MS SIG Indicator Rubric

Transcription

1 ORGANIZATIONAL STRUCTURES 1. LEA and school conducted needs assessment (NA) to inform the SIG implementation plan Aligned with of LEA and school conduct NA that does not include input and participation from all key stakeholder groups (parents, students, staff, community members) or omits critical data identifying needs, such as performance framework, fiscal, or school climate data. LEA and school conduct comprehensive NA that includes participation and input from a representative group of all external and internal stakeholders (parents, students, staff, and community members). NA determines needs through use of data collection instruments such as surveys, sign-in sheets, agendas, minutes, performance framework (leading and lagging progress data), and other school data to identify comprehensive school improvement goals., LEA and school communicate results of NA with all staff and stakeholders through various means (newsletters, meetings, mail outs, events, and media) and continuously monitor and review NA priorities for school improvement (district and school leadership team meeting agendas, sign in sheets, minutes, MS SOARS entries). 2. LEA personnel are organized and assigned to support schools in their SIG implementation LEA organizational chart does not include all SIG assigned personnel and/or job descriptions lack specificity to support SIG implementation. LEA organizational chart includes SIG assigned personnel; job descriptions include prescribed duties and responsibilities to support SIG implementation., LEA has a process in place to sustain school improvement efforts with locally funded personnel through a continuous review of their effectiveness in providing support to schools to increase student achievement and build staff capacity. 1

2 ORGANIZATIONAL STRUCTURES 3. LEA modified policies and practices to support full and effective implementation Aligned with of of policy LEA modified policies and modifications in a few key practices supporting full, district areas (e.g., increased and effective SIG leadership team maintains a learning time, incentives, implementation (e.g., documented process to leader/staff evaluations, extended learning time, review policies and fiscal resources) and/or organizational chart, practices (e.g., input from limited evidence of incentives, master stakeholders, frequency of changes in practice based schedules, fiscal review, description of review on policy modifications to resources). criteria). support full SIG implementation. 4. LEA provides operational flexibility to the principal to lead the school improvement process Principal flexibility evidenced by written statement or evidence of adjustments in scheduling, calendars, human and/or fiscal resource allocations. LEA provides operational flexibility to principal as documented by principal s written statement and evidence of flexibility may include adjustments in scheduling, calendars, human and/or fiscal resource allocations. District leadership team monitors the effectiveness of decisions made by school leadership to transform/turnaround schools and sustain successful practices (as evidenced by agendas, minutes, sign in sheets, progress data by school). 5. LEA has established a district turnaround office to support SIG implementation Turnaround office staff/district Leadership Team meets inconsistently as evidenced by meeting schedule, agenda/minutes; at least one component of MS SOARS is not addressed (e.g., implementing, monitoring, LEA has established a district turnaround office (District Leadership Team) as evidenced by a schedule of monthly meeting dates; meeting agendas/minutes. LEA utilizes MS SOARS as the system for implementing,, district and school leadership teams collaborate quarterly to review MS SOARS data and other resources (i.e., fiscal, curriculum, professional development, technical assistance) to 2

3 ORGANIZATIONAL STRUCTURES Aligned with of reporting); and/or documentation of technical assistance in supporting SIG implementation is minimal. monitoring, and reporting SIG data. LEA documents site visits and technical assistance provided to school in supporting SIG implementation. ensure SIG implementation support. 6. LEA and school recruit, screen, and select external partners Inconsistent knowledge and/or implementation of established written protocol for recruiting, screening, selecting external partners. LEA and school establish and implement a written protocol for recruiting, screening, and selecting external partners (e.g., selection criteria, aligned to SIG needs/goals) that is communicated to all stakeholder groups., district maintains a database/list of external partners whose services are aligned with district improvement goals. 7. LEA and school clearly specify expectations of external partners in contracts and continuously evaluate their performance Contracts with external partners contain goals, deliverables, and benchmarks of progress, aligned with school improvement goals. Semiannually, or twice a year, evidence exists that the LEA and school implement processes to continuously monitor and evaluate the outcomes of specified services and make adjustments where needed. Contracts with external partners contain deliverables and benchmarks of progress toward achieving school improvement goals. Quarterly, or four times a year, evidence exists that the LEA and school implement processes to continuously monitor and evaluate the outcomes of specified services, including teacher input, and make adjustments where needed., quarterly round table meetings are held with district and school leadership teams, and all external partners to gather and provide multi-directional feedback on services provided, expected outcomes and goals as evidenced by meeting agenda, minutes, sign in sheets. 3

4 ORGANIZATIONAL STRUCTURES Aligned with of At a minimum, a semiannual meeting is held with the school leadership team to provide feedback on services provided. 8. All teachers meet in teams (vertical and horizontal) with clear expectations and time for planning Team meeting structures and expectations are established for all teachers (e.g., schedule, agenda, focus, minutes, and roster). All teachers are meeting in teams in accordance with written, established structures and expectations as evidenced by agendas, participant rosters, and meeting minutes that reflect instructional focus., all staff contribute to school wide efforts to build a supportive, collaborative culture, identify common goals and assessments, and monitor and evaluate progress toward those goals as evidenced by an expanding collection of exemplars for teacher use (examples: instructional tools/strategies, rubrics, common assessments). 9. LEA and school have increased learning time for all students LEA and school have developed a plan to increase learning time for all students in core areas. Implementation of plan may have begun for targeted students. LEA and school are implementing their plan for increased learning time for all students in core areas., evidence exists that increased learning time is differentiated according to individual student needs. LEA may also facilitate the expansion of increased learning time throughout the district with the provision of 4

5 ORGANIZATIONAL STRUCTURES Aligned with of resources, professional development, technical assistance, and crossschool collaboration. 10. School continuously evaluates the effectiveness of increased learning time School identifies benchmarks and expected outcomes of increased learning time and develops measures to monitor progress toward goals (e.g., student participation, individualized academic plans, curriculum-based assessments). In addition to those stated in Emerging/Limited, data is collected throughout the month and provided to the school leadership team at least monthly for review of progress toward goals and decisions related to needed adjustments in programs (as evidenced in leadership team meeting notes, changes to increased learning time programs). In addition to those stated in, school includes surveys from parents and community on quality, relevance, and usefulness of current increased learning time programs semi-annually to recommend programmatic changes. LEADERSHIP 1. Principal promotes a culture of shared accountability for meeting school improvement performance objectives Aligned with of Principal provides Principal extends message In addition to those stated inconsistent messages of expectations for shared in, regarding expectations accountability by promoting principal promotes a culture around shared a culture of participation, of responsibility and accountability for meeting responsibility, and ownership in the community 5

6 LEADERSHIP Aligned with of school improvement performance objectives. ownership at the school; and engages in discussions with internal stakeholders about school improvement. Teachers have meaningful roles in decision-making processes as evidenced by interview data, meeting agendas and minutes, and participant rosters. Shared accountability also includes developing a culture of high expectations that may be evidenced by student work displays, student engagement, newsletters, and collaborative teacher planning focused on performance objectives. by networking with community groups, serving in active roles in the community, or providing continuous updates of progress toward achieving shared accountability for meeting school improvement performance objectives. 2. Principal communicates a compelling vision for school improvement to all stakeholders Principal communicates vision statement and school goals in a variety of formats with staff, students, parents, and community. Principal communicates vision statement and school goals in a variety of formats with staff, students, parents, and community to remind all of the school s common purpose. Refers to the school s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs). In addition to those stated in, the principal helps staff and students create a shared understanding of how the school s vision relates to and drives their daily work. Encourages members of the community to focus on how they can contribute to achieving the school s shared vision. Works with feeder schools to ensure that school visions are 6

7 LEADERSHIP Aligned with of aligned across schools and with the school system. 3. School leadership team meets regularly to manage the school improvement process School leadership team meets less than twice monthly to review progress on performance framework and addresses applicable plans and tasks. consists of documentation of leadership team meeting agendas and minutes in MS SOARS. School leadership team meets at least two (2) times monthly to review progress on performance framework and addresses applicable plans and tasks. Leadership team members share responsibility for overseeing and/or completing school improvement task implementation and communicating progress to the entire faculty on a monthly basis. consists of documentation of leadership team meeting agendas and minutes in MS SOARS. In addition to those stated in, all team members share the responsibility for facilitating leadership team meetings. 4. School leadership team continuously uses data to drive school improvement School leadership team collects data on a regular basis from multiple sources, but no connection between analysis of data and decision making is documented. School leadership team establishes a systematic and ongoing cycle of continuous improvement that includes data collection from multiple sources to identify accomplishments and challenges. Attention is focused on results through consistently asking questions to prompt reflection (e.g., In what ways In addition to those stated in, uses multiple methods of communication (examples: data walls, newsletters and Web updates) to convey progress toward goals to all stakeholder groups. Networks with other districts and/or schools regarding successful school 7

8 LEADERSHIP Aligned with of is this helping to achieve our goals? What was the result? What can we learn?). Results of data analyses are used to make decisions about school improvement efforts and are documented in MS SOARS. improvement strategies. 5. Principal continuously monitors the delivery of instruction in all classrooms Principal systematically monitors classroom instruction but does not maintain a record keeping system. Principal has an established schedule of daily classroom visits to monitor the delivery of instruction in classrooms and maintains a recordkeeping system that documents the observations. Principal provides feedback after each observation to staff regarding data gathered. In addition to those stated in, school leaders model the high expectations they have for staff (i.e., principles of instruction) and promote, encourage, and facilitate peer observations on effective practices. 6. LEA and school leadership teams collect and monitor benchmark/interim data on all leading and lagging indicators District and school leadership teams collect data and monitor progress of leading and lagging indicators (performance framework) and school leadership team records data in MS SOARS. District and school leadership teams establish a systematic cycle of continuous data collection and progress monitoring of leading and lagging indicators (performance framework). School leadership team records progress monitoring in MS SOARS and provides a report to district leadership LEA and school leadership teams collaborate on recommendations for revisions to the plans addressing performance framework indicators. LEA and school collaboratively identify key indicators related to continuous school improvement and establish a monitoring plan for sustaining the process. 8

9 LEADERSHIP Aligned with of team and school staff on a monthly basis. PERSONNEL AND PROFESSIONAL DEVELOPMENT 1. Principal possesses the competencies of a transformation leader Aligned with of Principal provides evidence Principal provides evidence of of successful school successful school, the improvement tied to at least improvement tied to principal promotes the one competency of a competencies of a development of turnaround/transformation turnaround/transformation competencies of leader (i.e., achieving and leader (i.e., achieving and turnaround/transformation influencing results, problem influencing results, problem leadership in teachers, and solving, and confidence in solving, and confidence in staff. ability to lead), and ability to lead). demonstrates the potential to develop capacity in the remaining areas. 2. LEA and school have a process in place for recruiting, placing, and retaining school teachers and leaders with skills needed for school transformation LEA and school have established board policies addressing recruitment and retention procedures; job announcements are placed on district and various other Web sites; however, efforts to recruit and retain teachers and leaders are LEA and school have established board policies addressing recruitment and retention procedures; job announcements are placed on district and various other Web sites; districtwide/state incentive plan is fully implemented; school, interview committee includes faculty representation and school uses innovative ways to seek out applicants (e.g., infomercials, partnerships with potential providers of effective teachers and 9

10 PERSONNEL AND PROFESSIONAL DEVELOPMENT Aligned with of primarily local. The districtwide/state incentive plan is not widely publicized and funds are seldom expended. administration implements protocols and procedures for interviewing and placement of new staff members. leaders, in-house aspiring administrator programs). 3. LEA and school have a rigorous and transparent evaluation system with input from teachers and principals that includes evidence of student achievement/growth LEA and school are developing plans for a rigorous and transparent evaluation system or have adopted the SEA model. (Plans include steps for building stakeholder support, performance indicators, budget incentives, etc.) LEA and school have a rigorous and transparent evaluation system that included input from teachers/principal and student growth data. LEA rigorously monitors the implementation of the evaluation system as it correlates to the evidence of student growth and achievement. 4. LEA and school implemented the new evaluation system for principals and teachers Evaluators and teachers are receiving training on the new evaluation system. Evaluation system is in place and all teachers and principals are being evaluated annually. The evaluation process incorporates selfreflection and personal goal setting. System is being monitored and evaluated for perceived usefulness and to guide revisions to the evaluation process. The LEA and school will analyze schoolwide observation data and make programmatic recommendations annually. 5. School aligns professional development programs with teacher evaluation results School uses formative or summative evaluation data (year end results of strengths and weaknesses) to identify 2-3 professional School uses both formative and summative evaluation data (i.e., observations, teacher reflections, student performance, etc.) to identify, school uses individual teacher data to establish individual professional learning plans. 10

11 PERSONNEL AND PROFESSIONAL DEVELOPMENT Aligned with of learning activities for all teachers. common teacher needs, and plan and provide professional learning opportunities targeted to those needs throughout the school year. 6. LEA and school have a system of rewards for school staff that positively impact student achievement and graduation rates LEA and school have a process to identify school staff that positively impact student achievement and graduation rates. LEA and school use multiple measures of performance to identify and reward school staff who positively impact student achievement and graduation rates. The system of rewards is based on the significance of impact (e.g., high needs students, growth exceeding a year, closing achievement/graduation gaps among student groups). 7. LEA and school identify and support school staff who are struggling or remove staff who fail to improve their professional practice LEA and school identify struggling teachers and develop an intervention plan for those teachers that include benchmarks, timelines, expectations, and consequences. Emerging/Limited, LEA and school collaboratively develop intervention plans within the first semester of the school year for each struggling teacher. LEA and school support implementation of intervention plans, and teachers who fail to improve according to their plan are removed., LEA and school consider inequity factors (e.g., teaching experience, class/school composition, class make-up, size) in developing individualized intervention plans for struggling teachers. 8. LEA and school provide induction programs for new teachers and administrators LEA and school are developing plans for induction programs for new Induction programs for new teachers and administrators are implemented and include A representative group of stakeholders (i.e., teacher associations, LEA and 11

12 PERSONNEL AND PROFESSIONAL DEVELOPMENT 9. School provides all staff with highquality, job-embedded, differentiated professional development to support school improvement Aligned with of teachers and administrators. Plans include a bridge between preparation and practice that supports the distinct learning needs of new staff. a written system of intensive support, professional development, and ongoing monitoring to support the distinct learning needs of new staff. school administrators, school committee members) annually analyze evaluation results (i.e., surveys, teacher performance data, student data) about the value and effectiveness of the program to make appropriate improvements. School identifies and provides professional development opportunities that are aligned with school goals. Teachers are encouraged to apply their learning and share with colleagues. School provides all staff with relevant, job-embedded professional development according to a cohesive plan aligned with school goals. Structures are in place to provide support (i.e., collaborative learning teams, coaches, mentors) to address all individual staff needs taking into account teacher experience, backgrounds, and teaching assignments., school staff engage in action research on strategies to support school improvement efforts and develop networks for sharing effective practices across the district. 10. LEA and school monitors extent that professional development changes teacher practice LEA and school monitors the extent to which professional development changes teacher practice through teacher surveys. Results are reported to school leadership team annually. LEA and school monitors the extent to which professional development changes teacher practice through collection and analysis of data from classroom observations, lesson plans, and teacher surveys. Results of these analyses are In addition to those stated in, LEA and school identifies the most effective professional development practices and formally shares those with other schools. 12

13 PERSONNEL AND PROFESSIONAL DEVELOPMENT Aligned with of reported to the school leadership team quarterly and become the basis for programmatic revisions to professional development plans. 11. LEA has developed a plan/process to establish a pipeline of potential turnaround leaders LEA has developed a process for identifying turnaround leaders and a plan for a leadership career ladder/pathway. LEA ensures that leadership opportunities are available and publicized through traditional and nontraditional means. LEA has implemented a process for identifying and recruiting turnaround leaders (e.g., use of MDE Teacher Center resources, relationships with local colleges/universities). A career ladder/pathway for developing leaders within the district has been developed. LEA ensures that leadership opportunities are available and publicized through traditional and non-traditional means. LEA has developed a system for evaluating the leadership development and recruitment initiatives. Evaluation occurs on an annual basis and results in the identification of effective approaches and discontinuation of ineffective practices. 13

14 CURRICULUM AND INSTRUCTION 1. LEA and school establish annual goals for student achievement in all core areas (Sustained Practice and Aligned with of LEA and school establish annual achievement goals for district and schools. LEA and school establish, communicate, and publish annual achievement goals in all core areas for district, schools, grade levels, and subpopulations. Full Implementation, goals are communicated to all stakeholders (e.g., parents, community members, students) and teachers work with students to establish individual achievement goals. Students can identify, describe, and show evidence of their progress toward achieving their goals. 2. LEA and school have a process for the selection of research-based instructional programs/strategies LEA and school have a written process for selecting research-based instructional programs/ strategies but the process lacks one or more of the criteria under Full Implementation. LEA and school have a written process for selecting research-based instructional programs/strategies that includes (a) research on effectiveness, (b) criteria for evaluating the appropriateness of a program, (c) input from teachers, and (d) an analysis of cost and sustainability. Full Implementation, LEA and school establish outcome goal(s) for program/strategy and continuously evaluate its effectiveness in impacting student outcomes, including fidelity of implementation among teachers implementing program/ strategy. 3. LEA and school align curriculum, instruction and assessment with state standards LEA and school have adopted the standards aligned state curriculum frameworks, and provided them to teachers. In addition to those stated in Emerging/Limited, the district ensures articulation and continuity across grade Full Implementation, teachers participate in the annual evaluation and updating of pacing guides. 14

15 CURRICULUM AND INSTRUCTION 4. All teachers routinely assess students mastery of instructional objectives (Sustained Practice and Aligned with of levels and includes benchmarks, pacing guides, blueprints, sample assessments, performance level descriptors, etc., to guide instruction. Teacher lesson plans reflect linkages to the curriculum. Teachers infrequently assess for mastery of instructional objectives using a single form of assessment. Teachers maintain limited or inaccurate records of individual student mastery. All teachers use multiple forms of assessment data (formal and/or informal) and assess student mastery of instructional objectives on a daily basis. Teachers maintain a record of individual student mastery by objective. Full Implementation, teacher teams meet on at least a quarterly basis to review student mastery of objectives, discuss assessment strategies and share ideas for improvement. 5. All teachers adjust instruction based on students mastery of objectives Some teachers use assessment data to identify students at various levels of mastery and apply differentiated instructional approaches to provide remediation using alternative strategies (i.e., different from the initial lesson). The school has plans and procedures in place to ensure all teachers use assessment data to identify students at various levels of mastery and apply differentiated instructional approaches, when appropriate, to provide remediation and enrichment using alternative strategies (i.e., different from the initial lesson). Full Implementation, teacher teams meet on at least a quarterly basis to collaborate on success and challenges with strategies for remediation and enrichment, and add identified strategies to the curriculum. 15

16 CURRICULUM AND INSTRUCTION 6. All teachers integrate technologybased interventions and supports into instructional practices. (Sustained Practice and Aligned with of Some teachers use All teachers use Full technology-based technology-based Implementation teachers use interventions and supports interventions and supports, technology-based interventions as documented in their when appropriate, as and supports to scaffold and lesson plans and documented in their lesson advance learning for individual demonstrated in classroom plans and demonstrated in students. Students are actively practice. classroom practice. involved in using technology supports to assess, interpret, and apply information. 7. Schools provide students with opportunities to enroll in and master rigorous coursework for college and career-readiness Schools offer advanced placement courses in fewer than four core areas. Schools offer the International Baccalaureate program, dual enrollment, or one advanced placement course in each of the four core areas. Schools also offer careeroriented vocational courses. Full Implementation, schools also offer early graduation programs (e.g., Cambridge program). 8. All teachers incorporate instructional strategies that promote higher-level learning for all students Lesson planning includes the incorporation of at least one of the following within some context: reflection; identification and appraisal of assumptions; inquiry, interpretation and analysis; and reasoning and judgment. The teacher serves primarily as a disseminator of learning. The lessons are geared All teachers plan and deliver lessons that include the daily incorporation of the following within some context: reflection; identification and appraisal of assumptions; inquiry, interpretation and analysis; and reasoning and judgment. The teacher serves primarily as a mediator of learning. Full Implementation, the lesson is geared toward DOK level 3 or above, when applicable. 16

17 CURRICULUM AND INSTRUCTION (Sustained Practice and Aligned with of toward DOK level 2 or above, when applicable. Lessons are geared toward DOK level 2 or above, when applicable. 9. All teachers actively engage students in the learning process Lesson plans incorporate standard lesson line components, but classroom delivery does not engage students. All teachers actively engage students in the learning process through implementation of a standard lesson line including the use of strategies such as effective questioning, relevant activities, authentic projects, allowing for student choice. Full Implementation, all teachers use student feedback/reflection to enhance engagement. 10. All teachers communicate clearly and effectively All teachers implement a lesson plan, but goals and expectations for student learning are not always clearly communicated. Teachers speak clearly and at an appropriate pace, but limit student participation in discussions. Teachers adapt communication style (verbal and nonverbal) in response to student behavior. All teachers implement a lesson plan, articulating clear goals and expectations for student learning. Teachers speak clearly, using correct grammar, and at an appropriate pace, and successfully facilitate student discussion. Teachers adapt communication style (verbal and nonverbal) in response to student behavior. Full Implementation, teachers communication style motivates all students to participate and fully engage in discussions. 17

18 CURRICULUM AND INSTRUCTION 11. All teachers maximize time available for instruction (Sustained Practice and Aligned with of Teachers begin class on All teachers begin class on Full time, establish and follow time, establish and follow Implementation, students assist procedures consistently, procedures consistently, in developing and managing but disruptions and transition smoothly classroom procedures. digressions are managed between tasks, address inefficiently. Pacing does disruptions and digressions not maximize time students in a consistent manner, and spend engaged in lessons. use appropriate pacing to maximize time students spend engaged in lessons. 12. All teachers establish and maintain a culture of learning to high expectations All teachers do not clearly and consistently communicate rigorous instructional goals to students, or do not hold all students accountable for meeting these goals. all students report feeling safe in expressing their thoughts, feelings and ideas. All teachers clearly and consistently communicate rigorous instructional goals to students and hold all students accountable for meeting these goals. Classroom instructional climate is conducive to student expression of thoughts, feelings, and ideas (i.e., students feel safe and secure in the classroom, bulletin board displays of student accomplishments, college and career goals and aspirations). Full Implementation, teachers encourage student participation when revising or establishing learning goals. 18

19 SUPPORT SYSTEM/STRATEGIES 1. LEA and district transformation specialists provide intensive, ongoing assistance to support school improvement Aligned with of District transformation District transformation specialists/district priority specialists/district priority, contact person participate contact person participate in benchmarks for leading and in leadership team leadership team meetings at lagging indicators are met. meetings at the district the district and school levels, Plans are in place to sustain and school levels, and and serve as a ongoing technical assistance serve as a communication communication liaison for that includes identification of liaison for the MDE Office the MDE Office of School staff as part of the initiative. of School Recovery. LEA Recovery. LEA and district District transformation and district transformation transformation specialist/district priority specialists do not specialists/district priority contact person ensures consistently collect, contact person monitor and policies and procedures are monitor, and report data assist with implementation of in place to meet benchmarks related to school all aspects of the school for all leading and lagging improvement efforts. improvement plan (e.g., indicators. collecting and monitoring leading and lagging indicators). 2. LEA and school ensure that external providers deliver intensive, ongoing assistance to support school reform strategies LEA outlines the scope of work for external providers, establishing clear responsibilities for each party. LEA and school ensure that a process for continuous reporting of progress by the external providers is established and includes ongoing, informal evaluation of the partnership, but this LEA outlines the scope of work for external providers, establishing clear responsibilities for each party. LEA and school ensure that a process for continuous reporting of progress by external providers is established and includes ongoing, informal evaluation of the partnership. Administrators and teachers formally, formal evaluation of external providers occurs more frequently than annually, and the scope of work is adjusted based on changing needs. 19

20 SUPPORT SYSTEM/STRATEGIES Aligned with of process is not consistently evaluate external providers followed. on an annual basis. 3. School aligns allocation of resources (money, time, personnel) to school improvement goals School s allocation of resources is not aligned to all school improvement goals, or autonomy does not exist for allocating all available resources. School s program goal decisions are based on data and supported by the allocation of resources (money, time, and/or personnel). Building level autonomy exists for allocating all available resources for school improvement goals. Allocated resources are expended in a timely manner., school seeks out additional resources (money, time, and/or personnel) beyond the school system. 4. School accesses innovative partnerships to support extended learning time School develops plan and identifies potential partners to assist with extended learning time needs. School s partnerships support extended learning time and school staff and parents are aware of partnerships and how they connect to extended learning time needs. School uses data to adjust, refine, and/or reconfigure partnerships and activities to reflect changing student needs. 5. School and teachers provide parents with regular communication about learning standards, the progress of their child, and the parents roles in supporting their child s success in school School and teachers provide parents with information about learning standards and the progress of their child, but the information is unclear or provided irregularly. School and teachers provide parents with clear, understandable information about learning standards, the progress of their child, and the parents roles in supporting their child s, teachers collaborate with students and parents to establish mutual expectations to support student development and 20

21 SUPPORT SYSTEM/STRATEGIES Aligned with of success in school on at least achievement. a monthly basis. 6. School includes parents in decision-making roles for school improvement 7. School engages community members in partnerships that benefit students School includes parents as members of advisory teams and parent-teacher organizations. Parents have limited to no opportunities for providing input or making decisions regarding school improvement. School partners with community members to identify community resources that could be used to connect the curriculum to students community and experiences, but has yet to begin implementation. School includes parents as members of advisory teams and parent-teacher organizations. Parents provide input into decisions for school improvement through surveys and committee decisions and recommendations. School partners with community members and businesses to provide supports such as service learning, place-based education, internships, guest instructors, adopt-a-school resources, and other needed services to students (e.g., medical/dental screenings, tutorial sessions) and/or documents attempts., parents are also involved in implementing school improvement decisions (e.g., helping to gain additional parent involvement, assisting with identifying/evaluating parent resource center materials)., school and community collaboration results in identification of ways in which the school provides service opportunities for mutual benefit (e.g., Habitat for Humanity, food pantry assistance). LEA creates a database of community resources and opportunities. 8. School partners with community groups to provide social-emotional supports for students School identifies the social-emotional needs of the students, and determines potential community resources School, in collaboration with parents, community groups, and other stakeholders, identifies the socialemotional needs of the, school and community groups collaborate to identify additional funding/resources 21

22 SUPPORT SYSTEM/STRATEGIES Aligned with of available to support these needs. students, and determines community resources available to support these needs. School and community groups (e.g., mental health organizations and churches) work to prioritize students needs and connect available resources to students with highest needs. to provide site-based services for students. 9. School implements approaches to improve school climate and discipline Schools adopt a researchbased approach to improve school climate and discipline that is multitiered and focused on the teaching of positive behaviors, but is only partially implemented. Schools maintain a crisis intervention plan that is not rehearsed as required by MDE. Schools implement research-based approaches to improve school climate and discipline that are multitiered and focused on the teaching of positive behaviors. Schools maintain an up-to-date crisis intervention plan that is rehearsed as required by MDE. Schools attend to factors that make school more inviting and welcoming to students, parents, and community (e.g., landscaping, lighting, upkeep of facilities)., schools seek out partnerships to promote and support positive school climates. 22