community & student engagement accountability …...community & student engagement...

Community & Student Engagement Accountability

System

Goodwill Excel Center & Excel Center for Adults Charter Schools 1015 Norwood Park Blvd. ● Austin, Texas 78753 ● (512) 531-5500

TABLE OF CONTENTS TABLE OF CONTENTS .............................................................................................................................. 5 INTRODUCTION & BACKGROUND ........................................................................................................ 7

HOUSE BILL 5 AND CSEAS ..................................................................................................................................................... 7 MEASURING PERFORMANCE – FACTORS & INDICATORS ................................................................................................... 7 SELF-DIAGNOSTIC METHOD – ANALYSIS & IMPROVEMENT ............................................................................................. 7

FINE ARTS................................................................................................................................................... 8 PERFORMANCES, EXHIBITS, CONTESTS................................................................................................................................. 8 ENROLLMENT IN FINE ARTS COURSES ................................................................................................................................. 8

WELLNESS AND PHYSICAL EDUCATION ............................................................................................. 8 NUTRITION EDUCATION ......................................................................................................................................................... 8 HEALTH EDUCATION ............................................................................................................................................................... 9 PHYSICAL ACTIVITY ............................................................................................................................................................... 10 STAFF WELLNESS .................................................................................................................................................................... 11 HEALTHY CAMPUS ENVIRONMENT ..................................................................................................................................... 11 PHYSICAL EDUCATION........................................................................................................................................................... 12

COMMUNITY & PARENTAL INVOLVEMENT ...................................................................................... 13 WELCOMING FAMILIES .......................................................................................................................................................... 13 FAMILY & STUDENT ENGAGEMENT SURVEY RESULTS .................................................................................................... 15 STUDENT SUCCESS .................................................................................................................................................................. 16 COMMUNITY & BUSINESS PARTNERSHIPS ........................................................................................................................... 18

THE 21ST CENTURY WORKFORCE DEVELOPMENT PROGRAM ....................................................... 19 GUIDANCE & ADVISEMENT .................................................................................................................................................. 19 SOFT SKILL DEVELOPMENT .................................................................................................................................................. 19 WORKFORCE DEVELOPEMENT & INDUSTRY CREDENTIAL COURSES ........................................................................... 19 WORK-BASED LEARNING EXPERIENCES ............................................................................................................................ 20 MARKETING, PUBLIC RELATIONS, AND COMMUNITY OUTREACH ................................................................................. 21

THE SECOND LANGUAGE ACQUISITION PROGRAM ........................................................................ 21 ACADEMIC PREPARATION ..................................................................................................................................................... 21 LANGUAGE DEVELOPMENT .................................................................................................................................................. 22 STAFF PREPARATION .............................................................................................................................................................. 22 SCHOOL COMMUNITY PARTICIPATION................................................................................................................................ 23

THE DIGITAL LEARNING ENVIRONMENT ....................................................................................... 23 TECHNOLOGY FOR LEARNING ............................................................................................................................................. 23 TECHNOLOGY FOR TEACHING ............................................................................................................................................. 24 TEACHER DEVELOPMENT PREPARATION ........................................................................................................................... 24 ONLINE LEARNING ENVIRONMENTS .................................................................................................................................. 25 POSITIVE SCHOOL CULTURE PROMOTING DIGITAL LEARNING ..................................................................................... 26

DROPOUT PREVENTION STRATEGIES .............................................................................................. 26 STUDENT FOCUSED PROGRAMS & STRATEGIES ................................................................................................................ 27 STUDENT/FAMILY/COMMUNITY ENGAGEMENT & SUPPORT ........................................................................................ 28 SUPPORTING INFRASTRUCTURE & PROGRAMS ................................................................................................................... 29

EDUCATIONAL PROGRAMS FOR GIFTED & TALENTED STUDENTS ........................................... 30 INSTRUCTIONAL OPPORTUNITIES ........................................................................................................................................ 30

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CURRICULUM DESIGN ............................................................................................................................................................ 30 COMPLIANCE REPORTING .................................................................................................................... 31

COMPLIANCE WITH STATUTORY REPORTING & POLICY REQUIREMENTS .................................................................... 31

INTRODUCTION & BACKGROUND

House Bill 5 and CSEAS

House Bill 5, adopted in the 83rd Legislative Session (2013), changed several regulations regarding accountability and added a new type of accountability rating and reporting, Community and Student Engagement Accountability (CSEAS). The law requires each school district to evaluate and assign a performance rating for each campus and for the district on nine program and performance areas or factors:

• Fine arts • Wellness and physical education • Community and parental involvement • 21st Century Workforce Development • Second language acquisition • Digital learning environment • Dropout prevention strategies • Gifted and talented programs • Compliance with statutory compliance and policy requirements

While this is an accountability compliance issue, more importantly, this gives each district and campus an opportunity to identify areas of performance that are not measured in traditional ways. The program and performance factors evaluated are important because:

• they are valued in the community • identify strengths within each campus and district • provide information for growth and improvement

Measuring Performance – Factors & Indicators

The law purposefully did not specify methods of assessing performance. The intent of the legislature was to empower each district with the flexibility to define the methods and criteria for evaluating each factor.

The Excel Center goal was to produce a self-evaluation instrument that is cohesive and easy to use by campus principals. The instrument should gather data that will be useful to parents and community when combined with the information provided through the state accountability model. Indicators, both quantitative and qualitative, that are central to the success of students relevant to each category were developed by a committee of stakeholders led by “Category Experts.” The rubric for each indicator is a 4- point Likert scale in most cases and a yes/no scale which corresponds with the highest and lowest points on the Likert scale respectively.

Self-Diagnostic Method – Analysis & Improvement

The intention of using a self-diagnostic approach is to encourage focused conversations between staff, campus leadership, and community members that lead to continuous improvement. The school principal

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should identify a small team to assess each area. The team should be comprised of staff whose duties are directly related to the factor and can be considered a “Category Expert”, classroom teacher(s), and where possible a community member. Each member of the team should complete the self-diagnostic independently, and then the team meets to discuss the evidence offered to support the level of practice for each indicator. After the team reaches a consensus about the level of practice for each indicator, the team discusses the results with the principal (or designee) who enters the scoring results. The objective is to improve professional practice through evidence supported discussion and action, not to achieve a score. The evidence and discussion are the foundations for communicating with the community.

Teams should consider the type, quality, and weight of evidence that supports the determination of levels of practice. The type of evidence or data may be qualitative or quantitative information. Ideally there are several sources of evidence that are used to "triangulate" toward a decision. Documenting and retaining the evidence is a campus choice, but does provide reference information for improving practices in the future.

FINE ARTS

Performances, Exhibits, Contests

Music & Art – Formal and/or Informal displays of student work. • Campus Performances/Exhibits • Contests • Community Performances/Exhibits

Area 1

Unacceptable 2

Acceptable 3

Recognized 4

Exemplary Music Participate in 2 or

fewer activities Participate in 3 activities

Participate in 4 activities


Art Participate in 2 or fewer activities




Enrollment in Fine Arts Courses

Numerator: Number of students enrolled in at least one fine arts course. Denominator: Number of students enrolled on campus.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Less than 15% of students enrolled in Fine Arts Course

15% - 24% of students enrolled in Fine Arts Course

25% - 34% of students enrolled in Fine Arts Course

35% or more students enrolled in Fine Arts Course

WELLNESS AND PHYSICAL EDUCATION

Nutrition Education

Students are engaged in instructional experiences that result in knowledge & assist in implementation of good health practices.

Policy Nutrition Education

• The district shall implement a coordinated health program with a nutrition education component and shall use health course curriculum that emphasizes the importance of proper nutrition. EHAA(Legal)

• Students will receive nutrition education that fosters the adoption and maintenance of healthy eating behaviors.

• Educational nutrition information will be shared with families and the general public to positively influence the health of students and community members. FFA(Local)

• Healthy nutrition education messages are communicated to students, staff, and parents through the district and campus websites, newsletters, and menus.

• Campus health education teachers utilize the district Health curriculum to follow the scope and sequence for nutrition and health education.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Campus is not in compliance with one or more practices required by district policy FFA(Local) and EHAA(Legal).

Campus is compliant with all practices required by district policy FFA (Local) and EHAA(Legal).

Campus is compliant with all practices required by FFA(Local) and EHAA(Legal) and engages in one additional activity or practice to encourage good nutritional behavior.

Campus is compliant with all practices required by FFA(Local) and EHAA(Legal) and engages in two or more additional activities or practices to encourage good nutritional behavior.

Health Education

Health education provides students with opportunities to acquire the knowledge, attitudes, and skills necessary for making health-promoting decisions, achieving health literacy, adopting health-enhancing behaviors, and promoting the health of others.


• The district shall use the parenting and paternity awareness program developed by the State Board of Education in its high school health curriculum. EHAC(Legal) The health education teacher includes parenting awareness in instruction.

• The district shall incorporate instruction in the dangers, causes, consequences, signs, symptoms, and treatment of binge drinking and alcohol poisoning into any course meeting the requirement for health education credit. EHAC(Legal) The health education teacher includes alcohol

• Health curriculum components for physical education/activity are taught during physical education classes.

• Curriculum components for health are taught in the classroom setting.

• Campus health education teachers are certified in American Heart Association (AHA) CPR.

• Instructors provide CPR/AED instruction to students enrolled in health education.

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awareness in instruction.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not in compliance with one or more practice required by district policy EHAC(Legal).

The campus is in compliance with all practices required by district policy EHAC(Legal).

The campus is in compliance with all practices required by district policy EHAC(Legal) and supports additional practices that encourage a healthy lifestyle.

The campus is in compliance with all practices required by district policy EHAC(Legal) and supports additional programs and practices that encourage healthy lifestyle behaviors.

Physical Activity

The campus recognizes and values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


• Teachers and other school staff receive training to promote enjoyable, life-long physical activity for themselves and students. FFA(Local)

• The district will offer and support an environment that promotes enjoyable, lifelong physical activity for staff and students. FFA(Local) Physical activity breaks are delivered by classroom teachers during learning time.

• Teachers are encouraged to integrate physical activity into the academic curriculum where appropriate. FFA(Local)

• Enrichment programs will provide and encourage physical activity and the formation of healthy habits. FFA(Local)

• The district will provide wellness opportunities for students and families during appropriate school activities. FFA(Local)

• Students, staff, and parents are encouraged to participate in district-sponsored activity events.

• Students engage in structured and unstructured physical activities each week for the minimum time required by law.

• Staff wellness is encouraged by promotion of participation in the Corporate Challenge program.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not in compliance with one or more practice required by district policy.

The campus is in compliance with all practices required by district policy FFA(Local).

The campus is in compliance with all practices required by district policy FFA(Local) and supports additional

The campus is in compliance with all practices required by district policy FFA(Local) and supports additional

practices that encourage appropriate physical activities.

practices and implements programs that encourage appropriate physical activities.

Staff Wellness

Health promotion activities improve productivity, decrease absenteeism, and reduce health insurance costs.


• The district will promote employee wellness education and physical activity involvement with appropriate district initiatives. FFA(Local) The campus will promote employee wellness and physical activity involvement.

• Wellness assessments are offered for district staff.

• Staff wellness and training is offered to promote healthy lifestyles and behaviors. (Diabetes training, CPR, BBP)

• Campus environment supports staff wellness by promoting and offering professional development opportunities on healthy lifestyles and behaviors.

• Campus staff offers health wellness practices & strategies.

• Employee Assistance Program is available for staff.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not in compliance with one or more practices required by district policy FFA(Local).

The campus is in compliance with all practices required by district FFA(Local).

The campus is in compliance with all practices required by district policy FFA(Local). The campus engages in one school- wide activity or practice to support the goals of staff wellness.

The campus is in compliance with all practices required by district policy FFA(Local). The campus engages in two or more additional activities and practices to support the goals of staff wellness.

Healthy Campus Environment

Counseling, psychological, and social services are provided to improve students’ mental, emotional, and social health and include individual and group assessments, interventions, and referrals. Organizational assessment and consultation skills of counselors and psychologists contribute not only to the health of students but also to the health of the school environment.

Policy Healthy Campus Environment Practices

• Guidance and counseling services are • The campus environment supports healthy

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available to all students. FFA(Local) • Campus provides wellness opportunities for

students and families during appropriate school activities. FFA(Local)

• Lunchroom facilities are clean, safe, and comfortable and students have sufficient time to eat meals. FFA(Local)

• The campus follows steroid notice and education protocols for students involved in extracurricular athletic activities. EHAA(Legal)

• The district promotes a safe and drug-free lifestyle. FFA(Local) Campus supports this policy.

• All head band directors, head coaches, physical education teachers, chief sponsors of extracurricular activity (including cheerleading) that is sponsored or sanctioned by the district or UIL on campus have a current certification in CPR, first aide and AED. DBA(Legal) CKD(Legal)

behaviors by placing focus on making healthy choices that are visible to students and parents through announcements, newsletters, and bulletin boards.

• Campus Improvement Plan includes Campus Wellness Team goals.

• Students may carry water bottles to hydrate.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not in compliance with one or more practices required by district policy FFA(Local) DBA(Legal) CKD(Legal) EHAA(Legal).

The campus is in compliance with all practices required by district FFA(Local) DBA(Legal) CKD(Legal) EFAA(Legal).

The campus is in compliance with all practices required by district policy FFA(Local) DBA(Legal) CKD(Legal) EFAA(Legal). The campus engages in one additional activity or practice to support a healthy campus environment.

The campus is in compliance with all practices required by district policy FFA(Local) DBA(Legal) CKD(Legal) EFAA(Legal). The campus engages in two or more additional activities or practices to support a healthy campus environment.

Physical Education

Physical education is a school-based instructional opportunity for students to gain the necessary skills and knowledge for lifelong participation in physical activity.

Policy Program Components

• The campus offers students an opportunity to choose among many types of physical activity in which to participate; offers students both cooperative and competitive gams; and ensures an enjoyable experience for students. EHAA(Legal)

• 50 percent of a physical education class is used for student physical activity and the activity is,

• Campus physical education teachers utilize the physical education curriculum to set lesson scope and sequence to include a variety of lifetime sports and activities.

• Fitness training is included in instructional time. Cardiovascular fitness, muscular strength and endurance, and flexibility activities are provided.

to the extent practicable, of a moderate or vigorous level. EHAA(Legal)

• Students must have a minimum of one credit of physical education or substitution. EHAC(Legal)

• The district will conduct a health-related fitness assessment for students in grades 3-12 who are enrolled in a physical education class or a course for which PE credit is awarded. FFA(Local) Campus staff provides fitness education, conducts annual assessments, and utilizes assessment data to direct instruction and create fitness goals.

• Campus physical education teachers use instructional strategies that motive students and get students active.

• Physical education is taught by certified physical educators at all grade levels.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not in compliance with one or more practices required by district policy FFA(Local) and EFAA(Legal).

The campus is in compliance with all practices required by district FFA(Local) and EFAA(Legal).

The campus is in compliance with all practices required by district policy FFA(Local) and EFAA(Legal). The campus engages in an additional activity or practice to support a healthy campus environment.

The campus is in compliance with all practices required by district policy FFA(Local) and EFAA(Legal). The campus engages in two or more additional activities or practices to support a healthy campus environment.

COMMUNITY & PARENTAL INVOLVEMENT

Welcoming Families

Creating a Family-Friendly Atmosphere & Developing Personal Relationships

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus is not well maintained. Family engagement opportunities are not available.

The campus is well maintained. Families are greeted promptly by courteous staff who respond to their needs with accurate information and connect them with appropriate personnel.

In addition to Level 2 – families or other community members volunteer at the campus. School activities/events are publicized to the community.

In addition to Level 3 – Volunteers serve as ambassadors and mentors to help families become engaged in the school.

Respecting All Families

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1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus does not affirm family/student cultures and history in school resources and activities.

The campus affirms family/student cultures and history in school resources and activities.

In addition to Level 2 – The campus is open to input from families, students, and community members from different neighborhoods and backgrounds to gain insight on helping to build & maintain a respectful & supportive environment.

In addition to Level 3 – The campus works with families and community members from all neighborhoods and backgrounds to identify & eliminate barriers to family engagement related to race, ethnicity, class, family structure, religion, and physical & mental ability.

Providing Opportunities for Volunteering

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Volunteer opportunities are not provided.

Families & Community members have opportunities to volunteer at the campus.

In addition to Level 2 - Families and community members have opportunities to volunteer at the campus.

In addition to Level 3 -The school volunteer program reaches out to neighborhood families & community to recruit & encourage volunteers based on their unique experiences and skills & to offer opportunities to contribute both at home and at school.

Removing Obstacles to Participation

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Family activities are planned by school staff and are limited to the school day.

Family activities are held at various times and days of the week to accommodate work schedules.

In addition to Level 2 – School leaders and family/community group members work together to plan family events/programs to be held at the school or community locations.

In addition to Level 3 – School leaders and family/community groups collaboratively create school-wide practices to encourage family and student access to school- sponsored programs & events.

Communication

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus provides no communication to keep families informed of district & campus policies, events, & opportunities. Communiques are not translated.

The campus uses at least one media source to keep families informed of district & campus policies, events, & opportunities. Communiques are translated as needed.

The campus at least two media sources to keep families informed of district & campus policies, events, & opportunities. Communiques are translated as needed.

The campus uses three or more media sources to keep families informed of district & campus policies, events, & opportunities.

Communiques are translated as needed.

Family/Community Knowledge & Input on Current Issues

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Two-way communication is not provided on a timely or regular basis.

The campus provides at least one opportunity for two-way communication.

In addition to Level 2— The school community is kept informed of developing issues by print/electronic newsletters or automated messages on a regular basis.

In addition to Level 3— The campus works collaboratively with the school community to strategically evaluate issues that affect families.

Family & Student Engagement Survey Results

The campus leadership team uses this survey instrument to measure family & student engagement and satisfaction in the campus. The 3 point Likert scale allows for distinctions in levels of engagement. Answers at levels B and C are at or above the level of expectation in family & student engagement. The survey will be available online to be completed by families and students.

The 10 question survey is summarized with answer A receiving a weight of one and answers B and C (the level of expected engagement) receiving a weight of 5. Answer choices from all survey respondents are averaged to arrive at the parental engagement survey score. The family & student engagement survey score is incorporated into the overall Community, Family, & Student Involvement evaluation using the 1-5 rubric below.

Indicate the average survey score across all ten (10) items from all participants:

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Survey Score < 1.5 Survey Score < 2.5 Survey Score < 3.5 Survey Score < 4.0

Family & Student Engagement Survey

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Answer A, B, or C to each of the follo ing q estions

A B C

1. How often do you meet in person with teachers at your child’s school? (For example: open house, meet the teacher night, etc.)

Almost never Once or twice a year

Three or more times per year

2. How frequently have you been involved with PTA or other parent group activities at your child’s school?



3. In the past year, how often have you discussed your child’s school with other parents from the school?



4. How often have you visited your child’s school during regular school hours? Almost never Once or twice a

year Three or more times per year

5. How often do you attend school related activities outside regular school hours? Almost never Once or twice a

year Three or more times per year

6. How involved have you been in fundraising efforts at your child’s school? (For example: PTA, academic, booster clubs, etc.)

Not at all involved

Somewhat involved Extremely involved

7. How often do you volunteer for your child’s school, either at school or home? (For example: PTA, academic, booster clubs, etc.)



8. How often do you discuss school work, academic progress, and school related activities with your child?

Almost never Sometimes All the time

9. How often do you visit ParentPortal online to review your child’s progress, attendance, and view teacher posted material?

Almost never Twice a semester

Three or more times per semester

10. How often do you read newsletters and other materials that are provided by your child’s school?

Almost never Once a month More than once a month

Student Success

Family/Student/Teacher Communication about Progress

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Communication Families/Students In addition to Level 2 - In addition to Level 3 -

regarding student progress is not provided on a timely or regular basis.

may contact teachers via email, notes, or phone messages & receive a timely response. Teachers make contact with families/students at the beginning of the year to establish positive relationships.

Teachers proactively communicate to families/students about student learning and expectations for acceptable student work.

Teachers provide families/students with information about learning standards prior to beginning new learning units and maintain updated grade book on Family/Student Portal.

Sharing School & Individual Student Assessments

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Families/Students are provided no opportunity to learn about school & student progress.

Families/Students are informed about state & local assessments. The principal presents the school’s academic goals/objectives at the beginning of the school year & reports data from prior year.

In addition to Level 2 – Families have opportunities to learn how to interpret assessment data. The principal facilitates discussion and collaboration between staff and families to address academic strengths & challenges.

In addition to Level 3 – Families are included on school or district committees to discuss how to raise expectations & achievement of all students. The principal collaborates with school stakeholders to present regular progress updates on academic achievement & develop strategies to support improvement.

Communicating Resources & Support

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Families/Students are not aware of resources & support available to assist students.

Families/Students are informed at the beginning of each year about resources & support available to students.

In addition to Level 2 – Teachers/Life Coaches maintain lists of resources & support for students.

In addition to Level 3 – Teachers communicate regularly with families/students about resources & support available to assist students & recommend resources & support when appropriate.

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Engaging Families & Community in Classroom Learning

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus does not collaborate with families/students or community to enhance instruction.

Families and teachers work together to provide resources for units of study.

In addition to Level 2 – Families, community members, & teachers engage in innovative ways to enhance classroom learning.

In addition to Level 3 – The campus maintains a list of classroom support resources that utilizes the unique skills & experiences of parents & community.

Student Family Teacher Association/Local School Council & Campus Committees

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus has no SFTA or volunteer program.

Local school council or other campus committees that include families/students/community members are not utilized.

Families/students are encouraged to join SFTA and are invited to volunteer & attend events at the campus. Campus staff work collaboratively with the local school council with at least two meetings per year.

In addition to Level 2 – The SFTA elects officers & holds meetings on a routine basis. Membership & volunteer hours are tracked.

The campus local school council meets three or more times per year & collaborates on campus planning.

In addition to Level 3 – The SFTA collaborates with school staff to coordinate programs, activities, & events that benefit the school community. Campus leadership utilizes reflector groups or committees to address campus opportunities or issues.

Community & Business Partnerships

Partnerships

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

The campus has not developed community and business partnerships.

The campus has developed community & business partnerships to collaboratively identify needs & provide resources for students, families & the school community.

In addition to Level 2 – The partnerships bring groups & individuals together in working to achieve desired results for students, families, & the school community.

In addition to Level 3 – The campus has two or more business or community partners.

THE 21ST CENTURY WORKFORCE DEVELOPMENT PROGRAM

Guidance & Advisement

Guidance and advisement programs provide all students with opportunities to explore career and post-secondary educational options. These programs provide a variety of opportunities for family & community involvement.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Students have no opportunity to explore career and educational options.

Students have opportunities to explore career and educational options.

In addition to Level 2 – Students and families meet with the counselor to review progress on the graduation plan.

In addition to Level 3 – The campus provides information and assistance to families/students on topics such as college entrance requirements and financial aid. The campus collaborates with feeder schools to make families/students aware of career and educational options.

Soft Skill Development

Soft skill development is essential to preparing students for the workforce. Employers seek highly productive employees who exhibit integrity, dependability, and interpersonal skills, as well as skills in communication, collaboration, creativity, and critical thinking.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

There is no evidence of soft skills instruction.

Soft skills instruction & training is evident.

Soft skills instruction & training is evident across the campus and students in CTE/Tech Apps/Workforce Development related courses receive targeted skill training.

Campus is implementing an initiative that includes soft skills training for all students.

Workforce Developement & Industry Credential Courses

Offering Career & Technical Education (CTE) and Technology Applications courses is an indicator of campus integration and support of 21st Century Workforce Development. CTE/Tech App/Workforce

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Development courses lead to industry certification that has value in the workplace. Students have the opportunities to take certification exams to earn an industry-recognized credential. Some examples include:

• Microsoft Office Specialist

• Administrative Assistant/Bookkeeping

• Certified Apartment Maintenance Technician

• Certifiied Apartment Leasing

• OSHA and basic construction skills

• Nurse Assistant

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Campus does not offer any CTE/Tech Apps/Workforce Development Courses. Students have no opportunities to earn industry credentials.

Campus offers 1-2 CTE/Tech Apps/Workforce Development Courses or course sequences that prepare students for an industry credential.

Campus offers 3-4 CTE/Tech Apps/Workforce Development Courses or course sequences that prepare students for an industry credential.

Campus offers 5 or more CTE/Tech Apps/Workforce Development Courses or course sequences that prepare students for an industry credential.

Work-Based Learning Experiences

Work-based learning (WBL) provides instructional experiences that include “real-world” relevant workforce information. This learning contributes to the comprehensive education and employability of the student. Examples of Work-based learning experiences include:

• Field Trips

• Guest Presentations

• Career Fair

• Higher Education Presentations

• Internships

• Mentoring Program Participation

• Office/Teacher Aide Position

• CTE Sequences

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Work-based learning opportunities are not offered.

One work-based learning opportunity is offered.

Two work-based learning opportunities are offered. Experiences are linked with cross-course curriculum.

Three or more work-based learning opportunities are offered. In addition to Level 3 – The campus actively solicits local

businesses to provide work-based learning experiences & opportunities for field trips.

Marketing, Public Relations, and Community Outreach

Schools and leadership market the CTE/Tech Apps/Workforce Development courses to students and the school community. Marketing & public relations examples include:

• Program of Studies

• CTE/Workforce Development Brochures

• Community Partnership Activity

• Campus & District Websites

• Social Media

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Marketing or public relations efforts regarding 21st Century Workforce Development are not evident.

Campus utilizes course catalog & district website information to promote its workforce development courses & programs.

In addition to Level 2 – The campus utilizes CTE/Tech Apps/Workforce Development brochures, videos, student successes to promote CTE/Tech Apps/Workforce development courses & programs.

In addition to Level 3 – The campus submits workforce development-related articles to the communications department for publication. Campus takes initiative to seek resources & support through partnerships with families, community, and businesses.

THE SECOND LANGUAGE ACQUISITION PROGRAM

Academic Preparation

Enrollment in Languages Other Than English (LOTE)

Student Enrollment in LOTE courses

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1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Less than 10% 11% - 20% 21% - 30% 31% +

ELL Enrollment in Core Foundation Courses

ELL Student enrollment in 2 or more on-level foundation/core courses

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Less than 10% 11% - 20% 21% - 30% 31% +

Earned Credits – 2 Levels LOTE

Percent of graduates earning credit in at least 2 levels of LOTE courses

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Less than 10% 11% - 20% 21% - 30% 31% +

Language Development

The campus has a process for setting goals & monitoring language development progress of ELL students.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

A process for goal setting or monitoring ELL student language development progress is not evident on the campus.

The campus has a process in place to set goals and monitor progress of ELL students in language development throughout school year.

In addition to Level 2— The campus uses current data to adjust ELL student instruction throughout the school year.

In addition to Level 3— The campus works collaboratively with ELL families on goal setting and student instruction.

Staff Preparation

General education & ESL teachers have the training necessary to meet the instructional needs of ELL students.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Less than 60% of Core staff trained in English Language Proficiency Standards (ELPS).

61% - 70% of Core staff trained in ELPS.

71% - 80% of Core staff trained in ELPS.

81% + of Core staff trained in ELPS.

School Community Participation

Opportunities are available for students to participate in language organizations.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Students have no opportunities to participate in language organizations, field trips, contests, or cultural events.

Students have the opportunity to participate in at least one language organization, field trip, contest, or cultural event.

Students have the opportunity to participate in at least two language organizations, field trips, contests, or cultural events.

Students have the opportunity to participate in at least three language organizations, field trips, contests, or cultural events.

Opportunities are available for ELL students and their families to engage with the school community.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

ELL Students and Families of ELL students have no opportunity to participate in school meetings or events.

ELL Students and Families of ELL students have opportunities to participate in school meetings, events, or activities with appropriate translation services available.

In addition to Level 2— Campus staff members facilitate outreach activities to encourage participation of ELL students and ELL families in school meetings or events.

In addition to Level 3— ELL students and Families of ELL students are provided support necessary (translation services, mentoring, scheduling) to encourage participation in all school activities

THE DIGITAL LEARNING ENVIRONMENT

Technology for Learning

Students use technology for authentic learning & the acquisition of the knowledge, skills, and attitudes to perform in the 21st century world.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

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Students use little or no technology.

Students use technology to access, communicate and present information.

Students evaluate and analyze data to solve problems.

Students propose, assess, and implement solutions to problems. Students use multimedia tools for project production and access the available digital video libraries and databases for research.

Technology for Teaching

Teachers use technology to provide students with authentic learning opportunities & to promote student acquisition of the knowledge, skills, and attitudes needed to perform in the 21st century world.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Little or no technology is used in instruction.

Teachers use technology to supplement & direct instruction, improve productivity, model technology skills, and direct students in the use of applications for technology integration.

Teachers use technology in teacher-led and some student-centered learning experiences to develop higher-order thinking skills & provide opportunities for collaboration with content experts, peers, parents, & community

Teachers integrate technology in a student-centered learning environment where technology is used to solve real world problems. They use digital resources such as multimedia tools for student production, video conferencing, video libraries, and databases for instruction & research, & a wide range of online instructional tools & apps.

Teacher Development Preparation

Training is provided for teachers on the use of technology to enhance instruction, student learning, & student creativity.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Campus does not provide ongoing technology professional development

Campus provides some technology professional development

Campus provides ongoing technology professional development

Campus provides ongoing technology professional development

opportunities. opportunities employing in person instruction.

opportunities employing a variety of professional development & follow-up models including online training, video conferencing, Professional Learning Communities (PLC’s), etc. A culture of “anytime, anywhere” learning is promoted.

opportunities employing a variety of professional development & follow-up models including online training, PLC’s, etc. A culture of “anytime, anywhere” learning is promoted. Many teachers have developed their own Professional Learning Network through social media, online professional communities, video conferencing, etc.

Online Learning Environments

The campus uses district provided resources to provide opportunities for a wide range of online learning.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Staff members are the primary users of the web and interactive learning.

Students utilize web & video based content for instruction, learning and character development, and/or for professional development. Student courses at the high school level are offered online for credit and credit recovery.

High quality web and video- based content is used by students and teachers in many classrooms for instruction, learning and character development, and/or for professional development. Online training (video- conferencing, webinars) is used by some teachers for professional development. Student courses at the high school level are offered online for credit and credit recovery.

High quality web and video- based content is used by students and teachers in all classrooms for instruction, learning and character development, and/or for professional development. Online training (video- conferencing, webinars) is used by many teachers for professional development as well as student instruction. Teachers and staff produce and post videos for student instruction in or out of the classroom. Student courses at the high school level are

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offered online for credit and credit recovery

Positive School Culture Promoting Digital Learning

The school’s culture promotes the use of technology for digital learning.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

District provided digital tools are minimally utilized. Digital tools and resources are allocated based on teacher interest only. Digital Citizenship and Responsibility is seldom specifically and purposefully addressed. Students are not allowed to bring their own devices to school, or devices may only be used outside of instructional time. Online collaborative tools are either not used or used on a limited basis by staff only.

District provided digital tools are utilized regularly. Digital tools and resources are allocated equitably. Digital Citizenship and Responsibility is specifically and purposefully addressed. Students are at times allowed to bring their own devices to school. Online collaborative tools are used occasionally by staff and students.

Access to appropriate digital tools and resources is equitable for all staff and students. Digital Citizenship and Responsibility is discussed and modeled in some classrooms. For example: fostering a culture of positive norms, using technology responsibly. Students are allowed to bring their own devices. Teachers decide how to allow the use of personal devices in the classroom. Online collaborative tools are used frequently by some staff and students across all grades and curriculum areas (Google Drive).

Access to appropriate digital tools and resources is equitable for all staff and students. Digital Citizenship and Responsibility is promoted and integrated throughout the school in all curriculum areas. A Bring Your Own Device (BYOD) initiative is well- planned and implemented, including appropriate student information, permissions, etc. Use of personal devices is incorporated in teachers’ lessons. Exemplary use of technology by staff and students is acknowledged or recognized and promoted. Online collaborative tools are used routinely by the staff and students across all grades and curriculum areas (Google Drive).

DROPOUT PREVENTION STRATEGIES

Student Focused Programs & Strategies

Academic Programs, Strategies, or Methods

The following academic programs, strategies, or methods are available & supported by the district to foster student success.

• Campus Interventions • College & Career Readiness Services • ELL Services • Special Education Services • Childcare • Dyslexia Services • Tutoring Programs • Summer Programs • 504 Services • CTE Programming • Parenting Program • Guidance/Counseling • Volunteer Mentors • State Assessment Prep • PRS Services

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Few or no strategies are identified; strategies seldom occur.

Selected strategies are implemented.

Selected strategies are implemented and occur with rigor and frequency.

Selected strategies are implemented, monitored, & adjusted to address individual student needs.

Alternative Schooling & Extended Day Opportunities

The following are programs, strategies, & methods that are available & supported by the district to foster alternative learning & extended day opportunities for students.

• Night School • Extended Day Schedule • Summer Programs • GED Programs • Campus Based Online Instruction • ELL Services • CEHI (Comp Ed Home Instruction

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary





Student Involvement

The following are programs, strategies, & methods that are available & supported by the district to foster student involvement.

• Clubs/Student Organization • Fine Arts • Welcoming Activities • Mentors/Peer Helpers • ELL Services • Summer Programs

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• Support for new students • Support for recent immigrants • Extracurriculars

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary





Engaging Work/Active Learning

The following are programs, strategies, & methods that are available & supported by the district to foster engagement/active learning.

• Strategies for Student Engagement • Field Trips, Guest Speakers • Enrichment Clusters • Character Development Program • Outdoor Learning Opportunities • Project Based Learning • 21st Century Learning Skills • Fine Arts • Differentiation • Enterprise City • Welcoming Activities • Community Service

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary





Student/Family/Community Engagement & Support

School/Community Engagement

The following are programs, strategies, & methods that are available & supported by the district to foster student/family/community engagement.

• Advisory Committees • No Show/Leaver Protocols • Life Coaches • Parent and Community Volunteers • College & Career Readiness Services • SFTA • Food Pantry • Holiday Gift Drives

1 2 3 4

Unacceptable Acceptable Recognized Exemplary Few or no strategies are identified; strategies seldom occur.




Supporting infrastructure & Programs

Professional Development

The following are programs, strategies, & methods that are available & supported by the district to foster professional development.

• Special Programs • New Teacher Mentoring • District provided training • Targeted PD Plans • Diversity Training • Multicultural Training

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Professional development strategies are not evident on the campus.

Professional development opportunities are available and participation documented.

In addition to Level 2 - Selected strategies are implemented and occur with rigor and frequency.

In addition to Level 3 - Selected strategies are implemented, monitored, & adjusted to address individual student needs.

Safe Learning Environment

The following are programs, strategies, & methods that are available & supported by the district to foster professional development.

• Student Services Programs/Training • School Safety Features • Life Coaches • Academic Dean • Internet Filtering • Facilities Services

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary





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EDUCATIONAL PROGRAMS FOR GIFTED & TALENTED STUDENTS

Instructional Opportunities

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Gifted/talented students are required to learn at the pace of the general class and are not cluster grouped, nor are they given the opportunity to accelerate when the need arises; there is no evidence of differentiation to meet the needs of the gifted student.

A continuum of learning experiences is provided in the four core areas leading to the development of advanced level products and/or performances.

A continuum of learning experiences is provided in the four core areas leading to the development of advanced level products and/or performances. Flexible pacing allows students to learn at the pace and level appropriate for their abilities and skills. This may include such opportunities as dual/concurrent courses, distance learning and online learning opportunities.

A continuum of learning experiences is provided in the four core areas leading to the development of advanced level products and/or performances. Flexible pacing allows students to learn at the pace and level appropriate for their abilities and skills. This may include such opportunities as dual/concurrent courses, distance learning and online learning opportunities. Acceleration options are actively facilitated by district administrators, counselors and teachers.

Curriculum Design

The four core areas are English Language Arts, Science, Social Studies, and Math.

1 Unacceptable

2 Acceptable

3 Recognized

4 Exemplary

Gifted/talented students are assigned to classes without any consideration to cluster grouping.

Gifted/talented students will work together and receive appropriate differentiation within the classrooms of the four core areas. Campuses will cluster group gifted/talented students (no fewer than

Gifted/talented students are ensured opportunities to work together and are ensured appropriate differentiation within the classrooms of the four core areas. Classes will ensure that gifted

Gifted/talented students are ensured opportunities to work together and are ensured appropriate differentiation within the classrooms of the four core areas. Classes will ensure that gifted

4-6 gifted students in a class). However, if there are fewer than 4-6 gifted/talented students per grade level, they should be grouped together.

students will be cluster grouped (no fewer than 4-6 gifted students in a class when possible). Flexible grouping patterns and independent investigations are employed in the four core areas.

students will be cluster grouped (no fewer than 4-6 gifted students in a class when possible). Flexible grouping patterns and independent investigations are employed in the four core areas. Services for gifted/talented students are comprehensive, structured, sequenced and are appropriately challenging in the four foundation curricular areas, arts, leadership and creativity.

COMPLIANCE REPORTING

Compliance with Statutory Reporting & Policy Requirements

Y/N Date Item Documentation Initials Campus Improve Plan (CIP) includes

required components CIP

LPAC Process and ELL services are compliant, procedures followed & evaluated for effectiveness.

LPAC Meeting Documents & Annual Audit

Special Education & 504 programs are compliant, procedures followed with local, state, & federal requirements.

Annual Audit

Accountability ratings are reported in a timely manner

Ratings sent home with first Report Card

Staff Appraisals & Professional Development

Evaluation Reports & PD Documentation

Test Security: All testing irregularities are reported to District Testing Coordinator

Reporting documents

Assessment Training: Test specific training is completed & verified

Sign-in Sheets