ISA IMPLEMENTATION Chart

ISA TOOL SI 11

ISA IMPLEMENTATION Chart

School Name:______Implementation Year: ______

DIRECTIONS: PRINCIPAL AND COACH TOGETHERDISCUSS ANDCOMPLETE CHART

Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
1. SmallSchool Organization / ******************************** / ********************************
1. The small school has contiguous dedicated space.
2. The small school has dedicated staff, including principal, teachers, counselors, ELL and special education teachers.
3. The small school has dedicated support personnel, such as: secretaries, aides, assistants, stud. life coord; etc.
4. The small school has a dedicated group of students, numbering around 100 per grade.
5. The dedicated group of students in the small school includes ELL and Special Education students and a heterogeneous academic distribution of students.
6. The small school grows a grade per year beginning with the 9th grade cohort.
7. The small school has regularly scheduled common planning time,at which teachers and counselors who teach the same students meet to discussinstruction, do casemanagement of students, and keep agendas and decision minutes to assess progress.
8. The small school leader supervises and rates staff including teachers, counselors, ELL and Special Education teachers
Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
Distributed Leadership / ******************************** / ********************************
9. Decisions governing staffing, instructional program, scheduling, professional development, governance, budget, counseling, student services and behavior, and student assignments are made at the school level by the small school principal in collaboration with the faculty.
10. There is a structure in place for regular and ongoing collaborative decision making by the small school leader, teachers, and the coach.
11. Those implementing decisions have a voice in making them.
Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
College Prep Instructional Program / ******************************** / ********************************
12. The small school has an instructional framework that guides curriculum and instruction and operationalizes ISA college preparatory principles, district goals, and Common Core Learning Standards.
13. The small school has developed a set of common teaching practices all teachers are expected to implement that operationalize the instructional framework
14. The majority of classrooms show evidence of the common practices designed to operationalize the school’s instructional framework
15. The majority of classrooms show evidence of inquiry teaching and learning:

open ended questions,
student discussion,
students’ use of evidence to support their points of view,
students’ analysis of material and ideas being studied
students’ taking a stand on issues and presenting counter arguments
the school’s habits of mind and/or work

16. The majority of classrooms show evidence of literacy development related to the content area:

students writing to increase their understanding of the central ideas of the content area
students’ using the specialized vocabulary/language of the content area to increase their understanding of the content area’s central ideas
students reading multiple texts including original sources in the content areas

17. The majority of classrooms show evidence of numeracy across the curriculum:

students have opportunities to make sense of numerical and other non-verbal information
students have opportunities to demonstrate their understanding of ideas and material by using numerical information and formats (e.g., graphs) and other non-verbal formats

18. The majority of classrooms show evidence of multiple forms of assessment, including:

teacher made and standardized tests
oral presentations
a variety of written products (short paragraphs as well as elaborated writings)
projects
visual products
multi-media and technology

19. There are formal and informal academic interventions for struggling students that increase students’ progress and achievement.
20. The small school has developed a set of grade-level student benchmarks that are used to determine student progress on inquiry, literacy and numeracy in the content areas.
Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
Distributed Counseling / ******************************** / ********************************
21. Every student has an advisor/advocate, who knows the student well and is responsiblefor monitoring and advocating for the student's academic and social progress.
22. There is regularly scheduled time for advisory or other Distributed Counseling mechanism.
23. There is a written curriculum for advisory or other Distributed Counseling mechanism.
24. There is a 4-year college preparatory plan that is implemented through advisories or other mechanisms to establish a college-going culture, starting with 9th grade; there are:

college visitations,
parent orientations about college preparation, including financial aid opportunities
opportunities for studentsto take college courses while in high school.

Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
Continuous Professional Development / ******************************** / ********************************
25. The small school has a strategic plan for professional development that includes a schedule for the ISA coach’s work with staff and follow up supervision by the principal.
26. Professional development is aligned with the small school’s ISA action plan, the implementation of the ISA instructional principles, and district standards.
27. The school’s professional development plan uses the ISA school coach in a systematic and strategic way:

the ISA school coach works regularly with the school leader and a specific teachers on outcomes identified in the school action plan
the ISA school coach works with grade level teams and/or grade level team facilitators/leaders on specific outcomes from the school action plan
the ISA coach and school leader do regular walk-thoughs and confer on evidence of progress and plans for next steps.

28. Teachers work with ISA content coaches to implement the outcomes in the school action plan.
29. Teachers and leaders have supports (e.g. time, resources) to achieve the outcomes defined in the school’s ISA action plan.
30. Common planning time for grade level teacher-counselor teams is used for professional development (e.g., review of student work, use of data to inform instruction, curriculum planning, integrating guidance strategies into classroom pedagogy, etc.).
31. All teachers, counselors, and school leaders participate in ISA PD opportunities such as the Summer and Winter Institutes and Leadership and Counselor Networks.
Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
Parent Involvement / **************************** / ****************************
32. The small school has its own, individual parent association.
33. The small schoolis implementing a coherent parent engagement program that reaches out to all parents.
34. Teachers and advisors communicate regularly with parents and track their communications.
35. The majority of parents participate actively in the small school and school events and activities.
36. Parents play meaningful roles in the organization and decision making of the small school.
Extended Day & Year / ******************************** / ********************************
37. The small school has mechanisms such as extended day and school year to support struggling students as well as provide enrichment for all students.
38. 40. Teachers and other members of the small school plan, organize, and participate in the extended day/year programs for academic support and curricular enrichment.
Indicators of the ISA Model / What is the evidence of implementation? / Changes that need to be made.
Continuous Organizational Improvement / ******************************** / ********************************
39. The small school has developed an annual action plan in which the school leaders and faculty set their particular instructional and organizational goals and strategies and identify benchmarks to track progress.
40. The small school uses the student results from the ISA writing and math assessments to inform instruction in writing and math.
41. The principal continuously assesses the implementation of the small school’s action plan with the faculty by scheduling specific times for this purpose and using data as evidence of progress.
42. The small school principal and faculty use the ISA rubrics to assess progress on implementation of their action plan and ISA principles.
43. At team meetings, teachers assess how effectively their teaching and curriculum strategies are achieving the learning goals set for students.
44. The principal meets regularly with the ISA coach to develop and coordinate plans for implementing inquiry-based instruction.
45. The principal meets regularly with the ISA coach to assess the school’s implementation of the ISA principles and district goals and to coordinate plans to implement the ISA principles and their action plan goals.
46. The small school keeps track of student performance indicators.
47. Student performance indicators such as the ISA writing and math assessments, end-of-course tests and other state/district tests, SAT scores, etc. show continuous improvement.