DOC

School Self-Rating

By Kathleen Parker,2014-05-29 12:45
15 views 0
School Self-Rating

    Essential Elements:

     TM

    Schools to Watch

    ?A School Self-Study and Rating Rubric

Use the School Self- Study and Rating Rubric as a baseline and roadmap for middle school improvement.

     This School Self-Study and Rating Rubric may be used as a continuous improvement tool. It is fully aligned with New York State’s

     Essential Elements of a Standards Focused Middle Level School Program. Self-study and rating is a requirement for schools TM interested in applying for designation as an Essential Elements: School to Watch and is highly recommended by the New York State Education Department and the New York State Middle School Association as a tool for school improvement in all schools with middle grade students.

The rubric is divided into four sections: Academic Excellence, Developmental Responsiveness, Social Equity, and

    Organizational Support and Processes. Under each section there is general criteria followed by the applicable NYS Essential Element in italics. Beneath each general criterion are concrete, detailed, examples of excellence. In various instances your school

    may be able to show additional evidence to support certain criteria. Any additional evidence should be placed in the ―other‖ category available under each general criteria and labeled. Also under each general criterion there is a space to provide a description of

    specific school programs, policies or activities that relate to those criteria. This section is very important as this is where you will

    describe the evidence to support your rating. Through a collaborative process schools should study their data and practices and rate themselves for each criterion. The ultimate goal is to show evidence that demonstrates your school is consistently reflective of

    school practices and is on a steady trajectory of improvement. Even when a well evidenced score point 4 is reached, a true high

    performing middle school will continue to seek ways to improve as new challenges arise.

4 in any component means the practice is highly and completely implemented, systemic, and coherent in every classroom, by every

    teacher, across the school.

    3 in any component means that there is a high degree or maturing quality of implementation that is systemic, but it may not be coherent or of the highest quality in every classroom and by every teacher, but certainly by most, 75 percent or better.

    2 in any component means that there is a mixed, fair, or immature quality of implementation. A 2 also means that practices may include many teachers but not the majority. The program may be too new to have realized accountable results or to be evaluated as

    effective.

    1 in any general and detail component means that the practice may just have gotten started, (very immature), or is only practiced by a handful of practitioners).

    Please submit only one collaboratively compiled Self-Study and Rating Rubric with your application.

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ? District: School:

    Academic Excellence High-performing schools with middle grades are academically excellent. They challenge all

    students to use their minds well.

    General Criteria Detailed Evidence of Criteria Self-Rating 1. All students are expected to meet high academic standards The educational program is challenging, rigorous, and purposeful; Rating it has performance expectations that are common across all grades and subject areas. Teachers maintain performance expectations that are 4 3 2 1 consistent and interrelated across and within subject areas. Everyone has high expectations for all students (Essential Element characteristics 2.2, 2.8, 4.18, 7.4) ____ ; Expectations are clear for students and parents.

    ; Prior to students beginning an assignment, teachers supply students with exemplars of

    high quality work that meet the performance standard or level.

    ; Students know what high quality work should be like.

    ; Students revise their work based on meaningful feedback until they meet or exceed the

    performance standard or level.

    ; Other

    Please describe the specific school policies, programs activities etc. rated above.

2. Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high Rating standards. The educational program is comprehensive and inclusive, embracing and encompassing all of the State’s 28 learning standards. It is articulated vertically and horizontally with a set of learning skills that are common across all grades and subject areas and taught and 4 3 2 1 reinforced in each grade and subject area. The program has up-to-date written curricula aligned with the State’s learning standards Teachers ____ provide instruction that is standards-based, challenging, rigorous and purposeful; they use classroom assessments that reflect the State’s learning standards and are aligned with State assessments. (Essential Element Characteristics 2.3, 2.5, 2.6, 2.10, 4.2, 4.13)

    ; Standards provide a coherent vision for what students should know and be able to do.

    ; Students, teachers and families understand what students are learning and why.

    ; In any class and at any time, students can explain the importance of what they are

    learning.

    ; The curriculum is rigorous, non-repetitive, and moves forward substantially.

    ; Work is demanding and steadily progresses.

    ; Other

    Please describe the specific school policies, programs activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 2 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ? District: School: General Criteria Detailed Evidence of Criteria Self-Rating 3. The curriculum emphasizes deep understanding of important concepts and the development of essential Rating

    skills. The educational program reflects interdependence, emphasizes cross-program connections, and promotes shared responsibility. 4 3 2 1 Teachers focus instruction on thinking, reasoning, and problem solving and, at the same time, ensure that students acquire necessary content and subject matter. They use interdisciplinary approaches to help students integrate their studies and meet learning standards. (Essential Element ____ characteristics 2.4. 4.10, 4.11)

    ; Teachers make connections across the disciplines to reinforce important concepts and assist students in applying what they have learned to solve real-world problems.

    ; All teachers incorporate academic and informational literacy into their course work (i.e.

    reading, writing, note taking, researching, listening, and speaking)

    ; Other

    Please describe the specific school policies, programs, activities, etc. rated above.

    4. Instructional strategies include a variety of challenging and engaging activities that are clearly related to the Rating

    grade-level standards, concepts, and skills being taught. The school and the staff provide each student with a variety of 4 3 2 1 learning experiences that are academically challenging, developmentally appropriate, and personally relevant in order for each of them to make informed educational and personal decisions. Teachers vary activities to maintain student interest. (Essential Element characteristics 1.6, 4.8) ____ ; To reach students, all teachers draw from a common subset of instructional strategies and

    activities such as:

    ; Direct instruction

    ; Cooperative learning

    ; Project-based learning

    ; Simulations

    ; Hands-on learning integrated technology

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 3 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ?

    District: School:

5. Teachers use a variety of methods to assess and monitor the progress of student learning (e.g., tests, Rating quizzes, assignments, exhibitions, projects, performance tasks, portfolios). The educational program includes diagnostic assessments that regularly and routinely monitor the learning of each student relative to the State’s standards and community 4 3 2 1 expectations. Teachers use classroom assessments that are instructionally useful indicators of individual student growth and performance not only ____ to monitor each student’s progress in meeting the State’s learning standards but also to plan instruction. Staff use data, both personal and achievement, to make curricular and instructional decisions. (Essential Element characteristics 2.11, 4.14, 4.15)

    ; All teachers use common, frequent assessments to benchmark key concepts and the achievement of their students.

    ; Students learn how to assess their own and others' work against the performance

    standards, expectations, or levels.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

6. The faculty and master schedule provide students time to meet rigorous academic standards. The school has a Rating 4 3 2 1 schedule with flexible time assignments within blocks of time to encourage interdisciplinary programs and the creative use of time. (Essential Element characteristic 3.3)

    ; Students are provided more time to learn the content, concepts or skills if needed. ____ ; Flexible scheduling enables students to engage in academic interventions, extended

    projects, hands-on experiences, and inquiry-based learning.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 4 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ? District: School:

    7. Students are provided the support they need to meet rigorous academic standards. The program provides targeted Rating and timely academic intervention services that are based upon a careful assessment of the academic, social, and emotional needs of students at 4 3 2 1 risk of not meeting the State’s learning standards. The school provides, for those students needing additional help to meet the State’s standards, opportunities for additional time, instruction, and personal support. (Essential Element characteristics 2.14, 3.8) ____ ; Teachers know what each student has learned and still needs to learn. Students have multiple opportunities to succeed and receive extra help as needed,

    such as:

    o co-teaching or collaborative resource model,

    o support and intervention classes,

    o before- and after-school tutoring,

    o homework centers

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

8. The adults in the school are provided time and frequent opportunities to enhance student achievement by Rating working with colleagues to deepen their knowledge and to improve their standards-based practice. The school 4 3 2 1 has teacher teams sharing responsibility for the education and personal development of a common group of student and provides common planning time for those teachers and teacher teams sharing responsibility for a common group of students. (Essential Element characteristics 3.1, ____ 3.2, 4.17)

    ; They collaborate in analyzing student achievement data and making decisions about rigorous curriculum, standards-based assessment practice, effective instructional

    methods, and evaluation of student work.

    ; The professional learning community employs coaching, mentoring, and peer observation

    as a means of continuous instructional improvement

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 5 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ?

    District: School:

    Developmental Responsiveness High-performing schools with middle grades are sensitive to the unique

    developmental challenges of early adolescence.

    General Criteria Detailed Evidence of Criteria Self-Rating 1. The staff creates a personalized environment that supports each student's intellectual, ethical, social, and Rating physical development. The school and staff are committed to developing the whole child, intellectually and academically, personally and 4 3 2 1 socially, physically, emotionally, and ethically. The school is structured to create close, sustained relationships between students and teachers. Essential Element characteristics 1.1, 2.1, 3.6

    ; Adults and students are grouped into smaller communities (i.e. teams, houses, academies) for enhanced teaching and learning. ____ ; These small learning communities are characterized by stable, close, and mutually

    respectful relationships.

    ; Every student has a mentor, advisor, advocate, or other adult he/she trusts and stays in

    relationship with throughout the middle school experience.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

    2. The school provides access to comprehensive services to foster healthy physical, social, emotional, and Rating intellectual development. The school provides support services such as guidance, counseling, and health-related services to all students. Counseling and guidance services are available to assist students and their families in making life, career, and educational choices. A network of 4 3 2 1 trained professionals, special programs, and community resources are available to assist those who have extraordinary needs and require additional services to cope with the changes of early adolescence and/or the academic demands of middle-level education. The school collaborates and cooperates with other human service agencies in the community. (Essential Element characteristics 3.15, 6.4, 6.7) ____

    ; Teachers are trained to recognize and handle student problems. ; Students with difficulties, and their families, can get help.

    ; The school houses a wide range of supportnurses, counselors, resource teachersto

    help students and families who need special assistance.

    ; The school staff-members offer parent education activities involving families.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 6 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ?

    District: School:

    3. Teachers foster curiosity, creativity and the development of social skills in a structured and supportive Rating environment. Teachers have a deep understanding of their subject matter, of different approaches to student learning, and of diverse teaching techniques. They use a range of successful, research-based teaching strategies that are developmentally and cognitively appropriate, 4 3 2 1 matching instruction to the students' varied learning styles and different intelligences. Teachers involve students in their learning, encouraging them to contribute to their learning experiences, to make choices, to explore, to question, to experience, to learn, to grow, to develop social, interpersonal and leadership skills in addition to academic proficiency.(Essential Element characteristics 4.4, 4.6, 4.7) ____

     ; All Teachers:

    o enhance standards-based learning by using a wide variety of instructional

    strategies;

    o incorporate well-developed procedures and routines for effective classroom

    management;

    o facilitate learning by deliberately teaching study and organizational skills;

    o integrate creative activities in the lessons, e.g., current technologies, visual and

    performing arts, etc.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4. The curriculum is both socially significant and relevant to the personal and career interests of young Rating 4 3 2 1 adolescents. . The educational program offers opportunities for the development of personal responsibility and self-direction. (Essential Element characteristic 2.12)

    ; Students talk about daily issues in their own lives, their community and their world. ____ ; Students take action, make informed choices, work collaboratively, and learn to resolve

    conflicts.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 7 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ?

    District: School:

    Developmental Responsiveness (continued)

    General Criteria Detailed Evidence of Criteria Self-Rating 5. Teachers use an interdisciplinary approach to reinforce important concepts, skills, and address real-world Rating problems. The educational program emphasizes reading, writing, and mathematics (literacy and numeracy) across the subject areas with 4 3 2 1 expectations for performance that are consistent across and within the disciplines and commonly understood by teachers, students, and parents. (Essential Element characteristic 2.7) ____ ; Teachers team together to plan interdisciplinary units. ; Every teacher sees themselves as a literacy and numeracy teacher and takes

    responsibility for each students literacy and numeracy achievement.

    ; Students can work on the same project in several different classes.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

6. Students are provided multiple opportunities to explore a rich variety of topics and interests in order to Rating develop their identity, learn about their strengths, discover and demonstrate their own competence, and 4 3 2 1 plan for their future. The school has ties with the school community that strengthen connections between school/education and career opportunities. Students have opportunities to examine, explore, discuss, and understand the changes associated with early adolescence. ____ (Essential Element characteristics 3.12, 6.3)

    ; Teachers and counselors push students to challenge themselves and set high academic and career goals for their future.

    ; All students are offered a rich and comprehensive academic program including all

    intermediate course requirements outlined in Commissioner’s Regulations 100.4

    ; The school forms partnerships with the community in order to expose students to career

    opportunities and topics they may not otherwise have available to them.

    ; Other

Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 8 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ? District: School:

    7. All students have opportunities for voiceposing questions, reflecting on experiences, and participating in Rating 4 3 2 1 decisions and leadership activities. Those in positions of leadership provide students with opportunities to assume significant and meaningful leadership roles in the school. (Essential Element characteristic 5.11) ; All students have a real say, or have legitimate representation, in what happens at school. ; School staff members have an ―open-door‖ policy to encourage student involvement and ____

    connection.

    ; Students take an active role in school-family conferences.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

8. The school staff members develop alliances with families to enhance and support the well-being of the Rating children. The school encourages active parent involvement through a variety of activities. Teachers inform and involve parents of middle-level students in their children’s education by helping them understand the learning standards that their children must meet, the instructional program, 4 3 2 1 their children’s progress, and how to help their children at home with schoolwork, school decisions, and successful development through ____ adolescence. There exists a system of two-way communication between the school and the parents and families of its students. (Essential Element characteristics 3.11, 4.19, 6.5)

    ; Parents are more than just volunteers or fund-raisers; they are meaningfully involved in all aspects of the school.

    ; Parents are informed, included, and involved as partners and decision-makers in their

    children’s education.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

    9. Staff members provide all students with opportunities to develop citizenship skills, to use the community as Rating 4 3 2 1 a classroom, and to engage the community in providing resources and support. The school provides opportunities for students to participate in youth service, community service, and/or service learning activities. (Essential Element characteristic 3.10) ____

    ; Students take on projects to improve their school, community, state, nation, and world.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 9 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

    National Forum to Accelerate Middle Grades Reform

    Schools To Watch?

    Self-Study and Rating Rubric ?

    District: School:

    10. The school provides age-appropriate, co-curricular activities to foster social skills and character, and to Rating 4 3 2 1 develop interests beyond the classroom environment. The school provides a variety of co-curricular and extra-curricular activities. (Essential Element characteristic 3.9)

    ; Student co-curricular activities cover a wide range of intereststeam sports, clubs, ____ exploratory opportunities, service opportunities, and a rich program in the visual and

    performing arts.

    ; Other

    Please describe the specific school policies, programs, activities etc. rated above.

4 = High quality, complete, mature, and coherent implementation NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 10 3 = Good quality, incomplete, maturing, or not fully implemented by all STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice INITIATE DISCUSSION

Report this document

For any questions or suggestions please email
cust-service@docsford.com