Monday, October 27, 2014

School Improvement Plan DRAFT

This is the draft of The Driggs School Improvement Plan.
 We welcome feedback.  
or 203-574-8160
77 Woodlawn Terrace
Waterbury, CT 06710



School Improvement Plan

Directions:  Provide a comprehensive, bold, and transformative plan to dramatically improve student achievement.  Identify school strengths and growth areas, and use this analysis to inform the selection of school goals and reform strategies.  Articulate strategies to advance school performance in the areas of talent, academics, culture and climate, and operations. 
Attach the SWDT schedule and your professional development calendar.

Section 1:  Needs Analysis.  The school must provide a thorough needs analysis informed by the school audit tool.  In the space provided:
·         Summarize the school’s greatest strengths.
·         Summarize and provide a root cause analysis for the school’s most significant growth areas.
·         Complete and submit Appendix A: School Audit Tool to inform the needs analysis.

Strengths:
Explanation and data to substantiate:

Indicator 1.4 Professional development


·         Weekly grade level meetings are based on district professional development initiatives
·         Professional development days/times are also based on district’s initiatives
·         Additional Professional development made available for technology, teaching and learning per request of the teacher
·         80% of Audit tool responders rated this area proficient, 20% developing

Indicator 4.4 Routines and transitions


·         Discipline data supports that currently our behavior issues are not during routines or transitions.
·         Discipline data supports that there is a 80% decrease in office referrals this year
·         Hallways are quiet during instructional times
Indicator 2.4 Curriculum and instruction aligned to CCSS



·         Lesson plans are aligned to district guide
·         Weekly Grade level meetings and Collaborative Lesson planning supports teachers to be in alignment of CCSS

Growth Areas:
Explanation and data to substantiate:

2.1 Academic Rigor


Driggs scored lower than district in MClass in 5 out of 6 grade levels
Driggs matched the district average in the Math portion of Acuity
District initiatives to promote mathematical practices in 2,3,4 and 7

2.4 Curriculum and instruction in alignment of the CCSS


Team still feels as if they are struggling with the new standards for ELA and the CBC model.
Mathematical practices have been challenging to teachers in adjusting to their teaching practices


3.2 Attendance

Driggs has 71 students who are considered chronically absent. 10 of those are considered seriously chronically absent.







Section 2: Overarching SMART Goals.  Successful and sustainable turnaround requires a focused approach on the school’s most pressing needs and challenges.  Please reflect upon school data and the school audit to identify a manageable set of priorities to guide the school’s turnaround efforts.  Develop three goals for the turnaround process that are Specific, Measurable, Attainable, Results-oriented and Time-bound.   

Goal #1 (Academic):
The cohort of students enrolled at Driggs School from September 2014 to May 2015 will increase their reading proficiency in the area of phonological awareness and phonics.
    IAGD:  __66%___ of k-5 students at Generali School will show growth by a category or remain at benchmark form BOY to EOY on phonemic awareness and phonics DIBELS’ measures.

  Specific
  Measurable
  Attainable
  Results-oriented
  Time-bound
Goal #2 (Academic):
SLO-  Students in grades k-5 enrolled at Driggs  from September 2014- May 2015 will develop procedural fluency, conceptual understanding, and productive disposition towards mathematics through implementation of mathematical Practices 2, 3, 4 and 7.
    IAGD:  By May 1, 2015 __60___% of students continuously enrolled in grades K-5 will demonstrate at least one level growth or maintain “Meets’ Expectations” by EOY District created common formative assessment.

  Specific
  Measurable
  Attainable
  Results-oriented
  Time-bound
Goal #3 (Chronic Absenteeism)
Chronic absenteeism for students in grades K-5 at Driggs from 13.8% to 9% School will decrease from 6.2% to 5% by June 2015 as measured by school and district attendance reports.

  Specific
  Measurable
  Attainable
  Results-oriented
  Time-bound
Goal #4 (Survey Target)

88 % of respondents of the school survey will agree or strongly agree to the statement, "I would recommend this school to another family." Strategies include: PPT's, parent teacher conferences, phone calls home
  Specific
  Measurable
  Attainable
  Results-oriented
  Time-bound


Talent (T): Employ systems and strategies to recruit, hire, develop, evaluate, and retain excellent school leaders, teachers, and support staff via: Instructional practice, Evaluation and professional culture, Recruitment and retention strategies, Professional development, Leadership effectiveness and Instructional leadership

Academics (A): Design and implement a rigorous, aligned, and engaging academic program that allows all students to achieve at high levels via: Academic rigor, Student engagement, Differentiation, Curriculum and instruction aligned to CCSS, Supports for special populations & Assessment system and data culture

Culture and Climate (C): Foster a positive learning environment that supports high-quality teaching and learning, and engages families and the community as partners in the educational process via: School environment, student attendance, Student behavior, Interpersonal interactions, Family engagement and Community partners and wraparound strategy.

Operations (O): Create systems and processes that promote organizational efficiency and effectiveness, including through the use of time and financial resources via: Adequate instructional time, Use of instructional time, Use of staff time, Routines and transitions, and Financial management


Section 3: Implementation Timeline.  Using the chart below, please summarize key strategies presented in this plan in the areas of talent, academics, culture and climate, and operations (add rows, as necessary).  Identify progress metrics and when each strategy will be implemented.



GOAL 1 (ACADEMIC):
Strategy:
Strategy
Heading
T, A, C or O
Progress Metric:
Year 1
Q1
Q2
Q3
Q4
1.  Embedding self-assessment as a common regular practice.
a.       student self-ratings
b.      biweekly review of goal attainment with intervention students 
c.       teacher practice inventory
A,O, T
a. Classroom based exit tickets/ student self-assessments. 
b. Mclass Data, Culminating assessments, CFA
c. Assessment data and summary/analysis accompanied by a questionaire
A
B
C
A
A
B
A
B
2. Actively use learning targets for initiating lesson, activities, assessments of a lesson, feedback from instructional leaders
A, O
Walk through observations, informal/formal observations, “ Focus Walk Through on Adult Practice” Checklist/ Rubric
X
X
X
X
3. Professional development centered  on student/staff needs
a.       Explicit professional development on phonemic awareness and phonics
b.      Using K-1 coaching cycles to create individualized coaching points  for teachers
T
MClass, Interventionist progress monitoring, exit tickets, anchor charts, Tier II and Tier II monthly progress monitoring, data reviewed at biweekly grade level meetings, teachers provide feedback
X
X
X
X
4.  Provide parents with academic knowledge through literacy nights and mClass/CCSS  parent trainings. 
C
Parent Survey, Sign In Sheets, Literacy Facilitator available to parents open house, literacy nights/ sessions

X
X








GOAL 2 (ACADEMIC):
Strategy:
Strategy
Heading
T, A, C or O
Progress Metric:
Year 1
Q1
Q2
Q3
Q4
1.        Embedding self-assessment as a common regular practice.
a.       student self-ratings
b.      teacher self-assessment

a. Classroom based exit tickets/ student self-assessments. 
b. Acuity, Performance Tasks, Culminating assessments,  District and grade level CFA
c. Assessment data and summary/analysis accompanied by a questionnaire
A
A
B
A
A
B
2. Actively use learning targets for initiating lesson, activities, assessments of a lesson, feedback from instructional leaders

Walk through observations, informal/formal observations, “ Focus Walk Through on Adult Practice” Checklist/ Rubric
X
X
X
X
3. Professional development centered  on student/staff needs
a.       Explicit professional development on Standards for Mathematical Practice 2,3,4,7
b.      Using coaching cycles to create individualized coaching points  for teachers

Acuity, Performance Tasks, Culminating assessments,  District and grade level CFA
X
X
X
X
4.  Provide parents with academic knowledge through math nights/sessions. 

Parent Survey, Sign In Sheets, Math Coach available to parents open house, math nights/ sessions
X

X

























GOAL 3 (CHRONIC ABSENTEEISM):
Strategy:
Strategy
Heading
T, A, C or O
Progress Metric:
Year 1
Q1
Q2
Q3
Q4
1.       Introduction of Walking School Bus to involve community in getting students to come to school.

C
Attendance, Surveys

X
X
X
2.        Continuation of Truancy Clinic to target truant families and offer services to assist with getting students to school.

O
Attendance
X
X
X
X
3.        Celebrating classes with perfect attendance.

C
Attendance and monthly celebrations.
X
X
X
X
4.        Mapping families who are truant to develop a community watch system for getting students to school.

O, C
Attendance, Surveys
X
X
X
X
5.       After school programs that will target truant/ chronically absent students

After school attendance and comparison data with attendance
X
X
X
X
6.        






7.        






8.        






9.        















GOAL 4 (SURVEY TARGET):
Strategy:
Strategy
Heading
T, A, C or O
Progress Metric:
Year 1
Q1
Q2
Q3
Q4
1.       Administration has created a focus on customer service that branches from students to parents.

C

Parent Surveys




2.        Addition of two after school programs. 

A, C
Parent Surveys




3.        Creation of business cards to help bridge communication.

C
Parent Surveys




4.       Creation of blog to keep parents abreast of events and celebrate community.

C
Parent Surveys




5.       Postcards/ communication about positive behavior to celebrate students showing SOAR.

C
Parent Surveys




6.       Item exchange

Parent Surveys




7.       Extended calendar of family nights to invite families in and build community.
C
Parent Surveys




8.       Extending academic meetings to help parents understand and share the language of CCSS and CBC.
C, A
Parent Surveys




9.        






10.    
















Parent survey, student survey, staff survey, STORM (student council) , Boys Club, PAL
Student involvement with some type of decision making (STORM)
Cultural, Patriotic, Academic, Student behavior and academic celebrations
 Communication of concerns (behaviorally/academically, physical plant)
Customer Service focus
Promote mission
Posting blog

Stakeholder Engagement.  In the space provided, describe stakeholder engagement throughout the school improvement process.  Provide evidence that school and district personnel, School Governance Council members, parents, students and community members were engaged in the planning process and/or are aware the contents of this plan.

Appendix A: School Audit Tool

Directions:  Using the rubrics that follow, evaluate school systems and performance in each of the following domain areas: (1) talent; (2) academics; (3) culture and climate; and (4) operations.  Use longitudinal quantitative and qualitative data to inform evaluations in each category.  Diagnostic findings should inform the school improvement planning process, helping school and district leaders to prioritize specific growth areas and design aligned interventions.

1.       Talent: Employ systems and strategies to recruit, hire, develop, evaluate, and retain excellent school leaders, teachers, and support staff.
Sub-Indicators:
1
2
3
4
1.1.       Instructional practice 




1.2.       Evaluation and professional culture




1.3.       Recruitment and retention strategies




1.4.       Professional development




1.5.       Leadership effectiveness




1.6.       Instructional leadership




2.       Academics: Design and implement a rigorous, aligned, and engaging academic program that allows all students to achieve at high levels.  
2.1.       Academic rigor




2.2.       Student engagement




2.3.       Differentiation




2.4.       Curriculum and instruction aligned to CCSS




2.5.       Supports for special populations




2.6.       Assessment system and data culture




3.       Culture and Climate: Foster a positive learning environment that supports high-quality teaching and learning, and engages families and the community as partners in the educational process. 
3.1.       School environment




3.2.       Student attendance




3.3.       Student behavior




3.4.       Interpersonal interactions




3.5.       Family engagement




3.6.       Community partners and wraparound strategy




4.       Operations: Create systems and processes that promote organizational efficiency and effectiveness, including through the use of time and financial resources. 
4.1.       Adequate instructional time




4.2.       Use of instructional time




4.3.       Use of staff time




4.4.       Routines and transitions




4.5.       Financial management






1
Below Standard
2
Developing
3
Proficient
4
Exemplary

School Audit Rubric

TALENT
Indicator
Below Standard
Developing
Proficient
Exemplary
1.1.    Instructional Practice 
Teacher effectiveness is inconsistent and highly variable from classroom to classroom.  There are significant concerns about instruction.  Staffing decisions do not reflect teacher effectiveness and student needs.
Instructional quality is moderate; however, teacher effectiveness is variable from classroom to classroom.  Staffing decisions do not always reflect teacher effectiveness and student needs.
Most classes are led by effective educators, and instructional quality is strong.  There are some systems in place to promote and develop teacher effectiveness and make appropriate staffing decisions.
100% of classes are led by deeply passionate and highly effective educators.  There are strong systems in place to promote staff efficacy and make staffing decisions driven exclusively by student needs.
1.2.    Evaluation and Professional Culture



There are significant concerns about staff professionalism. Staff come to school unprepared, and there is little sense of personal responsibility.  There is a culture of low expectations; individuals are not accountable for their work. Evaluations are infrequent, and few if any staff were formally evaluated 3 or more times in 2012-13.  Instructional leaders do not provide regular feedback to staff.
There are some concerns about professionalism.  Some staff come to school unprepared.  Some teachers feel responsible for their work. Some teachers were formally evaluated at least 3 times in 2012-13, but most were not. Leaders communicate some expectations for and feedback on performance, but do not consistently follow-up to see whether or not the feedback is acted upon.
The school is a professional work environment.  Most staff are prepared to start the school day on time with appropriate instructional materials ready to go. Most individuals feel responsible for their work.   Most teachers were formally evaluated at least 3 times in 2012-13 in alignment with SEED expectations. Leaders provide feedback and hold individuals accountable for effort and results.
100% of staff are prepared to start the school day on time with appropriate instructional materials ready to go. The vast majority of staff feel deep personal responsibility to do their best work.  All teachers were formally evaluated at least 3 times in 2012-13. Leaders conduct frequent informal evaluations and provide meaningful feedback. Individuals are held accountable for their performance.
1.3.    Recruitment and Retention  Strategies  
The school and/or district lack systems to recruit and attract top talent.  Retention of high-quality staff is a significant concern.  The school lacks systems and strategies to retain top teachers and leaders.
The school and/or district have components of a plan for recruitment and retention of quality educators (e.g., mentoring, induction).  The plan is not fully developed or consistently implemented.  
The school and/or district have systems for strategic recruitment and retention. Efforts are made to match the most effective educators to the students with the greatest needs. Retention of high-quality teachers is high.
The school and/or district effectively implement a long-term plan for recruitment and retention. Efforts are made to match the most effective educators to the students with the greatest needs. Deliberate, successful efforts are made to retain top talent. 
1.4.    Professional Development


Professional Development (PD) opportunities are infrequent and/or of inconsistent quality and relevance. PD does not align to staff’s development areas and/or students’ needs.  As a result, teachers struggle to implement PD strategies.  There is no clear process to support or hold teachers accountable for the implementation of PD strategies.
PD opportunities are provided; however, they are not always tightly aligned with student and adult learning needs. The quality of PD opportunities is inconsistent. Sometimes, teachers report that PD improves their instructional practices. Teachers are not generally held accountable for implementing skills learned through PD.
The school offers targeted, job-embedded PD throughout the school year. PD is generally connected to student needs and staff growth areas identified through observations. Most teachers feel PD opportunities help them improve their classroom practices. Most teachers are able to translate and incorporate PD strategies into their daily instruction.
The school consistently offers rich and meaningful PD opportunities that are aligned to student needs and staff growth areas identified through observations.  Teachers effectively translate PD strategies into their daily instruction. The school has a process for monitoring and supporting the implementation of PD strategies.
1.5.    Leadership Effectiveness


Leadership fails to convey a school mission or strategic direction. The school team is stuck in a fire-fighting or reactive mode, lacks school goals, and/or suffers from initiative fatigue.  The school community questions whether the school can/will improve.
The mission and strategic direction are not well communicated. A school improvement plan does not consistently guide daily activities and decision-making.  The community generally understands the need for change, however actions are more often governed by the status quo. 
Leadership focuses on school mission and strategic direction with staff, students, and families. The school is implementing a solid improvement plan and has a clear set of measurable goals.  The plan may lack coherence and a strategy for sustainability. Leadership conveys urgency.
Leadership focuses on school mission and strategic direction with staff, students, and families. The school has a manageable set of goals and a clear set of strategies to achieve those goals.  The plan is being implemented and monitored with fidelity. Leadership conveys deep urgency.
1.6.    Instructional Leadership

Few staff can articulate a common understanding of what excellent instruction looks like. School norms and expectations are not clear. Instructional leaders do not demonstrate a commitment to developing consistent and high-quality instructional practice school-wide.
Some staff can articulate a common understanding of what effective instruction looks like. School norms and expectations are enforced with limited consistency. Instructional leaders demonstrate some commitment to improving instructional practice school-wide.
Most staff articulates a common understanding of what effective instruction looks like. School norms and expectations are consistently enforced. Instructional leaders consistently demonstrate a commitment to improving instructional practice school-wide.
All staff articulates a common understanding of what effective instruction looks like. Educators relentlessly pursue excellent pedagogy. Instructional leaders have communicated and enforced high expectations school-wide.

ACADEMICS
Indicator
Below Standard
Developing
Proficient
Exemplary
2.1.    Academic Rigor*[1]


Most observed lessons are teacher- led and whole group.  Teachers rarely engage students in higher-order thinking.  Most students demonstrate a surface-level understanding of concepts. Observed lessons are indicative of low expectations and little sense of urgency.
Some observed lessons are somewhat student-centered, challenging and engaging.  Teachers engage students in some higher-order thinking.  Many students demonstrate only a surface-level understanding of concepts.  Teachers demonstrate moderate expectations and some urgency. 
Observed lessons are appropriately accessible and challenging for most students.  Teachers engage students in higher-order thinking, and students are pushed toward content mastery.  Lessons begin to engage students as self-directed learners.  Teachers communicate solid expectations.
All observed lessons are appropriately accessible and challenging.  Teachers push students, promoting academic risk-taking.  Students are developing the capacity to engage in complex content and pose higher-level questions to the teacher and peers.  Teachers promote high expectations.
2.2.    Student Engagement*

Few students are actively engaged and excited about their work.  The majority of students are engaged in off-task behaviors and some are disruptive to their classmates.  Observed lessons primarily appeal to one learning style.  Few students are truly involved in the lessons. 
Some students exhibit moderate engagement, but many are engaged in off-task behaviors.  Some observed lessons appeal to multiple learning styles.  Students are involved in the lessons, but participation is more passive than active.  Students are easily distracted from assigned tasks.
Most students are engaged and exhibit on-task behaviors.  The observed lessons appeal to multiple learning styles.  Students are involved in the lesson, but participation is, at times, more passive than active.  A handful of students are easily distracted from the task at hand.
All students are visibly engaged, ready to learn, and on task.  Students are clearly focused on learning in all classrooms.  The lessons appeal to and seem to support all learning styles. Students are actively engaged in the lessons and excited to participate in classroom dialogue and instruction. 
2.3.    Differentia-tion and Checking for Under-standing*

Most teachers take a one-size-fits-all approach and struggle to differentiate their instruction to meet individual learning needs. There is no evidence around the use of data to inform instruction and minimal efforts to check for student understanding.
Some teachers are differentiating at least part of the observed lessons; however, the practice is not consistent or widespread. There is some evidence of the use of student data to adapt the learning process. Some teachers use strategies to monitor understanding.
Most teachers employ strategies to tier or differentiate instruction at various points in the lesson.  Most teachers use data or checks for understanding to differentiate the learning process on the fly.  Teachers take time to support students struggling to engage with the content. 
Teachers consistently and seamlessly differentiate instruction. Teachers use data and formal/informal strategies to gauge understanding, and differentiate the learning process accordingly. Tight feedback loop between monitoring efforts and instruction.
2.4.    Curriculum and Instruction Aligned to Common Core State Standards

The school lacks a rigorous, standards-based curriculum that is aligned to the Common Core State Standards (CCSS) and/or the curriculum is not being implemented with fidelity. As a result, pacing is inconsistent. The percentage of students at or above goal on state assessments is > 10 points below the state average.
The school has curricula for some grades and content areas, some of which are rigorous, standards-based. Curricula are implemented with some fidelity. Teachers struggle with consistent pacing. The percentage of students at or above goal on state assessments is 6-10 points below the state average.
Rigorous, standards-based curricula exist for almost all grade levels and content areas, and are being implemented consistently across classrooms.  Teachers demonstrate consistent pacing. The percentage of students at or above goal on state assessments is within 5 percentage points of the state average.
Rigorous, standards-based curricula exist for all grade levels and content areas. Curricula are aligned with the CCSS and are being implemented with a high degree of fidelity throughout the school.   The percentage of students at or above goal on state assessments meets or exceeds the state average.
2.5.    Support for Special Populations

The school is inadequately meeting the needs of its high-needs students. IEP goals are not regularly met. Least Restrictive Environment (LRE) is not fully considered when making placements. The school lacks appropriate interventions and supports for ELLs.   There are significant achievement gaps between subgroups and non-identified students as measured by state assessments, and no evidence of progress.
The school typically meets the needs of its high-needs students. Most special education students meet their IEP goals, but LRE is not always considered when making placement determinations. The school typically meets the needs of its ELLs, and attempts to track progress and set content and language mastery goals. There are significant gaps between subgroups and non-identified students as measured by state assessments and marginal progress over time.
The school consistently meets the needs of its high-needs students. Special education students regularly meet their IEP goals and LRE is a critical factor in placement determinations. The school meets the needs, tracks progress, and sets content and language mastery goals for all ELLs.  There are small gaps between subgroups and non-identified students as measured by state assessments, and some signs of progress toward closing the gaps.
The school is successfully closing the achievement gap for its high-needs students. General and special education teachers work collaboratively to support students. The school tracks the effectiveness of language acquisition instructional strategies and adjusts programming accordingly.  There is no achievement gap between subgroups and non-identified students as measured by state assessments.
2.6.    Assessment Systems and Data Culture

The school lacks a comprehensive assessment system (including summative and benchmark assessments). Teachers rarely collect, analyze, and/or discuss data.  The school lacks or fails to implement SRBI protocols linking data to interventions.
The school has some consistent assessments; however, there are major gaps in certain grades and content areas. There are some efforts to collect and use data.  SRBI systems and processes are somewhat present.
The school implements a clear system of benchmark assessments. Some teachers are developing familiarity with regularly using formative assessments to differentiate instruction. The school has emerging processes in place to use the data to inform interventions. 
Teachers consistently administer assessments throughout the year. Assessments are standards-based and provide real-time data. Teachers embed formative assessments in their daily lessons. The school has strong processes to collect, analyze, and use data to inform interventions. 

CULTURE AND CLIMATE
Indicator
Below Standard
Developing
Proficient
Exemplary
3.1.    School Environment
The school fails to create a welcoming and stimulating learning environment.  Communal spaces and classrooms may be unkempt, rundown, unsafe, or sterile.  Many classrooms are neither warm nor inviting and lack intellectual stimulation.  Little to no student work or data is displayed to help convey a sense of pride and high expectations.
The school struggles to provide a welcoming environment conducive to high-quality teaching and learning.  Large sections of the school are not clean, bright, welcoming, or reflective of student work.  Though the school has some data and student work displayed, efforts to brand the school and convey high expectations are very minimal.  Sections of the school need significant attention. 
The school generally provides a welcoming learning environment. Most of the facility is in good repair and conducive to teaching and learning.  Most classrooms and common spaces are bright and clean, displaying data and student work; however, some sections lack visual stimulation.  The school has made an effort to foster school identity through branding and consistent messaging in classrooms and communal spaces. 
The school provides a welcoming and stimulating learning environment. Common spaces and classrooms are bright, clean, welcoming, and conducive to high-quality teaching and learning. Data and student work are visible and present throughout the school, inspiring students and teachers to do their best work.  There is clear branding and consistent messaging throughout the school, promoting school identity and pride.
3.2.    Student Attendance
The school has few, if any, strategies to increase attendance. Average daily attendance is 88% and/or chronic absenteeism is > 20%.
The school has some strategies to increase attendance. Average daily attendance is between 89% and 93% and/or chronic absenteeism is between 16% and 20%.
The school has multiple, effective strategies to increase attendance. Average daily attendance is between 94% and 97% and/or chronic absenteeism is between 11% and 15%.
The school implements effective strategies to increase attendance and on-time arrival. Average daily attendance is > 97% and chronic absenteeism is 10%.
3.3.    Student Behavior
A school-wide behavior management plan may exist, but there is little evidence of implementation. Student misbehavior is a significant challenge and creates regular distractions.  Disciplinary approaches appear to be inconsistent; students and staff do not have a common understanding of behavioral expectations.  Discipline is mostly punitive.  The rate of suspensions/expulsions as a proportion of student enrollment is greater than 20% (total # 2012-13 incidents/total enrollment).
A school-wide behavior management plan is in place, and there are some signs of implementation. Student misbehavior is a challenge and creates frequent disruptions. There may be confusion among students and staff regarding behavioral expectations. Discipline is primarily punitive, and there is inconsistent reinforcement of desired behaviors.  The rate of suspensions/expulsions as a proportion of student enrollment is between 15% and 20%.
A school-wide behavior management plan is in place and effectively implemented most of the time. Student behavior is under control.  Misbehavior is infrequent, with periodic distractions to instruction.  Most students behave in a calm and respectful manner.  Students and staff have a common understanding of the behavior policy. There is positive reinforcement of desired behaviors.  The suspension/expulsion rate is between 10% and 14%.
A school-wide behavior management plan is consistently and effectively implemented. All students behave in a calm, orderly, and respectful manner throughout the school day.  Classroom distractions are minimal, and immediately and appropriately addressed.  Rewards and consequences are clear and appropriate, and are consistently applied across the school. The suspension/expulsion rate is < 10%.
3.4.    Interpersonal Interactions

There is a weak sense of community.  The quality and types of student, adult, and student/adult interactions raise concerns.  There are signs of divisiveness or hostility among students and with staff. There are minimal signs of connections between students and staff; interactions are largely transactional or triggered when students are off task. 
There is a moderate sense of community.  Students are somewhat respectful toward one another and adults.  There is some teasing and divisiveness; however, it does not define school culture.  Communication between students and staff is somewhat positive.  There are some connections between students and staff. 
There is a good overall sense of community.  Students are generally respectful toward one another and adults.  Interactions are mostly positive.  There is minimal teasing and divisiveness.  Communication between students and staff is generally positive and respectful.  There are signs of connections between students and staff.  Most staff seem invested in their students. 
There is a strong sense of community.  Students are respectful and courteous of one another and adults.  Student interactions are overwhelmingly positive and polite.  The school has an inclusive and welcoming environment.   Student/adult interactions are positive and respectful, demonstrating strong relationships.  Staff seems invested in the well-being and development of students. 
3.5.    Family and Community Engagement
The school offers infrequent opportunities to involve parents in the school community. Family involvement is minimal. Teachers rarely reach out to families regarding their child’s academic progress. 
The school offers several family events throughout the year. Roughly half of families participate in school activities.  More than half of all teachers reach out to families regarding their child’s academic progress.
The school offers periodic, meaningful opportunities for parents/families to engage in student’s education. Most families participate in school activities.  Most educators communicate regularly with families.
The school frequently engages parents/family as partners in student’s education. Almost all families participate in school activities. Nearly all educators communicate with families on a regular basis. 
3.6.    Community Partners and Wraparound Strategy
The school offers inadequate supports to address students’ nonacademic needs.  There are limited wraparound services.  The school makes little or no effort to engage community partners to expand services offered through the school.
The school offers some support to address students’ nonacademic needs through wraparound services. Community and partner engagement is spotty and event-specific.
The school offers a range of wraparound services to address students’ nonacademic needs. The school has several sustained community partnerships.
The school has a clear process for evaluating students’ needs and connecting students to appropriate wraparound services. The school has sustained community partnerships to help address student needs.

OPERATIONS
Indicator
Below Standard
Developing
Proficient
Exemplary
4.1.    Adequate Instructional Time
There is not enough time in the school schedule to appropriately meet students’ academic needs.  There is a significant amount of wasted time in the school calendar and daily schedule.  The schedule includes ≤ 5 hours of instruction per day, and ≤ 60 minutes of ELA time.[2]
Students would benefit from increased instructional and/or intervention time.  The school calendar and daily schedule could be improved to increase time on task.  The schedule includes > 5 and ≤ 5.5 hours of instruction per day, and > 60 and ≤ 90 minutes of ELA time.
The school has taken steps to increase instructional time on task through extended learning opportunities.  The school calendar and daily schedule are well constructed. The schedule includes > 5.5 and ≤ 6 hours of instruction per day, and > 90 and ≤ 120 minutes of ELA time.
The school has multiple extended learning opportunities available to students.  The school implements a thoughtful and strategic school calendar and daily schedule.  The schedule includes > 6 hours of instruction per day, and > 120 minutes of ELA time.
4.2.    Use of Instructional Time*
Staff and students use time ineffectively.  Misused instructional time results from misbehavior, poor scheduling, and inefficient transitions.  There are missed opportunities to maximize time on task.  Observed teachers struggle with pacing and fail to use class time in a constructive manner.
Staff and student use of time is somewhat effective.  Some students are off task and there are missed opportunities to maximize instructional time.  Lesson schedules are moderately well planned, paced, and executed.  Teachers could be more skilled and/or methodical in the use of class time. 
Most staff and students use time well.  A handful of students require redirection; however, the majority of students transition quickly to academic work when prompted by the teacher.  There is minimal downtime.  Lessons are well planned, paced, and executed.  Teachers are adept at managing and using class time. 
Staff and students maximize their use of time.  There is no downtime.  Transitions are smooth and efficient.  Students transition promptly to academic work with minimal cues and reminders from teachers.  Teachers meticulously use every moment of class time to prioritize instructional time on task. 
4.3.    Use of Staff Time
Educators lack adequate and/or recurring professional development and/or common planning time. Common planning time is currently disorganized and the time is not used effectively. As a result, staff members are unable to develop and/or share practices on a regular basis. 
Most academic teams have common planning periods (less than 1 hour/week); however, the school has failed to secure vertical and horizontal planning. Collaborative planning time is used at a basic level (e.g., organization of resources or topics not directly related to classroom instruction).
All academic teams have common planning periods (1-2 hours/week) and they are seldom interrupted by non-instructional tasks. Staff members use this time to discuss instructional strategies, discuss student work, develop curricular resources, and use data to adjust instruction.
All educators have weekly common planning time for vertical and horizontal planning (more than 2 hours/week). Common planning periods are tightly protected and only interrupted by emergencies. The school has established tight protocols to ensure that common planning time is used effectively.
4.4.    Routines and Transitions
The school is chaotic and disorderly.  The safety of students and staff is a concern.  The school lacks critical systems and routines.  Movement of students is chaotic and noisy with little adult intervention.  Adults are not present during transitions; therefore, there is very little re-direction.
The school is somewhat chaotic and/or disorderly, particularly in certain locations and during certain times of day.  Some staff make an effort to maintain procedures and routines; however, staff presence is minimal and redirection of misbehavior is lacking. 
The school environment is calm and orderly in most locations and during most of the day.  Rules and procedures are fairly clear, consistent, and evident.  Routines seem somewhat apparent and institutionalized. Adults are present to reinforce norms. 
The school environment is calm and orderly.  Rules and procedures are clear, specific, consistent, and evident.  Routines are largely unspoken and institutionalized. Adults are consistently present to reinforce norms. 
4.5.    Financial Management
The school and/or district do not make sound budgetary decisions based on student need and projected impact.  Budget decisions are largely governed by past practice and do not account for sustainability. There is little to no evidence around school and/or district leaders successfully advocating for school resource needs. 
Budget decisions are sometimes focused on factors unrelated to student needs and school goals. A number of expenditures and initiatives lack a plan for sustainability beyond the current school year. School and/or district leaders do not effectively advocate for school needs or pursue additional resources. 
The school and/or district have emerging strategic budgeting practices.  The school and/or district have begun to repurpose funds to align expenditures more closely with school goals and student needs. Sustainability may pose a concern. School/district leaders effectively advocate for school needs and pursue additional resources. 
The school and district engage in strategic budgeting. The school and district invest in high-yield, research-based initiatives aligned to student needs and school goals. There is a clear sustainability plan for all major expenditures. School/district leaders effectively advocate for school needs, and build strategic relationships to pursue needed resources.







[1] Ratings for the four sub-indicators marked with an asterisk (*) should be based largely on classroom observations.
[2] The total amount of ELA instructional time per day at the secondary level can include reading- and/or writing-intensive coursework.

Note:  The rubrics draw from the CSDE’s School Quality Review and Network Walkthrough Tool, and Mass Insight Education’s School Readiness Assessment.