trumbull public schools tri-state visit · carolyn huminski english, instructional leader...

Trumbull Public Schools TRI-STATE VISIT

2017 Writing Across the Curriculum, October 11-13, 2017

1 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport

Table of Contents DistrictVisitPersonnelandInformation 2

ExecutiveSummary 5

EssentialQuestion 6

CommendationsandRecommendations 17

EvaluationScores AppendixI


Trumbull Public Schools TRI-STATE VISIT

2017 Writing Across the Curriculum, October 11-13, 2017

DianthaBarone,Co-leaderELASupervisor,7-12PortChesterPortChesterHighSchoolOneTamarackRoad,PortChester,[email protected]

JoanMast,Co-leaderAssistantSuperintendentScotchPlainsScotchPlains-FanwoodPublicSchoolsEvergreenAve.andCedarSt.,ScotchPlains,[email protected]

ErinBrownGradeKTeacherDarienHolmesElementarySchool18HoytStreet,Darien,[email protected]

CarolynHuminskiEnglish,InstructionalLeaderEaston-ReddingJoelBarlowHighSchool100BlackRockTurnpike,Redding,[email protected]

StephaniePierson-UgolAssistantSuperintendent,Curriculum,Instruction,andAssessmentsEaston-ReddingEaston-ReddingPublicSchools654MorehouseRoad,Easton,[email protected]

BrianTerryScience,ChairHewlett-WoodmereGeorgeW.HewlettHighSchool60EvenitAvenue,Hewlett,[email protected]


KarenB.GriffinReadingTeacherMt.PleasantHawthorneElementarySchool225MemorialDrive,Hawthorne,[email protected]

DarrenBruceWritingSpecialistTeacherNewCanaanSouthSchool8FarmRoad,NewCanaan,[email protected]

NicoleKingstonLiteracySpecialistNewCanaanSouthSchool8FarmRoad,NewCanaan,[email protected]

KarenScalzoCurriculumCoordinator,WritingNewCanaanSaxeMiddleSchool468SouthAvenue,NewCanaan,[email protected]

MaryJohnsonPrincipalNorthSalemPequenakonckElementarySchool173JuneRoad,NorthSalem,[email protected]

VictoriaLodewickKindergartenTeacherNorthSalemPequenakonckElementarySchool173JuneRoad,NorthSalem,[email protected]

AndreaPompeyAssistantPrincipalPearlRiverPearlRiverHighSchool275EastCentralAvenue,PearlRiver,[email protected]

SusanLuftGrade5TeacherScarsdaleFoxMeadowElementarySchool59BrewsterRoad,Scarsdale,[email protected]

KathleenFarrellGrade2TeacherScotchPlainsEvergreenElementarySchool2280EvergreenAvenue,ScotchPlains,[email protected]

ElizabethMcKennaSocialStudiesTeacherScotch-PlainsScotchPlains-FanwoodHighSchool667WestfieldRoad,ScotchPlains,[email protected]

RebeccaMarsickELATeacherWestportStaplesHighSchool70NorthAvenue,Westport,[email protected]

GinaDignonELATeacherWiltonWiltonHighSchool395DanburyRoad,Wilton,[email protected]


LaurenFeltzPrincipalWiltonMiddlebrookSchool131SchoolRoad,Wilton,[email protected]

CharlesSmithAssistantSuperintendentWiltonWiltonPublicSchools395DanburyRoad,Wilton,[email protected]

ExecutiveSummary

“TheTrumbullPublicSchoolSystem, inpartnershipwiththecommunity,strivestomeettheeducationalneedsofallstudentswithinachallengingandsupportiveacademicenvironmentthat empowers each student to become a lifelong learner and to live and participate in ademocratic,diverseandglobalsociety.”DistrictMission

On October 11-13, 2018, the Trumbull Public School District invited a visiting team

representing Tri-State Consortium member districts to return to continue the study of its

current approach to the teaching of writing, K-12. This visit built upon the February 2016

Consultancy, when another Tri-State team benchmarked the writing curriculum decision-

makingprocess.

TrumbullisalongstandingvaluedmemberoftheTri-StateConsortium.Ourmissionstatement

describes, “...a dynamic learning organization of public school districts that values systems

thinkingas the foundation forcontinuous improvement.TheConsortiumassists itsmember

districts in usingquantitative andqualitative data to enhance student performanceand to

buildarigorousframeworkforplanning,assessment,andsystemicchange.Collaboratingas

colleagues and critical friends, Consortium members apply the standards of the Tri-State

modeltobenchmarkmemberdistrict’sprogressinadvancingteachingandlearning.”Aswe

TRI-STATELIAISONS:

KathleenReillyDirectorofTrainingTri-StateConsortium203-762-2004kathleenreillyct@gmail.com

MartinG.BrooksExecutiveDirectorTri-StateConsortium631-478-9954mgbrooks@optonline.net


move through our third decade, our core beliefs remain focused on authentic and

interdisciplinary teaching and learning, andpurposeful assessment practices that are directly

linkedtooptimalstudentperformance.

On the opening day of our visit, Superintendent of Schools, Dr. Gary A. Cialfi; Dr. Jonathan

Budd, Assistant Superintendent for Curriculum, Instruction, and Assessment; Dr. Michael

McGrath,AssistantSuperintendent;MatthewKuroghlian,astudentboardmember,ELAdistrict

leaders;buildingleadershipmembers,aswellasstafffromacrossthedistrictwelcomedtheTri-

Stateteam.Theteamwasfurtherwelcomedbythecommunitywithgreetingsfromthe local

SelectmanandBOEmembers.Trumbullstakeholdersbelievethatthisschoolsystemshouldbe

a part of the community, rather than apart from the community, andwewere immediately

impressedwiththismostinclusiveenvironment.TheBoardRoomdisplayofstudentwritingin

all genresandphasesofmoving from initial ideas throughdrafting,editing,and revisionwas

quite impressive! The “Quote Tree” inspired us, too, as we debriefed; the student writing

samples ranged from Pre-K - 6, for themost part, and set the tone for our inquiries and

understanding.

Prior to our arrival, the district Steering Committee developed one Essential Question with

three inquiry points that centered on the continued district focus on the link between

continuous improvement of studentwriting and critical and creative thinking. The Essential

Question is designed to guide the visit team by directing our thinking to the main

considerations of the writing program, K-12. It also provides the framework for the

Consultancy protocol that occurs on the second day in the form of a shared conversation

betweenteammembersanddistrictrepresentatives. Theresponsestothese inquiries frame

this report, and they aremeant to assist the district in its future planning of the systematic

teaching of writing, K-12. In the spirit of collegiality, the team provides feedback that is

intended to help this high performing district continue tomove educational opportunities in

writing to the next phase of implementation. This question with three sub-categories

establishes a global view of the district’s central focus of critical/creative thinking skills. To


examinewritingK-12,wehaveprovidedreflectiononeachcategoryofthedistrict’sessential

question.

EssentialQuestion:

Towhatextentdoesourcurrentapproachtotheteachingofwriting,K-12:

(a) reflect instructional strategies that are consistent and focused on

critical/creativethinkingskills;

(b) useavarietyofassessmentdatatoinforminstruction;and

(c)includeappropriateprofessionallearningtosupportourapproach?

(a) Towhat extent does our current approach to the teaching of writing, K-12, reflect

instructional strategies that are consistent and focused on critical/creative thinking

skills?

Within theTrumbullschoolsystem,studentsandteachershaveasharedunderstandingthat

thewriting process requires reflection and revision in order tomake thoughtful decisions as

thinkers andwriters. The student-centeredapproachat theelementary level is cultivating a

sense of ownership over students’ writing, empowering students to make thoughtful,

purposeful decisions about their own learning. The team was most impressed with the

elementarystudents’abilitiestoexplainthehow’sandwhy’softheirwritingprocesses.There

is evidence of student reflection and goal-setting across disciplines, often directly aligned to

teacher-createdchecklistsandrubrics.InitsinitialstageofimplementationthatfocusesonK-

6, we commend the district for embedding critical/creative thinking in a research-based

environment of metacognitive instructional practices. During the next phase of

implementation,thecentralfocusmightbeonacollaborative,research-baseddecision-making

process toexplorewhether thedistrict is interested inmoving theworkshopmodel into the

secondarygrades,andifitis,engagingthemiddleandhighschoolfacultiesindiscussionsabout

howthisworkmightoccurandwhatitwill looklike:e.g.,whereinthecurriculumwillwriting


live? This shift in approachwill require additional professional learning opportunities for the

secondary teachers,whichwewill discussmore deeply in answering the third question, and

moreongoing,in-classroomsupportforthem,aswell.

Anotherquestionforthedistricttoconsideristhewaysinwhichitsinitiativeinwritingmight

applytoreading.Isthedistrictinterestedinusingthereaders’workshopmodel,andifitis,how

andwhenwillthatbeintroduced,andwhatstaffingandstructuralchangeswillitsintroduction

necessitate?

Clearly,themiddleandhighschoolshavedesignedinstructiontoensurethatstudentchoiceis

acriticalcomponentinadvancingtheirownlearning.Middleandhighschoolstudentshavea

wide range of rich opportunities to think critically and creatively. Although a metacognitive

environmentseemsmoreintuitiveinthesecondaryclassroom,wesuggestthedistrictagreeon

acommondefinitionofmetacognition,creativeandcriticalthinking,andcollaboratetoidentify

exemplars of this focus as support for students. The process of identifying systemic

instructional practices and design experiences that purposefully promote critical thinking

acrossthedisciplines,seemstobeanaturalpartofthenextstepsinmiddleandhighschools.

Asstudentswhohavebeenwritingthroughtheworkshopapproachageupintogrades7-12we

think itwillbe importantfortheteachers inthosegradestoproactivelyplanfortheirarrival.

These studentswill bringwith them a different set of expectations and abilities. It could be

helpfultoprovidetimeforteachersinthesegradestovisittheelementaryschoolstoobserve

first-handthekindofwritingthesestudentsareproducing.Wealsothinkitwillbeimportantfor

thedistricttoconsiderhowitwillgaugethesuccessofitswritinginitiative-howwill itknow

thattheworkisresultinginthequalityofstudentwritingit isdesignedtoproduce?Onwhat

dataand/orevidencewillthedistrictrely?Onesuggestionweofferisengagingstudentvoicein

this process, through focus groups, interviews and surveys. The students know a lot about

writinginthedistrictandcansharemuchusefulinformation.


(b)Towhatextentdoesourcurrentapproachtotheteachingofwriting,K-12,useavarietyof

assessmentdatatoinforminstruction?

Almostallschooldistrictsstrugglewiththedisconnectionbetweenwhattheyprofesstovalue

and what they actually assess. Throughout our visit in Trumbull, in our conversations with

parents, teachers, and students, we consistently heard their awareness of and pride in the

qualitative data collected by teachers that acknowledges the growth in student stamina and

productivity inwriting. Itshouldbenotedthattheprideandownershipofobservedstudent

growthiscentraltosuccessintermsofstakeholdersupport.TheTrumbullteachingcommunity

hasembracedthisinitiativeandhasusedthisgrowthtofueltheirresearch-basedinstructional

decisions.Theelementaryteachersengagedinimplementingthewritingworkshopmodelhave

producedstrongresults,althoughthedistrict, likemostdistricts, isstrugglingtoidentifyways

tocapture thisevidence.Thereweremultipleexamplesofevidence fromteacher interviews,

classroomobservations,examiningstudentwork,thattheworkshopmodelisastrengthofthe

educational day and is leading to more creative and critical thinking in their students. To

reiterateapointwemadeinansweringthefirstquestion,figuringouthowtocollectevidence

relatedtothisperceptionwillbeanimportantnextstepforthedistrict.

In addition, there is evidence that K-12 teachers, particularly in the 7-12 content areas, are

creating thoughtful, high-quality assignments and tasks that include critical and creative

thinking.TheprocessofimplementationattheK-6levelissystemic,usescommonassessment

criteriaforstudentwork,andhascommonpreandpostassessmentsforeachunitofstudythat

inform instructional decisions based on student work. Writing in grades 7-12 is not as

coherentlytiedtogetherbyacommonapproach.

K-6teachersreportimprovedstudentresultsaroundstamina,craft,andenthusiasmforwriting,

althoughtheprogramisonly in itssecondyearof implementation. Inourownobservations,

studentswereclearlyengagedinandarticulateabouttheirwritingandlearningofwriting.The


visit team had questions aboutwriting transition points for students: what happens as they

changeschoolsandapproaches?

As K-6 teachers continue to become comfortable with the structures and philosophy of the

Workshopmodel,weencouragethemtohelpstudentsapplytheirnewlyacquiredwritingskills

in other content areas. The district might consider designing cross-disciplinary rubrics or

streamliningtherubricsthatarecurrentlyusedinordertofacilitateananalysisofperformance

overtime. Thedistrictalsomightconsidercreatingadistrict-widedefinitionofperformance-

basedassessment tocoordinate theuseofassessmentsacross thedistrictandevaluatehow

theseassessmentsarebeingused,particularlyingrades7-12.Thedistrictmightalsoconsider

consistent language aroundwriting across disciplines; this practicewill facilitate the transfer

andapplicationofknowledgeaboutwritinginallsubjects.Thedistrictmightconsideratwhat

grade levels student benchmarking in writing and critical and creative thinking should take

place in order tomonitor student growth, and to decide the form that benchmarkingmight

take. Then, giving teachers time to create and assess these tasks will allow them to align

expectationsofbothstudentwritingandperformancebased tasks,with the intent to inform

curriculardecisions. Thedistrictmaywanttoconsiderexpandingtheuseofadditional tools,

including digital, in order to systematically capture and track student growth as reflective

practitioners. Some toolsmay include: anchor papers/mentor texts, benchmarks, electronic

portfolios.Thistypeofdocumentationwillhelptellthedistrictbothtellandshowitsstoryof

studentsuccess.

Thecurrentpracticeofreviewingthevariousassessments ishelpfulto informinstructionand

focus support. There is evidence of data analysis of different assessments within many

teachers’classrooms.Thespecialeducationteachersconductdatameetingsonaregularbasis

to address the needs of the student population. There is some evidence at the elementary

levelthattheteachersmeetperiodicallytoestablishconsistentinter-raterreliability.


To continue to provide teachers tools to expand their use of data to inform instruction, the

district may consider setting writing goals that are specific to data analysis to improve

curriculumand instructional practices across the grade levels anddisciplines.Once goals are

established,thedistrictmaywanttothinkaboutdesigningastructureandprotocolforanalysis

thatfacilitatesthesechangesbothinthewrittenandimplementedcurriculainanappropriate

andtimelymanner,K-12.

Inexaminingqualitativeandquantitativedata,Trumbullmaywanttofocusongeneratingdata

thatwillhelpthesystemtounderstandtheimpactofitsdecisionsandpractices,suchassurvey

results generated from parents, teachers, administrators, and the students, common

benchmark assessments, and/or portfolio reviews. As standardized assessment scores are

analyzedbystaff,teachersmaywanttoengageinacrosswalkbetweenhowstudentsscoreon

standardized assessments andhow theyperform in the classroom. The systemcould further

theworkby identifyingdesireddistrictprocedures thatcancommunicate this information to

parentsinordertosupporteachchild’sprogress.Here,again,thedistrictmaywanttoconsider

ways to capture evidence about the impact of the district’s writing initiative, including

impressionistic and anecdotal evidence. For example, how is writing incorporated into the

various disciplines? The district could consider setting district and building goals and action

plans derived from the analysis of data from multiple sources. With the district focus on

student-centeredwork,teacherscancontinuetodevelopandincorporateperformancebased

assessmentsintotheirclasses.

Duringourclassroomobservationsand interviews,we found that teachersacross thedistrict

integratea varietyof rubrics that areeither aligned toa specificprogram, teacherdesigned,

classdesigned,departmentdesignedor taken fromCollegeBoardrubrics.The teamsuggests

thatconsistentmethodsofshowingstudentgrowthmightbeconsideredthroughtheanalysis

ofexistingpreandposttesting.ThedistrictismovingtowardselectronictoolssuchasInfinite

Campustoprovideadistrictwidestructuretoshowstudentgrowth. Attheelementarylevel

studentsuseage-appropriatecheckliststoself-assesstheirownwriting.ReportCardsareonly


onemethodofprovidingfeedbackofstudentprogress.Teachersvaluethetimetoworkwith

colleagues across grade levels and departments to continue moving towards consistent

feedbackinstudentprogress.Creatingtimeandsupportstructuresforthisworkisanongoing

challenge.Whenteachershavetimetoreviewstudentworksamplestogether,theycanlink

their observations to common assessment rubrics and establish grading norms. In our

experience,aclearconsistentsetofcriteriathatdefinesgoodwritingwillemerge,organically.

(c) To what extent does our current approach to the teaching of writing, K-12, include

appropriateprofessionallearningtosupportourapproach?

Trumbull School district has planned a pedagogical shift in the implementation of writing

instruction K-6 with the use of theWritingWorkshop model with Teachers CollegeWriting

Units of Study (TCWUOS). A systematic process was evidenced for district educators to

collaborate,develop,articulate,andalignthecurriculumandinstructioninthesegrades.Much

professionaldevelopmentwasconductedthroughtheprocessthatutilizedsummerworktime

withexpertsfamiliarwithTeachersCollegeReadingandWritingProject(TCRWP)andin-district

coachesandexperts.Thecollegialteamshadtheopportunitytoexaminetheircurriculumand

make changes accordingly. Changes included teaching practices and classroom environment

structurestosupporttheshiftinpedagogy.

As stated earlier, there is also clear evidence of a systematic process to collect and analyze

student performance data from multiple sources. In grades K-6, teachers conduct regular

assessments of student work. They begin with on-demand assessments of the teaching of

writingbefore,during,andafteraunitofstudy. Individualstudentwriting isanalyzedonthe

grade level using learningprogressions aligned to individual genre rubrics. Once analyzed, a

focus for individual instruction is determined. This allows for a systematic process that links

student performance data to exemplars that can ensure optimal student results. Teachers


continuetodeveloptheirskillsasteachersofwritingthroughstatedpersonalprofessionalgoals

suchasimprovingstrengthinthepracticeofstudentconferring.

To create a districtwide systemic process that builds upon the systematic process that is in

place for the collaborative development, articulation, and alignment of curriculum and

instruction in regard to writing across the curriculum, the district may want to consider

continuedsupportforteachersthroughongoingprofessionaldevelopmentinthedevelopment

ofwriting instruction according to theWUOS. Opportunities for teachers to collaborate as

they dig deeply into theWUOS, to explore the vertical alignment of the progressions across

grades,toexperiencehowstudentsprogressinwritingacrossthedisciplineswouldbehelpful

in assisting teachers to further knowledgeof thevision, tools, andprofessional learning. The

explorationoftheuseofWUOSrubricsasperformancedataacrossthedisciplinescouldbean

importantadditionalprofessionallearningopportunity.

Currently,Trumbulleffectivelyusestheprofessionallearningstructurespreviouslyestablished

district-wide, in a focused, consistent way. The district offers professional learning days to

provide teachers and administrators with opportunities to continue the vision and provide

teachervoice in theprocess:CommunitiesofPractice,K-5WritingCouncil, and their teacher

goal-settingandevaluationsystemtoachieveitsprofessionallearninggoals.Attheelementary

level,teachersexpressedtheirexcitementandfeltsupportedbytheprofessionaldevelopment

provided.Accordingtoteachers,thedistrictinvitedthemtosharetheirunderstandingsthrough

solicitedfeedbackthatwilltailorfutureprofessionaldevelopmenttoteachers'needs.

Infurtheringthiswork,thedistrictmaywanttocreateaplanforimplementationthatfocuses

Language Arts instruction on aWorkshopmodelwith the same level of communication and

supportfor6-12teachersastheK-5staffhashad,assumingthedesireistomovethewriting

initiative to the secondary level. There is someevidence that 6-12 teachershavebeengiven

professional learningexperiencesfocusedonwriting,butthoseteachershavenotbeengiven

theopportunitytoyetexploretheworkshopapproachacrossthelevelsandcoursesasdeeply


and as systematically as the elementary teachers. Also, the district may wish to consider

implementinganequitable system to train teachersnew to thegrade levelorwhohavenot

been directly involved in the training. Another recommendation would be to consider

providing teachers additional professional learning opportunities or experiences where

teacherscancollaboratewithteacherleadersintheirbuildingsaswellaswithteachersinother

buildingsandatdifferentlevels.

GiventhetenuousnatureoffundingforeducationinConnecticut,andthestrugglethatmany

districtsarelikelytoencounter inprovidingadditionalservicesforteachersandstudents,our

sense is that the district would benefit by focusing on the development of greater internal

capacityto leadthewriting initiative.Therearemanyenthusedandcompetentteacherswho

arereadytotakeonadditionalresponsibilityasleaders.

Also, the building leaders (principals and assistant principals) with whomwemet expressed

strongsupportforthewritinginitiativeandadesiretoenhancetheirownknowledgeandskills

around theworkshopapproach.Providingongoing support for thebuilding leaders to takea

greaterroleinleadingthischangeeffortwillyieldsignificantbenefit.

Clearly, the district is committed to developing a process for improving studentwriting over

timethatisinclusiveofallstudents.Therearecurrentlypoliciesandpracticesinplacethatuse

clear criteria to outline a range of supports for students at all levels. This is evident in the

identificationofstudentsenrolledintheLiteracyWorkshop1,thetalentedandgiftedprogram,

theESLprogram,andthemultiplelevelsatthehighschool:CP,ACP,Honors,andAP.Thereis

access to programs that meet various student needs; specifically ,the Trumbull Regional

Agriscience/Biotechnology Program and the Trumbull Alternate School. The district

professionaldevelopmentplan isopen toall teachersK-12 to receive training in theWriter's

Workshop model. Additionally, teachers are given time to collaborate and have support

through the literacy consultants,Writing Council, Communities Of Practice, and Professional

LearningCommunities.


Thedistrictmaywanttoconsidercreatingandmaintainingaconsistentstandardforteachers

to provide feedback on various levels of student writing and used to inform instruction for

studentsacrossdisciplines.This couldbeaccomplishedbyallowing time for teachers time to

analyzedata,scorewritingpiecesanddeterminenextsteps forwriting instruction. Teachers

would benefit from more professional learning targeted at improving student writing and

reviewingsuccessfulpracticesandwaysofimplementation.Thiscouldbehelpfulforthosewho

didnotparticipateintheinitialsummerwritingPDandforallteachersatthehighschoollevel.

Acommonlanguageoruniversalrubricwouldallowequityacrossallsubjects.Theconsistent

supportfortheSpecialEducation,ELL,andLibrary/MediaSpecialiststodevelopmodifications

designedtosupportvaryinglearners’needswillcontinuetobenefitthedistrict.

The district has developed and cultivated positive focus, change, and energy aroundwriting

instructionwithon-siteTCRWPsummerinstitutesandcollaborativelywrittencurriculummaps,

K-6; this vision has been well articulated throughout the district and communicated to the

broader community. The volunteer attendance of teachers for the summer professional

learningshowsevidenceofownershipofthedistrict'ssharedvision.

Trumbullmaywanttocontinuetosupportthevisionforwritinginstructioninthemiddleand

highschoolsthatisconsistentwiththedistrict'splansandprocessesby:consideringtoreview

andrevisetheprofessionaldevelopmentmodeltoofferconsistentandembeddedprofessional

learning for teachers from literacy consultants; continuing to create and calibrate internal

studentassessmentstomeasuretheeffectivenessoftheimplementationofthedistrict'svision

forwriting instruction;andbroadeningthe involvementofeducators inthedistrict toembed

morewidespreadownershipofthedistrict'svisionforwritinginstruction.

Theextensivemulti-prongedapproachofProfessionalDevelopmentprovidedinimplementing

WritingWorkshop is celebrated by all stakeholder groups. Teachers volunteered to attend

trainingduringthesummer,resourceswereprovided,turn-keyprofessionaldevelopmentwas


encouraged,SisterSchoolsandCommunitiesofPractice(COP)wereengagedindialogue,anda

writing council was established. Teachers felt heard. Pacing guides, including a flex week,

providedaroadmapforteachers.Allthatwasdoneattheelementarylevelensuredsuccessof

this initiative. Moving forward, the professional community would like to see this level of

support continued. The support that writing coaches bring to all levels is valuable and

continued increased supportwould be beneficial. It is clear that the districtmadewriting a

priority, particularly at the K-6 level a decision that has changed the learning outcomes for

students. TrumbullPublicSchoolshave launchedahighlysuccessfulcurriculuminnovation in

writing.Theyareencouragedtocontinuetosupportthisworkatalllevels.

Further,theteamrecognizedthestrongfoundationthatisinplaceattheK-5levelwithrespect

totheWritingWorkshopmodel,andwesuggestthatthenextlevelofworkshouldcenteron

the practice of teacher-student conferring. Additionally, knowing that both spelling and

grammararecurrentlyaddressedinwaystomeetbothindividualandspecificclassneeds,itis

important to develop a district approach that includes the learning progressions of these

foundationalskills.Certainly,parentswillbenefitfromaclearlydefinedphilosophythatreflects

thepathwaysinplaceforstudentstomasterthesefoundationalskills.Nowthatwritingiswell

underway,aconsistentReadingWorkshopimplementationfordistrictconsistencyisanatural

next step. Continued training in the Teachers College format would be embraced and

celebratedbyteachersandprincipals.Atthehighschoollevel,giventhebreadthofthesocial

studiescurriculumwoulditbepossibletorestructurelearningtobemorethematicratherthan

linear?Reviewingthesetypesofcurriculumstructures,particularlyatthehighschool,could

identifyopportunitiesformoreindepththematicwriting.Teachersareinterestedinsupporting

pedagogythatwouldencouragestudentswritingtotransfertoallcontentareas.

Beforeclosing,wewanttocommentaboutthedistrict’sapproachtoimplementingitswriting

initiative. Intheyearandahalfsinceour initialpre-visitConsultancyonwriting,a significant

amountofchangehasoccurred,andthestaffandleadershipteamfeeljustifiablyproudofthe

workthathastakenplace.Oursenseisthatthisworkhasbeendrivenbyacarefullycraftedmix


of planned and organic structures. The staff recognizes that district goals were developed

aroundwriting,buttheteachersdon’tfeelthattheywerecoercedtomovetowardthosegoals

- they perceive that they’ve had voice in the movement, and thus, collectively, are quite

supportive…whichhelpsexplain the significant changes in sucha short time.As thedistrict

movestowardsitsnextlevelofworkinwriting,itwillneedtore-examinethebalancebetween

planned and organic activities to determine how to engage the staff and maintain strong

support,whilesimultaneouslymaintainingmomentumtowardanewsetofgoals.

Finally, the team thanks everyonewhowelcomed us, the Long Hill staff that tended to our

creaturecomfortsofgoodfoodandchocolate,andtheoveralland impressivesensethatthe

districtisworkingveryhardtodothebestforallstudents.WeleftTrumbullfeelinginspired,

impressed, and confident that the palpable momentum that we experienced as we moved

throughtheschoolsandclassrooms,isthenormforthisstaffofprofessionals.Welookforward

toourfollow-uptothisvisitintwoyearswhenwewillhavethechancetolearnwhichofour

recommendationsforgrowthhavebeenintegrated.

CommendationsandRecommendations

PerformanceBasedAssessment

Commendations

● ThereisevidencethatK-12teachers,particularlyinthe7-12contentareas,arecreating

thoughtful,high-qualityassignmentsandtasksthatincludecriticalandcreativethinking.

● It is clear at the K-6 level that the abundance of writing is directly linked toWriting

Workshop,whichreflectsthedistrict'sfocusonthisnewinstructionalapproach.

● Theprocessof implementationattheK-6 level issystemic,usescommonassessment

criteria for studentwork,andhascommonpreandpostassessments foreachunitof

studythatinforminstructionaldecisionsbasedonstudentwork.


● TheuseoftheK-5Mathexemplarsprovideopportunitiesforbothwritingandcritical

thinking.

● K-6 teachers report improved student learning, greater student stamina, enhanced

craft, and enthusiasm forwriting, although the program is only in its second year of

implementation. Inourobservations,studentswereclearlyengagedinandarticulate

abouttheirwriting.

Recommendations

● Consider an internal audit to identify common performance-based assessments K-12

across content areas to ensure consistency in teacher approach and student learning

outcomes.

● As K-6 teachers become more comfortable with the structures and philosophy of

Writing Workshop, we encourage them to help students apply their newly acquired

writingskillsacrosscontentareas.Thedistrictmightconsidercross-disciplinaryrubrics

orstreamliningtherubricsthatareusedinordertofacilitateananalysisofperformance

overtime.

● Consider creating a district-wide definition of performance-based assessment to

evaluatehowtheseassessmentsarebeingusedthroughoutthesystem,particularly in

grades 7-12. Also, consider engaging the staff in discussions about the differences

betweenperformancebasedtasksandperformancebasedassessments.

● Considerthepracticeofconsistent languagearoundwritingacrossdisciplines;thiswill

facilitatethetransferandapplicationofknowledgeaboutwritinginotherdisciplines.

● Consider identifying specific grade levels to benchmark student writing progress and

criticalandcreativethinkinginordertomonitorstudentgrowth.Collaborativetimeto

create and score these tasks will allow teachers to align expectations and

understandingsofbothstudentwritingandperformancebasedtasks.

Metacognition


Commendations● Students and teachers understand writing as a process that requires reflection and

revisioninordertomakethoughtfuldecisionsasthinkersandwriters.

● The student-centered approach at the elementary level is cultivating a sense of

ownership, empowering students to both make and articulate thoughtful decisions

abouttheirownlearning.

● Studentsrecognizethatexpectationsaroundwritinghavechanged.

Recommendations● Considerexpandingtherangeandfrequencyofwritingopportunities,inthesecondary

level,thatarespecificallydesignedtoensurethatstudentchoiceisacriticalcomponent

inadvancingtheirownlearning.

● Explore a common definition of metacognition connected to creative and critical

thinking,inordertoidentifyinstructionalpracticesanddesignassuredexperiencesthat

promotecriticalthinkingacrossthedisciplines.

● Consider the consistent use of additional tools, including digital, in order to

systematically capture students’writingportfolios and track their growthas reflective

practitioners. Some tools may include: anchor papers, mentor texts, benchmarks,

electronicportfolios.

StudentPerformanceData

Commendations● The formal review of thewide variety of assessments is a productive and reflective

practicetoinforminstructionandfocussupport.

● Many teachers utilize different assessments within classrooms and analyze student

progress.

● ScheduleddatameetingswithSpecialEducatorsareinplacetoensurethatallstudent

needsareconsideredandincluded.

● Elementary level teachers collaborate to analyze student performance data with the


intentofestablishingconsistentinter-raterreliability.

Recommendations● Consider designing writing goals specific to data analysis to improve curriculum and

instructional practices across the grade levels and disciplines. Use these goals to

implement changes both in thewritten and implemented curricula in an appropriate

andtimelymanner.

● Consider generating data that will help the system understand the impact of its

decisionsandpractices,suchassurveyresultsandfocusgroupswithparents,teachers,

administrators, and the students, common benchmark assessments, and/or portfolio

reviews.

● Consider a cross-walk between how students score on standardized assessments and

theirclassroomperformance.

● Considerengagingthestafftoreviewwaystocaptureevidenceabouttheimpactofthe

district’swritinginitiative,includingimpressionisticandanecdotalevidence.

● Considersettingdistrictandbuildinggoals/actionplansderived fromtheanalysisofa

widerangeofavailablestudentperformancedataincludinganecdotaldata.

CurriculumandInstructionCommendations

● TrumbullSchooldistrictstrategicallydesignedapedagogicalshiftintheimplementation

of writing instruction, K-6, with the adoption of the Writing Workshop model that

includestheTeachersCollegeWritingUnitsofStudy(TCWUOS).

● Thedistrictsupportsopportunitiesforeducatorstocollaborate,develop,articulate,and

alignthecurriculumandinstructioningradesK-6.

● There is also clear evidence of a systematic process to collect and analyze student

performancedata from some sources to optimize student learning. Teachers conduct

regular assessment of student work including On Demand assessments of writing

before,during,andafteraunitofstudy.


● Individualstudentwritingisanalyzedonthegradelevellearningprogressionsaccording

toindividualgenrerubrics.Onceanalyzed,individualinstructionfocusisdetermined.

● Teachers continue to develop their skills as teachers of writing through continued

professionalgoalssuchasimprovingstrengthinthepracticeofstudentconferring.

Recommendations● Consideradistrictwidesystemicprocessthatbuildsuponthecurrentpracticethatisin

placeforthecollaborativedevelopment,articulation,andalignmentofcurriculumand

instructioninwritingacrossthecurriculum.

● Considerwhether,andhow,tomovethewritinginitiativeintothesecondarygrades.

● DesignopportunitiesforteacherstounpackWUOSandtoexploreasteamsthevertical

alignmentoftheprogressionsacrossgrades;includetherelationshipofhowstudents’

progressinwritinglinkstocontentareawritingacrossthedisciplines.

ProfessionalLearningCommendations● Wecommendthe district’ssuccess inmaximizingProfessionalLearningOpportunities

within existing structures such as designated professional development days,

Communities of Practice, the K-5 Writing Council, and the teacher goal-setting and

evaluationsystemtoachieveitsprofessionallearninggoals.

● Elementary teachers are enthusiastic and feel supported by robust professional

development opportunities. They feel the district has been responsive by soliciting

feedbacktotailorfutureprofessionaldevelopmenttoteachers'needs.

● District K-5 schools are commended for the successful implementation of thewriting

workshopapproachasevidencedbyteacherinterviews,classroomvisits,andlookingat

studentwork.

● Professionaldevelopmentwasconductedthroughthesummerworktimeprocesswith

experts from Teachers College Reading and Writing Project (TCRWP) and in district

coachesandexperts.


● Collegial teams examine their curriculum to make needed changes such as teaching

strategiesandtheclassroomenvironmenttosupportashiftinpedagogy.

Recommendations● Consider providing scheduled opportunities for teachers of writing at all levels to

explore the workshop model as deeply and as systematically as the elementary

teachers.

● Consider providing ongoing opportunities to train teachers new to the grade or who

werenotinvolvedintheoriginaltraining.

● Considerprovidingteachersmoreprofessionallearningopportunitiestolearnfromeach

other.(Forexample,anelementaryteachervisitingamiddleorhighschoolclassroom,

andviceversa).

● Consider establishing a process to facilitate communicationswith parents about their

child’sprogressthatfocusesonmultipleindicatorsofgrowth

EquitableSupportCommendations● The district is committed to developing a process for improving studentwriting over

time that is inclusive of all students. Teachers received consistent professional

developmentbyconsultantsfromTeacher'sCollegeinTheWriter'sWorkshopmodelto

ensureequitableanduniformprogrammingforstudentsK-6.

● There are policies and practices in place that use clear criteria to outline a range of

supportsforstudentsatalllevels.Thisisevidentintheidentificationofstudentstobe

enrolledintheLiteracyWorkshop,theTAGprogram,theESLprogram,andthemultiple

levelsatthehighschool:CP,ACP,Honors,andAP.

● There is open access to programs which meet various student needs such as the

Trumbull Regional Agriscience/Biotechnology Program and the Trumbull Alternate

School.

● The district professional development plan is open to all teachers K-12 to receive


training in theWriter'sWorkshopmodel. Teachers are given time to collaborate and

continuedsupportisevidentininterviewswiththeliteracyconsultants,WritingCouncil,

CommunitiesofPractice,andPLCs.

Recommendations● Considercreatingandmaintainingaconsistentstandard for teachers togive feedback

onvarious levelsofstudentwritingandtousedatato inform instruction forstudents

acrossdisciplines.

● Consider allowing time for teachers to specifically look at data, to look at and score

writingpiecesanddeterminenextstepsforwritinginstruction.

● Consider providing more professional learning targeted at improving student writing

andreviewingbestpracticesandwaysof implementation.This isespecially important

forthosewhodidnotparticipateintheinitialsummerwritingPDandforallteachersat

thehighschoollevel.

● Continuetoreviewandrefineacommondefinitionofhowcreativeandcriticalthinking

skills are applied to written assessments and assignments at all levels and across all

disciplinestoensureconsistencyinanefforttoincreasestudentwritingperformance.

● Consider identifyinga common languageor rubric to reflect equity across all subjects

andensurethatallstudentsarebeingassessedconsistently.

● Continue to provide support for the Special Education, ELL, and Library/Media

Specialiststodevelopmodificationsandsupportvaryinglearnersneeds.

SharedVision

Commendations

● The district has developed and cultivated positive focus, change and energy around

writing instruction with on-site TCRWP summer institutes and collaboratively written

curriculummaps,K-6;thisvisionhasbeenwellarticulatedthroughoutthedistrictand

effortsareinplacetocommunicatethevisionwiththebroadercommunity.


● Thedistricthas inplace systematicandpredictable structures for teachers to support

instructionalpracticesandcollaborationconnectedtothevisionforwritinginstruction.

● Improvements in student learning, suchas increasedvolumeofwriting, stamina,and

engagement in the writing process is evident through observations, formative

assessmentsandthroughsomecalibrationof reviewingstudentwriting; thevoluntary

attendance of teachers over the summer for professional learning shows evidence of

ownershipofthedistrict'ssharedvision.

Recommendations

● Continuetosupportthevisionforwritinginstructioninthemiddleandhighschoolsthat

isconsistentwiththedistrict'splansandprocesses.

● Considerreviewingandrevisingtheprofessionaldevelopmentmodeltoofferconsistent

and embedded professional learning for teachers from literacy consultants and/or

home-grownexperts.

● Continue to create and calibrate internal student assessments to measure the

effectivenessoftheimplementationofthedistrict'svisionforwritinginstruction.

● Considerbroadeningtheinvolvementofeducatorsinthedistrictsotherecanbemore

widespreadownershipofthedistrict'svisionforwritinginstruction.

ParentsandCommunity

Commendations

● The district is commended for the efforts to sharing the vision and encouraging the

activeinvolvementfromparentsandcommunitymembers.Communityinvolvementis

reflectedintheannualbudgetprovisionsthatsupportthischange.

● WecommendtheElementarySchoolLeadersfortheiractiveandenergeticinvolvement

in thedevelopmentof brochures, newsletters, parent information sessions, Boardof


Educationpresentations,andaccessiblewebsites thataredirectly linked to thegoals

andimplementationoftheK-12writingprogram.

Recommendations

● Thedistricthasprovidedawealthofinformationonthewebsite,andweencouragethe

districttocontinuesharingcontentandpromoteitsuse.

● Parents interviewedacross thedistrictareawareof theshift in studentwriting focus,

andmostdescribethemiddleandhighschoolwritingresults inpositiveandreflective

conversations.

● Althoughthereisevidenceofsharedinformationbetweenschoolsandthecommunity,

the district might consider a public celebration of the “life of a student writer in

Trumbull”,K-12.

● Someparentsmentionedgrammar,spelling,cursivewritingandkeyboardingas issues

of concern. Consider educating parents about the attention given to these matters

throughthecurrentwritingapproach.

1 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report

AppendixI:EvaluationScores

Performance-basedAssessmentStudentPerformance–Indicator#1

Educatorsutilizeperformance-basedassessmentsthatenablestudentstodemonstratetheircapacity

to transfer and apply knowledge. These assessments demonstrate the degree to which studentsintegrateknowledge,skills,andhigher-levelthinkingbothwithinandacrossdisciplines.Studentworkis evaluated based on common criteria, and results are analyzed and used over time to inform

curriculumandinstruction.

Approach Implementation Results

Thereisnoprocessevident.

Thereisnoevidenceofimplementation.

Thereisnoevidenceofresults.

Thereisafoundationalprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteria.

• Evidenceofafoundationalprocesstocreateanduseperformance-basedassessments.

• Evidencethatthefoundationalprocessenablesstudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinking.

• Evidencethatthefoundationalprocessincludesevaluationofstudentworkbasedoncommoncriteria.

Individualeducatorsuseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.Someeducatorsevaluatestudentworkbasedoncommoncriteria.• Evidencethatindividual

educatorsuseperformance-basedassessmentsthatmeetestablisheddesigncriteria.

• Evidencethattheseassessmentsenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.

• Evidencethatindividualeducatorsevaluatestudentworkbasedoncommoncriteria.

Someimprovementinstudentlearningisrelated(inpart)totheuseofperformanceassessmentsthatareevaluatedbasedoncommoncriteria.• Evidenceofimprovedstudent

learninglinked(inpart)totheuseofperformance-basedassessments.

• Evidenceofimprovedstudentlearninglinked(inpart)toevaluationbasedoncommoncriteria.


Performance-basedAssessment

StudentPerformance–Indicator#1(continued)Approach Implementation Results

Thereisasystematicprocessfortheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteria.

• Evidencethatacommonunderstandingofperformance-basedassessmentsexistswithinthedistrict.

• Evidenceofasystematicprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingbothwithinandacrossdisciplines.

• Evidenceofasystematicplantoevaluatestudentworkusingcommoncriteria.

Manyeducatorsuseavarietyofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Manyeducatorsevaluatestudentworkbasedoncommoncriteria.• Evidencethatuptohalf(50%)

ofeducatorsareusingperformance-basedassessmentsthatenablestudentstotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.

Measurableimprovementinstudentlearningrelated(inpart)totheuseofperformanceassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.• Evidenceofmeasurable

improvementinstudentlearninglinked(inpart)totheuseofperformance-basedassessments.

• Evidenceofmeasurablestudentimprovementlinkedtotheanalysisofperformance-basedassessmentresults,usingcommoncriteria

Thereisasystemicprocessfortheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedoncommonbasedoncommoncriteriaandresultsareanalyzedandusedovertimetoinformcurriculumandinstructiondecisions.

• Evidenceofasystemicprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.

• Evidencethatstudentworkisevaluatedbasedoncommoncriteria.

• Evidenceofaplantoanalyzeresultsovertimetoinformcurriculumandinstructiondecisions.

Mosteducatorsuseperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Mosteducatorsusecommoncriteriatoevaluatestudentwork,andanalyzeresultstoinformcurriculumandinstructiondecisions.• Evidencethatupto75%of

educatorsuseperformance-basedassessmentsthatenablestudentstodemonstratethecapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinanacrossdisciplines.

• Evidencethatthisinformationisusedtoinformdecisionsaboutcurriculumandinstruction.

Significantimprovementinstudentlearningissustainedovertimeandrelated(inpart)totheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.• Evidenceofsignificant

improvementinstudentlearninglinked(inpart)totheuseofperformance-basedassessments.

• Evidenceofsignificantimprovementinstudentlearninglinkedinparttothecapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.

• Evidencethatsignificantimprovementinstudentlearningissustainedovertime.


Performance-basedAssessment

StudentPerformance–Indicator#1(continued)


Thereisasystemic,district-wideprocessfortheuseofperformance-basedassessmentstoenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteriaandresultsareanalyzedandusedovertimetoinformcurriculumandinstruction.Theprocessisreviewedandrevisedperiodicallybasedoncurrentresearchanddistrictanalysisofperformance-basedassessments.

• Evidenceofasystemic,district-wideprocesstouseperformance-basedassessments.

• Evidencethattheprocessisreviewedandrefinedperiodically,basedoncurrentresearchanddistrictanalysisofperformance-basedassessments.

Alleducatorssystematicallyuseperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.Alleducatorsevaluatestudentworkbasedoncommoncriteria,andanalyzestudentresultstoinformcurriculumandinstructiondecisions.• Evidencethatalleducatorsare

usingperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.

• Evidencethatalleducatorsevaluatethatstudentworkbasedoncommoncriteria.

• Evidencethatalleducatorsanalyzestudentresultstoinformcurriculumandinstructiondecisions.

Significantimprovementinstudentlearningsustainedovertimeisrelatedtotheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacityoftransferandapplyknowledge,skillsandhigherlevelthinking.Improvedstudentperformanceisattributabletotheuseofcommoncriteriaandanalysisofresults,andsupportedbylocal,regionalandnationalmeasuresofexcellence.• Evidenceofimprovedstudent

learninglinkedtotheuseofperformanceassessments.

• Evidenceofhowthatimprovementismeasuredusinglocal,regionalandnationalmeasuresofexcellence.

• Evidencethattheimprovementissustainedovertime.


StudentMetacognitionintheLearningProcessStudentPerformance–Indicator#2

Educators design and implement a learning environment that enables students to engage inmetacognition continuously and systematically. As a result, students build the capacity over time to

assess,reflectuponandmakechoicesthatadvancetheirownlearning.





Thereisafoundationalprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognition.

• Evidenceofafoundationalprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognition.

Individualeducatorsdesignandintentionallyimplementalearningenvironmentthatenablesstudentstoengageinmetacognition.• Evidencethatindividual

educatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognition.

• Evidencethatindividualeducatorsprovidesomeopportunitiesforstudentstomakechoicesabouttheirlearning.

Someimprovementinstudentperformanceisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesstudentstoengageinmetacognition.• Evidenceofimprovedlearning

andstudentperformancelinked(inpart)toalearningenvironmentthatenablesstudentstoengageinmetacognition.

Thereisasystematicprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thisprocessincludesstudentreflection,choiceandself-assessment.

• Evidencethatacommonunderstandingofmetacognitionexistswithinthedistrict.

• Evidenceofasystematicprocessthatenablesstudentstoengageinmetacognition.

• Evidencethattheprocessincludesstudentreflection,choice,andself-assessment

Manyeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitionsystematically.Manyeducatorsprovideopportunitiesforstudentreflection,choice,andself-assessment.• Evidencethatuptohalf(50%)

ofeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.

• Evidencethatuptohalf(50%)ofeducatorsprovideopportunitiesforstudentreflection,choice,andself-assessment.

• Evidencethatuptohalf(50%)ofeducatorsinforminstructionbaseduponstudents’reflections,self-assessmentandchoice.

Measurableimprovementinstudentperformanceisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesstudentstoengageinmetacognitionsystematically.• Evidenceofmeasurable

improvementinstudentlearningandperformancelinked(inpart)toalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.

• Evidenceofmeasurableimprovementinstudentlearningandperformancelinked(inpart)toalearningenvironmentthatprovidesopportunitiesforreflection,choice,andself-assessment.


StudentMetacognitionintheLearningProcess

StudentPerformance–Indicator#2(continued)

Approach Implementation ResultsThereisasystemicprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thelearningenvironmentisdesignedtoenablestudentstobuildthecapacitytoassessandreflectupontheirlearningandmakechoicesthatadvancetheirlearning.

• Evidenceofasystemicprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.

• Evidenceofasystemicprocesstodesignalearningenvironmentthatenablesstudentstobuildthecapacitytoassessandreflectupontheirlearningandmakechoicesthatadvancetheirlearning.

Mosteducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Educatorsenablestudentstobuildthecapacitytoassess,reflectupontheirlearning,andmakechoicesthatadvancetheirlearning.

• Evidencethatupto75%ofeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.

• Evidencethatupto75%ofeducatorsenablestudentstobuildthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.

Students’capacitytoassess,reflectuponandmakechoicesthatadvancetheirlearningisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesthemtoengageinmetacognitioncontinuouslyandsystematically.Significantimprovementinstudentperformanceissustainedovertime.

• Evidenceofsignificantimprovementinstudentlearningandperformanceresulting(inpart)fromcontinuousandsystemicengagementinmetacognition.

• Evidenceofsignificantimprovementinstudentlearningandperformancelinked(inpart)totheircapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.

• Evidenceofsignificantimprovementinstudentlearningandperformancebeingsustainedovertime.

Thereisasystemic,district-wideprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thedesignofthelearningenvironmentenablesstudentstobuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.Theprocessisreviewedandrevised,periodically,basedoncurrentresearchanddistrictanalysisofstudentmetacognitiondata.• Evidenceofasystemic,district-wide

processthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.

• Evidencethatthedesignofthelearningenvironmentenablesteacherstomakeinstructionalchoicesbaseduponstudentmetacognitivedata.

• Evidencethattheprocessisreviewedandrevised,periodically,basedoncurrentresearchandanalysisofstudentmetacognitiondata.

Alleducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognition,continuouslyandsystematically.Alleducatorsenablestudentstobuildthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.• Evidencethatalleducators

designandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.

• Evidencethatthelearningenvironmentenablesstudentstobuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.

• Evidencethateducatorsadjustinstructionbasedupontheanalysisofstudentmetacognitiondata.

Significantimprovementinstudentperformance,sustainedovertime,isattributabletothedesignandimplementationofalearningenvironmentthatenablesthemtoengageinmetacognitioncontinuouslyandsystematically.Studentsbuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.• Evidenceofsignificantimprovementinstudentlearningandperformanceresultingfromcontinuousandsystemicengagementinmetacognition.

• Evidenceofsignificantimprovementinstudentlearningandperformanceresultingfromthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.

• Evidenceofhowthatimprovementismeasuredagainstlocalandnationalmeasuresofexcellence.



StudentPerformance-Indicator#3

Norm-referencedandcriterion-referencedtestsprovidedataonstudentknowledgeandhigherlevel

thinking. The district has in place a system for collecting, analyzing and disseminating studentperformance data to teachers and administrators. Teachers and administrators use these datacollaborativelytomakeinformeddecisionsonimprovingstudentperformance.


Thereisnoprocessevident. Thereisnoevidenceofimplementation. Thereisnoevidenceofresults.

Thereisafoundationalprocessforusingnorm-referencedandcriterion-referencedtestdatatoanalyzestudentknowledgeandhigherlevelthinking.Thedataaredisseminatedtoadministratorsandteachers.

• Evidenceofafoundationalprocesstoanalyzenorm-referencedandcriterion-referencedtestdata.

• Evidencethatthedataareusedtoanalyzestudentknowledgeandhigherlevelthinking.

• Evidencethatthedataaredisseminatedtoadministratorsandteachers.

Individualeducatorsanalyzedatafromnorm-referencedandcriterion-referencedteststomakeinformeddecisionsonimprovingstudentperformanceandhigherlevelthinking.

• Evidencethatindividualeducatorsanalyzestudentperformancedatafromnorm-referencedandcriterion-referencedtests.

• Evidencethattheindividualeducatorsusedatatoanalyzestudentknowledgeandhigherlevelthinkingandtoinformcurricularandinstructionaldecisions.

Someimprovementinstudentknowledgeandhigherlevelthinkingisrelated(inpart)totheanalysisofdatafromnorm-referencedandcriterion-referencedtests.

• Evidenceofimprovedstudentlearningandhigherlevelthinkingrelated(inpart)totheanalysisofstudentperformancedatafromnorm-referencedandcriterion-referencedtests.

Thereisasystematicprocessforusingnorm-referencedandcriterion-referencedtestdatatoanalyzestudentperformanceovertime.Thedataareusedtomeasure,monitor,andimprovestudentknowledgeandhigherlevelthinking.Thedataaredisseminatedtoadministratorsandteachers.

• Evidencethatnorm-referencedandcriterion-referencedtestdataareanalyzedsystematicallyovertime.

• Evidencethatthedataaredisseminatedtoadministratorsandteachersandusedtomeasure,monitor,andimprovestudentknowledgeandhigherlevelthinking.

Manyeducatorscollaborate,overtime,toanalyzedatafromnorm-referencedandcriterion-referencedteststomakeinformeddecisionsaboutcurriculum,instruction,studentknowledgeandhigherlevelthinking.

• Evidencethatuptohalf(50%)ofeducatorscollaboratetoanalyzestudentperformancedataovertime.

• Evidencethatuptohalf(50%)ofeducatorsusedatafromnorm-referencedandcriterion-referencedteststoanalyzestudentknowledgeandhigherlevelthinking.

• Evidencethatuptohalf(50%)ofeducatorsusedatatoinformcurricularandinstructionaldecisions.

Measurableimprovementinstudentlearningisrelated(inpart)totheanalysisofdatafromnorm-referencedandcriterion-referencedtests.Theanalysisislinkedtodecisionsaboutcurriculum,instruction,studentknowledgeandhigherlevelthinking

• Evidencethatmeasurableimprovementinstudentknowledgeandhigherlevelthinkingarerelated(inpart)totheanalysisofnorm-referencedandcriterion-referencedtestsovertime.

• Evidencethatthetestdataareusedtomakecurricularandinstructionaldecisionsonimprovingstudentperformance.



StudentPerformance—Indicator#3(continued)


Thereisasystemicprocessforusingnorm-referencedandcriterion-referencedtestdatatomonitorstudentperformanceovertimeandtodisaggregatedatafromnorm-referencedandcriterionreferencedtests.Thedataareusedtoimprovethelearningenvironment,studentknowledge,andhigherlevelthinking.Thedataaredisseminated,systemically,toadministratorsandteachers.

• Evidenceofasystemicprocesstoanalyzestudentperformancedatafromnorm-referencedandcriterion-referencedtests.

• Evidencethattestdataaredisaggregatedandanalyzedovertime.

• Evidencethatthedataanalysisislinkedtothelearningenvironment,studentknowledge,andhigherlevelthinking.

• Evidenceofasystemicprocesstodisseminatedatatoadministratorsandteachers.

Mosteducatorscollaboratetodisaggregateandanalyzedatafromnorm-referencedandcriterion-referencedtestsovertimeaspartofasustainedefforttomakeinformeddecisionsaboutcurriculum,instruction,studentknowledgeandhigher-levelthinking.

• Evidencethatupto75%ofeducatorscollaboratetodisaggregateandanalyzenorm-referencedandcriterion-referencedtestdataovertime.

• Evidencethatupto75%ofeducatorsusedataanalysisinasustainedefforttomakeinformedcurricularandinstructionaldecisions.

Significantimprovementinstudentlearningsustainedovertimeisrelated(inpart)totheuseandanalysisofstudentperformancedatafromnorm-referencedandcriterion-referencedtestsandotherformsofassessment.

• Evidenceofsignificantimprovementinstudentlearningrelated(inpart)totheanalysisoftestsandstudentperformancedataovertime.

• Evidencethatimprovementismeasuredusingmultipleformsofassessmentdata.

• Evidencethattheimprovementinstudentlearningissustainedovertime.

Thereisasystemic,district-wideprocessthatintegratesandmonitorsstudentperformancedatafrommultipleassessmentsovertime.Thedisseminateddataareusedtoimprovethelearningenvironment,studentlearning,andhigherlevelthinkingthroughformalcyclesofreviewandrevisionbasedoncurrentresearch.

• Evidenceofasystemic,district-wideprocessthatintegratesandmonitorsstudentperformancedataintotheteachingandlearningcycle.

• Evidenceofdataanalysisanddisaggregationofstudentperformancefrommultipleassessmentsovertime.Evidencethattheprocessisreviewedandrefinedbasedoncurrentresearch.

Alleducatorscollaboratetodisaggregateandanalyzestudentperformancedatafrommultiplesourcesovertime.Alleducatorsareinvolvedinasustainedefforttomakeinformeddecisionsaboutcurriculumandinstructionacrossgradesandsubjectareas.• Evidencethatalleducators

collaboratetodisaggregateandanalyzestudentperformancedataovertime.

• Evidencethatalleducatorsusedatafrommultiplesourcestoanalyzestudentperformanceandtoinformcurriculumandinstructionacrossgradesandsubjectlevels.

• Evidencethattheuseofdataispartofasustainedefforttoimprovecurriculum,instruction,andstudentperformancethroughformalcycles

Significantimprovementinstudentlearningissustainedovertimeandrelatedtotheuseandanalysisofstudentperformancedata.Studentperformanceisbenchmarkedagainstlocal,regional,andnationalmeasuresofperformance.

• Evidenceofsignificantimprovementinstudentlearningrelatedtothesustainedanalysisoftestsandperformancedataovertime.

• Evidenceofhowthatimprovementismeasuredusinglocal,regional,andnationalbenchmarks.


ofevaluation.

CurriculumandInstructionInternalSupport–Indicator#4

Teachers and administrators collaborate and develop an articulated and aligned curriculum thatensuresoptimalstudentresults.Assessmentdatafrommultiplesourcesareanalyzedbyteachersand

administrators when making curricular and instructional decisions. In their planning, teacherspurposefullyselectfromavarietyofteachingtechniquesandtoolstohelpstudentsimproveandtheydifferentiatecurriculumandinstructiontoaddressallstudents’learningneeds.

Approach Implementation ResultsThereisnoprocessevident.



Thereisafoundationalprocessforeducatorstocollaborateindeveloping,articulating,andaligningcurriculumandinstruction,K-12.Educatorsanalyzestudentassessmentdatafrommultiplesourcesandselectfromavarietyofteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.

• Evidenceofafoundationalprocessforeducatorstocollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.

• Evidenceofafoundationalprocesstolinkdataanalysistodecisionsaboutteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.

• Evidenceofafoundationalprocessofdifferentiatinginstructiontoaddressthelearningneedsofallstudents.

Individualeducatorscollectandanalyzestudentassessmentdatafrommultiplesourcesandcollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Dataareusedtoselectappropriateteachingmaterialsandinstructionalstrategiesthatsupportdifferentiation,andtomakecurricularandinstructionaldecisionstoensureoptimalstudentresults.

• Evidencethatindividualeducatorscollectandanalyzestudentassessmentdatafrommultiplesources.

• Evidencethatindividualeducatorscollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.

• Evidencethatindividualeducatorsdifferentiatecurriculumandinstructiontoaddressthelearningneedsofallstudents.

• Evidencethatindividualeducatorsanalyzedatatoselectappropriateteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.

Someimprovementinstudentlearningisrelated(inpart)tothelinkbetweeneducators’collaborationandanalysisofmultipleformsofstudentassessmentdatatomakecurricularandinstructionaldecisions,K-12.

• Evidenceofimprovedstudentlearningrelated(inpart)toeducators’analysisofmultipleformsofstudentassessmentdata.

• Evidenceofimprovedstudentlearninglinked(inpart)tocurricularandinstructionaldecisionsthatensureoptimalstudentresults.


CurriculumandInstruction

InternalSupport–Indicator#4(continued)

Approach Implementation ResultsThereisasystematicprocessusedforeducatorstocollaborateindeveloping,articulating,andaligningcurriculumandinstruction,K-12.Educatorscollaboratetocollectandanalyzemultipleformsofdatatoensureoptimalstudentresultsandtomakecurricularandinstructionaldecisions.

• Evidencethatacommonunderstandingofdifferentiatedinstructionexistswithinthedistrict.

• Evidenceofasystematicprocesstocollectandanalyzestudentperformancedatafrommultiplesources.

• Evidenceofasystematicprocesstolinkstudentperformancedatatodecisionsaboutteachingmaterialsandinstructionalstrategiestoensureoptimalstudentresults.

• Evidenceofdesignatedstandardsusedtoguideanalysisofstudentassessmentdata.

• Evidenceofsystematicdifferentiationofinstructiontoaddressthelearningneedsofallstudents.

Manyeducatorssystematicallycollectandanalyzestudentassessmentdatafrommultiplesourcesandcollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Educatorspurposefullyselectteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults.

• Evidencethatuptohalf(50%)ofeducatorscollaboratetodevelop,articulateandaligncurriculumandinstruction,K-12.

• Evidencethatuptohalf(50%)ofeducatorscollectandanalyzestudentassessmentdatafrommultiplesourcestomakecurricularandinstructionaldecisions.

• Evidenceofdesignatedstandardsusedtoguidetheanalysisofstudentassessmentdata.

• Evidencethateducatorsusethedatatopurposefullyselectteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults.

Measurableimprovementinstudentlearningisrelated(inpart)tothelinkbetweenaclearlydeveloped,articulated,andalignedcurriculumandthesystematicuseofdataanalysisfrommultiplesourcestoensureoptimalstudentresults.

• Evidenceofmeasurableimprovementinstudentlearningrelated(inpart)toeducators’useofassessmentdatatomakecurricularandinstructionaldecisions.

• Evidenceofdesignatedstandardsusedtoguidetheanalysisofstudentassessmentdata,andtodifferentiateinstructionthatensuresoptimalstudentresults.


CurriculumandInstruction



Thereisasystemicprocessforeducatorstocollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Thisprocessisdirectlylinkedtotheanalysisofmultipleformsofstudentassessmentdatawhenmakingcurriculumandinstructiondecisionstoensureoptimalstudentresults.

• Evidenceofasystemicprocessforeducatorstocollaboratetodevelop,articulateandaligncurriculumandinstruction,K-12.

• Evidencethatthesystemicprocessislinkedtocurriculumandinstructiondecisionstoensureoptimalstudentresults.

• Evidenceofacycletoreviewandrefinedesignatedstandardstoguidetheanalysisofstudentassessmentdata.

• Evidenceofsystemicdifferentiationofinstructiontoaddressthelearningneedsofallstudents.

Mosteducatorscollaborateinthesystemicanalysisofstudentassessmentdatafrommultiplesourcesandtoplan,develop,articulate,andaligncurriculumandinstruction,K-12.Studentperformancedataanalysisisusedtoplan,implement,andreviewcurriculumandinstructiondecisionsandtoselectteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.

• Evidencethatupto75%ofeducatorscollaborateinthesystemicanalysisofstudentassessmentdatafrommultiplesources.

• Evidencethatthecollaborationextendsacrossgradelevelsandcontentareas.

• Evidencethatupto75%ofeducatorsusedatatoselectappropriateteachingmaterialsandinstructionalstrategiestodifferentiateandensureoptimalstudentresults.

• Evidencethatthedesignatedstandardsusedtoguideanalysisofstudentassessmentdataarereviewed.

Significantimprovementinstudentlearningissustainedovertimeandrelated(inpart)tothelinkbetweenthesystemic,collaborativeanalysisofstudentassessmentdataandoptimalstudentresults.

• Evidencethatsignificantimprovementinstudentlearningislinked(inpart)tocurriculumandinstructiondecisionsthatensureoptimalstudentresults.

• Evidencethatsignificantimprovementinstudentlearningissustainedovertimeandislinked(inpart)tothesystemicanalysisofmultiplesourcesofassessmentdata.

Thereisasystemic,district-wideprocessforeducatorstocollaborateintheongoingplanning,development,articulationandalignmentofcurriculumandinstruction,K-12.Thesystemic,district-wideanalysisofstudentassessmentdatafrommultiplesourcesisdirectlylinkedtodecisionsaboutteachingmaterialsandinstructionalstrategies.Theprocessiscontinuallymonitoredandimprovedbasedonaformalcycleofreview,sharedexperience,currentresearch,newknowledgeandfeedbackfrommultiplesources.• Evidenceofasystemic,district-wide

processforeducatorstocollaboratetoplan,develop,articulateandaligncurriculumandinstruction,K-12.

Alleducatorscollaboratewithcolleaguesacrossgradeandcontentlevelsinthesystemicanalysisofmultipleformsofstudentassessmentdata.Alleducatorsusestudentperformancedatatopurposefullyplanandselectappropriateteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults

• Evidencethatalleducatorscollaborateacrossgradelevelsandcontentareastocollect,analyze,andreviewmultipleformsofstudentassessmentdata.

• Evidencethatalleducatorsplanandselectteaching

Significantimprovementinstudentlearningissustainedovertimeandconsistentwithlocal,nationalandinternationalstandardsofexcellence.Improvedstudentachievementresultsarerelatedtosystemic,district-widedeveloped,articulated,andalignedcurriculum,instruction,anddataanalysisfrommultiplesources.

• Evidenceofsignificantlyimprovedstudentlearningrelatedtoaplanned,developed,articulatedandalignedcurriculumthatissystemicanddistrict-wide,andensuresoptimalstudentresults.


materialsandinstructional. • Evidencethatimproved

CurriculumandInstructionInternalSupport–Indicator#4(continued)

Approach Implementation Results• Evidencethattheprocessinvolves

thesystemic,district-wideanalysisofmultipleformsofstudentassessmentdatatomakecurricularandinstructionaldecisions.

• Evidencethattheprocessiscontinuallymonitoredandrevisedbasedoncurrentresearch,sharedexperience,andfeedbackfrommultiplesources.

• Evidenceofsystemic,district-widedifferentiationofinstructiontoaddressthelearningneedsofallstudents.

strategiesbasedonsystemicdataanalysis.

• Evidencethatalleducatorsusedataanalysisanddesignatedstandardsandbenchmarkstomakecurriculumandinstructiondecisionsandtoensureoptimalstudentresults.

studentlearningissustainedovertime.

• Evidencethatstudentimprovementisconsistentwithlocal,nationalandinternationalstandardsofexcellence.


ProfessionalLearning

InternalSupport–Indicator#5

Theprofessionallearningplanisbasedoncurrentstudentandteacherneedslinkedtodistrictgoals.Professionallearningisembedded,collaborative,andreflective.Thedistrictisattentivetoprovidingthe time and resources for this learning to take place. Professional learning is evaluated using a

supervisionandevaluationprocessthatfocusesontheefficacyofinstructionandattendantgrowthinstudentlearning.





Thereisafoundationalprofessionallearningprocessthatisbasedoncurrentstudentandteacherneedsrelatedtodistrictgoals.Thisprocessisembedded,collaborativeandreflective.

• Evidenceofafoundationalprofessionallearningprocessbasedoncurrentstudent/teacherneedsandlinkedtodistrictgoals.

• Evidencethatthedistrictprovidestimeandresourcestoensureembeddedprofessionallearning.

• Evidencethatprofessionallearningisdesignedtobecollaborativeandreflective.

Individualeducatorsareinvolvedinprofessionallearningthatisembedded,collaborativeandreflectiveandbasedonteacherandstudentneedsrelatedtodistrictgoals.• Evidencethatindividual

educatorsareparticipatinginprofessionallearningthatisembedded,collaborative,reflectiveandlinkedtostudentandteacherneedsanddistrictgoals.

• Evidencethateducatorshavethetimeandresourcestoparticipateindistrictprofessionallearning.

• Individualeducatorsparticipateinprofessionallearningthatisfocusedonimprovedstudentlearning.

Someimprovementinstudentlearningrelated(inpart)tothelinkbetweenprofessionallearninganddistrictgoals.

• Evidenceofimprovedstudentlearningisrelated(inpart)tothelinkbetweenprofessionallearningandstudentneeds.

Thereisasystematicprofessionallearningprocessthatisbasedonstudentandteacherneedsrelatedtodistrictgoals.Professionallearningisembedded,collaborativeandreflective;itissystematicallyevaluated.

• Evidenceofasystematicprocessforprofessionallearningthatislinkedtostudent/teacherneedsanddistrictgoals.

• Evidencethatprofessionallearningissystematicallyevaluatedandfocusedonimprovedstudentlearning.

• Evidencethatthesupervisionandevaluationprocessislinkedtoprofessionallearning,studentlearninganddistrictgoals.

Manyeducatorsparticipateinprofessionallearningthatisembedded,collaborative,reflectiveandbasedonteacherandstudentneedsrelatedtodistrictgoals.• Evidencethatupto50%of

educatorsregularlyparticipateinprofessionallearningthatisembedded,collaborativeandreflective.

• Evidencethatupto50%ofeducatorsareprovidedtimetoparticipateinprofessionallearningthatisfocusedonstudent/teacherneedsandalignedwithdistrictgoals.

• Evidencethatupto50%ofeducatorsalignprofessionallearninggoalsandinstructional

Measurableimprovementinstudentlearningisrelated(inpart)todistrictgoalslinkedtoprofessionallearningthatisembedded,collaborativeandreflective.• Evidenceofmeasurable

improvementinstudentlearningrelated(inpart)toprofessionallearningthatisembedded,collaborativeandreflective.

• Evidenceofhowimprovementinstudentlearningismeasured.


strategieswithstudentlearning.

ProfessionalLearning



Thereisasystemicprofessionallearningprocessthatisbasedonstudentandteacherneedsrelatedtodistrictgoals.Sustainedprofessionallearningisembedded,collaborativeandreflective.Professionallearningisreviewedandrevisedovertimeandislinkedtothedistrictplanforsupervisionandevaluation.

• Evidenceofasystemicprofessionallearningprocessthatisbasedonstudent/teacherneedsrelatedtodistrictgoals.

• Evidencethatthesystemicprocessisperiodicallyrevisitedandrefined.

• Evidencethattheprofessionallearningplanisdirectlylinkedtothedistrictsupervisionandevaluationprocess.

Mosteducatorsparticipateinprofessionallearningthatissystemicandbasedonstudent/teacherneedsrelatedtodistrictgoals.Educatorsconsistentlylinkprofessionalgoalstostudentlearning.• Evidencethatupto75%of

educatorsparticipateinsystemic,on-going,scheduledprofessionallearningthatisembedded,collaborativeandreflective.

• Evidencethatupto75%ofeducatorsareprovidedtimetoparticipateinsystemicprofessionallearningthatisfocusedonstudent/teacherneedsandalignedwithdistrictgoals.

• Evidencethatupto75%ofeducatorsalignprofessionallearninggoalsandinstructionalstrategiestopromoteoptimalstudentresults.

Significantimprovementinstudentlearningrelated(inpart)toeducators’participationinsystemicprofessionallearningthatisembedded,collaborative,reflectiveandrelatedtostudentneeds.Studentgrowthisdirectlylinkedtosystematic,sustainedprofessionallearning.• Evidencethatsignificant

improvementinstudentlearningissustainedovertime.

• Examplesofhowsignificantimprovementismeasuredusingdatafrommultiplesources.

Thereisasystemic,district-wideprofessionallearningprocessinplacethatisbasedonteacher/studentneedsrelatedtodistrictgoals.Timeandresourcesareprovidedtoensurethatprofessionallearningisembedded,collaborativeandreflective.Theplanisevaluatedusingasupervisionandevaluationprocessthatfocusesonoptimalstudentresults.Theprofessionallearningplanisreviewedandrevisedbasedoncurrentresearchanddistrictanalysisofprofessionallearning.

• Evidenceofasystemic,district-wideprofessionallearningprocessrelatedtodistrictgoals.

• Evidencethattheprocessissustainedovertime.

• Evidencethattherevisionsarebasedoncurrentresearchandanalysisofthedistrict’sprofessionallearningprocess.

Alleducatorsparticipateinprofessionallearningthatissystemic,district-wide,andbasedonstudentandteacherneedsrelatedtodistrictgoals.Educatorsconsistentlylinkprofessionalgoalstodecisionsaboutinstructionalstrategiesthatpromoteoptimalstudentlearning.• Evidencethatalleducators

participateinongoingscheduledprofessionallearningthatisembedded,collaborativeandreflective.

• Evidencethatalleducatorsareprovidedtimetoparticipateinprofessionallearningthatisfocusedonstudentandteacherneedsandalignedwithdistrictgoals.

• Evidencethatalleducatorsalignprofessionallearninggoalsandinstructionalstrategiestopromoteoptimalstudentresults.

• Evidencethatalleducatorsanalyzecurrentresearchandpracticestoinforminstructionaldecisions.

Significantimprovementinstudentlearningisrelatedtoeducators’participationinsystemic,district-wideprofessionallearningthatisembedded,collaborative,reflectiveandrelatedtostudentneeds.Studentlearningisdirectlylinkedtoprofessionallearning.• Evidencethatsignificant


• Examplesofhowsignificantimprovementismeasuredusingdatafrommultiplesources.

• Examplesofhowsignificantimprovementisbenchmarkedagainstlocalandnationalbestpractices.


EquitableSupportforStudentNeedsStudentPerformanceIndicator#6

Processesandpracticesareinplaceinthedistrictthatidentifyandmeetstudents’academicandnon-academic needs. These processes and practices are informed by data gathered from a variety of

sourcesandarealignedwith student learninggoals for studentsatallperformance levels. Policiesand practices that govern student access to all programs are non-discriminatory and set highexpectationsthatchallengeeachstudent.Allstudentshaveequitableaccesstoallprograms.

Approach Implementation ResultsThereisnoprocessevident. Thereisnoevidenceof

implementation.


Thereisafoundationalprocesstoidentifystudents’academicandnon-academicneedsthroughpoliciesandpracticesinformedbydatafromavarietyofsources.

• Evidenceofafoundationalprocesstoidentifystudents’academicandnon-academicneeds.

• Evidencethatprocessesandpracticesareinformedbydataanalysisfromavarietyofsourcesandalignedwithstudentlearninggoals.

Individualeducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Dataanalysisisusedtoalignpoliciesandpracticeswithlearninggoalsofstudentsatallperformancelevels.• Evidencethatindividualeducators

analyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.

• Evidencethatthefoundationalprocessesandpracticesareinformedbydataanalysisandalignedwithstudentlearninggoalsatallperformancelevels.

Someimprovementinstudentperformanceisattributable(inpart)tothealignmentofpoliciesandpracticeswithstudentlearninggoals.Datafromavarietyofsourcesareanalyzedandusedtoensurestudents’equitableaccesstoallprograms.• Evidencethatsome

improvementinstudentlearningisattributable(inpart)tothealignmentofpoliciesandpracticeswithstudentlearninggoals.

• Evidencethatdatafromavarietyofsourcesareanalyzedandusedtoensureequitableaccesstoallprograms.

Thereisasystematicprocessthatidentifiesstudents’academicandnon-academicneeds.Datafromavarietyofsourcesareanalyzedandalignedwithstudentlearninggoalstoensurenon-discriminatory,equitableaccesstoallprogramsforstudentsatallperformancelevels.Highexpectationschallengeallstudents.

• Evidencethatthesystematicprocesssetshighexpectationsthatchallengestudentsatallperformancelevels.

• Evidencethatthesystematicprocessisnon-discriminatoryandensuresthatstudentsatallperformancelevelshaveequitableaccesstoallprograms.

Manyeducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thedataanalysisisalignedwithstudentlearninggoals,ensuresequitableaccesstoallprograms.Highexpectationschallengestudentsatallperformancelevels.• Evidencethatuptohalf(50%)ofeducatorsanalyzedatatoidentifyandmeetstudents’academicandnon-academicneeds.

• Evidencethatuptohalf(50%)ofeducatorsanalyzedatafromavarietyofsources.

• Evidencethatdataanalysisisalignedwithstudentlearninggoalsandusedtosethighexpectationsthatchallengeeachstudent.

• Evidencethatstudentsatallperformancelevelshave

Measurableimprovementinstudentperformanceisattributable(inpart)totheanalysisofdataalignedwithstudentlearninggoals.Thedataareusedtoensureequitableaccesstoallprogramsandtosethighexpectationsthatchallengestudentsatallperformancelevels.• Evidencethatmeasurable

improvementinstudentlearningisattributable(inpart)todataanalysisfromavarietyofsources.

• Evidencethatthesystematicdataanalysisprocessisnon-discriminatory,usedtoensureequitableaccesstoallprograms,andsetshighexpectationsthatchallengestudentsatallperformancelevels.


EquitableSupportforStudentNeedsStudentPerformanceIndicator#6(continued)

Approach Implementation Results equitableaccesstoallprograms.

Thereisasystemicprocessthatidentifiesstudentacademicandnon-academicneeds.Datafromavarietyofsources,alignedwithstudentlearninggoals,areanalyzedtoensureallstudentshavenon-discriminatory,equitableaccesstoallprograms.Thesystemicprocessincludessettinghighexpectationsthatchallengestudentsatallperformancelevelsandisperiodicallyreviewedandrevised.

• Evidencethatthesystemicprocessisperiodicallyreviewedandrevised.

Mosteducatorsanalyzedatatomeetstudents’academicandnon-academicneedsatallperformancelevels.Dataanalysesarealignedwithstudentlearninggoalstoensureequitableaccesstoallprogramsandtochallengestudentstomeethighexpectationsatallperformancelevels.• Evidencethatupto75%of

educatorsanalyzedatafromavarietyofsourcestomeettheacademicandnon-academicneedsofstudentsatallperformancelevels.

Significantimprovementinstudentperformanceisattributable(inpart)totheanalysisofdataalignedwithstudentgoals,andissustainedovertime.Dataareanalyzedtoensureequitableaccesstoallprogramsforstudentsatallperformancelevels.• .Evidenceofsignificantand

sustainedimprovementinstudentlearninglinked(inpart)todataanalysis.

• Evidenceofsignificantimprovementinstudentlearninglinked(inpart)tohighexpectationsthatchallengestudentsatallperformancelevels.

Evidenceofsignificantimprovementinstudentlearningattributable(inpart)toequitableaccesstoallprograms.

Thereisasystemic,district-wideprocesstoanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thisprocessisalignedwithstudentlearninggoalstoensureequitableaccesstoallprogramsforstudentsatallperformancelevels.Highexpectationsaresetthatchallengeeachstudent.Theprocessisformallyreviewedandrevisedbasedoncurrentresearch.

• Evidencethattheprocessisformallyreviewedandrevisedbasedoncurrentresearch.

Alleducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thedataandanalysesarealignedwithstudentlearninggoalsandusedtosethighexpectationsthatchallengestudentsatallperformancelevels.Studentsatallperformancelevelshaveequitableaccesstoallprograms.• Evidencethatalleducators

systemicallyanalyzestudentperformancedatafromavarietyofsourcestoensurehighexpectationsthatchallengestudentsatallperformancelevels.

Significantimprovementinstudentlearningsustainedovertimeislinkedtothesystematicanalysisofdataalignedwithstudentlearninggoalsandhighexpectationsthatchallengestudentsatallperformancelevels.Thedataareusedtoensureallstudentshaveequitableaccesstoallprograms.• Evidencethatsignificant


• Evidenceofthelinkamongequitableaccess,highexpectationsthatchallengestudents,andsignificantimprovementinstudentlearningandperformance.


SharedVisionandEnvironmentforChangeInternalSupport–Indicator#7

Shared vision and goals focused on student performance have been developed with the staff andcommunity,arewellarticulated,clearlycommunicated,andconsistentlypursuedthroughoutthedistrict

andschoolcommunity.Thisvisionexpects,supports,andrecognizeschangeandcreativity.Itvaluesandencouragesprogressive innovation that leads towardhigher student achievement. Dataareutilized tosupportdecisionsforchange.Thisincludesaprocesstoreviewworkandlearnfromexperimentation.

Approach Implementation ResultsThereisnoprocessevident.



Thereisafoundationalprocesstobuildasharedvisionwithstaffandcommunitytoestablishgoalsfocusedonstudentperformance.Thisprocessencouragesprogressiveinnovationthatleadstowardhigherstudentachievement.

• Evidenceofafoundationalprocesstobuildasharedvisionandestablishgoalsfocusedonstudentperformance.

• Evidenceofafoundationalprocesstoencourageprogressiveinnovation.

Individualeducatorsandcommunitymemberscollaboratetopursueasharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.• Evidencethatindividual

educatorsandcommunitymemberscollaboratetopursueasharedvisionandgoalsthatarefocusedonimprovedstudentperformance.

• Evidencethatindividualeducatorsareengagedinprogressiveinnovationthatleadstowardhigherstudentachievement.

Someimprovementinstudentperformanceisattributable(inpart)toasharedvisionandgoalsfocusedonstudentperformanceandtoinnovativeprogramsandpractices.• Evidenceofimprovedstudent

learningrelated(inpart)toasharedvisionandgoalsfocusedonstudentperformanceandtoinnovativeprogramsandpractices.

Thereisasystematicprocesstobuildasharedvisionandgoalswithstaffandcommunitythatarefocusedonstudentperformance.Thevisionandgoalsarearticulated,communicatedandpursuedthroughoutthedistrictandschoolcommunity.Thisprocessvaluesandencourageschange,creativity,andprogressiveinnovationthatleadtowardhigherstudentachievement.• Evidenceofasystematicprocessto

buildasharedvisionandgoalsfocusedonstudentperformance.

• Evidenceofasystematicprocessthatensuresthevisionandgoalsarearticulatedandcommunicatedthroughoutthe

Manyeducatorsandcommunitymemberscollaboratetosupportthesystemicsharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.Manyeducatorsvaluechange,creativity,andprogressiveinnovationthatleadstowardhigherstudentachievement.Dataareanalyzedtosupportdecisionsforchange.• Evidencethatuptohalfof(50%)

theeducatorsandcommunitymemberssupportthesystemicsharedvisionandgoals.

• Evidencethatuptohalf(50%)

Measurableimprovementinstudentlearningisrelated(inpart)toasharedvisionandrelatedgoalsandissuggestedbydatafrommultiplesources.Measurableimprovementisaresult(inpart)ofinnovativeprogramsandpractices.• Evidenceofhowmeasurable

improvementinstudentlearningrelated(inpart)toasharedvisionandrelatedgoalsismeasured.

• Evidenceofhowmeasurableimprovementinstudentlearningrelated(inpart)toinnovativeprogramsandpracticesismeasuredandtracked.


SharedVisionandEnvironmentforChange


Approach Implementation Resultsdistrictandcommunity.

• Evidenceofasystematicprocessthatencourageschange,creativityandprogressiveinnovation.

Oftheeducatorsvaluechange,creativityandprogressiveinnovation.

• Evidencethatchangeandinnovationarelinkedtodataanalysis

Thereisasystemicprocessforbuildingasharedvisionandgoalswithstaffandcommunity.Thevisionandrelatedgoalsarewellarticulated,communicatedandpursuedthroughoutthedistrictandcommunity.Thisprocessvalueschangeandcreativityandencouragesprogressiveinnovation.Dataareanalyzedtosupportdecisionsforchange.Theprocessisperiodicallyreviewedandrevisedbasedoncurrentresearch.

• Evidencethatdataareanalyzedtosupportdecisionsforchange.

• Evidencethattheprocessisperiodicallyreviewedandrevisedbasedoncurrentresearch.

Mosteducatorsandcommunitymemberscollaboratetosupportthesystemicsharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.Manyeducatorsvaluechange,creativity,andprogressiveinnovationthatleadstowardhigherstudentachievement.Dataareanalyzedtosupportdecisionsforchange.• Evidencethatupto75%of

educatorssupportthedistrictvisionandgoalsfocusedonstudentperformance.

• Evidencethatupto75%ofeducatorsvaluechange,creativityandprogressiveinnovation.

Significantimprovementinstudentlearning,sustainedovertime,isrelatedtoasharedvisionandrelatedgoalsandtoinnovativeprograms,practices,andanalysisofstudentperformancedata.• Evidenceofsignificant

improvementinstudentachievementrelatedtoasharedvisionandgoalsandtoinnovativeprogramsandpractices.

• Evidencethatsignificantimprovementinstudentlearningissustainedovertime.

Thereisasystemic,district-wideprocessforbuildingasharedvisionwithstaffandcommunityandestablishingrelatedgoalsthatarewellarticulated,communicated,andconsistentlypursuedthroughoutthedistrictandschoolcommunity.Thissystemic,district-wideprocessisformallyreviewedandrevisedbasedoncurrentresearch.

• Evidenceofasystemic,district-wideprocesstobuildasharedvisionandrelatedgoals.

• Evidencethatthesystemic,district-wideprocessisformallyreviewedandrevisedbasedoncurrentresearch.

Alleducatorsandmembersofthecommunitycollaboratetosupportthesystemicanddistrict-widevisionandrelatedgoalsfocusedonstudentperformance.Alleducatorsareactivelyengagedinthedevelopment,testing,evaluatingandsharingofnewtools,techniquesandinstructionalstrategiesfocusedonimprovingstudentachievement.Changeandprograminnovationsareexpected,on-goingandarederivedfrommultipleassessments.• Evidencethatalleducators

understandandsupportthevisionandgoals.

• Evidencethatalleducatorsshareasenseofresponsibilityforrealizingthevisionandgoals.

• Evidencethatalleducatorsareengagedinprogramsfocusedonrealizingthevision

Significantimprovementinstudentperformance,sustainedovertime,isrelatedtoasharedvisionandisbenchmarkedagainstlocalandnationalmeasuresofexcellence.Significantimprovementinstudentachievement,sustainedovertime,isaresultofinnovativeprogramsandpractices.• Evidenceofsignificantly

improvedstudentleaningsustainedovertimeandrelatedtothesharedvisionandgoalsandtoinnovativeprogramsandpractices.

• Evidenceofhowsignificantimprovementisbenchmarkedagainstlocalandnationalmeasuresofexcellence.


SharedVisionandEnvironmentforChange


Approach Implementation Results andgoals.

• Evidencethatalleducatorscollaborateindeveloping,testing,evaluatingandsharingnewtools,techniquesandstrategies.

• Evidencethattheinnovationsareexpected,ongoingandlinkedtotheanalysisofassessmentdata.


ParentandCommunitySupportExternalSupport–Indicator#8

Theactive involvementof parents and the community andongoing communicationamongall constituentgroups are encouraged and utilized to improve student learning. A wide range of community resources

extends the classroom and enriches the educational experience of students. The budget developmentprocesssupportsthemission,visionandgoalsofthedistrictandisalignedwitheffortstoimprovestudentperformance.





Thereisafoundationalprocessthatencouragestheactiveinvolvementofandcommunicationwithparents,communityandeducators.Thebudgetprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.• Evidenceofafoundational

processforactiveinvolvementandongoingcommunicationamongconstituentgroups.

• Evidenceofafoundationalbudgetprocessthatsupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.

Individualeducatorsareactivelyinvolvedwithparentsandcommunitymembersinconversationsfocusedonimprovedteachingandlearning.Opportunitiesforparentstocommunicatewitheducatorsarealignedwithdistricteffortstoimprovestudentperformance.• Evidencethatindividual

educators,parents,andcommunitymembershaveopportunitiesforongoingcommunicationfocusedonstudentlearning.

• Evidencethatindividualeducators,parentsandcommunitymemberscommunicatetosupportprogramsfocusedonimprovedstudentperformance.

Theactiveinvolvementandtwo-waycommunicationamongeducators,parentsandcommunitymembersarelinked(inpart)tosomeimprovementinstudentlearning.

• .Evidenceofimprovedstudentlearninglinked(inpart)tocommunicationbetweenparents,communitymembersandeducators.

Thereisasystematicprocessfortheactiveinvolvementofparentsandcommunitymembers,andongoingcommunicationamongparents,communitymembers,andeducators.Thesystematicprocessincludesdevelopingabudgetthatsupportsthedistrictmission,visionandgoals.Awiderangeofcommunityresourcesextendstheclassroomexperienceandisalignedwitheffortstoimprovestudentperformance.• Evidenceofasystematicprocess

thatencouragestwo-waycommunicationbetweenparents/communityandeducators.

• Evidenceofasystematic

Manyeducatorscommunicatewithparentsandcommunitymemberstoimprovestudentlearning.Parentsandcommunitymemberssupportthebudget,themission,visionandgoalsofthedistrictandprovideresourcesthatextendtheclassroomexperience.• Evidencethatuptohalf(50%)of

parents,communitymembersandeducatorsareactivelyinvolvedinongoingcommunicationtoimprovestudentlearning.

• Evidencethatawiderangeofcommunityresourcesextendsandenrichestheclassroomexperience.

• Evidencethatthedistrict

Theactiveinvolvementoftheparentsandcommunitymembersintheeducationprocessisrecognized,alongwithprogramssupportedbythedistrictbudget,ascontributing(inpart)tomeasurableimprovementinstudentlearningasassessedbyclassroomanddistrictdatafrommultiplesources.

• Evidenceofmeasurableimprovementinstudentlearninglinked(inpart)totheactiveinvolvementofparents/communitymembers.

• Evidenceofmeasurableimprovementinstudentlearninglinked(inpart)toprogramssupportedbythedistrictbudget.


ParentandCommunitySupport

ExternalSupport–Indicator#8(continued)

Approach Implementation Resultsprocessfordevelopingabudgetthatsupportsthedistrictmission,vision,andgoals.• Evidenceofcommunityresourcesthatextendandenrichtheclassroomexperience.

mission,visionandgoalsarealignedwitheducators’effortstoimprovestudentperformance.

Thereisasystemicprocesstoencouragetheactiveinvolvementofandcommunicationbetweenparentsandcommunitymembersandeducators.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.Awiderangeofcommunityresourcesextendsandenrichestheclassroomexperienceandisalignedwitheffortstoimprovestudentperformance.• Evidenceofasystemicprocessthatencouragestheactiveinvolvementofparentsandcommunitymembers.

• Evidencethatthereisasystemicprocessatallgradelevelsanddepartmentstomaintainconsistent,productivecommunicationwithparents.

• Evidencethatthebudgetdevelopmentprocessisalignedwitheffortstoimprovestudentperformance.

Mostparentsandcommunitymembersareactivelyinvolvedinongoingcommunicationwitheducatorstoimprovestudentlearning.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.

• Evidencethatupto75%ofparentsandcommunitymembershavetheopportunitytobecomeinvolvedinprogramsthataresupportedbytheBoardandarealignedwitheffortstoimprovestudentperformance.

• Evidencethatupto75%ofparentsandmanycommunitymembersconsistentlysupportthedistrictmission,visionandgoals.

Theactiveinvolvementoftheparentsandcommunitymembersintheeducationprocessisrecognized,alongwithprogramssupportedbythedistrictbudget,ascontributing(inpart)tosignificantimprovementinstudentlearningsustainedovertime.

• Evidencethatsignificantimprovementinstudentlearningisrelated(inpart)toparentandcommunitysupportandissustainedovertime.

Thereisasystemic,district-wideprocessfortheactiveinvolvementofandcommunicationamongparents,communitymembersandeducators.Thebudgetdevelopmentprocessissystemicanddistrict-wide,isalignedwiththedistrictmission,vision,andgoals,andisalignedwitheffortstoimprovestudentachievement.Awiderangeofcommunityresourcesextendsandenrichestheclassroomexperience.Theseprocessesareperiodicallyreviewedandrevisedbasedoncurrentresearch.• Evidenceofasystemic,district-wide

processforactive

Allparentsandcommunitymembersareaffordedopportunitiestobeactivelyinvolvedinongoingcommunicationwitheducatorstoimprovestudentlearning.Communityresourcesprovideenrichmentthatextendstheclassroomexperienceforallstudents.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.• Evidencethatallparentsandcommunitymembersareaffordedopportunitiestobeactivelyinvolvedinongoing

communicationwitheducators.

Theactiveinvolvementofparentsandcommunitymembersinongoingtwo-waycommunicationwitheducatorsislinkedtosignificantimprovementinstudentlearningsustainedovertime.Thereisconsistentcommunitysupportforprogramsalignedwitheffortstoimprovestudentperformanceandbasedonlocalandnationalmeasuresofexcellence.

• Evidencethatsignificantimprovementinstudentperformanceisbenchmarkedagainstlocal,regional,andnationalmeasuresofexcellence.


ParentandCommunitySupport

ExternalSupport–Indicator#8(continued)

Approach Implementation Results involvementandtwo-way communicationbetween parents/communitymembers andeducators.• Evidencethatthebudget

developmentprocessissystemic,district-wide,andalignedwiththedistrictmission,visionandgoalsofimprovedstudentperformance.

• Evidencethattheseprocessesareperiodicallyreviewedandrevised

• Evidencethatallparentsandcommunitymembersareawareofthedistrictmission,visionandgoalsandareaffordedopportunitiestoinformandsupportthesegoals.

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