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Three-Year Academic Plan 2017-2020 REVISED

Kea'au Elementary School

16-680 Kea'au-Pahoa Road Kea'au, HI 96749

808-313-4600

Submitted by Janice Blaber Date ~ qpto (21221 azv1mJiZ.=-~ I g

Date t{µJ_ ;(:; f!t by Chad Farias . {/JtZ q~_ti

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Kea'au Elementary School Three-Year Academic Plan Page I I [4-25-19]

\ Kea'au Elementary School Academic Plan for SY 2018-2022

REVISED

GOAL 1 All students will be highly engaged m a ngorous, creallve, InnovatIve, and culturally relevant academic curriculum .

A goal is a broad primary outcome.

Outcome (revised in blue) 1. All students in grades 3-5 will grow 1.5 years in reading comprehension as measured by lexile levels by May 2019.

All students in K-5 will meet typical or stretch growth goals in read ing as measured by •Ready Reading Diagnostic. 2 All students m grades K-2 WIii meet benchmark goals as measured by DIBELS by May 2019

All students m K-1 will meet profic iency by the end of the year on phonem ic awareness subtest based on grade level standards . 3 AU students 1n grades K-5 will move two profic,ency leve s in narrative wntIng as measured by sctl00j MI'S by May 2019. ~ Web5 ·e 6 WI Js rub{,s;) 4 All students in grades K-5 will grow 1 5 years of math growth by May 2020 as measured by 1Ready,

All students in K-5 will meet typical or stretch growth goals m reading as measured by iReady Math Diagnostic.

BO% of students in grades 3-5 will be proficient In reading by May 2022 as measured by the spring 2022 Smarter Balanced Assessment. BO% of students ,n grades 3-5 will be proficient in math by May 2022 as measured by the spring 2022 Smarter Balanced Assessment. 66% of students receiving spec,al education services w,11 be a part of the general education setting by May 2020. (Wit add to SPED PLC agenda to clarify and revise th s goal) 90% of students will meet class level SMART goals each school year .

STRATEGIES

RATIONALE

We are a TITLE schoo l whose achievement levels have decreased over time Our student population of diverse learners needs highly engaging, rigorous . creative , and innovative academ ic curricul um.

School data shows • Lack of common fom,ative assessment data to show progression of learning growth on any CCS standard • DIBELS assessment data (2017-2019) shows growth only m grades K-1 (see appendix for data)

• Smarter Balanced Assessment data shows ded1ne in proficiency levels on grades 3-5 ELA, Science, and Math Evidence based research recommends :

• Strengthening of Tier 1 via Teacher Team Essential Actions and effective professional learning communities that engage in creation, implementation. and analysis of common assessmenls based on a essential standards unit plan (Taking Action: A Handbook for RTI at Work)

• High functioning schools set class and grade level targets that are amb1t1ous and attainable (I k ~ra~I11cs, & h ,nton. B (20 16 ) !lr,:,,A1h1·011 · c1pa/,.: .-1 .,i.•p•l•y-s1ep guillc 10 h11 .,wu11g San Frnnc1$CO, .I • \, 1u1110 .• /lh 1ni11 i/cli11g .-r school ., C /\ .losscy•llnss. :1 Wik~ llrnnd.)

Rauonale provides the reason for this goal outcomes . and strategies

ACTIVITIES/DELIVERABLES PERSON TIMELINE (when th is Source of Fundi ng I BENCHMARKS (Indicators of progress) • USE OF DATA (What data will we (strategies, interventions, and practices that will help us attain ACCOUNTABLE will take place) (how this will be use to measure progress)

the goal;) (Person responsible funded) for planning, organizing, and ensuring implementation> - -f---------+-------+------ - -

T ea ch e rs will choose Essential Standards m each grade level I Academic Coaches February 6, 2019 - I Weig hted Student • PLC and Leadersh p M nutes • When will gl time be given to do this? We need time for this for February 28 . 2019 Formula

math. Title I

Teachers wil use Essenbal Standards m ELA to craft a cumculum When will we craft our curriculum? Boxes are empty - ------ -- -l---------1------ --- 1-------1---------------+--- - --- --------i Teachers wil meet weekly on PLCs to evaluate the mpact of Grade Level Chair Vo/Ml,,,"f Weigh ted Student • Progress on Common formative • Common fo rmat ive assessments

curnculum and 1nstructIon using common formative assessments Form ula assessme nts

Speaal Education teachers wil rotate quarterly among the the • Admin da ly walkthrough observab ons

different grade levels of students • Positive 1nd1cators on admin weekly

Time needed to create more CFAs. walkth rough data • Feedback from PLC 's through a common reflective l)focess (Rubric)

SpEd PL Cs will meet monthly to analyze the progress of DEA I Special Education G LC Monthly starting Weighted Student students April 2019 Form ula

• All sped teachers will bnng to PLC student wor1< samples and data on meeting students goals and ob1ed1ves as referenced 1n the students I EPs

• Review LRE Data to eva uate how many students with EPs are participating in general education setting

66 '111 of students who receive special education services WI ii Special Educat on Begin Ap ril 2019 Weig hted Student • Special Education month ly PLC data • Inclusion Planning Age nda

participate m the genera education setting at least for 8~ of the Teachers Formu la schoo day

• Inclusion teams will meet monthly to plan, analyze student Title I - Substitute progress on IEP goa s and scaffold cumcu um for DEA teachers for interna l

students school day monthly • Inclusion teams WI I meet daily for 30 mIns to review and plan planning time a nd

lessons In the dassroom (using strategies Ike DEAR or student !)(Ogre ss

Ready or Khan Academy to engage students wh le planning analy sis time team meets In clas sroom.)

Does the term "Inclusion Teams" mean EAs, PPTs, Gen Ed Teachers, and SpEd Teachers? -Kinder Can each inclusion team decide on if they need to meet daily or possibly an hour every other day 7 3rd

Classroom teacher • Set SMART Goals by end of fir st qrtr

• Progre ss monitor

FSC teachers win choose a titeracy and numeracy curnculum that meets the needs of students on thei r caseload

Teachers will use grade level common literacy strategy to hone literacy skrUs among all content areas

:tlt.: 1111~11( ·::1'rl'.,l'1: ·,11 ur f_:CFI :101 _1,d .JC-~,,.

c.:c:. K-~. Jnu •• ~ would get the support

Classroom teacher

Special Education Teachers

Grade Level Chair

I Grade level chair

Academic Coaches

Leadership Team

Academic Coaches

Academic Coaches

PMOl)II

each quarter

Ongorng

At least monthly

Oaily

WHldy

May 2019

weekly

momttv

0811'/

Weighted Student Formula



TIU. I

We ighted Student Formula

Title I

T,lle I


• Progress on CFAs and CSAs to point where they no longer need mterventrons

• Progress on Common Summat,ve Assessments

• 100'4 teachers us ng common literacy strategy 1n grade levels

• Progress in CFAs and CSAs • 100'4 of student nterviews dunng

wa' kthroughs rndrcate students understand what they are learning

• 100% teachers using common l,teracy strategy

• Progress n CFAs and CSAs • 100% of student interviews dunng

walkthroughs indicate students understand what they are learrrng

• Peer surveys rnd1cate teache r efficacy levels are 1ncreasrng

• 100% teachers using common literacy strategy

• Progress in CFAs and CSAs • 100% of student interviews during

walk-thrus indicate students understand what they are learning

• Peer surveys indicate teacher efficacy levels are increasing







walk-thrus indicate students understand

• Common fonnative assessments

• Common Summatrve Assessments

• Common summative assessments

• Ad min daily walkthrough observabons

• Peer weekly walkthroughs

• Adm1n daily wa lkthrough observations

• Peer weekly walkthroughs

• Bi-Monthly data shanng to teachers

• PLC notes

• Peer surveys

• Peer surveys

• Admin daily walkthrough observations

Academic coaches

Kupu Hou team and Vice Principal

Pnnc,pal

Leadership Team

Select ,.tudents for Tier 3 main using Grade level and • Teacher made assessments (CFAs and CSAs) Interventionists • iReady • Student work samples

Start of each semester

Monthly meetings with stipend after school

• Summerof 2019

• Quarterly ,n 2019--2020

• Feb 28 , 2019 • May 2019 • August 2019 • October 2019 • January 202 0 • March 2020 • May 2020 • August 2020 • October 2020 • January 2021

September 2019

I r& I

I Title I


what they are learning • Peer surveys 1nd1cate teacher efficacy

levels are increasing

• Pos1t1ve collective efficacy via Teacher surveys

• CSAs and CF As positive progress


• Progress ,n CFAs and CSAs • 100% of student interviews during

walk-thru$ indicate students understand what they are learning

• Peer surveys indicate teacher efficacy leve s are ncreasmg

• 100"' teachers using common literacy strategy

• Progress n CFAs and CSAs • 100% of student mterv1ews dunng

walk-thrus ind cate students understand what they are leam,ng


• School Survey improvement


• Progress in CFAs and CSAs • 100% of student ·nterviews during



• Posibve collective efficacy via Teacher surveys

• CSAs and CFAs pos1tIve progress

• Peer Survey

• 100% teachers using common literacy ,.trategy

• Progress in CFAs and CSAs • 100% of student mterv ,ews dur ing

walk-t hrus indicate students understand what they are learn ng

• Peer surveys indicate teacher efficacy leve s are 1ncreas1ng

• IReady improvement • DIBELS mprovement

• 100"- teachers using common literacy strategy

• Progress 1n CFAs and CSA$ • 100% of student interviews during

walk-thrus 1ndteate students understand what they are learning

• Peer surveys indicate teacher efficacy levels are increas ing

• iReady improvement • DIBELS improvement

• sos • School Survey


• Progress ,n CFAs and CSAs • 100% of student interviews during

walk-thrus indicate students understand what they are learn ing

• Peer surveys indicate teacher efficacy levels are Increas1ng

• ,Ready improvement • DIBELS improvement

Plan and create ELA curriculum for each grade level using essenba l All teachers standards and state and evidence based resources

All students will be progress mon~ored via iReady for standards mastery once a month on iReady for reading and math

Instructional coaches WIii delNer model lessons 1n classrooms on a weekly basis and they will debrief with teachers to support tier 1 setting

GOAL 2 All students will be a part of a trauma informed, safe, and empowered school environment

OUTCOME

The number of 1nc1dents of proact1ve/deescalallon ntervent1ons will increase by 10% each quarter

. June 2019 . July 2019

• Beginning and Mid August

• Beginrnng and Mid September

• Beginnrng and Mid October . Beginning and Mid November Beginning and Mid • December

• Beginning and Mid January Beginning and Mid • February

• Be91nnmg and Mid March Beg1nn1ng and Mid • April

• Beginning and Mid May

End of August • • End of September

• End of October . End of November End of December •

• End of January . End of February

• End of March . End of April . End of May

1n and outside of the classroom.


• Progress in CFAs and CSAs

• 100% of student mterviews during walk-thrus indicate students understand what they are learn ing


. 100% teachers using common literacy strategy


• 100% of student interviews during walk-thrus indicate students understand what they are learning . Peer surveys indicate teache r efficacy levels are increasing . iReady improvement

• DIBELS improvement


• Progress in CFAs and CSAs 100% of student interviews during walk-thrus indicate students understand what they are learning

•

• Peer surveys 1nd1cate teacher efficacy levels are increasing

• iReady improvement OIBELS improvem ent •

. 100% teachers using common literacy strategy

• Progress in CFAs and CSAs 100% of student interviews during walk-thrus ind icate students understand what they are teaming

•

• Peer surveys indicate teacher efficacy levels are increasing . iReady improvement DIBELS improvement •



• 100% of student interviews during walk-thrus indicate students understand what they are learning


• iReady improvement

• DIBELS improvement

100% teachers using common literacy • strategy

• Progress in CFAs and CSAs . 100% of student interviews during walk-thrus indicate students understand what they are learning


• iReady improvement DIBELS improvement •

100% of students wi identify at least one significant adu t on campus that they have a positive connecti on with

SOS Survey for SY 2018-2019 and 2019-2020 will show a 20% increase among teachers, students, and parents in the areas of safety , well being satisfactio n involvemen Vengagement categorie s.

Tripod Perception Survey will show that 95% of students feel posttively about their school in SY 2018-2019 and 2019-2020 .

Discipline referrals to admin will decrease by 35% each SY in 2018-2019 and 2019-2020.

Chronic Absenteeism will decrease by 5% each SY in 2018-2019 and 2019-2020.

STRATEGIES A. All staff will engage in trauma informed learning and positive discipline professional development. B. Al staff will help support family and community events each month to promote the curriculum, positive school climate , and student achievement and wellne ss. C. Al staff w il monitor and reflect upon the effectiveness of systems that support a trauma-informed school environment. D. School will monttor progress toward goal 1 via Ep Jeni 5gJool Framewoos, See Resource A.

RATIONALE

Our school serves a 91% student population who are eligible for tree and reduced meals . According to National Education Association (NEA) . 50-80% of st udents who hve on poverty are tra umatized ('f'cach,ng Chil dn.'11 for Povcn~ ood TnouPm (20 I 6, Junc l KcIncvc d r dir uar\ 1. 2019 f'rnm llllps 'w"w nca "'ll- ass-:ts.'c.locs/20200 Povcrtv Jl,mc.lbook llat pd fl Our school s c~romc al>scn1cc1sm 1s l11gh. fo r SY 2018-::0 I CJ 11 1s Our uni ,crsa l screener Rcvoc\\ 360 sl""' s that

... - ... ---.... ··-- -I .. , ~ ... ~ • ·;: ·~~ , : ...... ~ 4:~ .. ·~ --=~~~ .. , .. ,_ .. -.... --- .. ·-·-- -·--e::: I , .• ~~ I I •11;+111 ~ t !t7t="' l ~ -~

Stu<lcms who arc Ir,u1m,u11.cc.l need trnum.1 111fonnc<l .ippru:ochc, "'Ii hon the lljss onm sctton•; and thruu r,houl lhc school cn>1wnmcnt T rauma can 1111pact school perfo rmance th,11111cl ,uk , a lo,.cr <ii' ,\ , lughcr rnle of .school ab..scncc:1 .<kcn:QS;:J rcadong.ib1l ll y. ,md 1>c l,l\ll>l<ll probkms IN,1I1on.il Ch ild I r.mm:ouc ',trc " NcllHlfk t.'C~IX c >ctol-.:r l Rctroc, c<l I chm.u, 4. 2111') from ~IJC:: "mKI) i:iiJ ~•:~~111:t:avll.[iks .1t~K'hmq1Ls u'] "(II l ch W·IC,n rn,•·blllllU nJ[l Ou, ~ch,c.,.,,.n.:ni levers as , tatcc.l under (11,a I al '<, shim '" 1dcncc of need 101 tho, i;o.i l

ACTIVITIES/ DELIVERABLES (strategies , interventions and praclices that will help us atta in the goal )

All staff will engage n trauma informed learn ing and posotove discipline professional development.

Ho'omau Agenda and Monthly • Ho'omau Team PO to develop Quarterly Staff PD

AU staff will review school climate data quarterly to make informed decisions to strengthen our school's traum a informed, safe, and empowered school culture.

• Quarterly school surveys with same SOS questions sent out

• to staff, students , and community

PERSON ACCOUNTABLE (Person respons ible for panning organizing , and ensunng implementation )

Ho'omau Team

Essentials' Teachers and Vice Principal

TIME LINE (when this will take place )

Quarte rly

Quarterly

Source of Funding (how this Wlll be funded )

Title I


BENC HMARK S (indicators of progress )

Month ly d1scip. ne data wi ll show decrease

Mont hly attendance data will show average attendance increase in eve ry g rade level. Quarte rly climate surveys will indica te pos~ive school climate.

Monthly attendan ce data will show average attendance increase in every grade level. Qua rterly climate surveys wi ll indicate positive school crmate .

USE OF DATA (What data will we use to meas ure progress )

Monthly dis0p line data

Monthly attendance data Quarterly cl imate surveys

Month ly discipline data

Monthly attendance data Quarterly climate surveys

at end of each quarter .

• Quarterly school ECSSS

https://IN,1I1on.il

discipline data sent cut at end cf each quarter.

AD Slaff win help support fam,ly and PCNC and Essentials Teachers Monthly Tille I Monthly attendance data w ill shew Monthly discipline data convnumty events f« students each average attendance increase 1n every month tc promcte literacy, positive grade level. Monthly attendance data school clmate, and student achievement and welness.

• Literacy Night

• Multicultural Day/Culture

Quarterly climate surveys will 1nd1cate pos~ive school climate .

Quarterly climate surveys

Event feedback surveys Exchanoe Day

• Ohana Night . Parent Handbook

• Family Attendance

Event feedback surveys will indicate a majority of positive feedback .

informabonal activ,lles (eg Bingo night)

Al students wi• engage 11 service GLCs Title 1/WSF Quarterly cl imate surveys will indicate School Survey learning proiects throughout the positive school climate . Discipl'ne Referral Data school year that positively impad our community Decrease 1n office referra s each

quarter.

Maintain ccmmumcabon wrth all PCNC and l eadership Monthly/ Daily Title 1/WSf" Positive parentlcommun,ty feedback Parent Surveys stakeholders about the effectiveness of the schco4 climate

• Newsletters . KESWebs1te

Heightened parenllcommun,ty engagement and partictpat1on

• Social Media

Examine, reflect, and refine the leadersh p Monthly Title 1/WSF CFAData current RTI 8 guidelines procedures, and practices to establish a strong support system for all students

• PBIS Plan Review • Schoolw1de Expectabons/Ncn

Improvement n CFA Data CSA Data iReady D BELS

CSA Data iReady OIBELS

Neg0t1ables

Teach a I staff how to mplement proactive/de escalabon techniques er self•regulabon strategies. (ex smel the flowers. blew out the candles )

HO'OMAU TEAM Quarterly Tille /WSF Improvement in

School Survey D1sc1pilne Referral Data

School Survey D scipline Referral Data

All teachers will deliver a high quality S EL curriculum

Teachers Daily Title 1/WSF Improvement 1n School Survey

School Survey D1sc1pllne Referral Data

Discipline Referral Data

All classrooms w1 be paired with a lower/upper "Buddy Classroom· to support School Design Student Vc,ce

Teachers Monthly Tille 1/WSF Improvement 1n School Survey

School Survey

and Teacher Collaboration

Develop a system to document the Interventionist Lead Quarterly Title 1/WSF Improvement in School Survey proactive/deescalation 1nc1dents and School Survey Discipline Referral Data

review train staff how to input data D1sc1pline Referral Data

GOAL 3 All Kea'au Elementary School Students are prepared learners for Kea'au Middle School and Kea'au High School

Outcomes

• At least 75% of the 5th graders who matriculate into Kea'au Middle School will pass each class with a C or above , At least 90% Transition surveys taken by former 5th graders (our Class of 2019) who matriculate into Kea ·au Middle School will report being ready and successful for 6th grade •

STRATEGIES Vertical articulation will occur at each semester with feeder schools Kea·au Middle School and Kea'au High School • School will monitor progress toward goal 1 via El<Qlt 'IOI Sd)oo! [ClfDIW(X!I- See Resource A . •

RATIONALE

Achievement Research indicates a strong correlation between schools that engage regularly 1n curriculum review and student achievement . A more reflective learning community produces more robust learning . Flow:Skills build on previously learned skills. Skill instruction from grade to grade must be structured so that consistent skill development can occur

•

• (4 BcnclitS<>fa Vcrucal Al1gnmc111 ln111at1,c n d ) Rctnc, cJ lrom t111p, ww\\ .. li:n:"ihU) lc;1m111v. com. ➔ -h1,;11~fit..,-of-a-n:r11ca -ahgnmc11t-1mlrnt1v~ t

FUNDED ENABLING ACTIVITIES PERSON ACCOUNTABLE (Person TIMELINE (when this WIii take place) Source of Fund ng (how this will be BENCHMARKS (indicators of responsible for plann ng orgarnz1ng, funded) progress ) and ensunng ,mplementation)

Fourth and Fifth grade teachers will Fourth and Fifth Grade GLCs • May 2019 must meet Title I Improvement ,n meet at start of each semester with August 2019 must meet • ELA and Math Kea ·au Middle school January 2019 must meet School Survey • teachers to vertically align curriculum . May 2019 must meet Teacher Feedback and instructional strategies .

• Using current CSA data, teachers will share with feeder school trends in strength areas and challenge areas from data.

• Share curriculum plans and instructional strategies using Visible Leaming

Fifth grade teachers will conduct Fifth grade teachers Must field trip by end of Title I Improvement in • semester learning field trips to Kea'au December each year Middle School and Kea'au High • Must field trip by end of Apn l School Survey School each year Teacher Feedback

USE OF DA TA (What data will we use to measure progress )

Improvemen t in

School Survey Teacher Feedback Grade report from Kea'au Middle School

Improvemen t in

School Survey Teacher Feedback

Commun ty and Kea'au PreSchool Kmdergarten Tea ehels . Must meet by end of Title I Improvement 1n Improvement 1n and Kindergarten teachers will meet at start of each semester in a PLC to vertically align curriculum and

December each year . Must meet by end of Apn each year


Sehool Survey Teacher Feedback

mstrucltonal strategies

Transition surveys wi.l be given to Kea'au Elementary School Class of

Student Services Coord nator . October 31, 2019

• October 31 , 2020 Tille I Improvement in Improvement in

2019 and 2020 after their first quarter of sixth grade.



Resources

Academic Skills and Knowledge Personal Growth Learning and mastering academic knowledge and skills that Learning and mastering non-cognitive or character traits

place students on a path to future leadership and and dispositions that support and accelerate a student's opportunities path to future leadership and opportunities

Critical Consciousness Access Students are grounded in their identities and are Students' growing connections to relationships, resources,

empowered by their own cultural and personal assets with networks, and experiences that will help sustain and a growing awareness of the systemic injustices that accelerate their path to broader opportunities and

perpetuate inequity of opportunity and their power to leadership beyond this academic year navigate and dismantle them

Dimensions of Excellence Framework and Rubric Pre s um i ng a s c hool i s dr i ving toward an edu c ation a l e xp erie n ce that co nsists of the Broader Student Outcomes outlined above. no s i ngular path exists to realizing that v isi on of e,c c e ll en c:e . Howcvc.-, t he re a ,.c c ommon traits that schools share in the research and in our experience that make the school more likely t"o get there ~ VVe identified these traits and articulated them as the Dimensions of Excellence.

Curriculum, Instruction, and Data Systems

School Culture & Environment

Staff Culture & Adult Learning Community

Culturally Relevant Pedagogy & School Environment

School Wide Systems Management

Family & Community Engagement

(supplemental Dimension}

Relmaginlng School

1. Curriculum, Instruction and Data Systems: Schools that are providing an excellent education design rigorous curriculum

and assessments in highly engaging classrooms while strategically using data to inform instruction which ultimately

result in academic achievement results that are life-changing for children and transforming for our country.

2. School Culture and Environment: Schools that are providing an excellent education create an environment where

students feel joy and urgency, while feeling physically, mentally and emotionally safe while having access to social

emotional curriculum that supports and furthers their growth.

3. Staff Culture and Adult Learning Community: Schools that are providing an excellent education deeply value, support

and challenge staff by providing significant opportunities for collaboration, distributive leadership and highly effective

and differentiated professional development.

4. Culturally Relevant Pedagogy & School Environment: Schools that are providing an excellent education value and

celebrate the identity of the students, staff and parents in their school community by using culturally responsive

curriculum and pedagogy, and providing opportunities for conversations and celebrations about diversity, equity and identity.

5. School Wide Systems Management Schools that are providing an excellent education are operationally sound by

strategically mana gaging school wide systems including, but not limited to, financial, human and physical space, as well as operating with efficient school wide systems and procedures.

6. Family and Community Engagement: Schools that are providing an excellent education is committed to collaborating

effectively with families communities to ensure that our work advances the broader good for all children. Schools do

this by providing opportunities for parents and community organizations to be active within the school and advocate for students outside of the school.

7. <supplemental dimension> Reimagining School: Schools that are providing on excellent education recognize that our nation's education system was not designed to ensure the success in college and life of all students and therefore seek to disrupt and recreate the definition and design of school, radically challenging our current notion of schooling and providing a life-changing education for all students.

The Rubric

Educational Model and Philosophy

Evidence of Broader

Student

0utcorne#1:

Academic Sldls ■nd ICnowledp

Evidence of Broader Student

Outcome#2: Personal Growth

C: Evidence of Broader Student

0Ub:Ome#3: Critical

Consciousness

The school's educational model does not mention students attaining strong

academic skills and knowledge as a component of their school's goals and

values.

The school's educational model does not mention students'

ability to grow personally as a component of their school 's

goals and values.

Students are not being exposed to "non-cognitive'' character

traits and dispositions or there is insufficient evidence in the narrative demonstrating

exposure to Mnon-cogmt1ve~ character traits and dis ositions. The school's educat ional model does

not mention students developing critical consciousness as a component

of the ir schoo l's goals and values

Evidence is unclear or there is insufficient evidence

determining if students are aware of their identities,

learning about the system ic injustices that perpetuate

inequity, or are being prepared . _ _

The school's educational model mentions students attaining strong academic skills and knowledge as a

cursory detail.

The school's educational model mentions students' ability to grow personally

as a cursory detail.

Students are growing an awareness of "non-

cognitive" or character traits and dispositions.

The school's educational model mentions students'

developing critical consciousness as a cursory

detail.

Students ore aware of their identities and ore being

exposed to or discovering the systemic injustices that

perpetuate inequity of opportunity

The school's educational model describes students attaining strong academic

skills and knowledge in great depth.

The school's educational model describes how students are growing

personally in great depth.

Students are learning about "non-cognitive" or

character traits and dispositions through a variety of systems and

structures in the school.

The school's educational model describes students'

developing critical consciousness in great

depth.

Students are learning about their identities and are

growing their awareness of the systemic injustices that

perpetuote inequity of opportunity.

In addition to proficient: The school's educational model details students

attaining academic skills and knowledge in a way that will

deeply impact and change the trajectory of their life

In addition to proficient: Students who attend th is will school will be able to grow personally in a compelling way will deeply impact and

change the trajectory of their life

Students are mastering and internalizing "non-cognitive#

or character traits and dispositions that support and

accelerate their path to future leadership and opportunities.

In addition to proficient: Students who attend this will

school will develop their critical consciousness in a compelling way that will

deeply impact and change the trajectory of their life

Students are grounded in their identities and are growing

their awareness of the systemic injustices that perpetuate inequity of

D: Evidence of Broader Student

Outcome M: Access

to navigate and dismantle systemic injustices in the

future.

The school 's educational model does not mention students growing

connections and access to relationships, resources, networks, and experiences as a component of

the ir school's goals and values.

Students are not given opportunities to connect to

relationships, resources, networks, and experiences

beyond the traditional school experience or there is

insufficient evidence in the application demonstrating

access to relationships, resources, networks beyond the traditional schooling experience .

The school's educational model ment ions students growing connections and access to relationships,

resources, networks, and experience as a cursory

deta il

Students are given opportunities to connect to

relationships, resources, networks , and experiences that will help sustain and accelerate their path to

broader opportunit ies and leadership beyond this

academ ic year.

The school's educationa l model describes students growing connections and access to relationships,

resources, networks, and experiences in great depth.

Students are developing connect ions to

relationsh ips, resources, networks, and experiences that will help sustain and accelerate their path to

broader opportunit ies and leadership beyond this

academic year.

opportunity AND their power to navigate and dismantle

them.

In addition to proficient: Students who attend this will school will grow connections and access to relationships, resources, networks, and

experiences in a compelling way that will deeply impact and change the trajec t ory of

their life

Students are connected to relationships, resources,

networks, and experiences that will help susta in and accelerate their path to

broader opportunities and leadership beyond this

academic year.

Curriculum, Instruction and Data Systems

A. CUrrlculum and ■u.ssments ■re

rfsorousandaU.ned to hlpl level

standards

B: Hlshly enpalna d■ssrooms which

lead to student ownership of

knawfedce and mastery

C: School has data analysis and

Interpretation systems In place to monitor progress

toward school-wide learning goals and Individual student

aoals that align with the school vision

I nstructiona I curriculum and assessments are

aligned to lower grade levels; academic

content remains on the lower levels of Bloom's

Taxonomy

Classrooms exhibit a culture of compliance; students are not able

to articulate what they are currently working

on or why ,t 1s important

The school leader attempts to ensure that

data are available for overall student

learning, but does not complete the task or

does so partially; students are not aware of their individual data

Instructional curriculum and assessments are aligned to

grade level Common Core (or state) standards; academic

content aligns with "application" in Bloom's

Taxonomy; differentiated learning activities are planned appropriately for individual learners.

All classrooms utilize the same instructional practices including large amounts of direct instruction; teacher

and student talk time is equal; a small number of

students have differentiated material; students can

articulate the purpose of what they are learning when

asked

The schoo l leader ensures that data are available for

overall student learn ing for all staff

Instructional curriculum and assessments are aligned to

grade level Common Core (or state) standards and more

rigorous standards (i.e. College Readiness, AP, 18); all outcomes represent rigorous

learning and permit viable methods of assessment ;

curriculum across the school is interdisciplinary and

frequently pushes into the Evaluate and Create levels of

Bloom's Taxonomy Teachers creatively utilize a

variety of instructional practices to create highly

engaging classrooms ; student talk time is significantly more

than teacher talk time; all groups of students have

differentiated material based upon data; students bring up the importance of what they are learning without being

rom ted The school leader ensures that data are available for

overall student learning and that these data are regularly

analyzed to determine student growth; time is

strategica lly set aside in the calendar to analyze data aft er interim assessment for staff

AND students

In addition to proficient: Instructional curriculum and

assessments would be on par with the top schools across

the country

In addition to profldent: students are the "owners " of

the knowledge in all classrooms and have

opportunities to engage with individualized material and

each other regularly; teachers are the facilitators

in classrooms

In addition to proficient: the school ensures that data are analyzed in a variety of ways to prov ide the most useful information ; when

asked, staff can describe the overa ll achievement of the

school and individual students and their parents can describe their learning status and growth towards

the school vision

Culturally Relevant

Pedagogy & School

Environment

O: Data Is a driving force In decision

makln1 and action

planning throughout

the school

A: Teachers use curriculum/ Instructional practices that

Integrate cultural content relevant to the back1rounds of

the students or address !earning styles of students

B: Acknowledges and celebrates the

identity of the students they serve

School does not seem to be using data to

drive decision making throughout the school and within classrooms

Teachers provide opportun ities for students

to learn about their her itage through singular

units

School and staff chooses not to bring attention to

the identity of the students they serve ; no

acknowl edgem ent in classes or larger school

events/clubs

School act ion plans are created based upon large

summat ive data (year ly/half way through year) and

shared w ith the ent ire staff

Teachers consistently reinforce the integrity of the cultural knowledge that stude nts bring with th em to th e classroom and develop learning

act ivit ies that are refl ect ive of stu dents'

background s and learning styles, including

integrated units around un iversa l themes .

School acknow ledges the ident ity of th e students

they serve through celebrations during on ly

special times of the schoo l year

I

Explicit teacher and school act ion plans are created

based upon ongo ing data collection and plans are

implemented using whole class instruct ion, sma ll

groups, tutor ials, before/after school support or other creative strateg ies; teachers track the ir progress

towards goals in between inter im assessments

The curricu lum reflects an integrat ion

of ethnic and cu ltural content throughout

programm ing - inc luding school wide and across all

grade leve l and content areas, rather than in one

specific unit

Schoo l uses know ledge of the ident ity of the students they

serve to cont inually shape school pohcy, have

conversations about diversity , hold schoo l

forums/events , have clubs that capture divers ity of the

students

In addition to proficient: Students know their

Ind iv idual goals, know what act ions they need to take in

order to improve and are comm itted to ensur ing it

happens

Teachers are encouraged to take risks and innovate in

the ir classrooms to integrate cultural content relevant to

the backgrounds of their students and ensure equity gaps are el im inated ; there

are opportun ities for students and fami lies to

provide insights and ideas to implement

In addition to profldent: students lead conversat ions

and push each other to further explore their identity and what that means through

posing complex questions and sharing; students feel emp owered and proud of

the ir identity

C: Acknowled1es and discusses issues of diversity, equity with stakeholders

D: School values and

celebrates the badcgrounds of all the adults In the school, while also

respectin1 and celebratin1 the potential for

additional Impact of people who share

the radal and economic

badcgrounds of our students and have faced educatlonal

lnll!Gultv themselves E: School acquaints students with the

world beyond their home community In ways that expand

their horizons while strengthening their

own Identities.

Staff does not clearly understand the equity gaps that exist in the

school and therefore does not bring attention to the inequities, nor works to address them in their

school

School does not recognize the value or celebrate the backgrounds and identities of the adults in the school;

school does not provide space, time or structures

for staff to talk about their identity and how that

rmpacts their work

Students do not have the opportunity to learn about

the world beyond their home community or there is insufficient evidence to suggest it is part of their classroom culture and learning experience

Staff understands that equity gaps exist;

attempts to create structures to discuss and address these inequities

amongst staff

School provides space, time and structures for staff members to talk about their identities;

conversations do not dive into how their identities

impact their work

Students are encouraged to learn about and explore

the world beyond their home community in ways that expand their horizons whi le strengthening their

own identities.

Staff looks at internal equity gaps in student achievement and takes action on them in

classrooms and with students;

Talks about diversity and equity challenges amongst

staff and students

School provides space, time and structures for all staff

members to talk about their identities and how that

impacts their work; School leverages the perspective and insights of individuals who share the racial and

economic background of the students in school wide

decision making (i.e. school policies, behavior systems, instruct ional practices, etc,)

Students have the opportunity to learn about

and explore the world beyond their home

community occasionally in ways that expand their

horizons while strengthening their own identities.

In addition to proficient: students look at equity gaps

in their own achievement and are empowered to take action on them; parents and

community members join conversations about equity

and diversity

In addition to proficient: School provides spaces for individuals to share their

story with the entire school community (students, staff

and families)

Students have the opportunity to learn about

and explore the world beyond their home

community every day in ways that expand their horizons while strengthening their

own identities.

Dimension I Indicator I 1 I 2 I 3 I 4

Staff members have a sense Staff members live out the of co-accountability

A: All staff members believe and live out

the vision of the school

School mission and vision are visible

around the school and are present in school

leader conversations

Systems are in place to for I staff to discuss the school

I wide execution of the vision

school vision evidenced by the systems m place for staff to communicate the school wide execution of the vision

and actions necessary to improve the vision.

and ownership of the school's mission and vision; staff recognize and discuss

adult actions that exemplify the mission/vision and

effectively deal with adult behaviors that do not align

with the vision

Staff Culture and Adult Learning

Community

B: Systems and processes for

collaboration among adults exist to

support each other to be one's best

School systems do not support a culture of collaboration by not establishing systems

such as common planning periods, grade

level meet ings, etc. ; staff feel siloed in their

work

School systems are set up to allow staff time and space to

collaborate ; however structures do not have a clear

or explicit focus on student learning and achievement

used to engage collaborative decision-making .

School systems are set up for collaboration amongst staff with student lea ming and

achievement at the center as evidenced by common planning periods, peer

observation systems or other school wide structures

In addition to proficient: Teachers are initiating

relationships with each other and opportunities for

collaboration outside of existing structure; adults are

holding each other accountable for results

Staff and community members lead various

processes within the school and are empowered to make

C:Creates opportunities for

dlstrlbutJve leadership

Principal is primary decision maker and may not reflect the

thinking or desires of the team leaving staff feeling disempowered

Principal provides certain teachers clear roles and

responsibilities; leadership team has opportunities to

make decisions on high stakes work

1 Staff members of all

backgrounds/levels have the opportunity to develop as

leaders and be active voices in school wide decision

making

decisions on high stakes work; Ensures that successful innovations by students and teachers are represented in the work of the school and shared with other school

leaders

D. Staff members value and care about each other and have fun In the process of

working to1ether

E. Staff feel professionally

Inspired, developed, challensed and

supported by school wide structures

F. New staff are celebrated, valued

and supported through unique

systems

Staff members feel valued professionally

and supported by their colleagues towards the school vision and goals;

staff interactions are generally positive and

frequent; no school wide structures are in

place to celebrate whole school achievements

School provides learning opportunities

for staff, however, they are uniformed by student academic achievement data

New members are getting the knowledge,

skills and resources through an onboarding

process that takes place prior to the

school year beginning; receive little follow up throughout the school

year, may not feel a part of the community

or set up to be successful in their role

Staff members feel important and valued professionally and

persona lly by others ; common spaces are positive and energet ic; school w ide structures are in place to celebrate who le schoo l

achievements

School prov ides generalized learning opportunities for

staff aligned to profess iona l needs of some teachers;

learning opportunities may lack variety in format

New staff members go through an onboarding

process to gain knowledge, skills and resources, as well as strategic opportunities to continually share their story

and hear the stories of all other staff members resulting in new staff

members feeling a part of the school community

School embraces and values the strengths, experiences

and perspectives of all individuals as evidenced by interactions amongst staff

members, including leadership ; staff members

fee l a part of a larger community work ing towards a collective purpose; schoo l

sets up structures to celebrate indiv idual staff, team and whole school

achievements although staff initiate acknowledgement

and celebrat ions outside of the forma l structures

School orchestrates aligned, high quality coaching,

mentoring , workshops, schoo l visits, and other

professional learning tuned to staff needs; learning

opportunities are differentiated based on their

unique needs and student academic achievement data

New staff members are given unique onboarding and

continual support/development

experiences such as shadowing, observations, co-

teaching/modeling, mentoring meetings so that

new staff members feel a member of the school

community and continually feel more prepared to be

effective In their role

In addition to proficient: Staff continually articulate

the feeling of being free and comfortable to be

themselves and show all of their personality and be

accepted by all stakeholders within the schoo l; staff have a sense of pride to worlc at

this particular school as evidenced by high levels of

staff retention and willingness to volunteer for additional responsibilities

In addition to profldent: School has systems for

teachers to provide feedback to one another and to discuss

their strengths and areas of

growth with one another; school has creatively

orchestrated professional learning opportunities for all

staff members

In addition to proficient: School values and leverages

team members who are choosing to leave through storytelling, best practice sharing , celebrations and

other systems to ensure they leave as life-long advocates for educational equity and

their school community

I

School CUiture and

Environment

A: Use currfculum that Integrates social

emotlanalcontent

B: Ensures school environment Is physically safe

C: Provkln students an environment for

social and emotional safety where they

feel valued and cared for

School integrates a social emot ional curriculum in one specific form (i.e.

advisory, community circle, school wide

assemblies)

School env ironment has improved and a

safe culture is attempting to be

created; less majorly unsafe behaviors occur this year than m years

past

School community does not embrace the

strengths, exper iences and perspectives of individuals; students

feel excluded and not a part of a community; school experiences issues of bullying

A social emot iona l curr iculum is implemented across a

var iety of content areas and grade levels; curric ulum remains at a knowledge level-change in student

behavior Is not evident; social emotional counsel ing is

availab le to a subgroup of students

School leadership team feels ownership over the safety of

the school; staff feels leadership is respons ible for prov iding the structures and actions to ensure the school

building is safe; regular maJorly unsafe behaviors take place throughout the

school year

School provides structures and systems to effect ively manage issues of students

feeling bullied and not included; most students feel

valued and confid ent in being themselves

A social emot iona l curr icu lum is implemented across all content areas and grade levels; teachers are the

dr ivers of the curriculum and learning experiences; social

emot iona l counse li ng is availab le to all students if

needed

AU adult stakeholders (including parents and staff)

feel ownership over the safety of the entire school;

very few instances of majorly unsafe behaviors take place

throughout school year

School community embraces and values the strengths,

exper1ences and perspectives of all ind ividuals as evidenced

by interactions between var ious stakeholders and groups of students and

regular spaces for students to ref lect on who they are on;

almost all students feel a part of the school community

Teachers are encouraged to take risks and innovate in the ir classrooms with the

social emot ional curriculum; students are empowered to

be the drivers of the curr iculum and learning

experiences; students across the school are discussing their emotions and social

intelli2ence In addition to proficient :

All students feel ownership over the safety of each other

and feel themselves physically safe;

No instances of majorly unsafe behaviors take place


In addition to proficient: Students continually

articulate the feeling of being free and comfortable to be themselves and show all of

their personality and be accepted in all contexts throughout the school;

encourage each other to be themselves; a sense of pride

in the school that staff , students ,

and parents share and want to commun icate to the

broader commun·

School CUiture and

Environment

.A: Use curriculum that ln-■IW .oclal

emotlonalcantent

B: Ensures school anvlronment Is physically safe

C: Provides students an environment for

social and emotlanal safety__,. tlwy

feelwluedand candfor

School integrates a social emotional

curriculum in one specific form (i.e.

advisory, community circle , school wide

assemblies)

School environment has improved and a

safe culture is attempting to be

created; less maiorly unsafe behaviors occur this year than in years

past

School community does not embrace the

strengths, experiences and perspectives of individuals; students

feel excluded and not a part of a community; school experiences issues of bullying

A social emotional curriculum is implemented across a

variety of content areas and grade levels; curriculum remains at a knowledge level - change in student

behavior is not evident; social emotional counseling is

available to a subgroup of students

School leadership team feels ownership over the safety of

the school; staff feels leadership is respons ible for providing the structures and actions to ensure the schoo l

building 1s safe; regular majorly unsafe behaviors take place throughout the

school year

School provides structures and systems to effectively manage issues of students

feeling bullied and not included; most students feel

valued and confident in being themselves

A social emotional curriculum is implemented across all content areas and grade levels; teachers are the

drivers of the curriculum and learning experiences; social

emotional counseling is available to all students If

needed

All adult stakeholders (including parents and staff)

feel ownership over the safety of the entire school;

very few instances of majorly unsafe behaviors take place


School community embraces and values the strengths,

experiences and perspectives of all individuals as ev idenced

by interactions between various stakeholders and groups of students and

regular spaces for students to reflect on who they are on;

almost all students feel a part of the school community

Teachers are encouraged to take risks and Innovate in their classrooms with the

social emotional curriculum ; students are empowered to

be the drivers of the curriculum and learning

experiences; students across the school are discussing their emotions and social

intelligence In addition to proficient :

All students feel ownership over the safety of each other

and feel themselves physically safe;

No instances of majorly unsafe behav iors take place


In addition to proficient : Students continually

articulate the feeling of being free and comfortable to be themselves and show all of

their personality and be accepted in all contexts throughout the school;

encourage each other to be

themselves; a sense of pride in the

school that staff. students, and parents share and want

to communicate to the broader communi

School Wide Systems

Management

A: Manages and aligns human

resources to drive student achievement

and adult learning

B: Manages and allgns fiscal resources to achieve the school vision for all students

C. Manages physical space to create a

wekoming environment and

achieve the school vision for all students

School does not seem to strategically use adults to lead to student academic

achievement or opportunities for collaborat ion

School does not have a direct corre lation between budget

development and school goals; budget decisions may not be known or understood ,

and there is lack of clarity regarding why there are

changes to resources and/or personnel

School environment may not be clean or aesthetically pleasing, and may not represent the school's

mission or vision; safety standards may be in

question; there are spaces that are not effectively used throul!hout school buildiniz

Staff systems follow a traditional mode l with one teacher In each classroom

leading to minimal opportunities for

collaboration; leverages co-teachers and aides in

classrooms

School attempts to align fiscal resources to support

the school goals and student achievement

pr iorities, but alignment may not be strateg ic (e.g., leader

may not research and/or secure resources outside

those allocated by the

district).

Leaders work with facil1t 1es personnel to create a safe,

clean, and aesthetically pleasing environment.

Staffing systems are creatively designed to ensure

1 that the school day and year fully maximize the use of

time and adults to improve student achievement , staff collaboration and frequent professional development opportunit ies; all teachers

have structured systems for rofesslonal develoDment

School ensures that budget planning and imp lementation

represent a focus on their school priorities and equity for all student populations;

secures minima l funds through external grants; school leader seeks input from leadership team on

budgetary decision

Staff ensure that the school building is a safe, clean, and aesthetically pleasing school

environment; common spaces are leveraged for

unique learn ing opportunities for students

In addition to proficient: people are used in innovative

ways leading to more individualized instruction and time for students ; teachers

have opportunities for differentiated professional

development outside ofthe normal structures and are encouraged to self-se lect

Leaders seek input from various stakeho lders on

budgetary decisions and proactively communicates difficult budget decisions; school creatively secures additional resources to

achieve goals through grants;

staff are empowered to apply for grants to bring resources

into their classrooms and

school

In addition to profldent: School creatively leverages

space to provide more individualized instruction and unique learning opportunities

for adults and students; all stakeholders take pride in the

aesthetic of the building

Famllyand Community E11881ement

D: School wide systems, procedures

and routines successfully maximize time and efficiency to

achieve the school vision for all students

A: Effectively commlllllcates with famlles and school

community

B: Partn_.. with famllles to become

active within the school and advocates outside of the school

Timelines and schedules are often changed, causing confusion and resulting in poor attendance or people

not knowing where to be; school wide procedures are

unorganized

School makes only superfic ial attempts to communicate

w ith parents/guardians and commun ity that do not reach

a large group

School does not have systems of structures to

partner with families in the school; families to do not recommend the school to

other families

School schedule is consistent; there are seldom

interruptions to instructional time, and teachers and staff

are able to focus their planning time and classes on driving student achievement; school wide procedures are

effic ient

Parents and community members receive regu lar

updates that include: evidence of t he school's

successes and challenges, behavioral and academic expectations, schedules,

calendars, and Information relat ing to events; no

structures exist for parents and community members to

provide feedback

Interacts with parents/guardians

and acknowledges that they share a critical role in

developing community engagement, support, and ownership of the school;

parents understand specific ways to be active in their

child ' s educat ion both In and outside of school that alig_n

School schedule strategically maximizes time students are learning; staff members can

articulate the WHY behind all school wide systems; school wide procedures (i.e. arrival,

dismissal, transitions) are creative, purposeful and

effic ient

Ma intains a high degree of visi bility, accessib ili ty and

responsiveness by consistently interacting with students, staff, parents, and community through various

platforms {i.e . in person, social media, email, website, parent/community nights) ; structures are in place for parents and community

members to provide feedback to the school and

staff

The school taps into families' talents, cultural heritage, skills, and knowledge to strengthen curriculum , student activities, and learning; parents feel

empowered to be active throughout the entire school

In addition to proficient: school leaders support

others throughout the school community to ensure that

everyone organizes and manages time to advance student learning priorities

In addition to profldent: All stakeholders possess a

sense of pride in the school that they

want to communicate to the broader community; parents

and community members feel safe and valued enough

to provide feedback and ideas outside of the structures that exist

In addition to profldent: Empowers families to pursue

educational equity for themselves, their family and their community outside of

the school building to ensure a broader good for all

children

A: Builds partnenhlps with community orpnlzatlons to

provide additional opportunities that

better students and the entire school

community

B: Provides opportunities for

students to extend leamlna outside of the school bulldln1 and day (I.e. field

trips, summer propams,

Internships. extra cuntculars)

C: Bullds opportunities for

students and staff to become active In the community resultlnc

In a sense of pride and commitment to betn1 a catalyst of

chanae

The school does not provide any additional opportunities for students with community

organizations

School does not make a concerted effort to provide

students opportunities outside of the school

building; all student learning takes places w ithin the

trad itional academ ic curriculum

School does not provide opportunit ies for students

and staff to engage with the community m acts of service

with the school mission and vision

School integrates several resources and services from

community organizations that occur periodically (less than monthly) throughout

the school year

School leaders plan a variety of learning opportunities

outside of school that do not seem to be specifically

aligned to school goals or priorities

School provides optional opportunities for their

students and staff to be involved in acts of service within their community

The school integrates resources and services from

the commun ity to strengthen school based services and

offerings for student learning, and development that align with the school

mission and vision; students have the ability to select

from multiole ootions Multiple and frequent

e>rtension opportunities are available to All students of

differ ing interests and strengths that align with

school goals and priorities; all staff members feel a sense of

respons ibility and are encouraged to plan and

execute learning opportunities beyond the

school building that deepen understanding of academic

content and expose them to new experiences

School requires all students to participate in community

service activities that are deeply rooted in being an

active member of the community; staff lead and

facilitate these events

In addition to proficient: All staff members feel a

sense of co-accountability and are encouraged to

generate and participate in efforts to create community

partnerships and opportunities within the

school that are life changing for children

In addition to profldent: The experiences students are

being exposed to at this school are life changing and

different than they may have at any other school

In addition to completing the mandated hours, students

and staff initiate and promote new community

services opportunities open to the entire school

commun ity; community members view the students

and staff of the school as transformative for the

community

School uses time throughout the school day as would be

expected based on the grade A: ... .... Time

11. Use of I level of the school (all day grade level groupings in

elementary school, moving throughout the day by

content for MS/HS

School uses traditional ■. lnnontlve Use of I resource allocation formulas ..... ,.. ............ that do not take into account money, tachnalo&Y) the varying needs of the

school population

Rel~~alnlnc-~ sc11oo1 · · School uses traditional

teaming (grade level and subject assignment) for

C.ln..,..._U•of adults and does not use other

Personnel 1 school staff to increase support and development for

students

School represents the traditional "schoolhouse" use

D.ln lliOWIIN UHof of space with spaces s,... I attached to grade levels and

teams and other areas attached to specific functions

School uses time in somewhat creative ways

either inside or outside the school day. The school year

calendar may show one departure from the

traditional school year schedule

School uses resources to increase personalization

within the school and considers equity when

making resource decisions

School has some fluidity in teaming and work

assignments for adults, yet goals for th is are unclear;

some other school staff are utilized in unexpected ways to enhance the education of

students

School uses space in some creative ways, however some classrooms and other typical

school spaces (the office, cafeteria , etc.) remain

unchanged

School uses time inside and outside of the school day in

order to attend to the differing needs of students,

uses days of the week/quarters/semesters/

academic years/grade levels creatively and thoughtfully uses weekend and before

and after school time In ways that enhance the life of

students and the communi

School uses resources (materials, money, technology, etc.) in

unexpected ways that enhance learning and

increases equrty throughout the school community

School harnesses the power of the full staff (all adults within the organ ization

and/or w ith in the community) i n unexpected

and thoughtful ways. Strengths and interests are maximized for the optimal outcome for students and

satisfaction for adults. Silos are rejected in favor of deep collaboration, togetherness,

and fluidi School uses space in a way

that challenges the traditional definition of a

#schoolhouse"• e.g. flexible use of spaces within a

building, a decentralized

I In addition to proficient:

The innovative use of time results in radically different

outcomes for students compared to other schools

serving similar populations in the area.

In addition to proficient: The innovative use of

resources results in radically different outcomes for

students compared to other schools serving similar

populations In the area.

In addition to proficient: The innovative use of

personnel results in rad ically different outcomes for

students compared to other schools serving similar

populations in the area.

In addition to proficient: The innovative use of space results in radically different

outcomes for students compared to other schools

D. Innovations not captured elsewhere

Application Components to Review: Application

location, schooling happen w ithin a community place

based learn ing environment. Space Is used as part of, in

support of and to enhance or create learnins.

School innovates in some other way that we have not yet been able to describe on

this rubric in a way that increases student learning

and e_gu

serving sim ilar populations in the area.

In addition to profic ient: The innovation results in

radically different outcomes for students compared to

other schools serving similar ,eulations in the area.

Compone nts to Review: School Model document, Responses to 4 Broader Student

Outcomes, and the Force Ranking reflection

Overall

Evidence of

Commitment

to Constant

learnina

Indicator

This applicant and school

authentically engage with reflecting In the responses, that a>nslders multiple perspectives, and puts

5tudents and stakeholders

at the heart of a>ndnuous

Improvement.

1 2

This applicant This applicant

and school does and schoo l

not reflect reflects a bout

genu inely about areas they wish

its practices, to grow in a systems, or cursory way , philosophy. without great

depth.

3

This app licant and school

is open and authentic in

their responses to grow ing

in their philosophy and

model; recogn izing both

areas they are doing well

and areas they wish to

grow in.

• In addition to profic ient :

Students and stakeholders are

at the heart of all decision

making as it relates to constant

improvement and evolvement

of the school vision and

systems .

Students Attaining Academic Skills and

Knowledge

Evidence of Students Academic Growth

The school has led students to significant srowth in mastering

the academic knowledse and skills

needed for future leadership and

expanded opportunities.

Evidence of Students Academic Mastery

The school has led students to attain

academic results needed for future leadership and expanded opportunities.

School achievement data shows evidence

of no or negative academic growth from

year to year

The schools' academic results do not

exceed local and state averages m any grade level/content area or there is insufficient

evidence in the application

School achievement data shows inconsistent evidence

of academic growth from year to year across grade

levels/contents (i.e. some grade levels show growth,

others not)

The schools' academic results exceed the achievement data of other schools in the same

district for the majority of grade levels/content areas

School achievement data shows evidence of consistent academic growth across all grade/content

areas from year to year

The schools' academic results exceed the achievement data of other schools in the same district

for the majority of grade

levels/content areas AND exceed the achievement data of the state average in some grade

levels/content areas

4

School achievement data shows evidence of

exceptional academic growth across the majority of grade

levels/content areas; students' academic

growth is leading to a different life trajectory

The schools' academic results exceed both the

district and state average at remarkably high levels;

students' mastery is lead ing to a different life

trajectory

School Culture and Discipline Plan

Fair and Equitable

Disciplinary Practices

School Culture and Discipline Outcomes

School culture and discipline plan

appears to be very rigid or rudimentary

with no voice given to students and little

attempt made to build positive culture

The school' s disciplinary data

indicates an exceptiona lly high

rate of exclusionary

discipline and/or gaps related to student

demograph ics

School culture and d iscipline plan attempts to build positive

school culture , yet appears mostly based on compliance

rather than engagement. Infractions that require

consequences are handled inconsistent ly or wit hout

thoughtful analysis.

School culture and discipline plan focuses on building positive school

culture, provid ing students wit h many opportunities to make great choices and share in the life and

commun ity of the school. Infractions that require

consequences are thoughtfu lly examined and equitab ly

administered.

The school's discipline data ind icates that suspensions and expulsions are used min imally

and/or as a consequence of last resort . Suspension and expulsion data do not show gaps related to

student demographics (race, gender, FRL status, special

education status, ELL status, etc.)

4

In additi on to

proficient:

School culture and discipline plan shows ownership and voice

encouraged and supported in students

both in building culture and in handling

breeches in culture or infractions .

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