Resources+and+Support+Systems


 * Standard 4: The school has resources and provides services that support its purpose and direction to ensure success for all students. **

Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence
 * 4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction and the educational program. **
 * || 4 Clearly defined policies, processes and procedures ensure that school leaders have access to, hire, place and retain qualified professional and support staff. ||
 * x || 3 Policies, processes and procedures ensure that school leaders have access to, hire, place and retain qualified professional and support staff. ||
 * || 2 Policies, processes and procedures describe how school leaders are to access, hire, place and retain qualified professional and support staff. ||
 * || 1 Policies, processes and procedures are often but not always followed by school leaders to access, hire, place and retain qualified professional and support staff. ||
 * || 4 School leaders use a formal, systematic process to determine the number of pe rsonnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs and continuous improvement. ||
 * x || 3 School leaders systematically determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs and continuous improvement. ||
 * || 2 School leaders determine the number of personnel necessary to fill the roles and responsibilities necessary to support the school purpose, educational programs and continuous improvement. ||
 * || 1 School leaders attempt to fill the roles and responsibilities necessary to support the school purpose, educational programs and continuous improvement. ||
 * x || 4 Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the school. ||
 * || 3 Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school. ||
 * || 2 Sustained fiscal resources are available to fund most positions critical to achieve the purpose and direction of the school. ||
 * || 1 Sustained fiscal resources rarely are available to fund positions critical to achieve the purpose and direction of the school. ||
 * || 2 Sustained fiscal resources are available to fund most positions critical to achieve the purpose and direction of the school. ||
 * || 1 Sustained fiscal resources rarely are available to fund positions critical to achieve the purpose and direction of the school. ||
 * * Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff
 * School budgets for the last three years
 * Documentation of highly qualified staff
 * Assessments of staffing needs
 * Survey results ||
 * 4.2 Instructional time, material resources and fiscal resources are sufficient to support the purpose and direction of the school. **
 * || 4 Instructional time, material resources and fiscal resources are focused solely on supporting the purpose and direction of the school. ||
 * x || 3 Instructional time, material resources and fiscal resources are focused on supporting the purpose and direction of the school. ||
 * || 2 Instructional time, material resources and fiscal resources are sometimes focused on supporting the purpose and direction of the school. ||
 * || 1 Little or no link exists between the purpose of the school and instructional time, material resources and fiscal resources. ||
 * || 4 Instructional time is fiercely protected in policy and practice. ||
 * || 3 Instructional time is protected in policy and practice. ||
 * x || 2 Instructional time is usually protected. ||
 * || 1 Protection of instructional time is not a priority. ||
 * || 4 School leaders exhaust every option to secure material and fiscal resources to meet the needs of all students. ||
 * x || 3 School leaders work to secure material and fiscal resources to meet the needs of all students. ||
 * || 2 School leaders attempt to secure material and fiscal resources to meet the needs of all students. ||
 * || 1 School leaders use available material and fiscal resources to meet the needs of students. ||
 * || 4 School leaders measurably demonstrate that instructional time, material resources and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. ||
 * x || 3 School leaders demonstrate that instructional time, material resources and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. ||
 * || 2 School leaders express a desire to allocate instructional time, material resources and fiscal resources so that all students have equitable opportunities to attain challenging learning expectations. ||
 * || 1 School leaders spend little or no effort allocating instructional time, material resources and fiscal resources so that all students have equitable opportunities to attain challenging learning expectations. ||
 * x || 4 Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school’s purpose and direction. ||
 * || 3 Efforts toward the continuous improvement of instruction and operations include achieving the school’s purpose and direction. ||
 * || 2 Efforts toward the continuous improvement of instruction and operations sometimes include achieving the school’s purpose and direction. ||
 * || 1 Efforts toward the continuous improvement of instruction and operations rarely or never include achievement of the school’s purpose and direction. ||
 * x || 4 Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school’s purpose and direction. ||
 * || 3 Efforts toward the continuous improvement of instruction and operations include achieving the school’s purpose and direction. ||
 * || 2 Efforts toward the continuous improvement of instruction and operations sometimes include achieving the school’s purpose and direction. ||
 * || 1 Efforts toward the continuous improvement of instruction and operations rarely or never include achievement of the school’s purpose and direction. ||
 * * School calendar
 * School schedule
 * Examples of efforts of school leaders to secure necessary material and fiscal resources
 * Alignment of budget with school purpose and direction
 * Survey results ||
 * 4.3 The school maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff. **
 * || 4 School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness and a healthy environment and have shared these definitions and expectations with all stakeholders. ||
 * x || 3 School leaders have adopted or created clear expectations for maintaining safety, cleanliness and a healthy environment and have shared these definitions and expectations with stakeholders. ||
 * || 2 School leaders have some expectations for maintaining safety, cleanliness and a healthy environment, and have shared these definitions and expectations with most stakeholders. ||
 * || 1 School leaders have few or no expectations for maintaining safety, cleanliness and a healthy environment. ||
 * || 4 All school personnel and students are accountable for maintaining these expectations. ||
 * x || 3 School personnel and students are accountable for maintaining these expectations. ||
 * || 2 Selected school personnel are accountable for maintaining these expectations. ||
 * || 1 Stakeholders are generally unaware of any existing definitions and expectations. ||
 * || 4 Valid measures are in place that allow for continuous tracking of these conditions. ||
 * x || 3 Measures are in place that allow for continuous tracking of these conditions. ||
 * || 2 Some measures are in place that allow for tracking of these conditions. ||
 * || 1 Little or no accountability exists for maintaining these expectations. ||
 * x || 4 Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. ||
 * || 3 Improvement plans are developed and implemented by appropriate personnel as necessary to improve these conditions. ||
 * || 2 Personnel work to improve these conditions. ||
 * || 1 Few or no measures that assess these conditions are in place. ||
 * x || 4 The results of improvement efforts are systematically evaluated regularly. ||
 * || 3 Results of improvement efforts are evaluated. ||
 * || 2 Results of improvement efforts are monitored. ||
 * || 1 Few or no personnel work to improve these conditions. ||
 * x || 4 The results of improvement efforts are systematically evaluated regularly. ||
 * || 3 Results of improvement efforts are evaluated. ||
 * || 2 Results of improvement efforts are monitored. ||
 * || 1 Few or no personnel work to improve these conditions. ||
 * * Maintenance schedules
 * Records of depreciation of equipment
 * System for maintenance requests
 * Safety committee responsibilities, meeting schedules and minutes
 * Documentation of compliance with local and state inspections requirements
 * Documentation of emergency procedures such as fire drills,, evacuation and other emergency procedures
 * Survey results ||
 * 4.4 Students and school personnel use a range of media and information resources to support the school’s educational programs. **
 * || 4 All students and school personnel have access to an exceptional collection of media and information resources necessary to achieve the educational programs of the school. ||
 * x || 3 Students and school personnel have access to media and information resources necessary to achieve the educational programs of the school. ||
 * || 2 Students and school personnel have access to media and information resources necessary to achieve most of the educational programs of the school. ||
 * || 1 Students and school personnel have access to limited media and information resources necessary to achieve most of the educational programs of the school. ||
 * || 4 Qualified personnel in sufficient numbers are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information. ||
 * x || 3 Qualified personnel are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information. ||
 * || 2 Personnel are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information. ||
 * || 1 Limited assistance may be available for students and school personnel to learn about the tools and locations for finding and retrieving information. ||
 * || 1 Limited assistance may be available for students and school personnel to learn about the tools and locations for finding and retrieving information. ||
 * * Data on media and information resources available to students and staff
 * Schedule of staff availability to assist students and school personnel related to finding and retrieving information
 * Budget related to media and information resource acquisition
 * Survey results ||
 * 4.5 The technology infrastructure supports the school’s teaching, learning and operational needs. **
 * x || 4 The technology infrastructure is modern, fully functional and meets the teaching, learning and operational needs of all stakeholders. ||
 * || 3 The technology infrastructure meets the teaching, learning and operational needs of all stakeholders. ||
 * || 2 The technology infrastructure meets the teaching, learning and operational needs of most stakeholders. ||
 * || 1 The technology infrastructure meets the teaching, learning and operational needs of few stakeholders. ||
 * || 4 School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to continuously improve technology services and infrastructure. ||
 * x || 3 School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure. ||
 * || 2 School personnel have a technology plan to improve technology services and infrastructure. ||
 * || 1 A technology plan, if one exists, addresses some technology services and infrastructure needs. ||
 * || 1 A technology plan, if one exists, addresses some technology services and infrastructure needs. ||
 * * Technology plan and budget to improve technology services and infrastructure
 * Assessments to inform development of technology plan
 * Policies relative to technology use
 * Survey results ||
 * 4.6 The school provides support services to meet the physical, social and emotional needs of the student population being served. **
 * || 4 School personnel implement a clearly defined process to determine the physical, social and emotional needs of each student in the school. ||
 * x || 3 School personnel implement a process to determine the physical, social and emotional needs of each student in the school. ||
 * || 2 School personnel endeavor to determine the physical, social and emotional needs of students in the school. ||
 * || 1 School personnel attempt to determine the physical, social and emotional needs of some students in the school. ||
 * || 4 School personnel provide or coordinate programs to meet the needs of all students. ||
 * x || 3 School personnel provide or coordinate programs to meet the needs of students as necessary. ||
 * || 2 School personnel provide or coordinate programs to meet the needs of students when possible. ||
 * || 1 School personnel sometimes provide or coordinate programs to meet the needs of students. ||
 * || 4 Valid and reliable measures of program effectiveness are in place, and school personnel use the data from these measures to regularly evaluate all programs. ||
 * || 3 Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. ||
 * x || 2 School personnel evaluate all programs. ||
 * || 1 School personnel rarely or never evaluate programs. ||
 * || 4 Improvement plans related to these programs are designed and implemented to more effectively meet the needs of all students. ||
 * x || 3 Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students. ||
 * || 2 Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students. ||
 * || 1 Improvement plans related to these programs are rarely or never developed. ||
 * x || 3 Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students. ||
 * || 2 Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students. ||
 * || 1 Improvement plans related to these programs are rarely or never developed. ||
 * * List of support services available to student
 * Agreements with school community agencies for student-family support
 * Social classes and services, e.g., bullying, character education
 * Student assessment system for identifying student needs
 * Schedule of family services, e.g., parent classes, survival skills
 * Survey results ||
 * 4.7 The school provides services that support the counseling, assessment, referral, educational and career planning needs of all students. **
 * || 4 School personnel implement a clearly defined, systematic process to determine the counseling, assessment, referral, educational and career planning needs of all students. ||
 * x || 3 School personnel implement a process to determine the counseling, assessment, referral, educational and career planning needs of all students. ||
 * || 2 School personnel endeavor to determine the counseling, assessment, referral, educational and career planning needs of students in the school. ||
 * || 1 School personnel attempt to determine the counseling, assessment, referral, educational and career planning needs of some students in the school. ||
 * || 4 School personnel provide or coordinate programs necessary to meet the needs of a ll students. ||
 * x || 3 School personnel provide or coordinate programs necessary to meet the needs of students whenever possible. ||
 * || 2 School personnel provide or coordinate programs to meet the needs of students when possible. ||
 * || 1 School personnel sometimes provide or coordinate programs to meet the needs of students. ||
 * || 4 Valid and reliable measures of program effectiveness are in place, and school personnel use the data from these measures to regularly evaluate all programs. ||
 * || 3 Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. ||
 * x || 2 School personnel evaluate all programs. ||
 * || 1 School personnel rarely or never evaluate programs. ||
 * x || 2 School personnel evaluate all programs. ||
 * || 1 School personnel rarely or never evaluate programs. ||
 * * List of services available related to counseling, assessment, referral, educational and career planning
 * Description of referral process
 * Description of IEP process
 * Budget for counseling, assessment, referral, educational and career planning
 * Survey results ||