Utah Title I System of Support for Priority and Focus Schools

Transcription

1 Utah Title I System of Support for Priority and Focus Schools PURPOSE: The mission of the Utah State Office of Education Title I School Improvement Process is to help build capacity for schools and districts to improve student achievement. The Title IA section of the Elementary Secondary Education Act (ESEA) requires the state educational agency (SEA) to assist schools and districts (LEAs) in analyzing and improving student achievement. Schools, LEAs and the SEA share responsibility for successfully improving student achievement in low-performing schools; these responsibilities are outlined in the Improvement Responsibilities document (Improvement Responsibilities). Support for the appraisal process and the training of school support teams (SST) are services of the USOE that fulfill this aspect of the law. The School Improvement Appraisal Process is the centerpiece of this process and uses best practices and research-based rubrics to highlight strengths and weaknesses in a school that will lead the school to adopt practices that are more effective. The goals and guiding principles of the appraisal process and statewide system of support (SSOS) for schools were developed by key stakeholders. Goals of the SSOS are to: Provide credible and knowledgeable support. Build capacity for sustainable student achievement. Build supportive partnerships with all stakeholders. Guiding principles of the system ensure: A clear and fair process that ensures compliance with state and federal statutes. A rigorous and comprehensive appraisal of a school s strengths and challenges. A practical, relevant, and efficient means of developing and implementing a school improvement plan. The appraisal system will focus on five key categories of school success: Leadership Curriculum Teaching and Learning Assessment Culture and Collaborative Relationships Utah State Office of Education 1 Title I School System of Support Revised: June 2013

2 PROCESS: The school appraisal process consists of the following sequential steps: 1. School is identified as a Priority or Focus School by USOE. 2. Principal sends required parent notification letter. (Sample Parent Focus School Notification Letter) 3. Principal identifies and convenes a School Leadership Team (SLT). The leadership team must include the principal, at least one faculty member, one parent, and one representative from the district. 4. Principal hires a School Support Team (SST), including one LEA representative, and School Support Team Leader (SSTL) from the USOE approved list (UNDER CONSTRUCTION), in accordance with LEA guidelines, and within thirty (30) calendar days of identification. (School Support Team Composition and Responsibilities) 5. SSTL and principal collaborate to prepare for the school appraisal. Then SSTL: 1. Sends letter to principal detailing documents that will be reviewed, procedures for student and parent focus groups, room arrangements, and other logistics. (Sample Principal Letter) 2. Calls principal one week prior to appraisal as a reminder that the team will be coming. (Scheduler-Appraisal) 3. Makes enough copies of all protocols and rubrics for each SST member. (Data Collection Rubrics) 6. Principal prepares for site visit: 1. Assembles required documentation for site visit. (Sample Principal Letter) 2. Customizes sample parent permission slip for the student focus group and sends home. (Passive Parent Permission Form) 7. School faculty completes the School Self-Assessment. (All faculty completes Teaching and Learning. The other categories are divided.) (School Self-Assessment) 8. SST conducts a school appraisal, within sixty (60) days of identification. (Data Collection Rubrics) 9. SSTL prepares report, shares appraisal results with the school principal, and obtains principal s signature on the School Appraisal Results Report. (School Improvement Plan Required Documentation) Utah State Office of Education 2 Title I School System of Support Revised: June 2013

3 10. SSTL/SST/principal share appraisal results with the faculty, as determined by SSTL and principal. (Template for Appraisal Report PowerPoint) 11. SSTL assists the school leadership team in revising the School Improvement Plan in conjunction with parents, school staff, and the LEA, based on the appraisal. Stakeholders provide input throughout the revision process. (School Improvement Plan Required Documentation) 12. Principal and SSTL decide whether to maintain, change, or enhance SST composition based on results, likely supplementing with specialists. 13. LEA completes Peer Review. SSTL attaches the completed Title I School Improvement Plan Peer Review as the cover sheet for the revised school improvement plan. (School Improvement Plan Required Documentation) 14. SST works cooperatively with school and LEA to finalize School Improvement Plan and present to local school board as determined by the SSTL and LEA. (Template for School Improvement Plan Presentation) 15. LEA submits final school improvement plan electronically via Tracker ( px) to USOE within ninety (90) days of identification. 16. SSTL regularly consults with the principal, school leadership team, and/or LEA to assist in implementing the plan. 17. Principal arranges for professional development to support School Improvement Plan goals. A minimum of 10% of regular Title I funds allocated to the school must be spent for professional development. 18. SSTL makes recommendations, in conjunction with the school leadership team, to the district for other assistance that is needed. 19. SSTL and LEA identify responsible party for maintaining the Tracker system to stay on the timeline and evaluate the effectiveness of the implementation of the School Improvement Plan (SIP). 20. SSTL conducts site visits and electronically submits quarterly and annual reports via Tracker. (Quarterly Report) When the plan is first submitted, it serves as the first quarterly report for that year. If a Priority or Focus School is participating in the University of Virginia Partnership for Leaders in Education (PLE), the UVA 90-day plan serves the purpose of a quarterly report. 21. Link to the entire School Support Team Handbook revised (Revised SST Handbook) Utah State Office of Education 3 Title I School System of Support Revised: June 2013

4 SEA, LEA, and School Responsibilities for Priority and Focus Schools SEA Responsibilities for Priority and Focus Schools Collect applications for School Support Team (SST) members o Screen and select the pool of candidates for the SST o Notify SST applicants of their status o Update SST list annually o Provide mandatory SST training Review data from Criterion Referenced Tests (CRTs) Identify Priority and Focus Schools Inform LEAs of Priority or Focus School status of individual schools Maintain list of schools not making annual measureable objectives (AMOs) for one year Conduct mandatory school improvement workshops for school and LEA personnel Collect copies of all parent notification letters from LEAs with Priority or Focus schools Review and approve completed school improvement plans Provide technical assistance as needed Review Quarterly Reports/90-day Plans on the online Tracker system for progress of the implementation of plan Offer support to all Title I schools LEA Responsibilities for Priority and Focus Schools Inform individual schools of Priority or Focus School identification Proactively provide direction and support for school personnel in schools not making AMOs for one year Collect parent notification letters from Priority and Focus schools Consult with the school on the composition of the SST and enter into contracts with the SST members including reimbursement procedures Assign LEA member of the SST Assign a Peer Review Team to review the school plan to ensure accuracy and completeness Present the completed school improvement plan to the school board Receive and review the Quarterly Reports/90- day Plans from the SST Leader or principal Support and monitor the implementation of the revised school improvement plan utilizing the online Tracker system Monitor the work of the SST during all phases of the improvement process and recommend continuation or reorganization of the SST as needed Keep the local school board informed of the SSTs process and progress Assist in arranging school board presentations if necessary Pay costs associated with the SST and school improvement process from the school s Title I school improvement grant Participate in mandatory meetings with the SEA School Responsibilities for Priority and Focus Schools Determine members of School Leadership Team Review data from CRTs to determine areas of low student performance Send parent notifications of Priority or Focus School identification Consult with LEA Title I Director to determine SST composition based on reasons for identification Budget for the SST members and expenses Review the current school improvement plan and data including CRTs to determine areas of low student performance Conduct SEA-developed School Appraisal Self- Assessment Prepare for school appraisal process o Review the online appraisal rubrics o Identify and gather required supporting evidence o Set a schedule for the SST to conduct the appraisal o Prepare necessary documentation, schedules, logistics, etc., as requested by SST o Recruit and select a cross-section group of parents and students for the focus groups Review the feedback report of the SST appraisal Following appraisal feedback, make revisions to the school improvement plan Implement the revised school improvement plan with assistance from the SST and additional LEA representatives Continue to monitor progress by posting data in reference to the appraisal rubrics in online Tracker Review Quarterly Reports/90-day Plans from the SST Leader Participate in mandatory meetings with SEA Utah State Office of Education Title I School System of Support Revised: May 2013

5 A Recommended Approach for Developing a School Improvement Plan The following approach to development of a school improvement plan (SIP) is systematic, datadriven, and research-based. All of the necessary components that are required by the Elementary Secondary Education Act (ESEA) are included in this approach and the School Improvement Plan template. Refer to the checklist to ensure all required components are included. Make sure the plan (a) addresses teacher mentoring, professional development, and parent involvement; (b) has an adequate research base; and (c) includes a signature page indicating the involvement of a wide representation of interested stakeholders. The checklist provided forms the cover page of the SIP. The District Peer Review Team s signatures indicate that they have reviewed and approved the plan at the LEA level. Part A: Convene a School Leadership Team and Hire a School Support Team (SST) The school leadership team must include the principal, at least one faculty member, one parent (who is not a member of the school staff), and one representative from the LEA. These are the minimum requirements. Be sure to include enough members on the SST and school leadership team to represent all interested parties. All members must sign the plan in Part A. The school leadership team in conjunction with the LEA must choose a School Support Team (SST). The selection of the School Support Team (SST) is the responsibility of the school s leadership team. SST members shall be external to the school. This means that no one who serves as an administrator, teacher, assistant, pupil services personnel or parent of a child in the school may serve as a School Support Team member for that school. The composition of the SST must be directly related to the reason the school was identified as a Priority or Focus School (i.e., if English language learner (ELL) students are not achieving, the SST should have ELL expertise and should include both content and programmatic expertise). The SST members may change as the school goes through the appraisal and implementation process, but there must be a minimum of three members on the SST at all times. At least one person from the LEA should be a member of the SST team, particularly for the plan development processes. This LEA SST member may be the same LEA representative on the school leadership team mentioned in paragraph one. In the event that the LEA and the school are the same entity, this requirement is waived. The SST must have a minimum of three people. Utah State Office of Education 1 Title I System of Support Revised: June 2013

6 Part B: Collect School Data Data should be collected to provide a clear picture of the school as a whole and to describe the factors that contributed to the school s identification as a Priority or Focus school. Do not rely on CRT data alone. Look for root causes that may be limiting certain groups of students. Data sources: CRT data analysis Other assessment data Survey results Current demographic information Demographic trends Existing programs and the accompanying evaluation All funding sources Programs with completed evaluations Attendance Tardiness Graduation rate Discipline/behavior While considering the need for school improvement, there are five categories that have been confirmed to impact student achievement in varying degrees. These categories are: Leadership, Curriculum, Teaching and Learning, Assessment, and Culture and Collaborative Relationships. An Appraisal School Self-assessment is available. This self-assessment may be used to formulate stakeholder surveys or focus group questions. Answering these questions and using the analysis of collected data will assist the SST and school leadership teams to identify school improvement needs and to begin to think about possible goals and strategies that will improve student achievement. Part C: Conduct the USOE School Appraisal Refer to the portions of the USOE Title I School Support Team Handbook provided on the CD and in hard copy that directly contains the components of the school appraisal. Become familiar with the appraisal tools that are to be used and the responsibilities of each entity involved (school, LEA, and SEA). Utah State Office of Education 2 Title I System of Support Revised: June 2013

7 Part D: Choose Goals and Strategies Step 1: After analyzing school data and completing the school appraisal, the SST and school leadership team may have identified concerns in areas that hinder student achievement. These concerns should lead to the setting of a few goals that are specific, measurable, attainable, realistic and time-based (SMART). These goals must be targeted toward specific improvements in the content areas and for the subgroups in which the school was identified for improvement. Please write goals in statements that describe desired results or changes expected by a specific point in time. Remember, the team is writing a two-year plan. These goals must then be transferred to the web-based Tracker system to maintain a record of the implementation of the plan s goals. Step 2: For each goal, determine strategies or action steps that are most likely to help the school meet its improvement goals. In selecting strategies or action steps, the SST and school leadership teams should consider: The direct relationship between the strategies or action steps, the goals, and the desired outcomes. The research supporting the effectiveness of chosen strategies. The likelihood that chosen strategies will be effective in the school to meet student needs. Professional development that will be needed to support the strategies and goals. When describing each activity, include the research base, the intended impact, the required professional development, those responsible, and the evaluation process. Consider the school s budget for this plan, which is included on Tracker. Use the following School Improvement Goals and Strategies Form found on the next page to guide planning. This page mirrors the goal page on the plan template. Utah State Office of Education 3 Title I System of Support Revised: June 2013

8 School Improvement Goal and Strategies Form (Complete one for each goal.) School Improvement Goal: Goals must be directly related to the reasons the school was identified as a Priority or Focus School and directly tied to the Utah State Core Standards. Goals must be Specific, Measurable, Achievable, Realistic, and Time Based (SMART). Goal Strategies/Action steps to accomplish the goal Scientifically-Based Research to Support Strategies Expected Impact in Core Academic Areas Professional Development to Support Strategies Timeline Responsible Parties Evaluation of the impact of the selected strategies on student achievement in core academic areas Utah State Office of Education 4 Title I System of Support Revised: June 2013

9 Part E: Design the Professional Development in More Detail Professional development should be included in each school improvement plan. Professional development must be aligned with the chosen goals. It should be based on scientific research and proven to have an impact on student achievement. Professional development should be offered to paraprofessionals as well as professionals to ensure consistency in knowledge and practice among all instructional staff. The professional development plan should include a mentoring component. The mentoring component may be provided by experienced educators, core-content coaches, or Title I staff. The mentoring component must be clear in the plan. Part F: Include Parents in the Plan Parents are an integral part of the success of every child. Title I requires each school to include parents in the education of their children in multiple ways. The school leadership team must inform parents of the school s Priority or Focus school status. This communication must be clear and be provided in a language and format easily accessible to parents. Please attach copies of these communications to the plan. A sample letter is provided that can be modified to reflect the individual school s needs. Parents should also be involved directly in the education of their children. The school leadership team and SST should consider the involvement of parents, especially parents of lowachieving students, when writing the plan. Parents can be involved as members of the school leadership team, as volunteers within the school day, and as support for individual children at home. The school can support parents through parenting programs and adult education. The plans to provide or enhance these services must be described in the plan. Part F: Examine the Budget The school improvement plan budget must reflect a commitment to the strategies being adopted to improve student achievement. The strategies must be targeted toward the specific reasons the school was identified as a Priority or Focus school. Funds must be used to supplement, not supplant, the regular school program. Maintain budget expenditures on Tracker. Utah State Office of Education 5 Title I System of Support Revised: June 2013

10 Part G: Write an Abstract When the school improvement plan is completed, write an abstract of the plan that includes the elements listed below. Please keep the following in mind while writing: Abstracts are an overview of the improvement plan. Abstracts present key elements clearly and concisely. Abstracts do not include data graphs, tables, or references. Abstracts should be clear and easy to read, with enough detail to help the reader understand the focus of the plan. Sentences should flow logically. The abstract should be written with correct English-language grammar and spelling. Limit the abstract to three paragraphs or one page. Elements: Describe the context of the school. Explain the areas for which the school was identified as a Priority or Focus School. Summarize the goals and strategies proposed in this plan to make improvements in the areas in which the school was identified. Submit the Plan to the School District The local school district (LEA) should have the plan presented as an information item on the school board agenda prior to its submission to USOE with the request for Title I school improvement funding. Follow the district processes for this step. The LEA superintendent or charter school director, principal, and LEA Title I director must sign the plan before submission to USOE. The District Peer Review Team should review and approve the plan before submitting it to the superintendent for signatures. In the case of a charter school, the charter board serves as the peer review team. The district/charter board review and approval of the plan occurs prior to the presentation to the entire board in an open meeting. This presentation will provide information to the public about a school s identification as a Priority or Focus School and can be used to elicit school board and community support for improvement efforts. Technical Assistance Technical assistance is available from the USOE through the Title I department. Contact Ann G. White ( ) or Dr. Rebecca Donaldson ( ) for help at any stage of the planning process. Utah State Office of Education 6 Title I System of Support Revised: June 2013

11 Date Dear Parent or Guardian: We are writing to let you know that School has been designated as a Title I Focus School. This designation means that the school is among the lowest 15% of Utah s Title I schools in academic performance and growth. The enclosed sheet shows how your student s school compares to other schools in our district. The program improvement designation provides an opportunity for principals, teachers, and parents to focus on areas of school improvement. The District/Charter and the Utah State Office of Education are working with School to improve teaching and learning especially in the areas of reading and mathematics, by providing technical assistance and professional development opportunities to the teachers and administrators within your school. School is working to improve its academic program by undergoing a rigorous two-year school improvement effort led by the School Leadership Team and supported by a School Support Team. However, parent support is essential to the success of the school improvement efforts. Parents can effectively assist student achievement improvement in the following ways: Communicating frequently with your student s teachers Making sure your student attends school regularly Helping your student with homework Monitoring your student s television time Reading aloud to your student Volunteering in the classroom Participating in school decision-making We want to request your help as the school addresses its academic needs, and we invite parents to serve on the committee that will develop a school improvement plan. Sincerely, District Superintendent/Charter Director Title I Director Principal

12 School Support Team Composition and Responsibilities COMPOSITION: The purpose of the School Support Team is to guide a school that has been identified as a Priority or Focus School through a process that will lead to increased student achievement for all students and all student groups. The selection of the SST is the responsibility of the school and LEA. SST members shall be external to the school (i.e. no one who serves as an administrator, teacher, assistant, or parent of a child in the school may serve as an SST member for that school). Composition of the SST must be directly related to the reason the school is identified as a Priority or Focus School (i.e., if English language learner (ELL) students are not achieving, the SST should have ELL content and program expertise). SST members may change as the school goes through the appraisal and implementation process. There is no state or federal requirement that the team members remain constant throughout the improvement process. The team may be reconstituted as needed, but should try to maintain some consistency during the two-year cycle. Remember that the team leader is responsible for serving on the team for at least one school year. Honor any agreements made with individuals for their services. The SST is comprised of at least three persons at all times, including the following: 1. At least one person from the LEA (no SST training required). 2. At least two members from the approved USOE list of SST members and leaders. TEAM LEADER: The SSTL must be selected from the USOE approved list. He/she must commit for the duration of the improvement process and expect to spend more time at the school than other SST members. Responsibilities include: Assisting the principal and LEA in the selection of School Support Team (SST) members. Frequent and regularly scheduled interaction with school personnel for the purpose of improving student achievement according to the school improvement plan. Reporting to the LEA Title I Director quarterly using the web-based Tracker and ing copies to: o The school principal. o The district superintendent. o The USOE School Improvement Team. Utah State Office of Education 1 Title I School System of Support Revised: April 2013

13 o The local school board (annually). Filing all reports on time. Monitoring progress on the implementation of the plan. Serving on the team for at least one school year. SST tasks during the site visit: Report to the main office when entering the school for the first time each day and bring personal identification. Interview the principal and assistant principal first. Treat all data collected from interviews, focus groups, and observations as confidential. No names should ever be associated with the input and no identifying information should be reported (e.g., if a respondent uses unusual phrasing, do not quote; or if there is only one science teacher, do not report on an attitude that only that teacher had). Do not leave data unattended anywhere in the school, even in the team room. Be courteous and respectful at all times. Do not comment on information given or express any judgments until the report is completed. Do not tell respondents what any other respondents have said. Thank all respondents for their time. Summarize your findings in respectful ways with no inflammatory language. Be sure your team has privacy when discussing any of the data. Do not let louder voices have more input in reports than others. Be fair in your weighting of all the data. Be consistent in your ratings. Check to see that you have appropriate evidence for any rating and discuss all evidence before making a judgment. If you have questions about a rating, secure more data. If that is not possible, give the benefit of a doubt and say what is missing. Ensure that at least three pieces of evidence support each rubric rating. Utah State Office of Education 2 Title I School System of Support Revised: April 2013

14 Sample Principal Letter for SST Visit From SST Team Leader September, 20 Dear, As part of the Elementary Secondary Education Act (ESEA), the Utah State Office of Education is required to provide a System of School Support for Title I schools that are identified as Priority or Focus Schools. The USOE s System of Support includes an appraisal of the school by the school-selected School Support Team (SST). Your school has chosen a School Support Team that will conduct an appraisal to help you identify strengths and needs and to assist in revising your School Improvement Plan. Your school appraisal is scheduled for. In preparation for the appraisal, please schedule the following: 60 minute interview with principal (if possible, first appointment of first day). 60 minute interview with assistant principal(s), if applicable. 30 minute interview with instructional coach/literacy coach/math coach, if applicable. 15 minute interview with each teacher or representative sample of teachers depending on school size minute interview with support staff such as secretaries, paraprofessionals, custodians, lunch room staff. 30 minute focus group with 8 to 10 students who are representative of the student population. (See attached parent permission forms in English and Spanish.) 30 minute focus group with 8 to 10 parents who are representative of the student population. Please provide a translator for the parents, if necessary. A private meeting room/work room for the team. If PLCs are occurring during the appraisal, we would like to observe one or two of them. Teachers can expect to have multiple classroom observations from different observers during the appraisal timeframe. These observations may range from 5-20 minutes and are not scheduled for a particular time. We would love the opportunity to introduce ourselves to the faculty and provide an overview of the process before school on the first day of the appraisal. This should take approximately 15 minutes. Utah State Office of Education 1 Title I School System of Support Revised: June 2013

15 Please have the following documents ready on the first day of the visit: 1 A copy of your current School Improvement Plan 2 State Proficiency Scores for Language Arts, Math, Science (past 3 years, if possible) 3 Graduation rate (past 3 years, if possible) 4 Current school-level assessment data (e.g., DIBELS, NWEA, SRI, etc.) 5 Current and past attendance, tardiness, and discipline data 6 Curriculum documents (e.g., pacing guides, curriculum maps) 7 Sample of school newsletter and other parent communications 8 List of teachers, master schedule including bells, preparation times 9 List of School Community Council (SCC) members, PTA/PTO, and sample of agendas and minutes from meetings 10 School map (include room numbers, teacher names, grade levels/departments) 11 Results of appraisal self-assessment survey (document attached in ) 12 Professional development schedule and agendas from the past 12 months The results of the appraisal will include rubric ratings and suggestions that you can use for school improvement. If you have any questions about the appraisal process, please contact (the SST team leader by name, telephone, address). Your school Support Team looks forward to visiting (school s name). Sincerely, NAME (School s name) Support Team Leader Cc: District Superintendent/CharterDirector District Title I Director Utah State Office of Education 2 Title I School System of Support Revised: June 2013

16 Sample Parent Permission Form for Student Focus Group Dear Parents/Guardians: Our school will be participating in a school appraisal process conducted by our School Support Team. The appraisal will assist us in making decisions that will help our school in the improvement process. We would like to have your child participate in a small group discussion about the school with the School Support Team. Students names will not be used in the appraisal report and their responses to questions about the school will be entirely confidential. The discussion will take about 30 minutes and will be scheduled to minimize disruptions to classroom activities. You do not need to do anything further unless you object to your child s participation in the discussion. If you have any questions concerning the discussion group, you may call me (the principal). Thank you for your cooperation as we strive to improve our school. Sincerely, Principal

17 School Appraisal Self-Assessment The five appraisal categories Leadership, Curriculum, Teaching and Learning, Assessment, and Culture and Collaborative Relationships have been confirmed by research to impact student achievement in varying degrees. This self-assessment may be used to formulate stakeholder surveys or focus group questions. Answering these questions and using the analysis of collected data will assist the SST and school leadership teams in identifying school improvement needs and beginning to think about potential goals and strategies that will improve student achievement. Instructions: Please assess your school by circling the rating that most accurately describes your impression. 1. Leadership Statement Questions Rating 1.1 School leader demonstrates initiative and persistence to intentionally focus the school improvement process. 1.2 School leader monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial 1.3 School leader regularly analyzes disaggregated data to inform decision-making. Minimal Partial Sufficient Substantial 1.4 School leader manages and organizes school resources (time, human, and fiscal) to improve student achievement. 1.5 School leader communicates information regarding school improvement and student achievement to appropriate stakeholder groups. 1.6 School leader collaboratively develops a common vision and meaningfully engages the school community to support it. Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial Utah State Office of Education 1 Title I School System of Support Revised: June 13, 2013 Page 1

18 2. Curriculum Statement Questions Rating 2.1 Curriculum is aligned with the Utah Core Standards. Minimal Partial Sufficient Substantial 2.2 Horizontal articulation to reach common curricular goals is evident at grade levels and in departments. Minimal Partial Sufficient Substantial 2.3 Vertical articulation is evident among all grade levels and departments in the school. Minimal Partial Sufficient Substantial 2.4 Curriculum expectations are communicated to parents/guardians and students. Minimal Partial Sufficient Substantial 2.5 Professional development is differentiated, based on needs of instructional staff to promote deeper knowledge of the Utah Core Standards. Minimal Partial Sufficient Substantial 3. Teaching and Learning Statement Questions Rating 3.1 Instructional staff uses effective, differentiated, research-based instructional strategies and practices to provide equitable access for all students to the Utah Minimal Partial Sufficient Substantial Core Standards. 3.2 Instructional staff recognizes, has knowledge of, and uses culturally responsive instructional strategies. Minimal Partial Sufficient Substantial 3.3 Instructional staff collaborates to plan and implement instruction that is based on the Utah Core Standards to improve student achievement. Minimal Partial Sufficient Substantial 3.4 Instructional staff actively engages students in learning. Minimal Partial Sufficient Substantial 3.5 Instructional staff provides additional instruction and intervention as needed for continuous improvement of student learning. Minimal Partial Sufficient Substantial 3.6 High expectations and performance standards are clearly communicated to stakeholders, evident in classrooms, and observable in student work. Minimal Partial Sufficient Substantial 3.7 Instructional staff provides specific, constructive behavioral and academic feedback to students. Minimal Partial Sufficient Substantial 3.8 Professional development is differentiated based on needs of instructional staff to promote deeper knowledge of effective, research-based, content-specific pedagogy. Minimal Partial Sufficient Substantial Utah State Office of Education 2 Title I School System of Support Revised: June 13, 2013 Page 2

19 4. Assessment Statement Questions Rating 4.1 Classroom assessments are aligned with Utah Core Standards. Minimal Partial Sufficient Substantial 4.2 Instructional staff analyzes common formative, benchmark, and summative assessment data to plan for continuous improvement of all students. 4.3 The instructional staff shares student performance data with parents and the community in ways that are transparent and understandable. 4.4 Students monitor their own academic progress towards clearly established benchmarks and standards. Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial 4.5 Professional development has a direct connection to student achievement data. Minimal Partial Sufficient Substantial 5. Culture and Collaborative Relationships Statement Questions Rating 5.1 Achievement and growth for all students are valued and publicly celebrated. Minimal Partial Sufficient Substantial 5.2 School rules, practices, and activities foster a safe and orderly environment that is conducive to learning. Minimal Partial Sufficient Substantial 5.3 Stakeholders actively participate in decision-making and schoolwide improvement. Minimal Partial Sufficient Substantial 5.4 Instructional staff actively engages in collaborative relationships, resulting in improved student outcomes. 5.5 Instructional staff actively identifies and removes barriers that inhibit parents participation in their children's education and encourages their participation in school programs. Minimal Partial Sufficient Substantial Minimal Partial Sufficient Substantial Utah State Office of Education 3 Title I School System of Support Revised: June 13, 2013 Page 3

20 Scheduler for School Improvement Appraisal (The scheduler is filled out by the SST and not by the school principal.) Day One (Date) Time/ Appraiser Appraiser 1 Team Leader Appraiser 2 Appraiser 3 Appraiser 4 Appraiser 5 8:00 Principal interview 8:30 Principal interview 9:00 Principal interview 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Utah State Office of Education Title I School Improvement June 13,

21 Scheduler for School Improvement Appraisal Time/ Appraiser 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 After 5:00 (Please specify time) Appraiser 1 Team Leader Appraiser 2 Appraiser 3 Appraiser 4 Appraiser 5 Utah State Office of Education Title I School Improvement June 13,

22 Scheduler for School Improvement Appraisal Day Two (Date) Time/ Appraiser 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 Appraiser 1 Team Leader Appraiser 2 Appraiser 3 Appraiser 4 Appraiser 5 Utah State Office of Education Title I School Improvement June 13,

23 Scheduler for School Improvement Appraisal 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 After 5:00 (Please specify time) Utah State Office of Education Title I School Improvement June 13,

24 School Appraisal Categories and Statements 1. Leadership 1. School leader demonstrates initiative and persistence to intentionally focus the school improvement process. 2. School leader monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. 3. School leader regularly analyzes disaggregated data to inform decision-making. 4. School leader manages and organizes school resources (time, human, fiscal) to improve student achievement. 5. School leader communicates information regarding school improvement and student achievement to appropriate stakeholder groups. 6. School leader collaboratively develops a common vision and meaningfully engages the school community to support it. 2. Curriculum 1. Curriculum is aligned with the Utah Core Standards. 2. Horizontal articulation to reach common curricular goals is evident at all grade levels and/or departments in the school. 3. Vertical articulation is evident at all grade levels and/or departments in the school. 4. Curriculum expectations are communicated to parents/guardians and students. 5. Professional development is differentiated, based on needs of instructional staff to promote deeper knowledge of the Utah Core Standards. 3. Teaching and Learning 1. Instructional staff uses effective, differentiated, research-based instructional strategies and practices to provide equitable access for all students to the Utah Core Standards. 2. Instructional staff recognizes, has knowledge of, and uses culturally responsive instructional strategies. 3. Instructional staff collaborates to plan and implement instruction that is based on the Utah Core Standards to improve student achievement. 4. Instructional staff actively engages students in learning. 5. Instructional staff provides additional instruction and intervention as needed for continuous improvement of student learning. 6. High expectations and performance standards are clearly communicated to stakeholders, evident in classrooms, and observable in student work. 7. Instructional staff provides specific, constructive behavioral and academic feedback to students. 8. Professional development is differentiated based on needs of instructional staff to promote deeper knowledge of effective, research-based, content-specific pedagogy. Utah State Office of Education Title I System of Support Revised: July 2013

25 4. Assessment 1. Classroom assessments are aligned with Utah Core Standards. 2. Instructional staff analyzes common formative, benchmark, and summative assessment data to plan for continuous improvement of all students. 3. The instructional staff shares student performance data with parents and the community in ways that are transparent and understandable. 4. Students monitor their own academic progress towards clearly established benchmarks and standards. 5. Professional development has a direct connection to student achievement data. 5. Culture and Collaborative Relationships 1. Achievement and growth for all students are valued and publicly celebrated. 2. School rules, practices, and activities foster a safe and orderly environment that is conducive to learning. 3. Stakeholders actively participate in decision-making and schoolwide improvement. 4. Instructional staff actively engages in collaborative relationships, resulting in improved student outcomes. 5. Instructional staff actively identifies and removes barriers that inhibit parents /guardians participation in their children s education and encourages their participation in school programs. 6. Instructional staff actively seeks partnerships with local community businesses, organizations, and institutions of higher education to impact student achievement. Utah State Office of Education Title I System of Support Revised: July 2013

26 Data Collection Rubrics District/Charter: School Name: Appraisal Date: Team Leader Appraisal Team Signatures Principal Principal s Signature Date Principal s signature indicates this form has been reviewed and a conference has been held. It does not necessarily indicate agreement with the appraisal.

27 1 - Leadership School leader demonstrates initiative and persistence to intentionally focus the school improvement process. Minimal Partial Sufficient Substantial School leaders rarely demonstrate initiative and persistence to intentionally focus the school improvement process. School leaders sometimes demonstrate initiative and persistence to intentionally focus the school improvement process. School leaders consistently demonstrate initiative and persistence to intentionally focus the school improvement process. School leaders consistently, systematically, and collaboratively demonstrate initiative and persistence to intentionally focus the school improvement process. EVIDENCE LOOK FORS: Strengths: Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q4, Q6 Teacher Interview: Q1 Staff Interview: Q4 (Q = Question) School leader takes personal responsibility for improving student achievement School leader takes multiple, evidence-based actions to improve student achievement School leader takes risks (e.g. personnel issues, community issues) as necessary to improve student achievement School leader pursues long term strategies to improve student achievement School leader regularly attends PLCs to review student achievement and progress Data walls Challenges: Key: % SST % T=Teachers % A=Admin Team July

28 1 - Leadership School leader monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. Minimal Partial Sufficient Substantial School leader does not monitor and direct professional growth of instructional staff for the improvement of instruction and student achievement. School leader conducts few required evaluations. Feedback and coaching are not provided. School leader sometimes monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. School leader conducts most of the required evaluations. Feedback and coaching are sometimes provided. School leader monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. School leader conducts all required evaluations. Ongoing feedback and coaching are provided. Identified staff members are provided additional support based on need. School leader monitors and directs professional growth of instructional staff for the improvement of instruction and student achievement. All evaluations are done in a timely manner and ongoing feedback and coaching are provided. All staff members are provided additional support based on need. EVIDENCE Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q10, Q11 Teacher Interview: Q7 Staff Interview: Q19 LOOK FORS: Classroom walkthrough protocol and schedule Evidence of feedback for teachers Instructional data posted on data wall Evidence of coaching protocols. Calendar of professional growth opportunities Evidence of completed evaluations Strengths: Challenges: Key: % SST % T=Teachers % A=Admin Team July

29 1 - Leadership School leader regularly analyzes disaggregated data to inform decision-making. Minimal Partial Sufficient Substantial School leader does not analyze disaggregated data to inform decision-making. School leader occasionally analyzes disaggregated data to inform decisionmaking. School leader regularly analyzes disaggregated data to inform decision-making. School leader uses the analysis to collaboratively identify goals. School leader regularly analyzes disaggregated data to inform decisionmaking. School leader uses the analysis to collaboratively identify goals and devise specific concrete action steps. EVIDENCE Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q13 Teacher Interview: Q10 Staff Interview: Q5, Q20 LOOK FORS: Schedule of data meetings, notices, agendas, and/or notes Data walls or similar displays Data meeting or PLC agendas Evidence of professional development on data analysis Data binders Multiple and various forms of data including trend data Strengths: Challenges: Key: % SST % T=Teachers % A=Admin Team July

30 1 - Leadership School leader manages and organizes school resources (time, human, and fiscal) to improve student achievement. Minimal Partial Sufficient Substantial School leader does not manage and organize the school to improve student achievement. School leader allocates resources and tools on an equal distribution basis without regard for impact on student achievement goals. EVIDENCE Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q7, Q9 Teacher Interview: Q10, Q16 Staff Interview: Q20 School leader sometimes manages and organizes the school to improve student achievement. School leader allocates inadequate resources and tools for school improvement. LOOK FORS: Master schedule reflects adequate instructional minutes for core subjects Budgets allocations reflect academic needs Staffing patterns, including studentteacher ratios are based on student need Interruptions are minimal i.e. intercom, students being pulled out of class, etc. School day is organized around student learning i.e. literacy block, math block, etc., preparation time, extra-curricular events don t disrupt instructional time School Improvement plans School evaluation reports School leader manages and organizes school resources (time, human, and fiscal) to improve student achievement. Strengths: Challenges: School leader manages and organizes the school to improve student achievement. School leader allocates and/or reallocates resources and tools necessary to attain student achievement goals. Key: % SST % T=Teachers % A=Admin Team July

31 1 - Leadership School leader communicates information regarding school improvement and student achievement to appropriate stakeholder groups. Minimal Partial Sufficient Substantial School leader rarely communicates information regarding school improvement and student achievement to appropriate stakeholder groups. School leader sometimes communicates information regarding school improvement and student achievement to appropriate stakeholder groups. School leader communicates information regarding school improvement and student achievement to appropriate stakeholder groups. Communication is intentional, understandable, and focused. School leader communicates information regarding school improvement and student achievement to appropriate stakeholder groups. Regular and frequent communication is timely, two-way, intentional, understandable, and focused. EVIDENCE Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q24 Teacher Interview: Q1, Q6, Q17 Staff Interview: Q3, Q4, Q5 Parent Focus Group: Q6, Q9 Student Focus Group: Q11 LOOK FORS: Local newspaper articles School newsletters in multiple languages School website Automated telephone messaging in multiple languages Flyers in multiple languages. Letters to parents/guardians in multiple languages Multiple meeting times to accommodate parents/guardians Evidence that the required parent meetings have been held Evidence of other events, forums, town hall meeting, etc. Daily planners, Monday folders, etc. Strengths: Challenges: Key: % SST % T=Teachers % A=Admin Team July

32 1 - Leadership School leader collaboratively develops a common vision and meaningfully engages the school community to support it. Minimal Partial Sufficient Substantial School leader does not collaboratively develop a common vision or engage the school community to support it. School leader collaboratively develops a common vision and engages some of the school community to support it. School leader collaboratively develops a common vision and meaningfully engages most of the school community to support it. School leader collaboratively develops a common vision and meaningfully engages all of the school community to support it. EVIDENCE Check all that applies: Interview Documentation Observation Focus Group CROSSWALK Principal Interview: Q3 Teacher Interview: Q6 Parent Focus Group: Q6, Q12 Student Focus Group: Q11 LOOK FORS: Agendas and minutes of school community council meetings Vision/mission statement posted in public venues Evidence that the vision is collaboratively developed and adopted Community booster clubs or support groups (high school) Evidence of celebrations Evidence of building the capacity of others Evidence of community goal setting activities Strengths: Challenges: Key: % SST % T=Teachers % A=Admin Team July