School Improvement Survey of Indicators
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1. Key Characteristic - I.1.A.2 Standards Alignment

The school’s curriculum framework is based upon and organized around the adopted state and local curriculum documents.

2. Key Characteristic - I.1.B.1 Staff

Communication and articulation about the curriculum is a high priority for the entire staff. A dialogue is promoted between and across grade levels and content areas. Particular emphasis is paid to the curriculum dialogue of teachers from one instructional level to another.

3. Key Characteristic - I.1.B.2 Students

The school makes a concerted effort to ensure that all students have a clear understanding of what they are studying and why they are studying it.

4. Key Characteristic - I.2.A.1 Content Appropriateness

The content of the curriculum is directly aligned and consistent with the district's curriculum framework. Processes used to develop cohesive and essential content require articulation within and across grade levels and content areas.

5. Key Characteristic - I.2.A.2 Developmental Appropriateness

Instructional planning is focused upon ensuring student success. Instructional practice is designed around the needs, interests and aptitudes of the individual students. The result is a curriculum that allows students to derive meaning from all of their educational experiences.

6. Key Characteristic - I.2.A.3 Reflection and Refinement

A collaborative culture that incorporates a philosophy of continuous improvement exists at the school or within a program. Staff members work as teams to gather and analyze information and make decisions regarding the modification of their instructional practice.

7. Key Characteristic - I.2.B.1 Delivered Curriculum

The school or program ensures that students have the supports they need to meet the required standards. Teachers provide opportunities for students to use many and varied approaches to demonstrate competency. The school or program continuously adapts curriculum, instruction, and assessments to meet its students' diverse and changing needs.

8. Key Characteristic - I.2.B.2 Best Practice

There is a strong belief within the school or program that all students can succeed. This is demonstrated in the expanded use at both the school or program and classroom levels of a variety of best practices designed to meet the differentiated needs of individual learners. Technology is a key component of instructional practice.

9. Key Characteristic - I.2.B.3 Student Engagement

Staff believe that active student engagement is a key feature of student success and there is an expectation that all teachers will design lessons and assessments that engage their students.

10. Key Characteristic - I.3.A.1 Alignment/Content Validity

Assessments are aligned with the curriculum and instruction. They have been designed by matching the appropriate measurement method to the type of learning targets (knowledge, reasoning, skill, performance or disposition.)

11. Key Characteristic - I.3.A.3 Multiple Measures

Student assessment is viewed as an essential component in the monitoring of student achievement. Aligned standardized assessments, periodic benchmark assessments as well as a variety of culminating assessments are incorporated into daily practice. In addition, teachers use frequent formative assessment activities to inform instruction.

12. Key Characteristic - II.1.A.1 Knowledge of Curriculum, Instruction and Assessment

School leaders have extensive knowledge of curriculum, instruction and assessment. They share this knowledge with their colleagues and promote professional development that is consistent with current best practice theory. They develop systems and promote strategies that contribute to the collective improvement of student achievement.

13. Key Characteristic - II.1.A.5 Knowledge of Adult Learning

School leaders have a strong belief in the value of developing and sustaining professional learning communities. The enhancement of professional knowledge and growth is supported as well as modeled by the leaders themselves.

14. Key Characteristic - II.1.A.7 Focus on Student Results

School leaders base all school improvement decisions on data. School leaders provide a wide range of types and sources of data on which staff base their decisions regarding the effectiveness of curriculum and instructional and assessment practices.

15. Key Characteristic - II.1.B.1 Monitoring

School leaders have a visible presence throughout the school. They have a well-established system for monitoring instruction, guiding school improvement and assessing school climate.

16. Key Characteristic - II.1.B.4 Clear Expectations

School leaders are able to clearly and consistently communicate and articulate the high expectations for instruction and student success to all with whom they come in contact. The result of this effort is demonstrated in its shared belief by all stakeholder groups.

17. Key Characteristic - II.2.A.4 Collaborative Inquiry

A spirit of collaboration, inquiry, risk-taking, and reflective practice is embedded into the school culture. School staff members collaborate frequently to dialog about and investigate their teaching practices. The school functions as a collaborative learning community in which every member contributes to whole-school improvement, including teacher development and student outcomes.

18. Key Characteristic - II.2.A.5 Data-Driven Culture

All decisions affecting student achievement are based on data. All instructional staff members are involved in this data-based decision-making which incorporates data from state, district, school, and classroom assessments.

19. Key Characteristic - II.2.A.6 Collaborative Decision-Making Process

Membership on the school improvement committees is a common expectation for all teachers, administrators, and support staff. Shared ownership and responsibility for the implementation of the decisions is evident by the collective actions of the members.

20. Key Characteristic - II.2.B.4 Monitored

Monitoring of the school improvement plan is the responsibility of all staff implementing strategies as the result of the plan. Data analysis occurs on a continuous basis and staff members frequently collaborate to make adjustments in the plan based upon the data analyzed.

21. Key Characteristic - II.3.A.4 Time

Decisions regarding the allocation of instructional time and planning time are data-driven and focused on the attainment of school goals. School leaders place a high priority on collaborative team planning time within the school day.

22. Key Characteristic - III.1.B.1 Content Knowledge

Staff members have extensive knowledge of their content area and/or grade level and maintain this knowledge through accessing frequent professional development opportunities. They seek frequent opportunities to share this knowledge through collaboration with other staff.

23. Key Characteristic - III.2.A.1 Staff Participates in Learning Teams

All instructional staff has the skill to be effective collaborators and value the contribution that collaboration makes to student success. Professional development is seen as a collaborative staff activity. Teams of staff members are provided regularly scheduled time in order to collaborate around common professional development opportunities.

24. Key Characteristic - III.2.B.1 Uses Best Practices

Professional development initiatives lead teachers to reflect on their content and pedagogy. These initiatives inform and strengthen the connection between classroom application and student achievement.

25. Key Characteristic - III.2.B.3 Induction/Mentoring/Coaching

Each new teacher participates in an extensive induction program over at least a three year period. A Master Teacher is assigned to each new teacher. This teacher provides an intensive mentoring and coaching experience for the new teacher.

26. Key Characteristic - III.2.C.1 Aligned

Professional development is strategically aligned with the school improvement plan as well as all state and district initiatives and frameworks. The expected outcome from these initiatives is an increase in student achievement and consistency in instructional practices.

27. Key Characteristic - III.2.C.2 Job-Embedded

Professional development is an essential component of the school improvement plan. Its job-embedded nature has been accepted as an integral part of the school culture. The professional needs of the staff and adult learning theory drive professional development pedagogy.

28. Key Characteristic - III.2.C.3 Results-Driven

Teacher input is a key feature in the analysis of professional development initiatives. Results are solicited and analyzed based upon the changes in classroom practice, implementation of the curricular and instructional program, and the impact on student achievement.

29. Key Characteristic - IV.1.A.2 Diversity

The school places particular value on the diversity of its population. It demonstrates this belief through the diversity of its communication systems taking into account language, culture, economic status, and belief systems. Staff members are constantly looking for ways to bridge the gap between the culture at home and the school in order to develop meaningful conversations.

30. Key Characteristic - IV.1.B.2 Extended Learning Opportunities

The school is seen as a "learning organization" with parents serving a key role. Numerous extended learning opportunities are provided to parents in order to enhance their own education, as well as to reinforce and support their children learning at home.

31. Key Characteristic - IV.1.B.3 Decision-Making

The school believes that parents and families are partners in helping students and the school succeed. In this role, they serve an important function as participants in the decision-making process. Particular efforts are made by the school to ensure that the demographics of parents in leadership roles represent the diversity of the school population.

32. Key Characteristic - IV.2.A.2 Diversity

In order to benefit the diverse student body represented at the school, the school reaches out to community organizations that reflect this diversity. The voice of community organizations are represented in the school.

33. Key Characteristic - IV.2.B.3 Community Agencies

Community agencies play a key role in providing services to students and families. They work collaboratively and share resources with the school to strengthen the comprehensive network of support.

34. Key Characteristic - V.1.A.2 Systematic

There is systematic identification, collection, entry, storage, and generation of relevant data about the operation of the school, including its staff and students.

35. Key Characteristic - V.1.A.4 Multiple Sources

The school generates, identifies, collects, and stores data from many different sources for use in supporting more comprehensive data analyses, and more accurate data-based decision-making.

36. Key Characteristic - V.1.C.1 Process

Defined / documented data support processes exist for the use of the data system and the management of the school's data resources.

37. Key Characteristic - V.2.A.1 Analysis

Staff is trained in and uses data analysis techniques that include consideration of such factors as multiple types of data, multiple sources, comparisons across groups, benchmarking and longitudinal data. The data system allows for efficient use and manipulation by collaborative teams.

38. Key Characteristic - V.2.A.2 Dialogue About Meaning

The school community is engaged in dialogue about the meaning of the information derived from the analysis of their data.

39. Key Characteristic - V.2.B.1 Dissemination

The information and meaning resulting from the analysis and interpretation of the school's data is shared with stakeholders in a variety of ways and in a timely manner.

40. Key Characteristic - V.2.B.2 Data-Driven Decision Making

Decisions are informed /supported by the careful, appropriate analysis and interpretation of sufficient data of good technical quality. Multiple types of data from multiple sources are used whenever possible.

41. What building do you represent?

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