RHS Signposts to Rigor and Relevance

Please respond to this survey from the perspective of your classroom as well as holistically at RHS.

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* 1. Last name, first name
This is for data purposes only and will not be attached to your survey.

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* 2. Learning Goals & Scales

	Yes	Partial	No
Teachers are proficient in creating and adapting learning goals and scales to their instruction.	Teachers are proficient in creating and adapting learning goals and scales to their instruction. Yes	Teachers are proficient in creating and adapting learning goals and scales to their instruction. Partial	Teachers are proficient in creating and adapting learning goals and scales to their instruction. No
Students are informed of evaluation criteria in advance of completing student work.	Students are informed of evaluation criteria in advance of completing student work. Yes	Students are informed of evaluation criteria in advance of completing student work. Partial	Students are informed of evaluation criteria in advance of completing student work. No
Teachers share learning goals and scales among other teachers.	Teachers share learning goals and scales among other teachers. Yes	Teachers share learning goals and scales among other teachers. Partial	Teachers share learning goals and scales among other teachers. No
Teachers use tools to track student progress beyond those required for reporting grades.	Teachers use tools to track student progress beyond those required for reporting grades. Yes	Teachers use tools to track student progress beyond those required for reporting grades. Partial	Teachers use tools to track student progress beyond those required for reporting grades. No
Common Rubrics are used through out the school for typical performances such as student writing and presentations.	Common Rubrics are used through out the school for typical performances such as student writing and presentations. Yes	Common Rubrics are used through out the school for typical performances such as student writing and presentations. Partial	Common Rubrics are used through out the school for typical performances such as student writing and presentations. No

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* 3. Reading

	Yes	Partial	No
All teachers use reading in the content strategies as part of instruction.	All teachers use reading in the content strategies as part of instruction. Yes	All teachers use reading in the content strategies as part of instruction. Partial	All teachers use reading in the content strategies as part of instruction. No
Teachers have access to data on the reading level of each of their students.	Teachers have access to data on the reading level of each of their students. Yes	Teachers have access to data on the reading level of each of their students. Partial	Teachers have access to data on the reading level of each of their students. No
Reading level of students is measured frequently to determine progress	Reading level of students is measured frequently to determine progress Yes	Reading level of students is measured frequently to determine progress Partial	Reading level of students is measured frequently to determine progress No
Teachers know the reading level of materials used in the classroom.	Teachers know the reading level of materials used in the classroom. Yes	Teachers know the reading level of materials used in the classroom. Partial	Teachers know the reading level of materials used in the classroom. No
Teachers differentiate instruction to accommodate different reading levels of students.	Teachers differentiate instruction to accommodate different reading levels of students. Yes	Teachers differentiate instruction to accommodate different reading levels of students. Partial	Teachers differentiate instruction to accommodate different reading levels of students. No

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* 4. Reflective Thought

	Yes	Partial	No
Teachers often create student work that requires students to create an answer rather than recall an answer.	Teachers often create student work that requires students to create an answer rather than recall an answer. Yes	Teachers often create student work that requires students to create an answer rather than recall an answer. Partial	Teachers often create student work that requires students to create an answer rather than recall an answer. No
Teachers give students time to think in classroom instruction.	Teachers give students time to think in classroom instruction. Yes	Teachers give students time to think in classroom instruction. Partial	Teachers give students time to think in classroom instruction. No
Teachers work to help students relate learning to student background and personal experience.	Teachers work to help students relate learning to student background and personal experience. Yes	Teachers work to help students relate learning to student background and personal experience. Partial	Teachers work to help students relate learning to student background and personal experience. No
Teachers frequently use the inquiry method of encouraging students to pose questions.	Teachers frequently use the inquiry method of encouraging students to pose questions. Yes	Teachers frequently use the inquiry method of encouraging students to pose questions. Partial	Teachers frequently use the inquiry method of encouraging students to pose questions. No
Students have opportunity to reflect on the quality of their work and summarize what they have learned.	Students have opportunity to reflect on the quality of their work and summarize what they have learned. Yes	Students have opportunity to reflect on the quality of their work and summarize what they have learned. Partial	Students have opportunity to reflect on the quality of their work and summarize what they have learned. No

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* 5. Revision

	Yes	Partial	No
Teachers share innovative lessons with other teachers.	Teachers share innovative lessons with other teachers. Yes	Teachers share innovative lessons with other teachers. Partial	Teachers share innovative lessons with other teachers. No
Teacher have the opportunity to observe other classroom demonstrating best instructional practices.	Teacher have the opportunity to observe other classroom demonstrating best instructional practices. Yes	Teacher have the opportunity to observe other classroom demonstrating best instructional practices. Partial	Teacher have the opportunity to observe other classroom demonstrating best instructional practices. No
Teachers have access to adequate technology for integration of technology in instruction.	Teachers have access to adequate technology for integration of technology in instruction. Yes	Teachers have access to adequate technology for integration of technology in instruction. Partial	Teachers have access to adequate technology for integration of technology in instruction. No
There is a common structure to lesson plan development across subjects or grades.	There is a common structure to lesson plan development across subjects or grades. Yes	There is a common structure to lesson plan development across subjects or grades. Partial	There is a common structure to lesson plan development across subjects or grades. No
Teachers collaborate in development of interdisciplinary lessons.	Teachers collaborate in development of interdisciplinary lessons. Yes	Teachers collaborate in development of interdisciplinary lessons. Partial	Teachers collaborate in development of interdisciplinary lessons. No

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* 6. Research

	Yes	Partial	No
Teachers collect data to evaluate effectiveness of innovative practices.	Teachers collect data to evaluate effectiveness of innovative practices. Yes	Teachers collect data to evaluate effectiveness of innovative practices. Partial	Teachers collect data to evaluate effectiveness of innovative practices. No
Teachers select innovations and instructional programs based on research data.	Teachers select innovations and instructional programs based on research data. Yes	Teachers select innovations and instructional programs based on research data. Partial	Teachers select innovations and instructional programs based on research data. No
Teachers visit other classrooms and schools to identify best practices.	Teachers visit other classrooms and schools to identify best practices. Yes	Teachers visit other classrooms and schools to identify best practices. Partial	Teachers visit other classrooms and schools to identify best practices. No
Teachers analyze data on students to identify strengths weaknesses and interests to differentiate instruction.	Teachers analyze data on students to identify strengths weaknesses and interests to differentiate instruction. Yes	Teachers analyze data on students to identify strengths weaknesses and interests to differentiate instruction. Partial	Teachers analyze data on students to identify strengths weaknesses and interests to differentiate instruction. No
Teachers stay current in profession by reading journals and participating in professional organizations.	Teachers stay current in profession by reading journals and participating in professional organizations. Yes	Teachers stay current in profession by reading journals and participating in professional organizations. Partial	Teachers stay current in profession by reading journals and participating in professional organizations. No

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* 7. Resilience

	Yes	Partial	No
Teachers know individual student's strengths and give them daily opportunities to use their strengths.	Teachers know individual student's strengths and give them daily opportunities to use their strengths. Yes	Teachers know individual student's strengths and give them daily opportunities to use their strengths. Partial	Teachers know individual student's strengths and give them daily opportunities to use their strengths. No
There are ample opportunities for students to explore interests through in-class and other school activities.	There are ample opportunities for students to explore interests through in-class and other school activities. Yes	There are ample opportunities for students to explore interests through in-class and other school activities. Partial	There are ample opportunities for students to explore interests through in-class and other school activities. No
The school uses a variety of recognitions to "catch" students succeeding.	The school uses a variety of recognitions to "catch" students succeeding. Yes	The school uses a variety of recognitions to "catch" students succeeding. Partial	The school uses a variety of recognitions to "catch" students succeeding. No
School provides a safe and secure atmosphere where students are comfortable and willing to take risks.	School provides a safe and secure atmosphere where students are comfortable and willing to take risks. Yes	School provides a safe and secure atmosphere where students are comfortable and willing to take risks. Partial	School provides a safe and secure atmosphere where students are comfortable and willing to take risks. No
Students who fail or act out and are removed from school have ample opportunity to re-enter the system.	Students who fail or act out and are removed from school have ample opportunity to re-enter the system. Yes	Students who fail or act out and are removed from school have ample opportunity to re-enter the system. Partial	Students who fail or act out and are removed from school have ample opportunity to re-enter the system. No

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* 8. Relationships

	Yes	Partial	No
Students actively support each other attaining higher levels of achievement	Students actively support each other attaining higher levels of achievement Yes	Students actively support each other attaining higher levels of achievement Partial	Students actively support each other attaining higher levels of achievement No
Teachers work with students frequently outside of classroom instruction.	Teachers work with students frequently outside of classroom instruction. Yes	Teachers work with students frequently outside of classroom instruction. Partial	Teachers work with students frequently outside of classroom instruction. No
Parents and community members are frequent participants in school activities.	Parents and community members are frequent participants in school activities. Yes	Parents and community members are frequent participants in school activities. Partial	Parents and community members are frequent participants in school activities. No
Teachers consistently exhibit behaviors that show they care about and respect students.	Teachers consistently exhibit behaviors that show they care about and respect students. Yes	Teachers consistently exhibit behaviors that show they care about and respect students. Partial	Teachers consistently exhibit behaviors that show they care about and respect students. No
Each student has an adult advocate that knows the student well and meets regularly to identify needs, problems and accomplishments.	Each student has an adult advocate that knows the student well and meets regularly to identify needs, problems and accomplishments. Yes	Each student has an adult advocate that knows the student well and meets regularly to identify needs, problems and accomplishments. Partial	Each student has an adult advocate that knows the student well and meets regularly to identify needs, problems and accomplishments. No

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* 9. Reschedule

	Yes	Partial	No
The length of instructional periods allows for students to complete projects and problems consistent with high rigor/high relevance	The length of instructional periods allows for students to complete projects and problems consistent with high rigor/high relevance Yes	The length of instructional periods allows for students to complete projects and problems consistent with high rigor/high relevance Partial	The length of instructional periods allows for students to complete projects and problems consistent with high rigor/high relevance No
Teacher teams have the flexibility to modify schedule consistent with meeting student needs.	Teacher teams have the flexibility to modify schedule consistent with meeting student needs. Yes	Teacher teams have the flexibility to modify schedule consistent with meeting student needs. Partial	Teacher teams have the flexibility to modify schedule consistent with meeting student needs. No
The master schedule is designed around the needs of students.	The master schedule is designed around the needs of students. Yes	The master schedule is designed around the needs of students. Partial	The master schedule is designed around the needs of students. No
The schedule provides for planning time for teachers to discuss student needs and plan interdisciplinary projects.	The schedule provides for planning time for teachers to discuss student needs and plan interdisciplinary projects. Yes	The schedule provides for planning time for teachers to discuss student needs and plan interdisciplinary projects. Partial	The schedule provides for planning time for teachers to discuss student needs and plan interdisciplinary projects. No
Teachers are skillful in fully using all of instructional time.	Teachers are skillful in fully using all of instructional time. Yes	Teachers are skillful in fully using all of instructional time. Partial	Teachers are skillful in fully using all of instructional time. No

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* 10. Rejuvenation

	Yes	Partial	No
Teachers are encouraged to participate in self-directed professional learning.	Teachers are encouraged to participate in self-directed professional learning. Yes	Teachers are encouraged to participate in self-directed professional learning. Partial	Teachers are encouraged to participate in self-directed professional learning. No
Teachers collaborate frequently sharing ideas and strategies.	Teachers collaborate frequently sharing ideas and strategies. Yes	Teachers collaborate frequently sharing ideas and strategies. Partial	Teachers collaborate frequently sharing ideas and strategies. No
Coaches are provided to work individually with teachers on professional development priorities.	Coaches are provided to work individually with teachers on professional development priorities. Yes	Coaches are provided to work individually with teachers on professional development priorities. Partial	Coaches are provided to work individually with teachers on professional development priorities. No
New teachers are provided mentors and time to meet together.	New teachers are provided mentors and time to meet together. Yes	New teachers are provided mentors and time to meet together. Partial	New teachers are provided mentors and time to meet together. No
School or district professional development is personalized to teacher needs.	School or district professional development is personalized to teacher needs. Yes	School or district professional development is personalized to teacher needs. Partial	School or district professional development is personalized to teacher needs. No

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* 11. Rewards

	Yes	Partial	No
Students are recognized in a wide variety of events and activities.	Students are recognized in a wide variety of events and activities. Yes	Students are recognized in a wide variety of events and activities. Partial	Students are recognized in a wide variety of events and activities. No
Students and staff celebrate school wide academic achievement.	Students and staff celebrate school wide academic achievement. Yes	Students and staff celebrate school wide academic achievement. Partial	Students and staff celebrate school wide academic achievement. No
Students get frequent feedback from teachers on the quality of their work.	Students get frequent feedback from teachers on the quality of their work. Yes	Students get frequent feedback from teachers on the quality of their work. Partial	Students get frequent feedback from teachers on the quality of their work. No
Incentives are provided to teachers that take on extra work or made outstanding contributions.	Incentives are provided to teachers that take on extra work or made outstanding contributions. Yes	Incentives are provided to teachers that take on extra work or made outstanding contributions. Partial	Incentives are provided to teachers that take on extra work or made outstanding contributions. No
Parents and community are partners in providing rewards and recognition to students.	Parents and community are partners in providing rewards and recognition to students. Yes	Parents and community are partners in providing rewards and recognition to students. Partial	Parents and community are partners in providing rewards and recognition to students. No

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* 12. What questions or comments do I have about rigor in my classroom?