School Process Rubrics (90) Template

School Process Rubrics (90) Template

(This is a working document. You must complete the SPR (90) online.)

Introduction for School Process Rubrics (90)

Purpose of the Report

The Comprehensive Needs Assessment (CNA) was developed to be used as a tool to assist a school staff in determining the strengths and challenges of their school. The CNA assesses the school information, student data, as well as the system processes and protocols of practice that are in place to support student academic achievement.

The CNA is aligned to the states School Improvement Framework that establishes a vision for school improvement. The Process Cycle for School Improvement has four major components that cycle in continuous praxis, and revolve around student achievement. They are:

Gather Data / Where are we now (status) and where do we want to be?
Study/Analyze / What did the data/information we collected tell us (gap analysis)?
Plan / How do we organize our work so that it aligns to our goals and resources (SIP)?
Do / Staff implements the strategies and action steps outlined in the plan.
Gather Data II / Where are we now (status) and did we reach our goals? How effective were the strategies and action steps we implemented?

While the SI Framework provides the vision for school improvement, the CNA is a tool that supports two of the four components of the School Improvement Process: Gather Data and Study.

Structure of the Report

The CNA consists of three sections:

Student Data Analysis Report

This report can be used for school improvement planning purposes. The report includes:

1.  Identification of student learning goals

2.  Gaps between where student achievement is currently and where you want student achievement to be.

3.  Identification of possible contributing causes for gaps in achievement.

The template of the Student Data Analysis Report that can assist a school in this self-assessment of school and student data is available. The forms are available online at:

www.mi.gov/schoolimprovement under Tools for Continuous School Improvement.

Instructional Processes and Practices Analysis Report

This report assesses the level of implementation in the building of its system processes and protocols of practice that are in place to support student academic achievement. The assessment uses the School Improvement Framework Rubrics and focuses at the Key Characteristic level. Standard and Strand analysis reports have been included to organize the identified strengths and challenges in system processes and protocols of practice.

For each key characteristic contained in the rubrics, the report includes:

1.  Focus questions designed to engage staff in dialogue about the level of practice in the building.

2.  Scope of practice that allows school to self-assess the current level of practice of each of the key characteristics. The rubric enables the school to assess the degree to which practices and/or processes are in place that indicate adherence to the performance indicators. For each indicator, the school may check if the practices and/or processes are at the getting started, partially implemented, implemented, or exemplary level of implementation. The "Implemented" level is required in order to demonstrate meeting the standard.

3.  Possible Data Sources that allows school personnel to think about the practices and/or processes being implemented and identify evidence that will support its responses to the indicators rubric and focus questions. The section is not intended to engage the school in a collection of evidence, but rather in thoughtful dialogue about how it can demonstrate that quality practices, conditions, and results are occurring in the school. The section asks, "What practices/processes are being implemented, and are they effective?" or said another way, “How do we know we are doing what we say we are doing?”

The school should use the rubric as an opportunity to ask itself challenging questions and to respond with accurate answers geared toward self-improvement. After completing the rubric, the school can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?”

The focus questions allow the school to expand on and think more deeply about the responses to the indicators contained in the rubric. The focus questions provide an opportunity for the school to describe the systematic and systemic processes that are in place to support its ability to meet the indicators. The section asks, “How are the practices/processes implemented?”

The overall assessment contained in the Standard and Strand analysis reports have been included to organize the identified strengths and challenges in system processes and protocols of practice, and how these practices and/or processes align with identified student achievement goals. Completion of this section will also provide information required for the annual Education Yes Subset (40) report.

This report can be completed on-line at http://www.advanc-ed.org/mde/. Copies of the form can also be printed from: www.mi.gov/schoolimprovement.

Comprehensive Analysis Report on Student Achievement and System Processes & Practices

This report organizes the information about student and system data and information reviewed in the first two sections. The report provides a format to align identified student achievement challenges with system challenges. This report will provide school staff with useful information for developing the school improvement plan. The chart in this report will list the content area student achievement goals, the gap identified, contributing causes for the gap identified, a listing of the multiple data sources used to determine these goals, gaps, and causes, as well as the system processes and practices that the school has identified as challenges that aligned with this content area goal.

Together, the three reports: Student Data Analysis Report, Instructional Processes and Practices Analysis Report, and the Comprehensive Analysis Report on Student Achievement and System Processes & Practices provide a comprehensive view of the strengths and challenges in the area of student academic achievement and a building system and protocols of practice that support student achievement.

Data/information from the CNA can be used to write a school improvement plan that includes specific student achievement goals, objectives, and strategies designed by the stakeholders. A CNA should be conducted once every three years, coinciding with the school improvement planning cycle, and revisited annually.

Sources of data/information that serve the process of needs identification can include: Education Yes Subset (40), annual evaluation reports of the building's current school improvement plan, information contained in the School Report Card, school's annual education report, and student test data from multiple sources.

Summary of Uses for the CNA

·  Guide the school's identification of additional resources (grants) to support its goals and objectives.

·  Annually evaluate progress on the 40 Education YES! Performance Indicators.

·  Periodically review and/or evaluate all 90 indicators in the School Improvement Framework.

·  Serve as the basis for all other needs assessments that may be required of the school.

·  Form the basis of the school's professional learning plan as required by PA25.

·  Identify areas of need to be included in the school's technology plan.

·  Satisfy NCA requirement for a School Profile Report.

·  Comply with federal grant requirements of aligning resources with identified needs through a comprehensive needs analysis.

School Information

Please review your school information below. This information is imported from the Educational Entity Master annually prior to the reporting period. Please access the Educational Entity Master to update your school information if necessary (http://cepi.state.mi.us/eem/).

School Name:
District Name:
Public/Non-Public:
Grades:
School Code Number:
Country:
State/Province:
City:

Strand I – Teaching for Learning

The District holds high expectations for all students, identifies essential curricular content, and makes certain it is sequenced appropriately. Schools ensure that the aligned curriculum is taught effectively in the available instructional times. Assessments used are aligned to curricular content and are used to guide instructional decisions and monitor student learning.

STANDARD 1 - Curriculum

Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers' and students' active involvement in the construction and application of knowledge.

BENCHMARK A: Aligned, Reviewed and Monitored

School/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc.).

Key Characteristic - I.1.A.1 Curriculum Document(s)

The curriculum documents are the basic framework for instruction. They contain essential and rigorous content that guides what is taught within and across grade levels. They provide consistency and continuity to the curriculum and instruction practiced at the school and reflects the belief that all students should actively construct and apply knowledge.

Questions to Consider

1.  In what ways does the district have current written curriculum documentation for the core subject areas (English Language Arts, Mathematics, Science, Social Studies, Visual, Performing, and Applied Arts)?

2.  In what ways does the school have current written curriculum documentation for all additional areas taught, e.g., Career and Employability Skills, Health and Physical Education, Technology, World Languages?

3.  In what ways does the school have easy access to aligned curriculum for the core subject areas?

Rubric Definitions

Getting Started:

Written documents do not exist that align classroom instruction with the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework.

Partially Implemented:

The school is in the process of completing the following tasks: the alignment of the curriculum with the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework and reference the benchmarks and content expectations for all subject areas.

Implemented:

The school has created documents that illustrate the alignment of the curriculum with the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework (where appropriate) and reference the benchmarks and content expectations for all subject areas.
The curriculum documents are organized in a way that allows users to access appropriate documentation easily.

Exemplary:

The school has created documents in multiple formats that illustrate the alignment of the curriculum with the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework (where appropriate) and reference the benchmarks and content expectations for all subject areas identified in the framework.
The documents emphasize rigor in the curriculum while also providing adequate flexibility so that students are led to active construction and application of knowledge.
The curriculum documents are organized in a way that allows users to visualize the information within and across grade levels and content areas.

Content Area

Please check the content areas that this impacts:

ELA / M / S / SS

Enter Evidence

POSSIBLE DATA SOURCE(S) / EXAMPLES OF DOCUMENTABLE/OBSERVABLE RESULTS
£ Curriculum guides: / Guides reference the Michigan Curriculum Framework and contain benchmarks and content expectations.
Guides contain scope and sequence
£ Curriculum maps: / Maps contain specific information regarding what is taught and where it is taught
£ Pacing guides/curriculum calendars: / Guides organized with detailed information useful in daily instructional practice
£ Curriculum committee meeting minutes: / Minutes reflect discussions regarding alignment

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.

Questions to Consider

1.  What data do you have that the district's local curriculum is tightly aligned with the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework (MCF) (where appropriate) in all other subject areas?

2.  In what ways is staff from the schools involved in this alignment process and to what extent is their involvement?

3.  Based on this alignment process, which areas of the curriculum, if any, are not aligned to the MCF or Content Expectations (GLCE, HSCE)?

Rubric Definitions

Getting Started:

Less than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework, CTE program standards or course content expectations as appropriate.
The curriculum is not aligned to the standards.

Partially Implemented:

More than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework.
The curriculum for English Language Arts and Mathematics is aligned to the standards or course content expectations.
The alignment of the core areas of Science and Social Studies are in the process of being completed.

Implemented:

The local curriculum includes most of the Content Expectations (GLCE, HSCE), Michigan Curriculum Framework, CTE program standards, or course content expectations as appropriate.
The core areas of English Language Arts, Mathematics, Science, and Social Studies are aligned to the standards.
Documentation for the Visual, Performing, and Applied Arts are in the process of being aligned.

Exemplary:

All local curriculum includes 100% of the Content Expectations (GLCE, HSCE), Michigan Curriculum Framework, or course content expectations as appropriate.
The school is in the process of aligning the curriculum for all additional areas taught including: Career and Employability Skills, Health and Physical Education, Technology and World Languages.

Content Area

Please check the content areas that this impacts:

ELA / M / S / SS

Enter Evidence

POSSIBLE DATA SOURCE(S) / EXAMPLES OF DOCUMENTABLE/OBSERVABLE RESULTS
£ Curriculum guides: / Guides reference the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework (where appropriate)
Guides contain scope and sequence
£ Curriculum maps: / Maps contain specific information regarding what is taught and where it is taught
£ Pacing guides: / Guides organized with detailed information useful in daily instructional practice
£ Curriculum committee meeting minutes: / Minutes reflect discussions regarding alignment

Key Characteristic - I.1.A.3 Articulated Design

The school’s curriculum documents are designed in a way that ensures cohesion within and across grade levels and content areas.

Questions to Consider

1.  How do you ensure the written curriculum in each content area is vertically aligned across grades?

2.  How do you ensure the written curriculum is horizontally aligned across content at each grade level?

3.  To what extent are common curriculum units/assessments used to ensure cohesion within and across grade levels and content areas?

Rubric Definitions

Getting Started:

Documents do not exist that identify the core curricular expectations within grade levels or subject areas.

Partially Implemented:

Documents have been created that identify the core curricular expectations for grade levels and subject areas of English Language Arts, Mathematics, Science and Social Studies.

Implemented: