College- and Career- Ready Standards Implementation Capacity Rubric/JefCoEd 2013 - 2014

Category / Questions to Consider / Explanation of Implementation / Evidence
SDE Questions / Interpretation / Level IV Goal
(Where you want to be) / Current Implementation (Where you are)
1. 
Aspiration / Do key stakeholders know why the state is implementing the CCSS (Common Core State Standards)? / Do school administrators and teachers know why the district is implementing CCRS (College and Career Readiness Standards)? / District/School / Rubric: There is a widespread agreement among key stakeholders (district and school leaders, teachers, and community) that the CCSS (CCRS) will benefit students.
Students / ELEOT: High Expectations Environment
2. 
Clarity of Roles / Has your role been defined and articulated in terms of support and accountability for your school/class? / Do you know your role in implementation of CCRS and how you are being held accountable? / District/School / Rubric: Schools/districts understand their role in relation to the district/SEA (State Education Association) and each other.
Students / ELEOT: Supportive Learning Environment
3. 
Leadership / Are the principal and his/her leadership team deliberately and regularly engaged in discussions about the CCSS, particularly how the standards relate to other initiatives in the school? / Does the principal schedule and hold meetings to communicate updates and expectations in relation to the implementation of CCRS? Has your school leadership team aligned existing initiatives (daily practice, programs, etc.) to the CCRS? / District/School / Rubric: The principal and the leadership team see CCRS as a priority and regularly engage in conversations about the progress and the relationship between CCRS and other initiatives.
Students / ELEOT :Equitable Learning Environment High Expectations Environment
Supportive Learning Environment
Active Learning Environment
Progress Monitoring and Feedback Environment
Category / Questions to Consider / Explanation of Implementation / Evidence
SDE Questions / Interpretation / Level IV Goal
(Where you want to be) / Current Implementation (Where you are)
4. 
Plan and Timeline / Does your school plan include a detailed, realistic timeline for implementation, including details on how and when standards will be rolled out and key milestones necessary to ensure that your school is operationally ready for new standards and aligned assessments? / Has the school leadership team developed a detailed and realistic timeline for implementation focused on
·  How/when standards will be rolled out?
·  Dates/times for communicating and monitoring expectations about implementation/ assessments? / District/School / Rubric The plan includes a realistic timeline which includes key milestones and deadlines the school and teachers should meet in order to be prepared to implement assessments in 2014.
Students / ELEOT: Progress Monitoring and Feedback Environment
7. Monitoring and Problem Solving / Do district leaders and department directors have access to data they need to drive their work, including leading indicators on the progress of CCSS implementation and regular feedback from teachers, school leaders, and district leaders? / Do you have access to student data (Benchmark Assessment data, walkthrough data, etc.) and district pacing guides that provide information related to the district/department progress of CCRS implementation? / District/School / The district/department regularly collects, analyzes, and uses data on the progress of implementation in schools and classrooms.
Students / ELEOT: Supportive Learning Environment
Active Learning Environment
Progress Monitoring and Feedback Environment
8. Instructional Materials / Do educators have access to CCSS – aligned instructional materials? / Do teachers have instructional materials and resources that are aligned to CCRS? / District/School / Rubric Educators have access to comprehensive CCRS – aligned materials, including curricular modules, guidance on developing CCRS – aligned lesson plans, and guidance on aligning assessments to CCRS.
Students / ELEOT :Equitable Learning Environment High Expectations Environment
Category / Questions to Consider / Explanation of Implementation / Evidence
SDE Questions / Interpretation / Level IV Goal
(Where you want to be) / Current Implementation (Where you are)
9.
Professional Learning for Teachers / Are teachers engaged in high-quality professional development (PD) that is designed to rapidly and significantly improve their ability to teach the CCSS? / Do teachers engage in quality professional development that is designed to rapidly and significantly impove their ability to teach the CCRS? / District/School / Rubric District and school leaders can identify a range of CCRS – aligned PD programs that cover every grade band and relevant subject (including literacy and numeracy in non-ELA, English Language Arts, and math disciplines) comprehensively and coherently.
Students / ELEOT :Equitable Learning Environment High Expectations Environment
Supportive Learning Environment
Active Learning Environment
Progress Monitoring and Feedback Environment
Well-Managed Learning Environment
11.
Professional Learning for Principals / Are principals receiving high – quality professional development that will equip them to understand the content and pedagogical shifts necessary to implement the CCSS in their buildings? / Are school administrators receiving quality professional development designed to prepare them to know what they should be hearing and seeing in relation to the implementation of the CCRS in every classroom? / District/School / Rubric School and district leaders can identify a range of CCRS – aligned professional learning programs for principals that equip them to incorporate CCRS expectations into their instructional leadership practices.
Students / ELEOT :Equitable Learning Environment High Expectations Environment
Supportive Learning Environment
Active Learning Environment
Progress Monitoring and Feedback Environment
Well-Managed Learning Environment
12.
Identification of and Supports for Special Populations / Do educators and leaders at every level know which of their students are most likely to need the most support to meet the expectations of CCSS? / Do educators know which students are most likely to need the most support to meet the expectations of CCRS? / District/School / Rubric The vast majority of educators and leaders in schools and districts have a very clear sense of where their high – priority students are performing and the scale of the challenge to meet each individual need.
Students / ELEOT :Equitable Learning Environment