Using+Results+for+Continuous+Improvement


 * Standard 5: The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. **

Possible Evidence
 * 5.1 The school establishes and maintains a clearly defined and comprehensive student assessment system. **
 * X || 4 School personnel maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. ||
 * || 3 School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. ||
 * || 2 School personnel use an assessment system that produces data from multiple assessment measures about student learning and school performance. ||
 * || 1 School personnel maintain an assessment system that produces data from assessment measures about student learning and school performance. ||
 * || 4 The system ensures consistent measurement across all classrooms and courses. ||
 * X || 3 The system ensures consistent measurement across classrooms and courses. ||
 * || 2 The system generally provides consistent measurement across classrooms and courses. ||
 * || 1 The system provides a limited degree of consistent measurement across classrooms and courses. ||
 * X || 4 All assessments are proven reliable and bias free. ||
 * || 3 Most assessments, especially those related to student learning, are proven reliable and bias free. ||
 * || 2 Some assessments, especially those related to student learning, are proven reliable and bias free. ||
 * || 1 Assessments are seldom proven reliable and bias free. ||
 * || 4 The system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * || 3 The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * X || 2 The system is evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * || 1 The system is rarely or never evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * || 3 The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * X || 2 The system is evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * || 1 The system is rarely or never evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * * Brief description of student assessment system including range of data produced from standardized and local assessments on student learning and school performance
 * Evidence that assessments are reliable and bias free
 * Documentation or description of evaluation tools/protocols
 * Survey results ||

Possible Evidence
 * 5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation and organizational conditions. **
 * || 4 Systematic processes and procedures for collecting, analyzing and applying learning from all data sources are documented and used consistently by professional and support staff. ||
 * || 3 Systematic processes and procedures for collecting, analyzing and applying learning from multiple data sources are used consistently by professional and support staff. ||
 * X || 2 Some processes and procedures for collecting, analyzing and applying learning from data sources are used by professional and support staff. ||
 * || 1 Few or no processes and procedures for collecting, analyzing and applying learning from data sources are used by professional and support staff. ||
 * || 4 Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. ||
 * X || 3 Data sources include comparison and trend data that provide a complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. ||
 * || 2 Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs and organizational conditions. ||
 * || 1 Data sources include little or no comparison and trend data about student learning, instruction, the effectiveness of programs and organizational conditions. ||
 * || 4 All school personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs and organizational conditions. ||
 * || 3 School personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs and organizational conditions. ||
 * X || 2 School personnel use data to design, implement and evaluate continuous improvement plans. ||
 * || 1 School personnel rarely use data to design and implement continuous improvement plans. ||
 * X || 2 School personnel use data to design, implement and evaluate continuous improvement plans. ||
 * || 1 School personnel rarely use data to design and implement continuous improvement plans. ||
 * * Written protocols and procedures for data collection and analysis
 * List of data sources related to student learning, instruction, program effectiveness and conditions that support learning
 * Examples of use of data to design, implement and evaluate continuous improvement plans and apply learning
 * Survey results ||

Possible Evidence Possible Evidence Possible Evidence
 * 5.3 Professional and support staff are trained in the evaluation, interpretation and use of data. **
 * || 4 All professional and support staff members are regularly and systematically assessed and trained in a rigorous, individualized professional development program related to the evaluation, interpretation and use of data. ||
 * || 3 All professional and support staff members are assessed and trained in a rigorous professional development program related to the evaluation, interpretation and use of data. ||
 * || 2 Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation and use of data. ||
 * X || 1 Few or no professional and support staff members are trained in the evaluation, interpretation and use of data. ||
 * * Training materials specific to the evaluation, interpretation and use of data
 * Documentation of attendance and training related to data use
 * Professional learning schedule specific to the use of data
 * Policies specific to data training
 * Survey results ||
 * 5.4 The school engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level. **
 * || 4 Policies and procedures clearly define and describe a process for analyzing data that determine verifiable improvement in student learning including readiness for and success at the next level. ||
 * || 3 Policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. ||
 * X || 2 A process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. ||
 * || 1 An incomplete or no process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. ||
 * || 4 Results indicate significant improvement, and school personnel systematically and consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level. ||
 * || 3 Results indicate improvement, and school personnel consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level. ||
 * X || 2 Results indicate mixed levels of improvement, and school personnel sometimes use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level. ||
 * || 1 Results indicate no improvement, and school personnel rarely use results to design and implement continuous improvement action plans related to student learning, including readiness for and success at the next level. ||
 * || 1 Results indicate no improvement, and school personnel rarely use results to design and implement continuous improvement action plans related to student learning, including readiness for and success at the next level. ||
 * * Description of process for analyzing data to determine verifiable improvement in student learning
 * Agendas, minutes of meetings related to analysis of data
 * Evidence of student growth
 * Evidence of student readiness for the next level
 * Evidence of student success at the next level
 * Examples of use of results to evaluate continuous improvement action plans
 * Student surveys ||
 * 5.5 Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals to stakeholders. **
 * X || 4 Leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. ||
 * || 3 Leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. ||
 * || 2 Leaders monitor information about student learning, conditions that support student learning and the achievement of school improvement goals. ||
 * || 1 Leaders monitor some information about student learning, conditions that support student learning and the achievement of school improvement goals. ||
 * X || 4 Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups. ||
 * || 3 Leaders regularly communicate results using multiple delivery methods to all stakeholder groups. ||
 * || 2 Leaders communicate results to all stakeholder groups. ||
 * || 1 Leaders sometimes communicate results to stakeholders. ||
 * || 1 Leaders sometimes communicate results to stakeholders. ||
 * * School leadership monitoring process of information about student learning, conditions that support learning and the achievement of school improvement goals
 * Communication plan regarding student learning, conditions that support learning and achievement of school improvement goals to stakeholders
 * Samples communications to stakeholders regarding student learning, conditions that support learning and achievement of school improvement goals
 * Executive summaries of student learning reports to stakeholder groups
 * Minutes of board meetings regarding achievement of student learning goals
 * Survey results
 * PowerSchool
 * Annual Report ||