The school's self assessment is the first step in developing a Comprehensive Achievement Plan, which will serve as a road map for school improvement.


Each indicator is assessed on (1) the current level of development or implementation (2) the level of importance relative to the school's overall improvement efforts (priority score) and (3) how difficult it will be to develop or implement a particular indicator (opportunity score). For today's survey, we will be focusing on steps 1 and 2.

* 1. Indicator DSC 1.1 (development or implementation): The school principal and staff work together to create a safe, respectful, culturally-inclusive environment with consistent school rules and expectations.

* 2. Indicator DSC 1.1 (priority score): The school principal and staff work together to create a safe, respectful, culturally-inclusive environment with consistent school rules and expectations.

* 3.  Indicator DSC 1.2 (development or implementation): The school's mission and goals reflect high expectations and a vision for equity for meeting the needs of all stakeholders.

* 4. Indicator DSC 1.2 (priority score): The school's mission and goals reflect high expectations and a vision for equity for meeting the needs of all stakeholders.

* 5. Indicator DSC 1.4 (development or implementation): School staff identifies students who need additional learning time to meet standards and provides timely and effective programs of assistance.

* 6. Indicator DSC 1.4 (priority score): School staff identifies students who need additional learning time to meet standards and provides timely and effective programs of assistance.

* 7. Indicator DSC 1.5 (development or implementation): School staff assist students in successful transitions, as applicable, from early childhood into elementary, elementary to middle school, (middle school to high school and high schools to post-secondary, as applicable for secondary school).

* 8. Indicator DSC 1.5 (priority score): School staff assist students in successful transitions, as applicable, from early childhood into elementary, elementary to middle school, (middle school to high school and high schools to post-secondary, as applicable for secondary school).

* 9. Indicator DSC 1.6 (development or implementation): School staff coordinates and integrates services and programs with the aim of optimizing the entire educational program to improve student learning.

* 10. Indicator DSC 1.6 (priority score): School staff coordinates and integrates services and programs with the aim of optimizing the entire educational program to improve student learning.

* 11. Indicator EE 2.1 (development or implementation):  I collaborate with other instructional staff members to plan for sound instruction in a variety of instructional modes.

* 12. Indicator EE 2.1 (priority score): I collaborate with other instructional staff members to plan for sound instructions in a variety of instructional modes.

* 13. Indicator EE 2.2 (development or implementation):  I use instructional strategies and initiatives that are grounded in evidence-based practices, strengthen the core academic program, increase the quantity of learning time and address the learning needs of all students.

* 14. Indicator EE 2.2 (priority score):  I use instructional strategies and initiatives that are grounded in evidence-based practices, strengthen the core academic program, increase the quantity of learning time and address the learning needs of all students.

* 15. Indicator EE 2.3 (development or implementation)  Professional development activities for all staff (principal, teachers and para-professionals) are aligned to ensure continued growth in content knowledge as well as in effective instructional delivery.

* 16. Indicator EE 2.3 (priority score):  Professional development activities for all staff (principal, teachers and para-professionals) area aligned to ensure continued growth in content knowledge as well as in effective instructional delivery.

* 17. Indicator EE 2.4 (development or implementation) Instructional teams use a variety of data to assess strengths and weaknesses of the curriculum and instructional strategies and make necessary changes.

* 18. Indicator EE 2.4 (priority score):  Instructional teams use a variety of data to assess strengths and weaknesses of the curriculum and instructional strategies and make necessary changes.

* 19. Indicator EE 2.5 (development or implementation) I use sound classroom management practices that encourage student engagement and effect student learning.

* 20. Indicator EE 2.5 (priority score):  I use sound classroom management practices that encourage student engagement and effect student learning.

* 21. Indicator FC 3.1 (development or implementation) I create and maintain a welcoming environment for all families and community members.

* 22. Indicator FC 3.1 (priority score) I create and maintain a welcoming environment for all families and community members.

* 23. Indicator FC 3.2 (development or implementation) I create and maintain connections between the school community and the broader community to support student learning.

* 24. Indicator FC 3.2 (priority score) I create and maintain connections between the school community and the broader community to support student learning.

* 25. Indicator FC 3.4 (development or implementation) I educate families and provide needed resources for supporting their children's learning.

* 26. Indicator FC 3.4 (priority score) I educate families and provide needed resources for supporting their children's learning.

* 27. Indicator FC 3.5 (development or implementation) I ensure families have the opportunity for meaningful involvement in the school.

* 28. Indicator FC 3.5 (priority score) I ensure families have the opportunity for meaningful involvement in the school.

* 29. Indicator FC 3.7 (development or implementation) I involve parents and students in setting student goals and preparing the student for post-secondary education and careers.

* 30. Indicator FC 3.7 (priority score) I involve parents and students in setting student goals and preparing the student for post-secondary education and careers.

* 31. Indicator TL 4.1 (development or implementation) I am engaged in aligning instruction and local assessments to state standards (CCSS).

* 32. Indicator TL 4.1 (priority score):  I am engaged in aligning instruction and local assessments to state standards (CCSS).

* 33. Indicator TL 4.2 (development or implementation) A system is in place for assessing and monitoring student achievement relative to state standards (CCSS)

* 34. Indicator TL 4.2 (priority score): A system is in place for assessing and monitoring student achievement relative to state standards (CCSS)

* 35. Indicator TL 4.3 (development or implementation) I am engaged in the analysis of student assessments that are aligned with standards.

* 36. Indicator TL 4.3 (priority score): I am engaged in the analysis of student assessments that are aligned with standards.

* 37. Indicator TL 4.4 (development or implementation) I use assessment data in planning and delivering differentiated, standards based instruction.

* 38. Indicator TL 4.4 (priority score):I use assessment data in planning and delivering differentiated, standards based instruction.

* 39. Indicator LDR 5.1 (development or implementation) A distributed leadership process is used to build the capacity of others in the school.

* 40. Indicator LDR 5.1 (priority score): A distributed leadership process is used to build the capacity of others in the school.

* 41. Indicator LDR 5.2 (development or implementation) I ensure that classroom observations and other observations of teacher behaviors are aligned with evaluation criteria and professional development needs.

* 42. Indicator LDR 5.2 (priority score): I ensure that classroom observations and other observations of teacher behaviors are aligned with evaluation criteria and professional development needs.

* 43. Indicator LDR 5.3 (development or implementation) School leadership has established team structures with clear and specific duties.

* 44. Indicator LDR 5.3 (priority score): School leadership has established team structures with clear and specific duties.

* 45. Indicator LDR 5.4 (development or implementation) School leadership is afforded proper authority to make necessary decisions that result in increased learning outcomes.

* 46. Indicator LDR 5.4 (priority score): School leadership is afforded proper authority to make necessary decisions that result in increased learning outcomes.

* 47. Indicator LDR 5.5 (development or implementation) School leaders actively promote a shared vision for equity, cultural competence, and high expectations.

* 48. Indicator LDR 5.5 (priority score): School leaders actively promote a shared vision for equity, cultural competence, and high expectations.

* 49. Indicator LDR 5.6 (development or implementation) The principal has the skills to guide, direct and motivate the staff towards increased student achievement.

* 50. Indicator LDR 5.6 (priority score): The principal has the skills to guide, direct and motivate the staff towards increased student achievement.

* 51. Indicator LDR 5.7 (development or implementation) The principal ensures that all teachers are highly qualified in their assignment.

* 52. Indicator LDR 5.7 (priority score): The principal ensures that all teachers are highly qualified in their assignment.

* 53. Indicator LDR 5.8 (development or implementation) School leadership has a plan to recruit and retain highly qualified staff.

* 54. Indicator LDR 5.8 (priority score): School leadership has a plan to recruit and retain highly qualified staff.

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