access to academicsupports in the form
of extended day programs, summer
school andcommunity-based
programs.
• The academic needs of students who are
below standards areidentified no morethan 5 weeks after thedate of enrollment.
• Students who have been identified as below standards beginan extended day
program no more than
15 school days after identification.
• All students who have been identified as inneed, have access tosummer school and70% make progresstowards standards in
summer school.
• The academic needs of students who are
below standards areidentified no morethan 4 weeks after thedate of enrollment.
• Students who have been identified as below standards beginan extended day
program no more than
10 school days after identification.
• All students who have been identified as inneed, have access tosummer school and80% make progresstowards standards in
summer school.
• The academic needs of students who are
below standards areidentified no morethan 3 weeks after thedate of enrollment.
• Students who have been identified as below standards beginan extended day
program no more than
7 school days after identification.
• All students who have been identified as inneed, have access tosummer school and90% make progresstowards standards in
summer school.
• The academic needs of students who are
below standards areidentified no more than2 weeks after the dateof enrollment.
• Students who have been identified as below standards beginan extended day
program no more than
5 school days after identification.
• All students who have been identified as inneed, have access tosummer school andmake progress towardsstandards in summer
school.II. All students have
access to qualityhealth and mentalhealth care
• Schools collaboratewith at least 1 agency.
• Health and mental
health related absencesare reduced by 60%.
• Schools collaboratewith at least 1 agency.
• Health and mental
health related absencesare reduced by 70%.
• Schools collaboratewith at least 2agencies.
• Health and mentalhealth related absences
are reduced by 80%.
• Schools collaboratewith at least 3agencies.
• Health and mentalhealth related absences
are reduced by 90%.
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Plainfield Public School District Accountability System
TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
III. A system of referrals
is in place thatenables students to
access support
quickly.
*includes crisis situations
• 60% of student with anidentified need arereferred to theappropriate agencywithin 1 day.
• 60% of referrals resultin ongoing servicesthat address theidentified need.
• The schoolcommunicates every 6
weeks with agencyregarding student
progress.
• 70% of student with anidentified need arereferred to theappropriate agencywithin 1 day.
• 70% of referrals resultin ongoing servicesthat address theidentified need.
• The schoolcommunicates
monthly with agencyregarding student
progress.
• 80% of student with anidentified need arereferred to theappropriate agencywithin 1 day.
• 80% of referrals resultin ongoing servicesthat address theidentified need.
• The schoolcommunicates bi-
monthly with agencyregarding student
progress.
• 90% of student with anidentified need arereferred to theappropriate agencywithin 1 day.
• 90% of referrals resultin ongoing servicesthat address theidentified need.
• The schoolcommunicates weekly
with agency regardingstudent progress.
IV. There is an adequate
number of personnelon-site to meet the
needs of all children.
• School has full time,certified, nurse,guidance counselor and social worker,relative to its student
population.• Some of the above
personnel usetechnology to maintain
accurate data onstudents.
• School has full time,certified, nurse,guidance counselor and social worker,relative to its student
population.• Most of the above
personnel usetechnology to maintain
accurate data onstudents.
• School has full time,certified, nurse,guidance counselor,family liaison, socialworker and/or any
other appropriate position, relative to itsstudent population.
• Most of the above
personnel usetechnology to maintain
accurate data onstudents.
• School has full time,certified, nurse,guidance counselor,family liaison, socialworker and/or any
other appropriate position, relative to itsstudent population.
• All of the above
personnel usetechnology to maintain
accurate data onstudents.
SCORE_____________
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Plainfield Public School District Accountability System
GOAL 4: EFFECTIVE AND EFFICIENTTRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. All school facilities
are safe and orderly.• Discipline referrals are
reduced by 20% per year.
•
Violent incidents arereduced by 20% per year.
• Suspensions and
expulsions are reduced by 20% per year.
• Discipline referrals arereduced by 30% per year.
•
Violent incidents arereduced by 30% per year.
• Suspensions and
expulsions are reduced by 30% per year.
• Discipline referrals arereduced by 40% per year.
•
Violent incidents arereduced by 40% per year.
• Suspensions and
expulsions are reduced by 40% per year.
• Discipline referrals arereduced by 50% per year.
•
Violent incidents arereduced by 50% per year.
• Suspensions and
expulsions are reduced by 50% per year.
II. School communitymembers receive a
timely and accurateresponse to
reasonable requests.
• 60% of families andcommunities respond
positively when askedif they receive accurateand timely responsesto requests.
• Phone calls and emailsare returned within oneweek.
• 70% of families andcommunities respond
positively when askedif they receive accurateand timely responsesto requests.
• Phone calls and emailsare returned within 3school days.
• 80% of families andcommunities respond
positively when askedif they receive accurateand timely responsesto requests.
• Phone calls and emailsare returned within 2school days.
• 90% of families andcommunities respond
positively when askedif they receive accurateand timely responsesto requests.
• Phone calls and emailsare returned the sameday.
III. All procedures areclearly defined andwidelycommunicated.
• Some staff, students,
community andfamilies can articulate
some relevant procedures.
• Some staff, students,
community andfamilies can articulate
most relevant procedures.
• Most staff, students,
community andfamilies can regularly
articulate all relevant procedures.
• All staff, students,
community andfamilies can
consistently articulateall relevant procedures.
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Plainfield Public School District Accountability System
TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
IV. Resources are used
to support classroominstruction.
• 80% of instructionalresources are
purchased prior to the beginning of theschool year and aredistributed before thefirst day of class.
• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin one week of their start date.
• 85% of instructionalresources are
purchased prior to the beginning of theschool year and aredistributed before thefirst day of class.
• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin 3 days of their start date.
• 90% of instructionalresources are
purchased prior to the beginning of theschool year and aredistributed before thefirst day of class.
• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin 2 days of their start date.
• 95% of instructionalresources are
purchased prior to the beginning of theschool year and aredistributed before thefirst day of class.
• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin one day of their start date.
V. Standards of organizationalefficiency areconsistently adhered
to.
• 80% of all suppliesand materials
distributed during theyear can be accounted
for at the end of theyear.
• 85% of pertinent datais maintained andrefreshed regularly andis valid and complete.
• All budgetexpenditures can be
accounted for and haveappropriate
documentation
• 85% of all suppliesand materials
distributed during theyear can be accounted
for at the end of theyear.
• 90% of pertinent datais maintained andrefreshed regularly andis valid and complete.
• All budgetexpenditures can be
accounted for and haveappropriate
documentation
• 90% of all suppliesand materials
distributed during theyear can be accounted
for at the end of theyear.
• 95% of pertinent datais maintained andrefreshed regularly andis valid and complete.
• All budgetexpenditures can be
accounted for and haveappropriate
documentation
• 95% of all supplies andmaterials distributed
during the year can beaccounted for at the
end of the year.
• All pertinent data is
maintained andrefreshed regularly andis valid and complete.
• All budget
expenditures can beaccounted for and have
appropriatedocumentation.
SCORE_____________
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Plainfield Public School District Accountability System
GOAL 5: STAFFTRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. Best practices are
regularly shared.• 75% of staff plan
lessons jointly withgrade level and/or content areacolleagues.
• The school maintainsan electronic or paper lesson plan warehouse.
• 80% of staff planlessons jointly withgrade level and/or content areacolleagues.
• The school maintainsan electronic or paper lesson plan warehouse.
• 90% of staff planlessons jointly withgrade level and/or content areacolleagues.
• The school maintainsan electronic lesson
plan warehouse.
• 100% of staff planlessons jointly withgrade level and/or content areacolleagues.
• The school maintainsan electronic lesson
plan warehouse.
II. Staff developmentreflects culturaldiversity of thecommunity.
• 70% of staff receivetraining at least once
per year in cultural
diversity and/or multiculturalism and
consistently apply thetraining to standards
based instruction.
• 80% of staff receivetraining at least once
per year in cultural
diversity and/or multiculturalism and
consistently apply thetraining to standards
based instruction.
• 90% of staff receivetraining at least once
per year in cultural
diversity and/or multiculturalism and
consistently apply thetraining to standards
based instruction.
• All staff receivetraining at least once
per year in cultural
diversity and/or multiculturalism and
consistently apply thetraining to standards
based instruction.
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TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
III. New staff members
are supported andthere are extensive
recruitment efforts.
• No more than one newstaff members leave inthe middle of the year (except for health andretirement).
• 75% of new staff members continue intheir position (exceptfor health andretirement).
• 65% of new staff
members report thatthey are satisfied with
the support theyreceive from theschool.
• 80% of new staff report satisfaction withtheir in-school
mentors.
• No more than one newstaff members leave inthe middle of the year (except for health andretirement).
• 80% of new staff members continue intheir position (exceptfor health andretirement).
• 75% of new staff
members report thatthey are satisfied with
the support theyreceive from theschool.
• School leadership participates in districtrecruitment efforts.
• 85% of new staff report satisfaction
with their in-schoolmentors.
• No new staff membersleave in the middle of the year (except for health and retirement).
• 85% of new staff members continue intheir position (exceptfor health andretirement).
• 85% of new staff members report that
they are satisfied withthe support they receive
from the school.
• School leadership participates in districtrecruitment efforts.
• 90% of new staff reportsatisfaction with their
in-school mentors.
• No new staff membersleave in the middle of the year (except for health and retirement).
• 90% of new staff members continue intheir position (exceptfor health andretirement).
• 95% of new staff members report that
they are satisfied withthe support they
receive from theschool.
• School leadershipactively participates indistrict recruitmentefforts.
• 95% of new staff report satisfaction with
their in-schoolmentors.
IV. Staff members arehighly trained in
their area and inclassroom
management.
• 70% of non-custodialstaff members haveattended classroommanagement training.
• 70% of staff membershave received training
• 80% of non-custodialstaff members haveattended classroommanagement training.
• 80% of staff membershave received training
• 90% of non-custodialstaff members haveattended classroommanagement training.
• 90% of staff membershave received training
• All non-custodial staff members haveattended classroommanagement training.
• All staff members havereceived training in
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Plainfield Public School District Accountability System
TRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
in social-emotionallearning.
• 70% of staff membersreceive trainingdirectly related to
standards andconsistently applyknowledge gained.
• All staff members
attend trainingintended to meet their PIP’s.
in social-emotionallearning.
• 80% of staff membersreceive trainingdirectly related to
standards andconsistently applyknowledge gained.
• All staff members
attend trainingintended to meet their PIP’s.
in social-emotionallearning.
• 90% of staff membersreceive training directlyrelated to standards and
consistently applyknowledge gained.
• All staff membersattend training intended
to meet their PIP’s.
social-emotionallearning.
• All staff membersreceive trainingdirectly related to
standards andconsistently applyknowledge gained.
• All staff members
attend trainingintended to meet their PIP’s.
V. Staff are
certificated in their subject area.
• 85% of staff arecertificated in their subject area.
• 90% of staff arecertificated in their subject area.
• 95% of staff arecertificated in their subject area.
• 100% of staff arecertificated in their subject area.
SCORE_____________
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Plainfield Public School District Accountability System
GOAL 6: SHARED GOVERNANCETRAIT BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)
I. Stakeholders
contribute tomeaningful
decisions.
• 60% of stakeholders
report that they feel
meaningfully engaged in
decisions.
• All decisions are madewith LINCC consensus.
• 60% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
• Decision-making
meetings are scheduled
to achieve maximum
participation.
• 70% of stakeholders
report that they feel
meaningfully engaged in
decisions.
• All decisions are madewith LINCC consensus.
• 70% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
• Decision-making
meetings are scheduled
to achieve maximum
participation.
• 80% of stakeholders
report that they feel
meaningfully engaged in
decisions.
• All decisions are madewith LINCC consensus.
• 80% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
• Decision-making
meetings are regularly
scheduled to achieve
maximum participation.
• 90% of stakeholders
report that they feel
meaningfully engaged in
decisions.
• All decisions are madewith LINCC consensus.
• 90% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
• Decision-making
meetings are consistently
scheduled to achieve
maximum participation.
II. Pertinentinformation is
regularly shared withstakeholders.
• 70% of stakeholdersreport that they receive
pertinent informationin a timely fashion.
• Some communications
are jargon-free.
• 75% of stakeholdersreport that they receive
pertinent informationin a timely fashion.
• Some communications
are jargon-free.
• 85% of stakeholdersreport that they receive
pertinent informationin a timely fashion.
• Most communications
are jargon-free.
• 95% of stakeholdersreport that they receive
pertinent informationin a timely fashion.
• All communications
are jargon-free.III. Policies and
regulations are adhered
to.
• LINCC is fully
operational.
• 80% of all LINCC
members attend 80% of
the meetings.
• LINCC is fully
operational, including
appropriate sub-
committees.
• 85% of all LINCC
members attend 85% of
the meetings.
• LINCC is fully
operational, including
appropriate sub-
committees.
• 90% of all LINCC
members attend 90% of
the meetings.
• LINCC is fully
operational, including
appropriate sub-
committees.
• 95% of all LINCC
members attend 95% of
the meetings.SCORE_____________
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Plainfield Public School District Accountability System
APPENDIX C – EVIDENCE OF PROGRESS
List below the evidence, or data source, used to determine each rubric score. Usethe numbers on the left side of the rubric to code the evidence. Each piece of
evidence should be labeled with a corresponding goal and trait (e.g., Goal 1, trait
IV). All evidence must be available for review.
GOAL EVIDENCE
GOAL 1 - INSTRUCTION
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 2 – COMMUNITY ENGAGEMENT
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 3 – STUDENT SUPPORTS
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 4 – EFFECTIVE AND EFFICIENT
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Plainfield Public School District Accountability System
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 5 - STAFF
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 6 – SHARED GOVERNANCE
Trait I
Trait II
Trait III
Trait IV
Trait V
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APPENDIX D – STATEMENT OF ASSURANCE
Each LINCC member must sign the following statement of assurance in order for theSchool Profile to be accepted.
School____________________________________________________________
Date submitted_____________________________________________________
I have participated in the review of evidence, scoring of the 6 rubrics and development of
the School Profile.
NAME ROLE SIGNATURE