Strand 1: Foundation for Learning Comunity Culture
1.1 Staff members can articulate the school's mission and vision which reflects a focus on learning, decisions are aligned to the mission and vision.
a) Copies of the school's mission and vision b) Evidence of stakeholder input into the development of MV c) Team minutes and agendas d) Portfolios of team artifacts e) Evidence of analysis of student learning data f) SMART goals and action plans evidence g) Other:
1.2 Staff members can articulate the values of the school through a set of collective comitments, decisions are aligned to the collective commitments
1.3 The school has established a common understanding of a results oriented learning community by creating, inplementing, and monitoring building level SMART goals and action plans that align with the expectations of the district.
Strand 2: How Effective Building-Level Leadership Teams Work
2.1 The leadership team facilitates and employs practices of shared leadership with delineation of roles, processes, and responsibilities (district leaders, principal leaders, teacher leaders).
2.5 The leadership team reviews and provides progress monitoring of collaborative team goals and school goals
a) Minutes of meetings showing discussion of school and team goals b) Evidence of specific targets and benchmarking of goals (timelines, progress reports, etc.) and names of individuals who are responsible for portions of action plans. c) Minutes of collaborative team mettings d) Evidence of SMART Goal results e) Other;
2.6 The leadership team regularly reviews and acknowledges collaborative team meetings records and gives feedback to the teams to ensure fedelity of PLC inplementation
2.7 The leadership team provides the necessary support for effective collaboration and communication processes (i.e. time, high-quality professional development, team structures, etc.)
a) School Newsletters sent home from grade level/departments, or principals b) Family Curriculum Nights, Open House packets, memos, Progress Reports c) Newspaper articles d) Other;
Strand 3: Administrative Leadership
3.1 Administrator models professional learning (participates in PLC trainings, networks with other admin, provides resources, structres and teim for learning at their building; builds trust and relationships
a) Sign in sheets at PLC trainings b) Participation in admin trainings provided by PLC consultants; plus participation in other admin trainings across regions, ect. c) School calendar and schedules d) Other;
3.2 Administrator effectivly leads the change process
4.2 All teams effectively communicate within their teams using norms, roles and protocols
a) List of team members' and leaders' names b) Team meeting minutes, agendas c) Portfolios and artifacts produced d) Evidence that each team has adopted and observes protocols which clarify how members will fulfill responsiblities to the team (such as norms, rolls and agendas.) e) Other
4.3 All teams know and use the four corollary questions to guide their work
4.4 All teams use Eighteen Critical Issues for Team Consideration as a guide for their work
a) Minutes of team meetings b) Artifacts and documents as evidence of the 18 critical issues c) Rating scale for Critical Issues for Team Consideration d) Other;
4.5 All teams generate and collect accurate and appropriate evidence of their work
a) Collaborative team notebooks, artifacts, documents b) Agendas and minutes form meetings c) Smart goals and action plans d) Essential Learner Outcomes e) Pacing charts, scoring guides and/or students data charts f) Other;
4.6 All teams focus on results using strategies and structures to facilitate Data-Driven Decision
a) Collaborative team documents of the process used b) Minutes of team meetings or artifacts showing evidence of discussion of results of SMART goals and action plans c) Common lesson plans, common assessments, scoring guides, interdisciplinary teaching units or other evidence of teachers observing and helping one another d) Lists of students with problems and suggestions or mentors (see Mr. Nabors Check and Connect) e) Other;
4.7 Staff members demonstrate high levels of trust and engaged participation in collaborative meetings
a) Minutes of team meetings with roles documented for participation b) Other;
Strand 5: What Students Need to Know and Do
5.1 All teams have identified and agreed upon essential learning terminology
a) Curriculum documents/guides b) Other;
5.2 All teams have identified essential learning outcomes utilizing the selection criterion
a) Agenda from work sessions identifying ELOs b) Curriculum documents/documents listing ELOs c) Other;
5.3 All teams have unwrapped and deconstructed essential learning outcomes
a) Curriculum documents / ELO documents b) Team notebooks c) Other;
5.4 All teams have implemented an instructional timeline and identified instructional resources for instructing and assessing essential learning outcomes
a) Curriculum documents / binders / ELO documents b) Team notebooks c) Other;
5.5 All teams effectively review, reflect upon and revise components of the ELO process
6.1 All teams have identified the purpose of assessment and have developed the appropriate type of assessments
a) Curriculum documents / ELO documents / notebooks b) Team agendas and notebooks c) Other;
6.2 All teams have collaboratively determined appropriate methods in assessment development-including rubrics.
a) Curriculum documents / ELO documents / notebooks b) Other;
6.3 All teams have developed and applied strategies and techiques for providing effective feedback
a) Walk through data on student feedback b) Team notebooks and agendas c) Other;
6.4 All teams have examined current grading practices and the impact on student learning and have made adjustments
a) Faculty meeting agendas / team agendas b) Documents on a school-wide grading policy and practices / student and/or faculty handbooks c) Other;
6.5 All teams have developed and applied strategies for involving students in the assessment process
a) Walk through data b) Team notebooks - artifacts for student involvement in assessment c) Samples of student involvement in assessment from team d) Other;
6.6 All teams have utilized soring guides to collectively score student work
a) Team Notebooks - artifact of scoring guides b) Team agendas c) Samples of scoring guides d) Other;
6.7 All teams have anayzed student assessment data, including validity and reliability of assessment items, to inform instructional decisions and make adjustments
7.2 All teams have established and effective communication system for data (academic, behavior, attendance, etc.)
a) Team notebook, agendas, minutes b) Team data boards, data walls, etc. c) Other;
7.3 The school has implimented the essential components of a Tier 1 intervention plan
a) A discription of Tier 1 / Core program b) Documentation avalible for differentiated instruction c) Assessment calendar documenting Universal screenings, progress monitoring opportunities, etc d) Other;
7.4 The school has implemented the essential components of a Tier 2 intervention plan
a) A description and evidence of Tier 2 components-identification of intentional non-learners and failed learners, targeted, timely, and directive interventions, increased progress monitoring (Academic Support Assignments) b) Other;
7.5 The school has implemented the essential components of a Tier 3 intervention plan
a) A description and evidence of Tier 3 components-using multiple sources of data, specific more intense support and interventions available, and more frequent targeted assessment/progress monitoring b) Other;
7.6 The school has implemented systematic protocols and structures for students who have learned what is essential
a) School Handbooks or resources which document protocols and structures available b) Other;
7.7 A school-wide systematic process for intervention to support all learners has been developed and implemented
a) School handbook or resources which document the schools Pyramid Response to Interventions b) Other;
Strand 8: Continuous Improvement
8.1 All teams have implemented a structured orientation process for new team members
a) Team notebook/agendas b) Leadership team agendas c) Orientation documents/power points/training materials d) Other;
8.2 All teams engage in action research on an on-going basis