Arizona Department of Education
Tom Horne, Superintendent of Public Instruction

STANDARDS AND RUBRICS
FOR SCHOOL IMPROVEMENT
2005 REVISED EDITION
Arizona Department of Education
School Effectiveness Division
School Improvement Section
1535 W. Jefferson St., Bin #10
Phoenix, AZ 85007
(602) 364-2065

ACKNOWLEDGEMENTS
The School Effectiveness Division of the Arizona Department of Education wishes to express gratitude to the following for their
assistance with the development of the original 2003 Standards and Rubrics for School Improvement and/or its 2005 revision.

Arizona Association of School Business Officials
Arizona Education Association
Arizona Foundation for Resource Education
Arizona K-12 Center
Arizona School Administrators Association
Arizona School Boards Association
Arizona State Board for Charter Schools
Arizona State University
Arizona Tribal Council
Grand Canyon University
Greater Phoenix Leadership
Maricopa Community Colleges
North Central Association – Commission on
Accreditation and School Improvement
Northern Arizona University
Ottawa University
RMC Research Corporation
Rodel Foundation of Arizona
University of Arizona
University of Phoenix
WestEd

i

CONTENTS
Acknowledgements

Page i

Key to Reading and Understanding the Instrument

Page 2

Operational Guidelines

Page 3

Instructions for Use

Page 4

Graphic Overview of Systemic School-wide Improvement

Page 6

Standards and Indicators At-A-Glance

Page 7

STANDARD 1: SCHOOL AND DISTRICT LEADERSHIP

Page 11

STANDARD 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT

Page 30

STANDARD 3: CLASSROOM AND SCHOOL ASSESSMENT

Page 47

STANDARD 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION

Page 58

Action Plan Template

Page 72

Glossary

Addendum 1

Data Sources and Collected Evidence

Addendum 2

1

KEY TO READING AND UNDERSTANDING
(NOTE: Words which appear in bold-face type within the text are defined in the Glossary.)

Standard

a goal statement that identifies a desired performance; represents the essential knowledge, skills, behaviors,
and attitudes that must be demonstrated in order to be successful with a particular performance

Rubric

an established set of parameters used for evaluating performance standards; typically consists of a set of
explicit criteria (indicators) that define the desired performance, a fixed measurement scale (e. g., a 4-point
scale) and performance descriptions for each criterion (indicator) at each point on the scale

Indicator

an observable measure that clearly articulates one of the elements of the desired performance standard; one
criterion that makes up a performance standard

Performance
Levels
Supporting
Evidence
Data
Sources

a fixed measurement scale with detailed descriptions for each point on the scale to aid in distinguishing and/or
discriminating performances of different quality

data and other kinds of compelling documentation that can be collected and used to substantiate a specific
rating on a rubric

refers to from where or from whom data might be collected, including students, teachers, principals, central
office administrators, parents, and other community members; the origin of the data or documentation used to
substantiate a specific rating on a rubric

2

OPERATIONAL GUIDELINES
(NOTE: Words which appear in bold-face type within the text are defined in the Glossary.)
This instrument is intended to help schools at all levels of performance assess the strengths and limitations of their instructional
practices and organizational conditions. It serves three primary functions:
1. as a blueprint to communicate the high expectations of the Superintendent of Public Instruction for all Arizona schools;
2. as an internal self-assessment tool to be used by the educational community at the local level; and
3. as an external assessment tool to be used by ADE Solutions Teams.
It may also be used in other appropriate external assessment activities. The instrument is not intended to be used for staff
evaluation. Instead, the focus is on assessing the effectiveness of the school for the purpose of sustained improvement in academic
achievement.
The Standards and Rubrics for School Improvement is anchored in scientifically research-based principles and indicators that
consistently distinguish top-performing schools. The indicators are defined within the following four standards:
Standard 1:
Standard 2:
Standard 3:
Standard 4:

School and District Leadership
Curriculum, Instruction, and Professional Development
Classroom and School Assessments
School Culture, Climate, and Communication

3

INSTRUCTIONS FOR USE
When a school engages in the process of assessing the strengths and limitations of its educational program, it is imperative to begin
with an open mind, making no assumptions. Think of the process as an evidence-based inquiry, not an evaluation or rating. The end
product is not a score, but the identification of current strengths and limitations -- based upon evidence -- that will serve as the
foundation for a solid school improvement plan.
In order to use this instrument effectively, there must be an orientation to its design. It is divided into four sections, one for each of
the standards. Each section begins with a set of Guiding Questions. Time spent reflecting upon, discussing and answering these
questions will lead participants to a deeper understanding of the standard and the related indicators they are about to examine.
Immediately following the Guiding Questions are the rubrics for that standard. The standard is stated at the top of every page, and
then it is further clarified by a series of indicators. To the right of each indicator statement are four performance levels (rubric score
points) that describe the level of development and/or implementation using the following score points and descriptions:
3
2
1
0

Exceeds the Standard
Meets the Standard
Approaches the Standard
Falls Far Below the Standard

(Exemplary level of development and/or implementation)
(Fully functioning and operational level of implementation)
(Limited development and/or partial implementation)
(Little or no evidence of development or implementation)

1. For each indicator, read the Level 3 description — Exceeds.
2. Under the heading Data Source/Evidence, list all known data sources that are relevant to that particular indicator. Then
describe the evidence that can justify and document one of the ratings: Exceeds, Meets, Approaches, or Falls Far Below.
Example:
DATA SOURCE:

Arizona School Improvement Plan (ASIP)

EVIDENCE:

There are mid-year and yearly evaluations of progress in meeting our school’s performance goals,
and the data are used to revise our ASIP.

Please refer to Addendum 2 for more examples of research-supported, concrete, and tangible pictures of what would be
going on in a school if it were actively and effectively addressing a particular standard.

4

INSTRUCTIONS FOR USE (Continued)
3. If there is insufficient evidence to support an Exceeds rating as described in Level 3, read the descriptions for Levels 2, 1,
and 0 to determine which of these levels most accurately describes the current situation at the school.
4. Select the rating for the indicator by shading or circling the appropriate box in the rubric.
5. A Scoring Summary Sheet is provided at the end of each of the four standard sections. This allows all ratings for a
standard to be recorded in one location.
In order to produce valid and reliable results, involve as many members of the school community as possible. There are
many ways to accomplish this. The following are suggestions to solicit input from the majority of stakeholders:
1. Begin by having the campus leadership team (e.g., principal, teacher leaders, district representatives, and other
community stakeholders) carefully read and study the document. As a team, follow steps 1 - 5 (previously described).
This process should require several meetings in order to reach consensus on the appropriate rating for each indicator.
Consensus ratings should be based on data sources and collected evidence.
2. Next, one or two members of the leadership team lead a similar process with only one of the four standards and one
quarter of the staff. The review/evaluation process is then conducted with all four standards.
3. The leadership team or an appointed subcommittee then reconciles the team’s evaluation with the small groups’
evaluations. Synthesized evaluation results are compiled and a final report is completed.
4. The final report is presented to the entire staff for their review and comments. Feedback is considered for possible
revisions/edits.
The consensus document serves as the foundation for establishing a new school improvement plan, or for examining and revising an
existing plan. This is an on-going, fluid document and process. As needs are identified and addressed, the Standards and Rubrics
for School Improvement can be used periodically to gauge progress and lend momentum to continuous improvement.
For schools that are not required to have an Arizona School Improvement Plan, an Action Plan Template is included after Standard
4. The leadership team may find this a useful format to plan improvement activities after having used the Standards and Rubrics for
School Improvement.

5

GRAPHIC OVERVIEW OF SYSTEMIC,
SCHOOLWIDE IMPROVEMENT

Standard 1: School
and District
Leadership

Standard 4:
School Culture,
Climate and
Communication

STUDENT
ACHIEVEMENT

Standard 2:
Curriculum,
Instruction &
Professional
Development

Standard 3:
Classroom and
School Assessment

6

STANDARD 1 AT-A-GLANCE
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
Indicators
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9

1.10
1.11
1.12
1.13

The district/charter holder commits administrative support and professional development to create a studentcentered, teacher-led learning community.
District/charter holder leadership blends both expectations and support to ensure that systems (i.e., fiscal,
curricular, instruction, effective practices, assessments) are aligned to goals that focus on student achievement.
Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing
a sustained and shared philosophy, vision and mission that promotes a culture of excellence.
Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership.
Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups.
All administrators have growth plans focused on the development of effective leadership skills that include the
elements of the Standards and Rubrics for School Improvement.
Leadership works to build coherency and alignment by “reculturing” around state and federal accountability
systems.
District/school leadership systematically uses disaggregated data in planning for diverse student needs, and then
communicates data analysis information to school staff.
Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are
provided with professional development/training necessary to effectively use curricular, instructional, and data
resources relating to the Arizona Academic Standards.
Leadership ensures that time is allocated and protected to focus on curricular and instructional issues.
Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human,
physical, time), monitoring progress and resource use, and providing organizational structure.
The school is organized to maximize equitable use of all available fiscal resources to support high student and staff
performance.
The principal demonstrates the skills necessary to lead a continuous school improvement process focused on
increasing student achievement.

7

STANDARD 2 AT-A-GLANCE
Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic Standards.
Indicators
2.1
2.2
2.3
2.4
2.5
2.6

2.7
2.8

2.9
2.10
2.11
2.12
2.13
2.14
2.15

The school or district has developed an explicit, written curriculum that is aligned with Arizona Academic
Standards.
A systematic process for monitoring, evaluating, and reviewing the curriculum is in place.
The curriculum expectations are communicated to all stakeholders.
A comprehensive curriculum and access to academic core standards are offered to all students.
The staff monitors and evaluates curriculum and instructional programs based on student results, and makes
modifications as needed to ensure continuous school improvement.
Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative
assessment, summative assessment, review/re-teaching and appropriate interventions to promote student
achievement.
Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and
there is research-based evidence of their effectiveness.
Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for
instructional planning, instructional delivery, assessment, monitoring student progress, and communicating
information.
Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time
allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.
A variety of scientifically research-based strategies and best or proven practices focused on increasing student
achievement are used effectively in classroom.
The long-term professional growth of individual staff members is required and focuses directly on increasing
student achievement.
Teachers and staff promote high expectations of students and recognize and accept their professional role in
student success and failure.
Professional development is continuous and job-embedded.
The district/school provides a clearly defined evaluation process and focuses directly on increasing student
achievement.
Teachers exhibit sufficient content knowledge to foster student learning.

8

STANDARD 3 AT-A-GLANCE
Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure
and monitor student performance and to revise curriculum and instruction as needed.
Indicators
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8

School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e.,
students, teachers, administrators, parents, governing board members, community members) when appropriate.
Multiple and varied assessments and evaluation strategies are used appropriately and effectively.
Teachers assess learning, formulate classroom benchmarks based on standards, and communicate the results to
students and families with respect to students’ abilities to meet Arizona Academic Standards.
School and classroom assessments are aligned to the Arizona Academic Standards and/or performance
objectives.
Assessments are used to re-focus student learning on targets to enable them to meet/exceed standards.
Test scores are used to identify gaps in curriculum or between groups of students for instructional implications.
The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona
Academic Standards.
District/school leadership coordinates implementation of state-required assessment and accountability program.

9

STANDARD 4 AT-A-GLANCE
Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive
to student achievement, and possesses an effective two-way communication system.

Indicators
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11

There is a shared philosophy of commitment, ownership, vision, mission and goals that promote a culture of
excellence.
Facilities support a safe and orderly environment conducive to student learning.
There is policy, leadership, and staff support for an equitable code of discipline that supports students’
understanding of rules, laws and expectations for responsible behavior that enables teaching and learning.
There is leadership, staff, student and community involvement in the development and implementation of safety
plans that meet state requirements.
Teachers and staff build positive, nurturing relationships with students and work to improve student attendance,
dropout rates, and graduation rates.
Student achievement is highly valued and publicly celebrated.
A healthy school culture promotes social skills, conflict management, and prevention programs so that students are
prepared and ready to learn.
A culture of respect exists where relationships, trust, communication and collaboration are valued within the entire
school community.
Change is accepted as a normal and positive process that leads to continuous district/school improvement.
All members of the school community are active partners in governance, and support and participate in schoolwide improvement efforts.
Students are provided with a variety of learning opportunities within the normal school day; and may receive
additional assistance beyond regular classroom instruction to support their academic learning.

10

GUIDING QUESTIONS FOR EXAMINING STANDARD 1
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
thirteen indicators they are about to examine under School and District Leadership.

SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

1. What is the specific evidence that our school and district leadership is committed to high student
achievement?

2. How is our leadership inclusive of all members of the school community in developing a shared and
sustained philosophy, vision, mission, and goals?

3. How does instructional decision making in our school and district utilize specific performance data
and research?

4. How is our leadership creating the necessary structures and conditions that will ensure coherency and
alignment in our instructional program?

11

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.1 The
district/charter
holder commits
administrative
support and
professional
development to
create a studentcentered, teacherled learning
community.

A. Central and site
leadership actively
promote and provide
supports through time
and other resources
to build and sustain a
learning community.
B. Central and site
leadership develops
and promotes
opportunities for
training staff in the
creation of structures
that facilitates
implementation of a
learning community.
C. Central and site
leadership
collaborates with staff
to create varied,
extensive and multiple
opportunities for
participation in a
learning community.
Input is highly valued
and demonstrated
through staff inclusion
in the process and
final
products/outcomes.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches
A. Central and site
leadership support the
development of a
learning community.

B. Central and site
leadership develops a
framework for staff to
create and implement
a learning
community.

C. Central and site
leadership
collaborates with staff
to create varied
opportunities for
participation in a
learning community.
Input is valued as
demonstrated through
staff inclusion in the
process and final
products/outcomes.

0
Falls Far Below

A. Central and site
leadership understand
the role of a learning
community, but have
yet to create systems
to support its
development.
B. Central and site
leadership provides
little support in
developing
frameworks to create
and implement a
learning community.

A. Central and site
leadership offer limited
or no evidence that a
learning community
exist at the site.

C. Central and site
leadership
collaborates with staff
to create minimal
opportunities for
participation in a
learning community.
Input is valued as
demonstrated through
staff inclusion in the
process and some of
the final
products/outcomes.

C. Central and site
leadership does not
promote a learning
community and/or
one does not exist.

DATA SOURCE/
EVIDENCE

B. Central and site
leadership indicates
that no framework
exists or is under
development in
creating a learning
community.

12

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.2 District/charter
holder leadership
blends both
expectations and
support to ensure
that systems (i.e.,
fiscal, curricular,
instruction,
effective
practices,
assessments) are
aligned to goals
that focus on
student
achievement.

A. District/charter
holder leadership
actively and effectively
works with the school
site in aligning the
external and internal
systems with site
goals. (i.e., internal:
needs assessment,
plans, student
achievement data; and
external: Solutions
Teams Statement of
Findings, NCA
Accreditation, external
evaluator review).
B. District/charter
holder leadership
effectively promotes
and provides an
effective process for
reflection and review
of systems alignment.
C. District/charter
holder leadership has
created a formal
system of expectations
and accountability
with multiple and
varied indicators to
measure
effectiveness.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches
A. District/charter
holder leadership
actively works with the
school site in aligning
the external and
internal systems with
site goals (i.e.,
internal: needs
assessment, plans,
student achievement
data; and external:
Solutions Teams
Statement of Findings,
NCA Accreditation,
external evaluator
review).
B. District/charter
holder leadership
promotes and provides
a process for reflection
and review of systems
alignment.

A. District/charter
holder leadership
works with the school
site in aligning some
external and internal
systems with site
goals. (i.e., internal:
needs assessment,
plans, student
achievement data; and
external: Solutions
Teams Statement of
Findings, NCA
Accreditation, external
evaluator review).

C. District/charter
holder leadership has
created a system of
expectations and
accountability with
indicators to measure
effectiveness.

C. District/charter
holder leadership has
created an informal
system of expectations
and accountability
with few indicators to
measure
effectiveness.

B. District/charter
holder leadership
provides a process for
review of systems
alignment.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. District/charter
holder leadership does
not work with the
school site in aligning
the external and
internal systems with
site goals. (i.e.,
internal: needs
assessment, plans,
student achievement
data; and external:
Solutions Teams
Statement of Findings,
NCA Accreditation,
external evaluator
review).
B. District/charter
holder leadership does
not promote nor
provide an effective
process for reflection
and review of systems
alignment.
C. There is little or no
evidence that the
district/charter holder
leadership has created
any system of
expectations and
accountability to
measure
effectiveness.

13

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.3 Leadership
(i.e., governing
board, district
administration,
and principals)
has led an
inclusive process
of developing a
sustained and
shared
philosophy, vision
and mission that
promotes a
culture of
excellence.

A. The leadership
collaborates with the
school and business
community at large in
the development and
revision of the mission
and belief statements
that support the
identified vision.
B. The leadership
communicates the
mission and belief
statements to staff,
students, families, and
other stakeholders in
multiple and varied
ways.
C. The leadership
focuses the staff and
larger community on
designing instructional
programs that improve
academic achievement
and support the
mission and belief
statements.
D. The leadership
focuses the staff and
larger community to
address diversity and
target the needs of
diverse students using
researched, targeted,
and differentiated
strategies, programs
and instructional
materials.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches
A. The leadership
involves the school
community in the
development and
revision of mission and
belief statements that
support the identified
vision.
B. The leadership
communicates the
mission and belief
statements to all staff
and students of the
school in several
ways.
C. The leadership
focuses the staff on
implementing the
mission and belief
statements in
instructional programs
for improving
academic
achievement.
D. The leadership
focuses the staff and
community to meet the
needs of diverse
students using
researched and
effective strategies,
programs and
instructional materials.

0
Falls Far Below

A. The leadership
provides for limited
input, mainly from the
teaching staff, in the
development of the
mission and belief
statements that
support the identified
vision.
B. The leadership
communicates the
mission and belief
statements to staff of
the school.

A. The leadership
does not show
evidence of input in
the development of the
mission and belief
statements that
support the identified
vision.

C. The leadership
occasionally refers to
the mission and belief
statements when
addressing the
planning of
instructional programs.

C. The leadership
does not show
evidence that the
mission and belief
statements are
considered when
planning instructional
programs.

D. The leadership
focuses the staff and
community to
somewhat address
diversity and
somewhat meet the
needs of diverse
students using
appropriate strategies,
programs and
instructional materials.

D. The leadership
focuses the staff and
community to
minimally address
diversity. Little or no
attention is given to
address the needs of
diverse students.

DATA SOURCE/
EVIDENCE

B. The leadership
does not show
evidence that the
mission and belief
statements have been
communicated to staff.

14

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.3 Leadership
(i.e., governing
board, district
administration,
and principals)
has led an
inclusive process
of developing a
sustained and
shared
philosophy, vision
and mission that
promotes a
culture of
excellence.

E. The leadership
focuses the staff and
larger community to
target, serve and
exhaust all efforts to
ensure responsibility
for all students’
teaching and learning.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches
E. The leadership
focuses the staff and
community to serve
and ensure
responsibility for all
students’ teaching and
learning.

E. The leadership
focuses the staff and
community to
somewhat meet and
ensure responsibility
for some students’
teaching and learning.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

E. The leadership
focuses the staff and
community to
minimally ensure
responsibility for all
students’ teaching and
learning.

15

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OR PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

1.4 Leadership is
developed and
involved at all
stakeholder levels,
with a strong
emphasis on
teacher
leadership.

A. Teachers serve in a
variety of leadership
capacities that
significantly guide the
school’s instructional,
programmatic, and
fiscal operations.

A. Teachers serve in
leadership capacities
that guide the school’s
instructional,
programmatic, and
fiscal operations.

A. Teachers serve in
leadership capacities
that somewhat guide
the school’s
instructional,
programmatic, and/or
fiscal operations.

B. Teachers clearly
understand their
leadership roles and
responsibilities in the
overall governance of
the school. A specific
or formal policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities.
C. There are multiple,
effective, and formal
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
consistently and
effectively throughout
the school.

B. Teachers
understand their
leadership roles and
responsibilities in the
overall governance of
the school. A policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities.
C. There are effective
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.

B. Teachers have a
limited understanding
of their leadership
roles and
responsibilities in the
overall governance of
the school. A policy,
procedure and/or
planning document
exists that outlines
these
roles/responsibilities
C. Some structures
are in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.

D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
consistently
throughout the school.

D. Research-based
procedures concerning
shared decision
making are embedded
and practiced
throughout most of the
school.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. There is little or no
evidence that teachers
serve in any type of
leadership capacity
that guides the
school’s instructional,
programmatic, and/or
fiscal operations.
B. Teachers have little
or no understanding of
their leadership roles
and responsibilities in
the overall governance
of the school. Roles
and responsibilities are
not defined.

C. Little or no evidence
exists that there are
structures in place for
students, parents and
community
stakeholders to offer
guidance in school
operations.
D. Research-based
procedures concerning
shared decision
making are not
practiced throughout
the school.

16

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.5 Leadership
actively promotes
ongoing, two-way
communication
among multiple
stakeholder
groups.

A. School and district
leadership ensures all
systems are in place
for administrators,
staff, parents,
community
stakeholders and
students to actively
engage and
communicate with
each other on a
regular basis.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches
A. School and district
leadership ensures
most systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.

A. School and district
leadership ensures
some systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. School and district
leadership does not
ensure systems are in
place for
administrators, staff,
parents, community
stakeholders and
students to engage
and communicate with
each other on a
regular basis.

17

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

1.6 All
administrators
have growth
plans focused on
the development
of effective
leadership skills
that include the
elements of the
Standards and
Rubrics for
School
Improvement.

A. The growth plans of
all administrators focus
on effective leadership
skills designed to
support student
achievement. The
growth plans are
shared with appropriate
stakeholders.
B. Growth plans are
reviewed and revised
by the district/charter
administration
biannually based on
student achievement
and consistently guide
administrators in their
selection of
professional
development activities.

A. The growth plans of
all administrators focus
on effective leadership
skills designed to
support student
achievement.

A. Administrators
have growth plans,
but plans only
partially focus on
leadership skills
designed to promote
student achievement.

A. Administrators'
growth plans are not
developed or are not
focused on leadership
skills designed to
promote student
achievement.

B. Growth plans are
reviewed and revised
by the district/charter
administration annually
based on student
achievement and
consistently guide
administrators in their
selection of
professional
development activities.

B. Growth plans are not
regularly reviewed and
revised, and/or are not
used to guide
administrators in their
selection of
professional
development activities.

C. The administrative
evaluation process is
directly connected and
aligned to the Arizona
Administrator
Standards.

C. The administrative
evaluation process is
somewhat connected to
the Arizona
Administrator
Standards.

B. Growth plans are
reviewed, but limited
attention is given to
their relationship to
improving student
achievement, and/or
they are not
consistently used to
guide administrators
in their selection of
professional
development
activities.
C. The administrative
evaluation process
shows little
connection to the
Arizona Administrator
Standards.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

C. The administrative
evaluation process
shows no connection to
the Arizona
Administrator
Standards.

18

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR
1.7 Leadership
works to build
coherency and
alignment by
“reculturing”
around state and
federal
accountability
systems.

3
Exceeds
A. Leadership
strategically and
systematically aligns
school programs and
initiatives with state
and federal
accountability
systems.
B. Leadership
promotes dialogue,
shared norms and
continuous
opportunities to
expand the knowledge
base of all
stakeholders.
C. Leadership
allocates time and
resources for
reflection and
comparison on
findings from internal
and external reviews.

LEVEL OR PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. Leadership
systematically aligns
school programs and
initiatives with state
and federal
accountability
systems.

A. Leadership aligns
most school programs
and initiatives with
state and federal
accountability
systems.

A. Leadership does
not align school
programs and
initiatives with state
and federal
accountability
systems.

B. Leadership
promotes shared
norms and
opportunities to
expand the knowledge
base of all
stakeholders.

B. Leadership
supports opportunities
to expand the
knowledge base of all
stakeholders.

B. Leadership does
not support
opportunities to
expand the knowledge
base of all
stakeholders.

C. Leadership
allocates time for
reflection and
comparison on
findings from internal
and external reviews.

C. Leadership
allocates some time
for reflection on
findings from internal
and external reviews.

C. Leadership does
not allocate time for
reflection on findings
from internal and
external reviews.

DATA SOURCE/
EVIDENCE

19

Standard 1: SCHOOL AND DISTRICT LEADERSHIP
The district and school leadership focuses on improved student achievement.

INDICATOR
1.8
District/school
leadership
systematically
uses
disaggregated
data in planning
for diverse
student needs,
and then
communicates
data analysis
information to
school staff.

3
Exceeds
A. District/school
leadership continuously
analyzes available data
comparing academic
achievement with
income level, race, and
gender; information is
shared with the
community.
B. Analysis of
disaggregated data for
diverse populations is
presented to school
staff and stakeholders;
data is used at both
school and district
levels in planning for
improving student
achievement.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. District/school
leadership continuously
analyzes available data
comparing academic
achievement with
income level, race, and
gender.

A. District/school
leadership
occasionally reviews
data comparing
academic
achievement with
income level, race,
and gender.

A. District/school
leadership does not
analyze or review data
comparing academic
achievement with
income level, race, and
gender.

B. Analysis of
disaggregated data for
diverse populations is
presented to school
staff; data is used at
both school and district
levels in planning for
improving student
achievement.

B. Analysis of
disaggregated data is
presented to staff
infrequently and/or in
a limited format.

B. Analysis of
disaggregated data is
not shared.

DATA SOURCE/
EVIDENCE

20

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.9 Leadership
ensures that all
instructional staff
receives
appropriate
curriculum and
instructional
materials and are
provided with
professional
development/
training
necessary to
effectively use
curricular,
instructional, and
data resources
relating to the
Arizona
Academic
Standards.

A. District/school
leadership
demonstrates extensive
knowledge of the
Arizona Academic
Standards and the
standards-based
instructional process,
and can provide
extensive assistance
and resources to staff
in their use.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. District/school
leadership ensures that
all teachers have
access and are trained
to implement the
Arizona Academic
Standards and the
standards-based
instructional process.

A. District/school
leadership
demonstrates
knowledge of the
Arizona Academic
Standards, but does
not have enough
understanding of the
standards-based
instructional process
to provide assistance
and resources to
staff. Staff members
have limited access
to the Arizona
Academic Standards
and related training.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. District/school
leadership is not
informed about the
Arizona Academic
Standards and related
curricular and data
resources, and training
is not provided to
teachers.

21

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.10 Leadership
ensures that time
is allocated and
protected to
focus on
curricular and
instructional
issues.

A. Leadership monitors
the use of time and
gives teachers
feedback on effective
use of instructional
time.
B. Leadership
encourages and assists
all staff to use time to
collaborate, research,
plan, and reflect in
order to enhance
student learning.
C. Leadership and staff
consistently focus on
increasing the efficient
use of instructional time
to maximize student
learning.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. Leadership supports
and assists staff to
protect time as a
valuable resource in
providing quality
instruction.
B. Leadership
encourages and assists
staff to use time to
collaborate and plan in
order to support student
learning.

A. Leadership
expects staff
members to use time
as an instructional
resource, but time
use is not monitored.
B. Leadership
encourages some
staff members to
collaborate and plan
in order to support
student learning.

A. Leadership does not
encourage staff to use
time as an instructional
resource.

C. Staff makes efficient
use of instructional time
to maximize student
learning.

C. Time is used
efficiently in some
classes and not in
others, and there is
little evidence that the
use of time is an
issue that is
discussed among
staff.

C. Instructional time is
consistently used
ineffectively.

DATA SOURCE/
EVIDENCE

B. Leadership does not
encourage staff to use
time to collaborate and
plan.

22

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR
1.11 Leadership
promotes and
sustains
continuous
school
improvement by
allocating
resources (e.g.,
fiscal, human,
physical, time),
monitoring
progress and
resource use,
and providing
organizational
structure.

3
Exceeds
A. District/school
leadership allocates
and reallocates
resources and finds
additional resources
as needed to support
the mission, belief
statements, and
student learning in all
areas.
B. Leadership
demonstrates
managerial
responsibility for budget
monitoring and
continuously seeks
additional resources
(e.g., grants) from
outside sources.
C. Leadership ensures
that the building is
appropriately and
promptly maintained
and provides a safe
and equitable
environment for both
teachers and students.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. District/school
leadership allocates
resources to support
the mission, belief
statements, and
student learning.

A. District/school
leadership allocates
adequate resources,
but allocation does
not always support
the mission, belief
statements, and/or
student learning.

A. District/school
leadership does not
allocate adequate
resources to support
the mission, belief
statements, and/or
student learning.

B. Leadership
demonstrates
managerial
responsibility for budget
monitoring and
occasionally seeks
additional resources
from outside sources.

B. Leadership
demonstrates limited
managerial
responsibility for
budget monitoring,
and does not seek
additional resources
from outside sources.

B. Leadership does not
show evidence of
managerial
responsibility for budget
monitoring.

C. Leadership works to
ensure that the building
is maintained and
provides a safe and
equitable environment
for students.

C. Leadership
monitors building
maintenance but
exercises only limited
control.

C. Leadership shows
limited awareness of
building maintenance
needs.

DATA SOURCE/
EVIDENCE

23

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

1.12 The school
is organized to
maximize
equitable use of
all available fiscal
resources to
support high
student and staff
performance.

A. There is an
established,
comprehensive
budgeting process that
addresses the use of
fiscal resources,
involves staff, and is
communicated to
relevant stakeholders.
B. Appropriate data are
included in the
formalized process for
budgeting decisions.

A. There is an
established budgeting
process that involves
staff for allocating and
managing fiscal
resources.

A. There is a
budgeting process
that addresses the
use of fiscal
resources, but staff
is not involved.

A. There is little or no
evidence of a
comprehensive
budgeting process that
addresses the use of
fiscal resources.

B. Appropriate data are
consistently used in
making budgeting
decisions.

B. There is little
evidence that
appropriate data are
considered in making
budgeting decisions.

C. The district/school
actively assists staff in
acquiring resources
from external sources
(e.g., grants,
instructional materials).

C. The district/school
has an accessible
process for supporting
staff in acquiring
resources from
external sources (e.g.,
grants, instructional
materials).

B. Appropriate data
are sometimes used
in making budgeting
decisions, but their
use is not ensured or
consistent.
C. There is limited
support for staff in
acquiring resources
from external sources
(e.g., grants,
instructional
materials).

0
Falls Far Below

DATA SOURCE/
EVIDENCE

C. There is no process
to support staff in
acquiring resources
from external sources
(e.g., grants,
instructional materials).

24

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.12 The school
is organized to
maximize
equitable use of
all available fiscal
resources to
support high
student and staff
performance.

D. The district adheres
to a timetable to ensure
that schools are
provided funding
allocations in a timely
manner.
E. Expenditures of
discretionary funds
support the mission of
the school, relate
directly to an identified
school need, and are
regularly monitored to
ensure continued
effectiveness.
F. Categorical funding
from state and federal
program resources is
allocated to support
specific student needs,
and its allocation is
regularly monitored to
ensure continued
effectiveness.
G. Expenditures from
various sources are
integrated, where
possible, to maximize
the effect on student
achievement. Allocation
is reviewed regularly.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

D. The district provides
schools with funding
allocations in a timely
manner.

D. The district
provides schools with
funding allocations in
an inconsistent
manner.

D. The district does not
provide funds to the
school in a timely
manner.

E. Expenditures of
discretionary funds
support the mission of
the school and relate
directly to an identified
school need.

E. Expenditures of
discretionary funds
inconsistently support
the mission of the
school and/or relate
to an identified school
need.

E. There is no process
to ensure that
expenditures of
discretionary funds
support the mission of
the school and/or relate
to an identified school
need.

F. Categorical funding
from state and federal
program resources is
allocated to support
specific student needs.

F. The match of
categorical funding
from state and
federal program
resources to specific
student needs is
inconsistent.

G. Expenditures from
various sources are
integrated, where
possible, in order to
maximize the effect on
student achievement.

G. Expenditures from
various sources are
inconsistently
integrated.

F. There is no
formalized process for
ensuring that
categorical funding
from state and federal
program resources is
allocated to best
support specific student
needs.
G. There is no process
in place to ensure that
expenditures from
various sources are
integrated, where
possible, to maximize
the effect on student
achievement.

DATA SOURCE/
EVIDENCE

25

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.

A. The school staff and
all stakeholders
recognize the principal
as the instructional
leader of the school
and consistently seek
his/her input on a
variety of instructional
issues.
B. The principal
engages students, staff,
and other
stakeholders in
frequent conversations
about student academic
performance.
C. Strategies to
improve student
academic performance
are the focus of faculty
meetings on a regular
basis. Staff is
encouraged to share
research, instructional
strategies, and learning
experiences.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The school staff
recognizes the principal
as the instructional
leader of the school
and seeks his/her input
on instructional issues.

A. The principal
wants to be an
instructional leader,
but the majority of
staff does not seek
his/her input on
instructional issues.

A. The principal does
not show evidence of
instructional leadership
and staff does not seek
his/her input on
instructional issues.

B. The principal leads
staff in regular
discussions about
student academic
performance.

B. The principal
occasionally engages
staff in discussions
about student
academic
performance.

B. The principal rarely
discusses student
academic performance
with staff.

C. Strategies to
improve student
academic performance
are often addressed at
faculty meetings.

C. Strategies to
improve student
academic
performance are
mentioned at faculty
meetings, but not in a
focused, consistent
manner.

C. Strategies to
improve student
academic performance
are not addressed at
faculty meetings.

DATA SOURCE/
EVIDENCE

26

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

INDICATOR

3
Exceeds

1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.

D. The principal
regularly leads staff and
other stakeholders in
reviews of curriculum
documents and
assessment results.
Implications for
instructional planning
are discussed.
E. The principal is
frequently a participant
in classroom activities
and provides input on
the instructional
strategies being used.
F. The principal
consistently provides a
positive, supportive
learning and working
environment for both
teachers and students.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

D. The principal leads
staff in curriculum
review and discussion
of assessment results.

D. The principal
occasionally has staff
review curriculum
documents and
assessment results.

D. The principal does
not encourage staff to
review curriculum
documents and
assessment results.

E. The principal is a
frequent visitor in
classrooms and
provides input on the
instructional strategies
being used.
F. The principal
facilitates the creation
of a positive learning
environment for both
teachers and students.

E. The principal visits
the classrooms
infrequently and/or
offers little input
about instructional
strategies.
F. The principal
attempts to create a
positive learning
environment for both
teachers and
students, but is not
always successful.

E. The principal visits
the classrooms only for
evaluation of
professional staff.

DATA SOURCE/
EVIDENCE

F. The principal does
not facilitate the
creation of a positive
learning environment
for both teachers and
students.

27

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

1.13 The principal
demonstrates the
skills necessary
to lead a
continuous
school
improvement
process focused
on increasing
student
achievement.

G. The principal uses
the teacher and staff
evaluation processes
to promote
professional
development and
ensure both teacher
quality and optimal
educational opportunity
for all students.
H. The principal
ensures that the
instructional and
organizational systems
are regularly monitored
and modified as
needed to support
student performance.

G. The principal
consistently uses the
teacher evaluation
process to promote
professional
development and
ensure teacher quality.

I. The principal ensures
that intensive or
strategic intervention
programs for diverse
learners are developed
and include adequate,
improved curriculum,
instruction, and
expanded time.

I. The principal ensures
that intensive or
strategic intervention
programs for diverse
learners are developed.

H. The principal
ensures that the
instructional and
organizational systems
are monitored and
modified to support
student performance.

G. The principal is
inconsistent in his/
her use of the
teacher and staff
evaluation process
to promote
professional
development and
increased student
achievement.
H. The principal
ensures that the
instructional and
organizational
systems are
monitored on an
inconsistent basis.
I. The principal
ensures that
intervention
programs are
developed to
increase student
achievement, but
they are not
differentiated and/or
sufficiently intensive
to be effective.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

G. The principal does
not focus the teacher
and/or staff evaluations
on the promotion of
professional
development and
student achievement.

H. The principal does
not ensure that the
instructional and
organizational systems
are monitored.

I. The principal does
not ensure that efforts
are made to develop
targeted, differentiated
intervention programs
to increase instructional
intensity.

28

SCORING SUMMARY SHEET

Standard 1: SCHOOL AND DISTRICT LEADERSHIP CAPACITY
The district and school leadership focuses on improved student achievement.

Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard

Indicators
The district/charter holder commits administrative support and professional development to create a student- centered, teacher-led learning
1.1

3 2 1 0

1.2

3 2 1 0

1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13

community.
District/charter holder leadership blends both expectations and support to ensure that systems (i.e., fiscal, curricular, instruction, effective
practices, assessments) are aligned to goals that focus on student achievement.
Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing a sustained and shared
philosophy, vision and mission that promotes a culture of excellence.
Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership.
Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups.
All administrators have growth plans focused on the development of effective leadership skills that include the elements of the Standards
and Rubrics for School Improvement.
Leadership works to build coherency and alignment by “reculturing” around state and federal accountability systems.

District/school leadership systematically uses disaggregated data in planning for diverse student needs, and then communicates data
analysis information to school staff.
Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are provided with professional
development/training necessary to effectively use curricular, instructional, and data resources relating to the Arizona Academic Standards.
Leadership ensures that time is allocated and protected to focus on curricular and instructional issues.
Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human, physical, time), monitoring
progress and resource use, and providing organizational structure.
The school is organized to maximize equitable use of all available fiscal resources to support high student and staff performance.
The principal demonstrates the skills necessary to lead a continuous school improvement process focused on increasing student
achievement.

3
3
3
3
3
3

2
2
2
2
2
2

1
1
1
1
1
1

0
0
0
0
0
0

3
3
3
3
3

2
2
2
2
2

1
1
1
1
1

0
0
0
0
0

ANALYSIS OF RATINGS FOR STANDARD 1
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________

29

GUIDING QUESTIONS FOR EXAMINING STANDARD 2
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
fifteen indicators they are about to examine under Curriculum, Instruction, and Professional Development.

CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to
meet or exceed Arizona Academic Standards.

1. What is the specific evidence that our school and district have a written curriculum aligned with the
Arizona Academic Standards and that there is a systematic process for monitoring, reviewing and
evaluating the curriculum?

2. What is the overall quality of our instructional program in helping our students meet/exceed the State
Standards?

3. What are the various professional development opportunities we offer our staff and how well are these
opportunities targeted to their identified needs as well as being continuous and job-embedded?

4. How are the needs and performance of teachers evaluated relative to their effectiveness in producing
student results?

30

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.1 The school or
district has
developed an
explicit, written
curriculum that is
aligned with
Arizona
Academic
Standards.

A. The Curriculum and
Instructional Alignment
Declaration has been
signed by all required
parties (i.e.,
superintendent,
principals, and
governing board
members) and
submitted to ADE on
time.
B. Seven to nine
content areas of the
scope and sequence
(including Language
Arts, Science, and
Mathematics) are
aligned and coded
using the Arizona
Academic Standards
coding system at the
concept and
performance objective
levels.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. The Curriculum and
Instructional Alignment
Declaration has been
signed by all required
parties (i.e.,
superintendent,
principals, and
governing board
members) and
submitted to ADE on
time.
B. Three to six of the
nine content areas of
the scope and
sequence (including
Language Arts,
Science, and
Mathematics) are
aligned and coded
using the Arizona
Academic Standards
coding system at the
concept and
performance objective
levels.

0
Falls Far Below

A. The Curriculum
and Instructional
Alignment
Declaration has been
signed by some of
the required parties
and submitted to
ADE.

A. The Curriculum and
Instructional Alignment
Declaration has not
been signed or
submitted to ADE.

B. The Reading,
Writing, and
Mathematics scope
and sequence
demonstrates some
alignment to the
Arizona Academic
Standards concepts
and performance
objectives.

B. The Reading,
Writing, and
Mathematics scope and
sequence
demonstrates no
alignment to the
Arizona Academic
Standards concepts
and performance
objectives.

DATA SOURCE/
EVIDENCE

31

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.1 The school or
district has
developed an
explicit, written
curriculum that is
aligned with
Arizona
Academic
Standards.

C. Performance
objectives in the scope
and sequence have
been broken down to
include one clearly
defined and
measurable cognitive
task each and a
reporting system is in
place.
D. All scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
E. Scope and sequence
demonstrates
purposeful spiraling of
content and skills
throughout grade levels
for seven to nine
content areas (including
Language Arts,
Science, and
Mathematics).

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

C. Performance
objectives in the scope
and sequence have
been broken down to
include one clearly
defined and
measurable cognitive
task each.

C. Performance
objectives in the
scope and sequence
have been broken
down to include one
cognitive task each.

C. Performance
objectives in the scope
and sequence have not
been broken down to
include cognitive tasks.

D. Most scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
E. Scope and sequence
demonstrates the
spiraling of content
and/or skills
throughout each grade
level for three to six
content areas (including
Language Arts,
Science, and
Mathematics).

D. Some scope and
sequence objectives
are age and
developmentally
appropriate at each
grade level.
E. Scope and
sequence
demonstrates some
spiraling of content
and/or skills in
Reading, Writing, and
Mathematics.

D. Scope and
sequence objectives
are not age and
developmentally
appropriate at each
grade level.
E. Scope and sequence
does not demonstrate
the spiraling of content
or skills.

DATA SOURCE/
EVIDENCE

32

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR
2.2 A systematic
process for
monitoring,
evaluating, and
reviewing the
curriculum is in
place.

2.3 The
curriculum
expectations are
communicated to
all stakeholders.

3
Exceeds
A. The school
curriculum is
monitored, evaluated,
and revised annually
based on multiple
factors (e.g., local
curriculum, state
standards, national
standards, student
performance on state
assessment, student
academic needs
defined from other
sources).
A. The school
curriculum is
communicated and
disseminated to all
staff, students, families,
and major community
representatives during
the process of
monitoring, evaluating,
and review.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The school
curriculum is
monitored, evaluated,
and revised every two
years based on several
factors including
student achievement on
the Arizona Academic
Standards.

A. The school
curriculum is
occasionally
monitored and
revised.

A. The school
curriculum is not
monitored or revised.

A. The school
curriculum is
communicated and
disseminated to staff,
students, families, and
stakeholders during
the process of
monitoring, evaluating,
and review.

A. The school
curriculum is
communicated and
disseminated to
instructional staff and
students during the
process of
monitoring,
evaluating, and
review.

A. The school
curriculum is not
communicated or
disseminated.

DATA SOURCE/
EVIDENCE

33

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR
2.4 A
comprehensive
curriculum and
access to
academic core
standards are
offered to all
students.

3
Exceeds

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The scope and
sequence for grades K3 Reading clearly
defines and addresses
all five components of
Reading (i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.

A. The scope and
sequence for grades K3 Reading addresses
all five components of
Reading (i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.

A. The scope and
sequence for grades K3 Reading addresses
some of the five
components of Reading
(i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.

A. The scope and
sequence for grades K3 Reading does not
address the five
components of Reading
(i.e., phonemic
awareness, phonics,
fluency, vocabulary,
and comprehension)
reported by the
National Reading
Panel, 2000.

(Elementary schools
only)
B. The master schedule
offers flexibility for all
students to access any
course/class.
Information about all
available classes is
widely circulated and
communicated to all
students, families, and
stakeholders.
C. Course offerings are
sufficient for all
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives. A variety of
academic supports are
used as appropriate.

(Elementary schools
only)
B. The master schedule
offers flexibility for all
students to access any
course/class.

(Elementary schools
only)
B. The master schedule
has flexibility; however,
some students have
limited access to some
classes.

(Elementary schools
only)
B. The master schedule
establishes "tracks" for
students that limit the
available courses for
many students.

C. Course offerings are
sufficient for all
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.

C. Course offerings are
sufficient for most
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.

C. Course offerings are
insufficient for
significant numbers of
students to have the
opportunity to learn the
Arizona Academic
Standards concepts
and performance
objectives.

DATA SOURCE/
EVIDENCE

34

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

2.5
The staff
monitors and
evaluates
curriculum and
instructional
programs based
on student
results, and
makes
modifications as
needed to ensure
continuous
school
improvement.

A. The effectiveness of
all programs is regularly
monitored and
evaluated, and
modifications are made
based upon evaluation
results.

A. The effectiveness of
all programs is regularly
monitored and
evaluated.

A. The effectiveness
of all programs is
inconsistently
monitored and
evaluated.

A. Programs are not
monitored and
evaluated.

B. Instruction and
organizational systems
are regularly monitored
and modified as
needed to support
student performance
using a wide variety of
data gathered in the
evaluation process.

B. Instruction and
organizational systems
are regularly monitored
and modified as
needed to support
student performance.

B. Instruction and
organizational
systems are
inconsistently
monitored and
modified as needed
to support student
performance.

B. Instruction and
organizational systems
are not regularly
monitored or modified
as needed to support
student performance.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

35

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR
2.6 Instructional
planning links
Arizona
Academic
Standards and
aligns
curriculum,
instruction,
practice,
formative
assessment,
summative
assessment,
review/reteaching and
appropriate
interventions to
promote student
achievement.

3
Exceeds

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

A. All instructional
activities are aligned to
instructional objectives
and the Arizona
Academic Standards.

A. Most instructional
activities are aligned to
instructional objectives
and the Arizona
Academic Standards.

B. All teachers
consistently assign
practice activities that
are aligned with the
concept and thinking
level of the lesson
objective(s).
C. All teachers
consistently use
formative assessment
data to determine
correct level of difficulty
for individual or group
instruction.
D. All teachers
consistently include
review and re-teaching
in instructional
planning.

B. Most teachers
consistently assign
practice activities that
are aligned with the
concept and thinking
level of the lesson
objective(s).
C. Most teachers
consistently use
formative assessment
data to determine
correct level of difficulty
for individual or group
instruction.
D. Most teachers
consistently include
review and re-teaching
in instructional
planning.

A. Some instructional
activities are aligned
to instructional
objectives and/or the
Arizona Academic
Standards.
B. Some teachers
assign practice
activities that are
aligned with the
concept and thinking
level of the lesson
objective(s).
C. Some teachers
use formative
assessment data to
determine correct
level of difficulty for
individual or group
instruction.
D. Some teachers
include review and
re-teaching in
instructional planning

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Few, if any,
instructional activities
are aligned to
instructional objectives
or the Arizona
Academic Standards.
B. Few, if any, teachers
assign practice
activities that are
aligned with the
concept and thinking
level of the lesson
objective(s).
C. Few, if any, teachers
use formative
assessment data to
determine correct level
of difficulty for individual
or group instruction.
D. Few, if any, teachers
include review and reteaching in instructional
planning.

36

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

2.7 Instructional
materials and
resources are
aligned to
Arizona
Academic
Standards and
performance
objectives, and
there is researchbased evidence
of their
effectiveness.

A. All instructional
materials are
scientifically researchbased and aligned with
state standards and
performance objectives.

A. Most instructional
materials are
scientifically researchbased and aligned with
state standards and
performance objectives.

B. A balanced media
center collection in a
variety of formats
supports and enriches
the curriculum.

B. A balanced media
center collection based
on curriculum needs is
available.

C. The media center
provides a variety of
materials that are
current,
developmentally
appropriate, and meet
the research and
reading needs and
interests of a diverse
population.

C. The media center
provides a variety of
materials that are
developmentally
appropriate, current,
and relevant to student
needs.

A. Some instructional
materials are
scientifically
research-based and
aligned with state
standards and
performance
objectives.
B. Limited
instructional
resources that are
relevant, accurate,
and current are
provided in the media
center.
C. The media center
provides some print
materials that are
developmentally
appropriate and meet
some student needs.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Few, if any,
instructional materials
are scientifically
research-based and
aligned with state
standards and
performance objectives.
B. Instructional
resources to support
the school’s
curriculum are not
provided.

C. There is no media
center or library.

37

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.8 Technology is
integrated
effectively into
classroom
instruction and is
used as a teacher
resource tool for
instructional
planning,
instructional
delivery,
assessment,
monitoring
student progress,
and
communicating
information.

A. Teachers
consistently incorporate
technology as an
integral part of
instruction.
B. All teachers use
technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. Teachers
consistently incorporate
technology in
instruction.
B. Most teachers use
technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.

A. Teachers
occasionally
incorporate
technology in
instruction.
B. Some teachers
use technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Teachers rarely
incorporate technology
in instruction.

B. Few, if any, teachers
use technology as a
productivity tool for
planning, instructional
delivery, record
keeping, and
communication.

38

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.9 Differentiated
instruction (i.e.,
adjustment of
concept, level of
difficulty,
strategy for
instruction,
amount of work,
time allowed,
product or
performance that
demonstrates
learning) is used
to meet the
learning needs of
all students.

A. All teachers
consistently use preassessment as a basis
for differentiation of
instruction in all content
areas.
B. Differentiation of
instruction is
observable in all
classrooms.
C. Classroom
observations indicate a
well-planned blend of
whole group, small
group, and individual
instruction.
D. All teachers
consistently perform
error analyses of their
students’ summative
assessments and use
the results as a basis
for re-teaching in all
content areas.
E. Targeted re-teaching
of objectives is
occurring in all content
areas in all classrooms.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. Most teachers use
pre-assessment as a
basis for differentiation
of instruction in
Reading, Writing, and
Mathematics.
B. Differentiation of
instruction is
observable in a majority
of the classrooms.
C. Classroom
observations indicate
an adequate mix of
whole group, small
group, and individual
instruction.
D. Most teachers
perform error analyses
of their students’
summative
assessments and use
the results as a basis
for re-teaching in
Reading, Writing, and
Mathematics.
E. Targeted re-teaching
of objectives is
occurring in Reading,
Writing, and
Mathematics in a
majority of classrooms.

0
Falls Far Below

A. Some teachers
occasionally use preassessment as a
basis for
differentiation of
instruction.
B. Differentiation of
instruction is
observable in some
classrooms.
C. Classroom
observations indicate
occasional variation
in grouping
strategies.

A. Few, if any teachers
use pre-assessment as
a basis for
differentiation of
instruction.

D. Some teachers
occasionally perform
error analyses of their
students’ summative
assessments as a
basis for re-teaching.

D. Few, if any, teachers
perform error analyses
of their students’
summative
assessments as a
basis for re-teaching.

E. Targeted reteaching of objectives
is occurring in some
classrooms.

E. Targeted re-teaching
of objectives is
occurring in few, if any,
classrooms.

DATA SOURCE/
EVIDENCE

B. Differentiation of
instruction is
observable in few, if
any, classrooms.
C. Classroom
observations indicate
no variation in grouping
strategies.

39

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

2.10 A variety of
scientifically
research-based
strategies and
best or proven
practices focused
on increasing
student
achievement are
used effectively
in classroom
instruction.

A. Classroom
observations indicate
targeted use of a wide
variety of scientifically
research-based
instructional strategies.

A. Classroom
observations indicate
consistent use of
several scientifically
research-based
instructional strategies.

B. All students appear
to be actively engaged
in learning.

B. A majority of
students appear to be
actively engaged in
learning.
C. All students have
instructional
opportunities to connect
their learning to real-life
experiences.

C. All students have
instructional
opportunities to connect
and apply their learning
to real-life experiences.

0
Falls Far Below

A. Classroom
observations indicate
inconsistent use of
scientifically
research-based
instructional
strategies.
B. Some students
appear to be actively
engaged in learning.

A. Classroom
observations indicate
no evidence of
scientifically researchbased instructional
strategies.

C. Some students
have instructional
opportunities to
connect their learning
to real-life
experiences.

C. Students have few, if
any, instructional
opportunities to connect
their learning to real-life
experiences.

DATA SOURCE/
EVIDENCE

B. Few students appear
to be actively engaged
in learning.

40

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.11 The longterm professional
growth of
individual staff
members is
required and
focuses directly
on increasing
student
achievement.

A. The district/school
has developed a longterm plan for
continuous support of
professional growth
needs. The plan is
evaluated for
effectiveness and
revised as needed.
B. The district/school
regularly monitors and
evaluates the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.
C. Professional
development plans
correlate with both
national standards and
the Arizona
Professional Teacher
Standards.
D. Professional
development
opportunities model
scientifically researchbased teaching
strategies to support
student learning.
Classroom practice of
the strategies is
supported.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The district/school
has developed a longterm plan for
continuous support of
professional growth
needs.

A. The district/school
has developed a plan
for professional
growth needs, but
support is limited.

A. The district/school
has not developed a
plan for professional
growth needs.

B. The district/school
regularly evaluates the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.

B. The district/school
occasionally
evaluates the
professional
development plan to
provide evidence of
its impact on teacher
practice and student
achievement.
C. Professional
development plans
show some
correlation with the
Arizona Professional
Teacher Standards.

B. The district/school
does not evaluate the
professional
development plan to
provide evidence of its
impact on teacher
practice and student
achievement.
C. Professional
development plans
show little or no
correlation with the
Arizona Professional
Teacher Standards.

D. Professional
development
opportunities promote
scientifically
research-based
teaching strategies.

D. Professional
development
opportunities do not
promote scientifically
research-based
strategies.

C. Professional
development plans
correlate with the
Arizona Professional
Teacher Standards.

D. Professional
development
opportunities model
scientifically researchbased teaching
strategies to support
student learning.

DATA SOURCE/
EVIDENCE

41

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.12 Teachers
and staff promote
high expectations
of students and
recognize and
accept their
professional role
in student
success and
failure.

A. All teachers
consistently go beyond
required professional
development to
enhance their teaching
skills and as a result
there is evidence of
improved student
achievement.
B. All teachers reflect
on their classroom
practices and student
achievement in an
effort to improve their
effectiveness through
regularly scheduled
times for individual and
group reflection.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. A majority of
teachers consistently
go beyond required
professional
development to
enhance their teaching
skills and as a result
there is evidence of
improved student
achievement.
B. All teachers reflect
on their classroom
practices and student
achievement in an
effort to improve their
effectiveness.

A. Some teachers go
beyond required
professional
development to
enhance their
teaching skills and
as a result there is
some evidence of
improved student
achievement.
B. Some teachers
reflect on their
classroom practices
and student
achievement in an
effort to improve their
effectiveness.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. There is little
evidence that teachers
go beyond required
professional
development to
enhance their teaching
skills and there is no
evidence of improved
student achievement.
B. There is little
evidence that teachers
reflect on their
classroom practices
and student
achievement in an
effort to improve their
effectiveness.

42

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.13 Professional
development is
continuous and
job-embedded.

A. All teachers
participate in jobembedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically researchbased.
B. Professional
development time is
consistently provided
(i.e., daily or weekly) for
colleagues to
collaborate in order to
evaluate resources,
analyze data, and
study research.
C. Teachers who have
expertise in content or
pedagogy mentor other
teachers on a regular
basis.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. A majority of
teachers participate in
job-embedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically researchbased.
B. Professional
development time is
regularly provided (i.e.,
bi-weekly) for
colleagues to
collaborate in order to
review resources and
study research.

A. Some teachers
participate in jobembedded
professional
development to
update their content
knowledge and
professional practices
that are scientifically
research-based.
B. Professional
development
opportunities are
occasionally provided
(i.e., once per month)
to collaborate, but the
focus is unclear.

A. Teachers rarely
participate in jobembedded
professional
development to update
their content knowledge
and professional
practices that are
scientifically researchbased.
B. Professional
development time is
not provided for
collaboration.

C. Teachers who have
expertise in content and
pedagogy regularly
share information,
experiences and/or
knowledge with other
teachers.

C. Teachers who
have expertise in
content or pedagogy
occasionally share
information,
experiences, and/or
knowledge with other
teachers.

C. Teachers who have
expertise in content or
pedagogy do not share
information,
experiences, and/or
knowledge with other
teachers.

DATA SOURCE/
EVIDENCE

43

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

3
Exceeds

2.14 The
district/school
provides a clearly
defined
evaluation
process and
focuses directly
on increasing
student
achievement.

A. There are
comprehensive, written
policies and procedures
regarding the
evaluation of all
personnel. The policies
and procedures are
reviewed regularly for
possible revisions.
B. The evaluation
process is directly
connected and aligned
to the Arizona and
National Administrator
or Professional Teacher
Standards.
C. The evaluation
process is directly
connected to the goals
for improving student
learning. Specific areas
for individual
improvement are
targeted.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. There are written
policies and procedures
regarding the
evaluation of all
personnel

A. There are written
policies regarding
evaluation of
personnel, but the
procedures are not
clearly defined.

A. There are no written
policies regarding
personnel evaluation,
or they are incomplete
or inappropriate.

B. The evaluation
process is connected to
the Arizona
Professional Teacher
Standards.

B. The evaluation
process has some
connection to the
Arizona Professional
Teacher Standards.

B. The evaluation
process has little or no
connection to the
Arizona Professional
Teacher Standards.

C. The evaluation
process is directly
connected to the goals
for improving student
learning.

C. The evaluation
process has some
connections to the
goals for student
learning.

C. The evaluation
process is not
connected to the goals
for student learning.

DATA SOURCE/
EVIDENCE

44

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic
Standards.

INDICATOR

2.15 Teachers
exhibit sufficient
content
knowledge to
foster student
learning.

3
Exceeds

A. All teachers are
certified and are Highly
Qualified to teach in
their assigned areas
and/or grade levels. In
addition, there is
documentation to
demonstrate effective
recruitment procedures
for hiring Highly
Qualified Teachers.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

A. All teachers are
Highly Qualified and/or
certified to teach in their
assigned areas and/or
grade levels.

A. Some teachers are
Highly Qualified
and/or certified to
teach in their
assigned areas
and/or grade levels.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Few, if any, teachers
are Highly Qualified
and/or certified to teach
in their assigned areas
and/or grade levels.

45

Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard

SCORING SUMMARY SHEET

Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT
Rigorous curriculum and instruction provide all students the opportunity to meet or exceed
Arizona Academic Standards.
Indicators
The school or district has developed an explicit, written curriculum that is aligned with Arizona Academic Standards.
2.1
A systematic process for monitoring, evaluating, and reviewing the curriculum is in place.
2.2
The curriculum expectations are communicated to all stakeholders.
2.3
A comprehensive curriculum and access to academic core standards are offered to all students.
2.4
The staff monitors and evaluates curriculum and instructional programs based on student results, and makes modifications as needed to
2.5

3
3
3
3
3

2.6

3 2 1 0

2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15

ensure continuous school improvement.
Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative assessment, summative
assessment, review/re-teaching and appropriate interventions to promote student achievement.
Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and there is research-based
evidence of their effectiveness.
Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for instructional planning, instructional
delivery, assessment, monitoring student progress, and communicating information.
Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time allowed, product or
performance that demonstrates learning) is used to meet the learning needs of all students.
A variety of scientifically research-based strategies and best or proven practices focused on increasing student achievement are used
effectively in classroom.
The long-term professional growth of individual staff members is required and focuses directly on increasing student achievement.
Teachers and staff promote high expectations of students and recognize and accept their professional role in student success and failure.
Professional development is continuous and job-embedded.
The district/school provides a clearly defined evaluation process and focuses directly on increasing student achievement.
Teachers exhibit sufficient content knowledge to foster student learning.

2
2
2
2
2

1
1
1
1
1

0
0
0
0
0

3 2 1 0
3 2 1 0
3 2 1 0
3
3
3
3
3
3

2
2
2
2
2
2

1
1
1
1
1
1

0
0
0
0
0
0

ANALYSIS OF RATINGS FOR STANDARD 2
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________

46

GUIDING QUESTIONS FOR EXAMINING STANDARD 3
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
eight indicators they are about to examine under Classroom and School Assessments.

CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to
measure and monitor student performance and to revise curriculum and instruction as needed.

1. What is the specific evidence that our school and district use multiple standards-based assessments,
strategies and data to monitor and measure student performance and revise the curriculum and
instruction as needed?

2. How does our school and district collect, disaggregate, and analyze both formative and summative
achievement data to make informed decisions for all student populations?

3. How effectively are our school and district communicating to all stakeholders the specifics of our
accountability plan based on state and federal requirements?

4. What specific assessments have our school and district selected and/or created that generate
compelling evidence of student achievement over time?

47

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

3.1 School
leadership
designs and
implements an
assessment
system that
supports the
needs of all
stakeholders (i.e.,
students,
teachers,
administrators,
parents,
governing board
members,
community
members) when
appropriate.

A. An effective and
functional system exists
for the collection and
dissemination of
multiple assessment
results at all levels.

A. A functional system
exists for the collection
and dissemination of
assessment results at
all levels.

A. A functional
system exists for the
collection and
dissemination of
assessment results.

A. There is little or no
evidence that a
functional system exists
for the collection and
dissemination of
assessment results.

B. A variety of
assessment results are
disseminated in a
timely, clear,
understandable, and
user-friendly manner to
all stakeholders
through a variety of
methods and media.

B. A variety of
assessment results are
disseminated in a clear
and understandable
manner to all
stakeholders through
a variety of ways.

B. Assessment
results are
disseminated in an
understandable
manner to some
stakeholders.

B. There is little or no
evidence that
assessment results are
disseminated to
stakeholders.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

48

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR

3
Exceeds

3.2 Multiple and
varied
assessments and
evaluation
strategies are
used
appropriately and
effectively.

A. Teachers routinely
collaborate to design
formative
assessments that are
aligned to standards/
performance objectives
and retain a consistent
depth of knowledge.
B. Evaluation of
student performance is
based on multiple and
varied sources of
summative
assessment data (e.g.,
local criterionreferenced tests,
performance
assessment,
classroom summative
assessments, final
projects, AIMS/DPA
and Terra Nova).
C. A combination of
formative and
summative classroom
assessments is used
systematically to
monitor student
progress and guide
instruction.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. Teachers routinely
collaborate to design
formative
assessments that are
aligned to performance
objectives.

A. Teachers
occasionally
collaborate to design
formative
assessments.

A. Teachers do not
collaborate to design
formative
assessments.

B. Evaluation of
student performance is
based on multiple
sources of summative
assessment data (e.g.,
local criterionreferenced tests,
classroom summative
assessments,
AIMS/DPA and Terra
Nova).

B. Evaluation of
student performance
is based on similar
sources of
summative
assessment data.

B. Evaluation of
student performance is
based on a single
source of summative
assessment data.

C. A combination of
formative and
summative classroom
assessments is used to
monitor student
progress.

C. A combination of
formative and
summative
classroom
assessments is used.

C. A combination of
formative and
summative classroom
assessments is not
used.

DATA SOURCE/
EVIDENCE

49

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

3.3 Teachers
assess learning,
formulate
classroom
benchmarks
based on
standards, and
communicate the
results to
students and
families with
respect to
students’ abilities
to meet Arizona
Academic
Standards.

A. Teachers use
multiple and varied
measures of formative
and summative
assessments aligned
to strands, concepts,
performance objectives,
and instruction.
B. Teachers maintain
comprehensive records
of student products and
performances and use
both to guide
instructional decisions.

A. Teachers use varied
formative and
summative
assessments aligned
to strands, concepts,
performance objectives,
and instruction.

A. Teachers use a
single type of
summative
assessment aligned
to concepts and
performance
objectives.

A. Teachers do not use
assessments that are
aligned to concepts and
performance objectives.

B. Teachers maintain
adequate records of
student work and
performance and use
both to guide
instructional decisions.

B. Teachers maintain
adequate records of
student work or
performance but do
not use either to
guide instructional
decisions.

B. Teachers do not
maintain adequate
records of student work
or performance to guide
instructional decisions.

C. Teachers employ
structured and focused
pre- and postassessments to guide
instruction in content
and delivery for a
specific concept and/or
performance objective.
D. Teachers use
multiple ways to
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.

C. Teachers employ
pre- and postassessments to guide
instruction in content
and delivery for a
specific concept and/or
performance objective.

C. Teachers
sometimes employ
pre-or postassessments to guide
instruction.

C. There is little or no
evidence that teachers
employ pre- or postassessments to guide
instruction.

D. Teachers
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.

D. Teachers
inconsistently
communicate results
to students and
families concerning
students’ abilities to
meet Arizona
Academic
Standards.

D. Teachers do not
communicate results to
students and families
concerning students’
abilities to meet Arizona
Academic Standards.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

50

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

3.4 School and
classroom
assessments are
aligned to the
Arizona
Academic
Standards and/or
performance
objectives.

A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty to
the Arizona Academic
Standards concepts
and/or performance
objectives in seven to
nine content areas,
including Language
Arts, Science, and
Mathematics.
B. All summative
assessments and
criterion-referenced
tests are coded using
the Arizona Academic
Standards coding
system.

A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty to
the Arizona Academic
Standards concepts
and/or performance
objectives in three to
six content areas,
including Language
Arts, Science, and
Mathematics.
B. Many summative
assessments and
criterion-referenced
tests are coded using
the Arizona Academic
Standards coding
system.

A. Summative
assessments and
criterion-referenced
tests are aligned in
content and difficulty
to the Arizona
Academic Standards
concepts and/or
performance
objectives in
Reading, Writing, and
Mathematics.

A. Summative
assessments and local
criterion-referenced
tests are not aligned in
content and difficulty to
the Arizona Academic
Standards concepts or
performance objectives.

B. Some summative
assessments and
criterion-referenced
tests are coded using
the Arizona
Academic Standards
coding system.

B. Summative
assessments and
criterion-referenced
tests are not coded
using the Arizona
Academic Standards
coding system.

C. A variety of
formative
assessments used are
on-going, diagnostic to
guide instruction, and
measure growth over
time. Samples of
student work
demonstrate mastery of
standards over time.

C. Formative
assessments used are
on-going, diagnostic to
guide instruction, and
measure growth over
time. Samples of
student work
demonstrate
proficiency of
standards over time.

C. Formative
assessments used
are diagnostic, and
measure growth.

C. There is little or no
evidence that
formative
assessments exist or
are used.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

51

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR

3
Exceeds

3.4 School and
classroom
assessments are
aligned to the
Arizona
Academic
Standards and/or
performance
objectives.

D. All summative
assessments include a
rubric/scoring guide for
constructed response,
performance response,
observation, or
portfolio.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
D. Most summative
assessments include a
rubric/scoring guide for
constructed response,
performance response,
observation, or
portfolio.

D. Some summative
assessments
include a
rubric/scoring guide
for constructed
response,
performance
response,
observation, or
portfolio.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

D. Summative
assessments do not
include a rubric/scoring
guide for constructed
response, performance
response, observation,
or portfolio.

52

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR

3
Exceeds

3.5 Assessments
are used to refocus student
learning on
targets to enable
them to
meet/exceed
standards.

A. Strategies for
improving performance
are identified and
models of actual
student performance
(exemplars) are used to
clarify the task and to
distinguish levels of
performance.
B. Rubrics/scoring
guides are developed
by teachers and
students collaboratively
prior to the assignment
or assessment and are
posted or provided to
students.
C. The teacher
engages students in a
variety of selfassessment activities to
identify areas for
improvement and
modify their
performance.
D. Students receive
timely, meaningful
feedback on their
performances and use
the feedback to
strengthen their next
performance.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. Models of actual
student performance
(exemplars) are
consistently used to
clarify the task and
distinguish levels of
performance.

B. Rubrics/scoring
guides are developed
by teachers and shared
with students prior to
the assignment or
assessment and are
posted or provided to
students.
C. The teacher
engages students in
self-assessment
activities to identify
areas for improvement.

D. Students receive
timely, meaningful
feedback on their
performances.

0
Falls Far Below

A. Models of actual
student performance
(exemplars) are
occasionally used to
clarify the task, but
the distinction
between levels of
performance is not
clear.
B. Rubrics/scoring
guides are developed
and used by teachers
but seldom shared
with students prior to
the assignment or
assessment.

A. Models of actual
student performance
(exemplars) are not
used to clarify the task
or to distinguish levels
of performance.

C. The teacher
promotes student
self-assessment.

C. The teacher does
not promote student
self-assessment.

D. Students receive
limited feedback on
their performances.

D. Students receive no
meaningful feedback
on their performances.

DATA SOURCE/
EVIDENCE

B Rubrics/scoring
guides are not shared
with students prior to
the assignment or
assessment.

53

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR
3.6 Test scores
are used to
identify gaps in
curriculum or
between groups
of students for
instructional
implications.

3
Exceeds

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

A. Test data are
consistently analyzed
and used to modify
curriculum and/or
instructional practices.

A. Test data are
periodically analyzed
and used to modify
curriculum and/or
instructional practices.

B. The school staff and
administrators
consistently review test
data disaggregated by
student sub-groups to
identify and address
gaps in achievement.

B. The school staff
periodically reviews test
data disaggregated by
student sub-groups to
identify and address
gaps in achievement.

A. Test data are
analyzed, but
analysis does not
result in modifications
to curriculum and/or
instructional
practices.
B. The school staff
occasionally reviews
test data
disaggregated by
student sub-groups.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Test data are not
analyzed.

B. The school staff
does not review
disaggregated test
data.

54

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR

3
Exceeds

3.7 The
district/school
implements
specific steps for
monitoring and
reporting student
progress in
learning the
Arizona
Academic
Standards.

A. The school outlines
specific steps for
monitoring, evaluating,
and reporting student
progress with timelines
and benchmarks.
B. Student progress
reports are sent home
frequently and provide
information regarding
how well the student is
achieving on the
F.A.M.E. scale (Falls
Far Below the
Standard, Approaches
the Standard, Meets
the Standard, Exceeds
the Standard) for each
Arizona
concept/performance
objective.
C. Diagnostic and
criterion-referenced test
results in non-AIMS
grade levels are
regularly reported to
students, families, and
stakeholders.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. The school outlines
specific steps for
monitoring and
evaluating student
progress.
B. Student progress
reports are sent home
regularly and provide
information regarding
how well the student is
achieving on each
Arizona
concept/performance
objective.

C. Diagnostic or
criterion-referenced test
results in non-AIMS
grade levels are
reported to students,
families, and
stakeholders.

0
Falls Far Below

A. The school
provides some
guidelines for
monitoring and
evaluating student
progress.
B. Student progress
reports are sent
home but provide
little or no information
regarding how well
the student is
achieving on Arizona
concept/performance
objectives.

A. The school does not
provide guidance for
monitoring and
evaluating student
progress.

C. Assessment
results in non-AIMS
grade levels are
periodically reported
to students, families,
and stakeholders.

C. Assessment results
in non-AIMS grade
levels are not reported
to students, families, or
stakeholders.

DATA SOURCE/
EVIDENCE

B. Student progress
reports are not sent
home.

55

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The district or school uses multiple standards-based assessments, strategies, and data to measure and monitor student
performance and to revise curriculum and instruction as needed.

INDICATOR
3.8
District/school
leadership
coordinates
implementation
of state-required
assessment and
accountability
program.

3
Exceeds
A. The district/school
provides information to
teachers, staff,
students, families, and
community members
detailing the purposes
and benefits of the
assessment and
accountability program.
B. The district/school
provides facilitated
training to all
instructional staff on
assessment
implementation (e.g.,
AIMS/DPA and Terra
Nova).
C. The district/school
shows evidence of
operating according to
clearly defined
responsibilities,
including ethics for
district personnel, test
coordinators, site
administrators,
teachers, and staff.
Timelines and
implementation reviews
are evident.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The district/school
provides information to
teachers, staff,
students, families, and
community members
detailing the purposes
of assessment.

A. The district/school
provides partial
information about the
assessment and
accountability
program.

A. The district/school
does not provide details
about the assessment
and accountability
program.

B. The district/school
provides training for
teachers and
administrators on
assessment
implementation (e.g.,
AIMS/DPA and Terra
Nova).
C. The district/school
shows evidence of
clearly defined
responsibilities,
including ethics for
district personnel, test
coordinators, site
administrators,
teachers, and staff.
Timelines and
implementation reviews
are evident.

B. The district/school
provides training for
administrators on
assessment
implementation.

B. The district/school
does not provide
training on assessment
implementation.

C. The district/school
has defined
responsibilities
including ethics for
district personnel and
shows some
evidence of timelines
and implementation
reviews that are in
place.

C. The district/school
has no defined
responsibilities and no
evidence of timelines or
implementation reviews

DATA SOURCE/
EVIDENCE

56

SCORING SUMMARY SHEET
Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard

Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS
The school uses multiple standards-based assessments, strategies and data
to measure and monitor student performance and to revise curriculum and instruction as needed.

Indicators
School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e., students, teachers,
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8

administrators, parents, governing board members, community members) when appropriate.
Multiple and varied assessments and evaluation strategies are used appropriately and effectively.

Teachers assess learning, formulate classroom benchmarks based on standards, and communicate the results to students and families with
respect to students’ abilities to meet Arizona Academic Standards.
School and classroom assessments are aligned to the Arizona Academic Standards and/or performance objectives.
Assessments are used to re-focus student learning on targets to enable them to meet/exceed standards.
Test scores are used to identify gaps in curriculum or between groups of students for instructional implications.
The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona Academic Standards.
District/school leadership coordinates implementation of state-required assessment and accountability program.

3
3
3
3
3
3
3
3

2
2
2
2
2
2
2
2

1
1
1
1
1
1
1
1

0
0
0
0
0
0
0
0

ANALYSIS OF RATINGS FOR STANDARD 3
Top 1-2 Strengths __________________________________________________________________________________________________________
Top 1-2 Limitations/Areas Needing Improvement __________________________________________________________________________________

57

GUIDING QUESTIONS FOR EXAMINING STANDARD 4
Time spent reflecting upon, discussing and answering these four questions will lead participants to a deeper understanding of the
eleven indicators they are about to examine under School Culture, Climate, and Communication.

SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to
achievement for all students, and possesses an effective two-way communication system.

1. What is the specific evidence that our school and district function as an effective learning community
supporting a climate conducive to achievement for all and possessing effective two-way
communication?

2. What specific actions have our school and district taken to ensure a safe, equitable environment for
students, their families, our faculty and staff?

3. How are respect, trust, open communication and collaboration being valued and modeled within our
school and district?

4. What specific steps have been taken to establish and sustain a culture of excellence that promotes a
sense of community, cooperation, and responsible action among all stakeholders?

58

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR
4.1 There is a
shared
philosophy of
commitment,
ownership,
vision, mission
and goals that
promote a culture
of excellence.

3
Exceeds

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

A. The entire school
community
demonstrates a firm
commitment that all
students can learn,
improve and succeed.

A. A majority of the
school community
demonstrates a
commitment that all
students can learn,
improve and succeed.

B. The school
community actively
and continuously
affirms and effectively
supports cultural
diversity and respect for
differences.
C. The school
community
consistently embraces
shared commitment
and responsibility for
student success.

B. The school
community affirms
cultural diversity and
respect for differences.

C. The school
community embraces
shared commitment
and responsibility for
student success.

0
Falls Far Below

A. Some members of
the school
community
demonstrate a
commitment that
most students can
learn, improve and
succeed.
B. The school
community
inconsistently affirms
cultural diversity and
respect for
differences.

A. The school
community does not
demonstrate a firm
belief that all students
can learn, improve and
succeed.

C. The school
community
occasionally
embraces
commitment and
responsibility for
student success.

C. There is little or no
evidence that the
school community
embraces commitment
and responsibility for
student success.

DATA SOURCE/
EVIDENCE

B. The school
community does not
affirm cultural diversity
and respect for
differences.

59

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

4.2 Facilities
support a safe
and orderly
environment
conducive to
student learning.

A. Physical structures
of the school provide an
optimally safe, orderly,
and equitable learning
environment.

A. Physical structures
of the school provide an
adequately safe,
orderly, and equitable
learning environment.

B. Operational policies
and procedures to keep
disruptions to a
minimum have been
thoroughly developed,
disseminated to all
stakeholders and
consistently
implemented.

B. Operational policies
and procedures to keep
disruptions to a
minimum have been
developed and
consistently
implemented.

A. Physical structures
of the school provide
a moderately safe,
orderly, and equitable
learning environment;
however, minor
improvements are
needed.
B. Operational
policies and
procedures to keep
disruptions to a
minimum have been
minimally developed
and inconsistently
implemented.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Physical structures
of the school do not
specifically address
safe, orderly, or
equitable learning
environments and
major improvements
are needed.
B. Operational policies
and procedures to keep
disruptions to a
minimum have not
been developed.

60

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

4.3 There is
policy,
leadership, and
staff support for
an equitable code
of discipline that
supports
students’
understanding of
rules, laws and
expectations for
responsible
behavior that
enables teaching
and learning.

A. District/school safety
policies and procedures
are based on research
and reviewed annually
to ensure a positive
climate.

A. District/school safety
policies and procedures
are based on research
but have not been
reviewed within the last
12 months.

B. Discipline policies
are equitably and
consistently enforced.

B. Some attempts are
made to consistently
enforce discipline
policies.
C. Discipline policies
are consistent with
state and federal
statutes, and law
enforcement is
contacted when
required.

C. Discipline policies,
developed with student
and parent
involvement, are
consistent with state
and federal statutes
and law enforcement is
always contacted when
required.

0
Falls Far Below

A. District/school
safety policies or
procedures were
developed without
research
considerations and
have not been
reviewed.
B. Discipline policies
are inconsistently
enforced.

A. District/school safety
policies or procedures
do not exist.

C. Discipline policies
are inconsistent with
state and federal
statutes, and law
enforcement is
sometimes contacted
when required.

C. Discipline policies
are not consistent with
state and federal
statutes, and law
enforcement is not
contacted when
required.

DATA SOURCE/
EVIDENCE

B. Discipline policies
are not enforced.

61

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR
4.4 There is
leadership, staff,
student and
community
involvement in
the development
and
implementation
of safety plans
that meet state
requirements.

3
Exceeds
A. The school safety
plan meets the
recommended
guidelines in the
Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements and is
disseminated to
appropriate
stakeholders.
B. Leadership actively
solicits input and
participation from staff,
students and
community members in
the development and
implementation of
safety plans.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The school safety
plan meets the
minimum guidelines in
the Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements, and is
disseminated to some
stakeholders.

A. The school safety
plan meets only
some of the minimum
guidelines in the
Arizona School
Emergency
Response Plan,
Minimum and
Recommended
Requirements.

A. The school safety
plan meets few or no
minimum guidelines in
the Arizona School
Emergency Response
Plan, Minimum and
Recommended
Requirements.

B. Leadership solicits
input and participation
from some staff,
students and
community members in
the development and
implementation of
safety plans.

B. Leadership
accepts input from
some staff, students
and community
members in the
development and
implementation of
some safety plans.

B. Leadership accepts
little or no input in the
development and
implementation of
safety plans.

DATA SOURCE/
EVIDENCE

62

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR

3
Exceeds

4.5 Teachers and
staff build
positive,
nurturing
relationships with
students and
work to improve
student
attendance,
dropout rates,
and graduation
rates.

A. The school regularly
and systematically
monitors attendance,
dropout, and graduation
rates.
B. The school has a
plan in place and
continues to meet its
goals to improve
student attendance,
dropout, and graduation
rates.
C. There is an
extensive pool of adult
mentors and advocates
who meet with students
regularly based on the
academic and social
needs of the students.
D. The school regularly
and systematically
facilitates the early
identification of
students with problems
or antisocial behavior,
and provides them with
support.

LEVEL OF PERFROMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. The school regularly
monitors attendance,
dropout, and graduation
rates.

A. The school
occasionally monitors
attendance, dropout,
and graduation rates.

A. The school rarely or
never monitors
attendance, dropout,
and graduation rates.

B. The school has a
plan in place and there
is progress toward
meeting its goals to
improve student
attendance, dropout,
and graduation rates.
C. There is an
adequate number of
adult mentors or
advocates who meet
with students regularly.

B. The school has a
minimal plan for
improving student
attendance, dropout,
and graduation rates.

B. The school has no
plan for improving
student attendance,
dropout, and graduation
rates.

C. Adult mentors or
advocates are
available to students
on an irregular or
inconsistent basis.

C. Adult mentors or
advocates are not
available to students.

D. The school facilitates
the early identification
of students with
problems or antisocial
behavior, and provides
them with support.

D. The school
occasionally
facilitates the early
identification of
students with
problems or
antisocial behavior.

D. The school rarely or
never facilitates the
early identification of
students with problems
or antisocial behavior.

DATA SOURCE/
EVIDENCE

63

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

4.6 Student
achievement is
highly valued and
publicly
celebrated.

A. The school has
mechanisms in place to
acknowledge and honor
academic successes,
including formal and
informal recognition.

A. The school has
mechanisms in place to
acknowledge and honor
academic successes,
including formal
recognition.

A. The school
recognition plan has
been minimally
developed to
acknowledge and
honor academic
successes.

A. The school has not
developed a recognition
plan to acknowledge
and honor academic
successes.

B. The school has
mechanisms in place to
actively recognize a
wide variety of positive
student behaviors.

B. The school has
mechanisms in place to
recognize a limited
number of positive
student behaviors.

B. The school
informally recognizes
positive student
behaviors.

B. The school does not
have mechanisms in
place to recognize
positive student
behaviors.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

64

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

4.7 A healthy
school culture
promotes social
skills, conflict
management, and
prevention
programs so that
students are
prepared and
ready to learn.

A. The school has
policies and funding in
place to provide and
maintain a prevention
program. There is
documented evidence
of the program’s
effectiveness in
redirecting conflict and
high-risk behavior.
B. The school
community has data
to demonstrate longterm success of their
program for teaching a
variety of interpersonal
skills.

A. The school has a
prevention program in
place and adequate
funding to maintain it.
There is limited
documented evidence
of the program’s
success.

A. The school has a
prevention program
in place and some
funding to maintain it.

A. The school has no
prevention program in
place.

B. The school
community has a
program in place for
teaching a variety of
interpersonal skills, but
lacks specific data to
support the success of
the program.

B. The school
community has a
program for teaching
a limited number of
interpersonal skills,
but lacks any
evidence to support
the success of the
program.

B. The school
community has no
program for teaching
interpersonal skills.

C. All members of the
school community
support a school policy
that consistently
addresses all forms of
verbal and nonverbal
bullying by adults and
students.

C. A majority of
members of the school
community support a
school policy that
consistently addresses
all forms of verbal and
nonverbal bullying by
adults and students.

C. Some members of
the school
community support
a school policy that
consistently
addresses all forms
of verbal and
nonverbal bullying by
adults and students.

C. Few, if any,
members of the school
community support a
school policy that
consistently addresses
all forms of verbal and
nonverbal bullying by
adults and students.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

65

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR
4. 8 A culture of
respect exists
where
relationships,
trust,
communication
and collaboration
are valued within
the entire school
community.

3
Exceeds

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

A. A culture of
collaboration exists
among all
stakeholders through
organizations,
organized events, and
horizontal and vertical
teaming and district
connections.

A. A culture of
collaboration exists
among most
stakeholders through
organizations,
organized events, and
horizontal and vertical
teaming and district
connections.

B. Systems exist to
create dialogue about
relevant issues among
all stakeholders.

B. Systems exist to
promote
communication about
relevant issues among
stakeholders.

C. Effective and
consistent norms are
established and
honored as all
stakeholders work
collaboratively,
communicate openly
and build trust to
conduct their work.

C. Norms are
established and
honored as all
stakeholders work
collaboratively and
communicate openly to
conduct their work.

A. A culture of
collaboration exists
among some
stakeholders
through
organizations,
organized events,
and horizontal and
vertical teaming and
district connections.
B. Systems exist to
communicate
relevant issues to
stakeholders.

C. Minimal norms are
established as
stakeholders work
collaboratively and
communicate openly
to conduct their work.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. There is little or no
evidence that a culture
of collaboration exists
among stakeholders.

B. There is little or no
evidence that systems
exist to promote
communication about
relevant issues to or
among stakeholders.
C. Few, if any, norms
are established among
stakeholders.

66

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR
4.9 Change is
accepted as a
normal and
positive process
that leads to
continuous
district/school
improvement.

3
Exceeds
A. Leadership actively
supports the change
process and provides
time for implementation
of changes and reform
efforts.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches
A. Leadership accepts
the change process
and allows some time
for implementation of
changes and reform
efforts.

A. Leadership has
limited understanding
of the change
process.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

A. Leadership has little
or no understanding of
the change process.

67

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.

INDICATOR

3
Exceeds

4.10 All members
of the school
community are
active partners in
governance, and
support and
participate in
school-wide
improvement
efforts.

A. Programs that
promote two-way
contact between
teachers and families
regarding student
learning are developed
and implemented.
Families are
consistently involved in
developing or
coordinating these
efforts.
B. The school provides
programs for families to
experience instructional
and curricular programs
in most subject areas.
C. The school works
with students, families,
and the community to
facilitate school
transitions in a
systematic and
planned manner.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

A. Programs that
promote contact
between teachers and
families regarding
student learning are
developed and
implemented.

A. Programs that
promote contact
between teachers
and families
regarding student
learning are
developed but not
always implemented.

A. Programs that
promote contact
between teachers and
families regarding
student learning do not
exist.

B. The school provides
programs for families to
become aware of
curricular programs on
a limited basis.
C. The school works
with students and
families to facilitate
school transitions in a
planned manner.

B. The school
primarily encourages
families to attend
extracurricular
activities.
C. The school works
with students in an
irregular and
unorganized manner
to facilitate school
transitions.

B. The school does not
encourage family
participation.

DATA SOURCE/
EVIDENCE

C. The school does not
work with students or
families to facilitate
school transitions.

68

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and
possesses an effective two-way communication system.
LEVEL OF PERFORMANCE
2
1
Meets
Approaches

INDICATOR

3
Exceeds

4.11 Students are
provided with a
variety of
learning
opportunities
within the normal
school day; and
may receive
additional
assistance
beyond regular
classroom
instruction to
support their
academic
learning.

A. All special
needs/area teachers
(e.g., Special
Education, Gifted, ELL,
Arts) collaborate with
classroom teachers to
promote student
achievement.
B. Supporting programs
(e.g., Title I) are
continuously assessed
and refined to meet the
needs of the students.

A. Most special
needs/area teachers
collaborate with
classroom teachers
regarding student
achievement.

A. Special
needs/area teachers
seldom collaborate
with classroom
teachers.

A. Special needs/area
teachers do not
collaborate with
classroom teachers.

B. Supporting programs
are assessed and
refined to meet the
needs of the students.

B. Supporting programs
are not assessed and
refined to meet the
needs of the students.

C. There is continuous
and formalized
collaboration among
various programs (e.g.,
Title I, school guidance)
to enhance the delivery
of services that
promote student
achievement.

C. There is
documented
collaboration among
various programs to
enhance the delivery of
services that promote
student achievement.

B. Supporting
programs are
assessed but seldom
refined to meet the
needs of the
students.
C. There is
documented
collaboration among
limited programs to
enhance the delivery
of services that
promote student
achievement.

0
Falls Far Below

DATA SOURCE/
EVIDENCE

C. There is little or no
evidence of
collaboration among
programs to enhance
the delivery of services
that promote student
achievement.

69

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive to student achievement, and possesses an
effective two-way communication system.

INDICATOR

3
Exceeds

4.11 Students are
provided with a
variety of
learning
opportunities
within the normal
school day; and
may receive
additional
assistance
beyond the
regular
classroom
instruction to
support their
academic
learning.

D. The district/school
has written policies and
processes that
coordinate with
community agencies to
identify and refer
students to health,
counseling, and social
services. These are
clearly communicated
to staff and families.
E. The school provides
intensive intervention
strategies before,
during and after school
for those students who
are identified as Falls
Far Below or
Approaches in
Reading, Mathematics,
or Writing.

LEVEL OF PERFORMANCE
2
1
Meets
Approaches

0
Falls Far Below

D. The district/school
has written policies and
processes to refer
students for health,
counseling, and social
services. These are
clearly communicated
to staff and families.

D. The district/school
has limited
procedures to refer
students for health,
counseling, and
social services, or the
procedures are not
clearly
communicated.

D. The district/school
has no process to refer
students for health,
counseling, and social
services.

E. The school provides
intensive intervention
strategies before,
during and after school
for those students who
are identified as Falls
Far Below in Reading,
Mathematics, or
Writing.

E. The school
provides an afterschool tutoring
program for students
who are failing their
courses.

E. The school does not
provide intervention
for students who need
further academic help.

DATA SOURCE/
EVIDENCE

70

SCORING SUMMARY SHEET

Falls Far Below the Standard
Approaches the Standard
Meets the Standard
Exceeds the Standard

Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION
The school functions as an effective learning community, supports a climate conducive
to student achievement, and possesses an effective two-way communication system.

Indicators
There is a shared philosophy of commitment, ownership, vision, mission and goals that promote a culture of excellence.
4.1
Facilities support a safe and orderly environment conducive to student learning.
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11

There is policy, leadership, and staff support for an equitable code of discipline that supports students’ understanding of rules, laws and
expectations for responsible behavior that enables teaching and learning.
There is leadership, staff, student and community involvement in the development and implementation of safety plans that meet state
requirements.
Teachers and staff build positive, nurturing relationships with students and work to improve student attendance, dropout rates, and
graduation rates.
Student achievement is highly valued and publicly celebrated.
A healthy school culture promotes social skills, conflict management, and prevention programs so that students are prepared and ready to
learn.
A culture of respect exists where relationships, trust, communication and collaboration are valued within the entire school community.
Change is accepted as a normal and positive process that leads to continuous district/school improvement.
All members of the school community are active partners in governance, and support and participate in school-wide improvement efforts.
Students are provided with a variety of learning opportunities within the normal school day; and may receive additional assistance beyond
regular classroom instruction to support their academic learning.

3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
3
3
3
3
3
3
3

2
2
2
2
2
2
2

1
1
1
1
1
1
1

0
0
0
0
0
0
0

ANALYSIS OF RATINGS FOR STANDARD 4
Top 2-3 Strengths __________________________________________________________________________________________________________
Top 2-3 Limitations/Areas Needing Improvement __________________________________________________________________________________

71

ACTION PLAN TEMPLATE
STRATEGIES FOR ADDRESSING
AREAS OF CONCERN IDENTIFIED
THROUGH USING THE RUBRIC

DATES

RESPONSIBLE
PERSON/PARTY

ANTICIPATED
ANTICIPATED
FUNDING
EXPENSE
SOURCE

Standard 1: School and District Leadership
•
•
•
•
•

Standard 2: Curriculum, Instruction, and
Professional Development
•
•
•
•
•

72

ACTION PLAN TEMPLATE
STRATEGIES FOR ADDRESSING
AREAS OF CONCERN IDENTIFIED
THROUGH USING THE RUBRIC

DATES

RESPONSIBLE
PERSON/PARTY

ANTICIPATED
EXPENSE

ANTICIPATED
FUNDING
SOURCE

Standard 3: Classroom and School
Assessment
•
•
•
•
•
Standard 4: School Culture, Climate, and
Communication
•
•
•
•
•

73

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT
ADDENDUM 1: GLOSSARY
Accountability: The extent to which an individual, group, or institution is held responsible for actions or performance.
The formative and summative evaluation conducted for the purpose of reporting to organizations with supervisory or
funding responsibility.
Achievement Gap: The difference between the actual student achievement levels assessed and the desired student
achievement levels, including comparisons between sub-populations and the general student population.
Action Plan: A plan that identifies how and when the school improvement plan will be implemented. It identifies the
goals, support data, assessments, interventions, research, staff development, resources, timeline, and persons
responsible for implementing the interventions and assessment contained in the school improvement plan.
Alignment (1): Refers to consistency of plans, processes, actions, information and decisions among district units to
support district goals (i.e., state standards, district strategic plan, school improvement plans, classroom action plans with
all corresponding measures is an example of alignment at the district level).
Alignment (2): The strong, direct link that connects standards, local curriculum, instructional materials, instructional
methods and strategies, and formative and summative assessments.
Assessment System: A management system containing a set of assessments that is designed to collect and evaluate
data about student performance. Each assessment must be aligned with at least one of the student performance goals in
the improvement plan. The quality of assessments is described by using the terms “reliable,” “valid,” and “fair.”
Baseline data: Information collected which establishes the starting point from which change can be measured.
Benchmark: A point of reference embedded within a goal from which measurements may be made. Often serves as a
measure, which is supported by data and helps quantify and qualify the achievement of the goal.

Revised June 2006
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004

1

Classroom management: The clear routines and procedures and behavioral expectations that support social and academic
learnings in the classroom.
Communication: The open, frequent, and appropriate flow of information and shared knowledge among parents, students,
teachers, administrators, and other stakeholders.
Comprehensive Assessment System: All of the means, taken collectively, to gather information about student performance.
Data from these various sources are analyzed and become the basis for decisions about programs, practices, and allocation of
resources.
Comprehensive Curriculum: A well-rounded academic program that includes the basic content areas; an organized plan of
instruction that utilizes reading, language arts, writing, mathematics, science, social studies, the arts and comprehensive health
content standards to deliver instruction within a content-rich context; a multi-discipline approach to promote cross-curricular
connections. (Please see Curriculum definition below.)
Continuous Improvement Cycle: The on-going phase of implementation, evaluation, refinement and reporting back to
stakeholders.
Criteria: Guidelines, rules, characteristics, or dimensions that are used to judge the quality of student performance. This
information indicates what we value in student response, products, and/or performances.
Curriculum: An organized plan of instruction that engages students in learning the Standards, Concepts, and Performance
Objectives identified at the state and local level. A curriculum often includes scope and sequence, curriculum maps, and
instructional materials alignment documents.
Curriculum Alignment: The directness of the link among the Concepts and Performance Objectives of the Arizona Content
Standards with the local curriculum, assessment, instruction, and reporting structures. The process of ensuring that a school’s or
district’s “taught” curriculum is aligned with state academic standards. Alignment can be measured in terms of:
• Categorical Concurrence: This criterion between standards and assessment is met if the same or consistent categories of
content appear in both documents. (Webb, Horton, & O’Neal, 2002)
• Depth of Knowledge Consistency: This criterion between standards and assessment is met if what is elicited from students
on the assessment is as demanding cognitively as what students are expected to know and do as stated in the Standards.
(Webb, Horton, & O’Neal, 2002)
• Level of Difficulty or Level of Sophistication: The degree to which the performance objective or concept is measured
cognitively. (Webb, Horton, & O’Neal, 2002)
Revised June 2006
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004

2

Curriculum Articulation: The clear continuity of the curriculum within and across grade levels, departments, and programs.
Curriculum Map: A document that cites the concepts and performance objectives of the academic standards to be taught at each
grade level. The map identifies resources to be used and assessments to be administered according to a specific timeline.
Data: The factual and numerical information used as a basis for reasoning, discussion, determining status, decision-making and
analysis (i.e., student achievement data, financial indicators, teacher “walk-through” trend analysis, programmatic data).
Data-driven Decision-making: Refers to collecting, analyzing and interpreting data, making informed strategic decisions based on
the results.
Differentiated Instruction: An approach to teaching in which instruction is tailored to meet the needs of individual students.
Strategies which provide a variety of ways for individual students to take in new information, assimilate it, and demonstrate what
they have learned; varying teaching strategy, method, process and/or student product.
Disaggregation: Analyzing student performance so there is specific knowledge about the performance of whole groups versus
subgroups.
Equal Access: An educational principle holding that all students must be provided with the opportunity to master the most
advanced curricula offered at each grade level.
Equity: The concern for fairness (i.e., educational practices are free from bias or favoritism).
Evaluation: In most educational settings, the process used to measure, compare, and judge the quality of student work, schools,
or a specific educational program as well as the performance of teachers and administrators.
Evidence-based: There is compelling documentation/artifacts to support perceptions, measurable indicators, and performance
indicators as needed through multiple and varied data sources.
Formative Assessments: Ongoing assessment (district, school and classroom level) used to modify and improve instruction while
it is in progress. Examples: informal observation, quizzes, homework, worksheets, daily assignments, performance assessments,
using scoring rubrics, activities.
Framework: An organized structure that assists us to see the relationships and interactions between and within a given set of
related concepts.
Revised June 2006
Developed in Collaboration with the Ariziona Foundation for Resource Education. L. McBiles, 2004

3

Goal: The end toward which effort is directed, the result or outcome of the effort.
Indicator: A measure that describes performance related to standards and other aspects of educational systems. This information
must have a common, agreed upon, consistent definition and a reference point or standard against which performance can be
judged. It also must meet technical standards of quality, such as measuring what is intended to be measured (validity) and
measuring consistently (reliability).
Intervention: Instruction provided in response to learner needs as determined through assessment. The response may involve
remediation, reinforcement, enrichment, or support.
Learning Community: A student-centered, teacher-led, and administrator-supported school environment that promotes
community stakeholders to take an active role in developing and sustaining. All learners are life-long learners and support
innovations as new research is made available.
Multiple Measures: The use of a variety of evidence (e.g., standardized test results, classroom assessments, tasks and projects,
grades, teacher evaluations, curriculum maps, student handbooks) to provide a comprehensive picture of a student’s academic
achievement and the overall performance of a school.
Needs Assessment: A systematic way of describing how things are working and an exploration of the ways they could work more
effectively. This process helps identify the most pressing problems, targeting the use of limited resources in the most effective
ways, and helping identify solutions.
Outcomes: The end impact, effect, product, or result.
Pacing Calendar: A guide that identifies the rate at which units and lessons are to be presented.
Performance Assessment: Testing methods that require students to write an answer or develop a product that demonstrates their
knowledge or skills. It can take many different forms, including writing short answers, doing mathematical computations or problem
solving, writing an extended essay, conducting an experiment, presenting an oral argument, or assembling a portfolio of
representative work.
Professional Development: Ongoing and extensive opportunities for teachers, staff, and parents to learn in different ways in
order to acquire and internalize research-based instructional practices to support student learning.
Proficiency: Having or demonstrating an expected degree of knowledge or skill in a particular area.
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Research-based: Refers to programs, practices and strategies that have been shown to be effective through rigorous, systematic
and objective research.
Research-based Assessment: Assessment follows item writing rules (Haladyna, 2001); assessment demonstrates validity and
reliability.
Resources: Resources include all the human, financial, materials, supplies, and technological means of support for the school
program and the school’s program of improvement. Resources would also include the capacity a school has developed to promote
continuous improvement efforts, improving the quality of teacher effectiveness, and the alignment of resources to the maximum
level of use.
Resource Allocation: The monitoring and redirecting of resources (human and financial), including the coordination and
integration of all federal, state, and local services and programs, to better meet student achievement goals.
Result: The end impact, effect, product or outcome.
Rubrics: A listing of specific criteria used to score constructed-response tasks in an assessment or assess strengths and/or
weaknesses as a measure of school capacity for school improvement. A typical rubric contains a scoring scale, states all the
different major traits or elements to be examined, and provides criteria for deciding what score to assign to responses or
performances. Scales may be quantitative (e.g., a score from 1 to 6) or qualitative (e.g., “adequate performance” or “minimal
competency”) or a combination of the two.
Scaffolding: Support, guidance, or assistance provided to students prior to learning a new or complex task. A teacher uses this
technique by engaging in appropriate instructional interactions designed to model, assist, or provide necessary information or
background. Differentiation may be a part of scaffolding.
School Climate: A term that refers to issues associated with the emotional health of individuals and the organizational health
within the school community.
School Community: The school community is comprised of all persons within the school and all persons in the attendance area of
the school, as well as the geographical and physical environments.
School Culture: The intricate patterns of knowledge, beliefs, and values that serve as the basis for policy decisions, organizational
practices, and human relationships in schools. Those patterns are often subtle and poorly understood yet exercise a profound
influence on the lives of students, teachers, and other school personnel.
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Scientifically-Based Research (SBR): Refers to programs, practices and strategies that have been shown to be effective through
rigorous, systematic and objective research that is based on empirical and conclusive data.
Scope and Sequence: A plan that outlines what is taught and in what order, reflecting a hierarchy of skill development.
Shared Leadership: The leadership and organizational direction within a school/district is distributed and owned by various
individuals according to interest and expertise.
Skills: Strategies and processes to apply knowledge.
Spiraling: Intentional repetition of content or skills, each time at a higher level of difficulty or complexity that is within different
contexts and genres.
Stakeholder: Any person or designee from a community based organization, business or corporate sponsor, student, parent,
teacher, administrator, university level educator that has a vested interest in the school community to meet or exceed requirements.
Standards: Essential knowledge and skills that should be taught and learned in school, including the most important enduring
ideas, issues, dilemmas, principles, and concepts from the disciplines. Standards are what students should know and be able to do
and understand.
Standards-Based System: Curriculum, instruction, materials, assessment, and reporting are all aimed at the same target -helping students achieve the defined standards.
Strategy: A systematic plan of action to accomplish a desired goal.
Summative Assessments: Assessments used to judge the success of instruction at its completion. Examples: formal tests, final
exams, final projects, term papers, etc. The information is often used in determining a grade, placement, or promotion.
Systematic: Refers to processes that are repeatable, logical and predictable, rather than anecdotal and episodic.
Systemic: Affecting or relating to an organization as a whole.
Vision: A vision statement is a clear description of the kind of system that will be needed to deliver the mission of the organization.
A vision document describes in detail the components and characteristics of the schools that would be required to fulfill a specific
mission.
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STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT
ADDENDUM 2: DATA SOURCES AND EVIDENCE OF ACHIEVEMENT

For the rating process to go beyond personal perceptions, raters should
determine what data sources they have that are relevant to a particular
standard and its related indicators. Effective data sources yield multiple
and varied forms of evidence that can justify and document a school’s
ratings. To support this process, the following was developed for each
standard. These are not meant to be exhaustive. Rather, they are
illustrative and offer the raters research-supported, concrete, and
tangible pictures of some of the many things that would be going on in a
school if it were actively and effectively addressing a particular standard.
They provide examples of statements that describe what can be
observed as evidence of the level and quality of implementation. They
may also provide ideas for future directions a school may wish to take to
improve its rating of a particular standard and related indicators.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD ONE (School District Leadership)
Leadership & Governance
Data Sources

Examples of Evidence

• Membership of school improvement councils, planning
teams, committees, etc.

• Our governance structure, including school improvement councils, planning
teams, and committees, is representative of the diversity of the student
population and involves all key stakeholders in shared leadership.

• School improvement plans
• Review process and evaluation plans

• Our school improvement plan includes measurable performance and equity
goals and an action plan that reflects our school’s very visible vision and
mission statement.

• Written evaluation reports

• Our school improvement plan is reviewed annually and revised as necessary.

• Data-based needs assessments

• There are mid-year and yearly evaluations of progress in meeting our school’s
performance goals, and the data are used to revise our school improvement
plan.

• Action plans

• Professional development plans
• Coaching, peer mentoring, and supervisory systems
• Written policies
• Vision and mission statements
• Use of federal, state, and local services and programs

• Observation of our School Improvement Council’s conversations shows
members using disaggregated data on student learning as the primary criteria
for decision making.
• School and district policies explicitly address equity and diversity in all
programs and in access to resources.
• A plan is in place for regular supportive supervision (including coaching and
peer mentoring) to ensure that program initiatives are being implemented to the
benefit of all students.
• A process is in place that regularly monitors the equitable distribution of
resources (human, time, material, and financial) to ensure effective
implementation of our school improvement plan.
• Criteria for performance evaluations of all staff are aligned with our school
improvement plan.
• All available federal, state, and local services and programs are coordinated to
support the improvement plan.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD ONE (Continued)
Data-Based Accountability & Evaluation
Data Sources

Examples of Evidence

• Vision and mission statement

• A vision and mission statement has been created through an inclusive process
involving all stakeholders and is periodically reviewed.

• Improvement goals
• School improvement plans
• Baseline data
• Public forums (e.g., newsletters, press releases, parent
letters, and community meetings)
• Needs assessment
• Disaggregated data: race/ethnicity, gender, socioeconomic
status, limited English proficiency, disability status, migrant
status, and other demographic variables as appropriate
• Curriculum guide/framework in each content area
• Professional development plan and evaluation criteria

• School improvement goals are aligned to the vision and mission statement and to
needs assessment outcomes.
• Baseline achievement data is disaggregated by race/ethnicity, gender, socioeconomic
status, limited English proficiency, disability status, migrant status, and other
demographic variables to determine who is and is not succeeding and in what areas.
• Assessment tools include formal and informal, classroom, school, district, and state
measures.
• English Language Learners and students with special needs participate in all
assessments with appropriate accommodations.
• Program and curricular effectiveness are evaluated regularly and used to inform
decisions.

• Evaluation criteria for teacher performance

• Our school improvement plan is based on data from a comprehensive needs
assessment.

• Evaluation criteria for administrator performance

• Our professional development program is aligned with our school improvement plan.

• Evaluation criteria for educational programs and curriculum
• Data from the evaluations

• Our school has a system for performance evaluation of all staff, aligned with our school
improvement plan.

• Multiple assessments

• Our school improvement goals incorporate criteria from the AYP.

• Accommodations plan

• Our school has a written document that defines the curriculum and includes a coding
system that shows the alignment with state standards.

• Criteria for Adequate Yearly Progress (AYP)

• There are public forums on student achievement appropriate for different audiences.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD TWO (Curriculum, Instruction and Professional Development)
Standards-Based Curriculum
Data Sources

Examples of Evidence

• Curriculum guides/maps

• All teachers can explain the scope and sequence of the curriculum within each
grade level and across grade levels in each content area.

• Lesson plans
• Textbooks
• Supplemental materials
• Equipment/supplies
• Trade books/leveled books
• Records of curriculum planning meetings
• Written guidelines and checklists for textbook adoption
and instructional materials selection
• Grade-level and cross-grade meetings
• Academic and career counseling records

• Curriculum material is appropriate and challenging for all students.
• Our school curriculum document includes a coding system that shows its
alignment with state standards.
• Teachers’ lesson plans include learning experiences that are aligned with state
standards.
• Teachers meet on an annual basis to ensure that there is clear curricular
articulation and continuity within and across grade levels and programs,
including Bilingual/English as a Second Language and Special Education
programs.
• The curriculum review process includes a check to ensure that the curriculum
represents relevant historical and contemporary contributions and perspectives
of the diversity of the people of the United States and the world.
• Results from the analysis of student performance on multiple assessments are
used in the annual curriculum review process.
• When appropriate, teachers’ lesson plans include learning experiences from
within the community.
• Written guidelines and a checklist are used prior to purchasing any curriculum
materials to ensure that they are free of bias.
• The curriculum includes multidisciplinary integrated thematic units that focus on
everyday life applications.
• The arts are taught both for their own sake as well as to support learning and
deeper understanding in other subject areas.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD TWO (Continued)
Standards-Based Instruction
Data Sources

Examples of Evidence

• Classroom observation of teachers’ practice

• Teachers’ lesson plans explicitly include differentiated instruction that
addresses the needs of all learners.

• Classroom observation tools
• Teacher evaluation tools/protocols
• Lesson plans

• Teachers’ lesson plans contain instructional strategies and learning
experiences that address the targeted performance objectives.

• Learning resources – trade books, manipulatives,
computers, software, and Internet access

• Classroom observations show teachers using research-based instructional
strategies that are developmentally appropriate and provide students with tasks
that require them to use higher-order thinking strategies.

• Student interviews, surveys, focus groups, and study
groups

• Classroom observations show that all students are actively engaged in the
learning activities and tasks.

• Grade-level and cross-grade meetings

• Classroom observations show that all students can work cooperatively with one
another across sociocultural backgrounds and academic abilities.

• Departmental or cluster meetings

• It is evident during classroom observations that students have access to the
resources necessary to complete their work.
• Instructional collaboration and coordination is a topic on the agenda at gradelevel and/or cross-grade meetings at least once a month.
• Teachers’ lesson plans explicitly integrate technology in teaching and learning
activities, where appropriate.
• The computer centers are staffed and open to students before, during, and
after school.
• Classroom observations show that students independently use technology for a
variety of purposes.
• Teachers use appropriate instructional equipment and supplies for students
with learning or physical disabilities.
• Students who have difficulty meeting standards are provided with individualized
instructional support.
• Students are able to explain what they are currently working on when asked.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD TWO (Continued)
Professional Development
Data Sources

Examples of Evidence

• Schoolwide professional development (PD) plans

• Our school’s PD plan is based on an analysis of student performance and
program effectiveness, incorporates the most current research on content and
methodologies, and is linked to our school’s improvement goals.

• Individual PD plans
• Schedules of PD activities
• Syllabi/outlines of PD activities
• Participation records
• Records of teacher credentials (degrees, content
certification, continuing education credits, PD credits)

• All staff members have an individual PD plan that is designed to complement
our school improvement plan and includes an assessment of that staff
member’s strengths and weaknesses.
• Analysis of student performance guides the focus of our school’s PD plan.
• There is a PD planning team.

• Teacher assignments

• The PD team is provided with time and access to research.

• Evaluation tools that include feedback forms,
questionnaires, tests of participant knowledge, valid and
reliable classroom observation instrument(s) to provide
data on implementation and practice, and assessment of
student outcomes

• The PD team employs a variety of tools (e.g., surveys, observations) to
determine staff PD needs, monitor implementation, and adjust the PD plan as
needed.

• Documentation of workshops, presentations, coaching,
etc. done by in-school staff
• Classroom observations using reliable and valid
instruments

• Documentation of all PD activities includes participants’ reactions, knowledge
and skills acquired, changes in classroom practices, and data on student
outcomes.
• The implementation of the PD plan is supported by school and district policies
and regulations and through adequate funding of resources.
• Our school schedule provides sufficient time to implement the PD plan.
• Teachers’ evaluations are aligned with both schoolwide and individual PD
plans.
• The principal regularly visits classrooms to give direct feedback to teachers
regarding student learning and the teacher’s identified PD goals.
• Teachers serve as mentors to one another.
• Staff can identify the in-school experts for specific content areas and particular
skills.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD THREE (Classroom and School Assessment)
Standards-Based Assessment
Data Sources

Examples of Evidence

• Baseline data

• Teachers regularly use multiple assessments.

• Diagnostic instruments

• Assessment tools are culturally and developmentally appropriate and free of bias.

• Teacher-made assessments

• Teachers review and record each student’s progress in meeting the state standards.

• Portfolios/projects and other performance-based assessments

• Our school improvement team meets annually to review the results of student outcomes in
relation to the standards and revises the curriculum where appropriate.

• District tests
• Standardized tests
• State assessments
• Text-based tests (e.g., from textbook publishers)
• Skills checklists for individual student performance
• Rubrics
• Accommodations for English Language Learners and Special
Education students
• Departmental exams
• Retention rates

• Written guidelines are used for the appropriate inclusion and implementation of accommodations
for students in Special Education and for English Language Learners.
• Written guidelines are used for the early identification of under-performing students and for
providing any necessary support.
• Teachers meet annually to select classroom assessments that are aligned with the state
standards.
• Grade-level and teacher meetings include discussions about student achievement data at the
school, classroom, and individual level to inform school and classroom-based decisions.
• Program effectiveness is evaluated regularly and used to inform decisions.
• Teachers use diagnostic tools at regular intervals to adjust instruction to meet the needs of
individual students and to monitor their progress.

• Guidelines for early screening
• Guidelines for early and timely identification of under-performing
students
• Individual Education Plans (IEPs)
• Curriculum maps
• Lesson plans
• State and district Adequate Yearly Progress reports (AYPs)
• Scope and sequence of grade-level expectations
• Grade-level and faculty meetings
• Program evaluation

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD FOUR (School Culture, Climate and Communication)
Culture & Climate
Data Sources

Examples of Evidence

• Written statements of philosophy, vision, norms,
beliefs, and values, including posters,
documents, and newsletters

• Our school’s vision, beliefs, and values are prominently displayed in public areas of our school and in
every classroom.

• Observations of interactions (behavior and
language use) between and among
administrators, teachers, students, staff, and
parents
• Lesson plans
• Bilingual staff members
• Meetings (e.g., grade-level teachers, bilingual
teachers, all faculty, school improvement teams)
• Translated materials (instructional and general
communication)
• Books in languages appropriate to student
population
• Images on bulletin boards or posters and in
other public places
• Work, instructional, and social groupings (adults
and students)
• Disaggregated data
• School improvement plans
• Perceptual data from surveys, questionnaires,
and interviews
• Study groups
• Action research projects
• Records of professional development provided
• Classroom observations using a reliable and
valid instrument

• Staff, students, parents, and other stakeholders can explain in their own words our school’s vision
and mission.
• Parents and community members are seen in our school throughout the day working with students or
helping with a variety of projects.
• Adults and students can be observed supporting and encouraging respectful and collaborative
behavior.
• School administrators are seen throughout our school each day, engaging in dialogue with teachers,
students, staff, parents, and community members.
• Visitors are greeted and assisted when they enter our school.
• Bulletin boards, wall space, and hallways display illustrations that are representative of different
ethnic groups, races, gender, and ages, and include samples of children’s work, regardless of ability.
• Posters of upcoming parent education programs are prominently displayed in our school lobby.
• Pictures and names of members of the Parent/Community Advisory Board are displayed in our
school lobby.
• Adults and students intervene when they observe inappropriate behavior, such as bullying, teasing,
or harassment.
• Surveys are periodically conducted to determine how different constituencies experience the norms,
values, and beliefs of our school.
• Bilingual and bicultural staff reflect the composition of the student population and provide support
services to students and their families.
• All classrooms have books and labels in appropriate languages.
• Lesson plans incorporate students’ experiences, including culture, family, and personal interests.
• Key materials are translated into appropriate languages.
• Each constituency participates in appropriate decision-making groups.
• There is a system for monitoring achievement outcomes for under-performing groups and for
intervening when needed.
• The school’s physical plant is well maintained; unsafe places are closely monitored.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD FOUR (Continued)
Organizational Structures
Data Sources

Examples of Evidence

• School schedule

• School schedules support teaching and learning goals.

• Classroom observations

• Programs and processes to ease transition points are in place.

• Orientation programs for students and parents

• Teacher planning time allows for collaboration and joint planning.

• Surveys/interviews with teachers, parents, and students

• Teacher assignments are based on student needs.

• Observation of student-teacher interactions throughout
our school

• Budget allocations are aligned with school goals.

• Individual Education Plans (IEPs)
• Course enrollments

• Additional grants, awards, and outside resources are available.
• Support for novice teachers is available.

• Counselor contact records

• Classroom observations show Special Education students and English
Language Learners successfully participating in regular classrooms activities.

• Post-secondary enrollment rates

• Enrollment in upper-level courses is representative of the student population.

• Common planning times

• All students have access to and use our school’s available technology.

• Teacher assignments

• Analysis of counselor contact records shows that the student population is
proportionately represented in the counselor’s caseload.

• Budget
• Teacher credentials

• Post-secondary enrollment rates are representative of the student population.
• Teachers are certified to teach in their content areas and/or grade levels.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD FOUR (Continued)
Parental & Community Involvement
Data Sources

Examples of Evidence

• Composition of school improvement teams and other
planning committees

• Communication with families is frequent and conducted in culturally and
linguistically appropriate ways.

• Parent-teacher communication

• Parents and children meet annually with their teachers to set and support
individual learning goals and continue to communicate regularly throughout the
year.

• Parent-teacher organizations
• Home-school compacts
• Attendance at school events
• Attendance at parent education activities
• Translated communications
• Community advisory committee meetings
• Parent education activities
• Schedule of school building use
• Lists of health and human service organizations

• An active parent-teacher organization is involved in all aspects of our school
community.
• Families and key community leaders are substantively involved in the
governance of and planning for our school.
• Our school facilities are in frequent use after school, on the weekends, and
during the summer by various community groups and organizations.
• A community advisory committee works with our school to plan after-school,
weekend, and summer activities for students.
• Parent education activities occur at least once a month throughout our school
year.
• Parent participation activities show broad representation.
• Comprehensive support services, including health and social services, are
available to students and their families in a timely manner. These services are
an intrinsic and fully-integrated component of our school’s education program.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD FOUR (Continued)
Extended Learning Opportunities
Data Sources

Examples of Evidence

• Lists of after-school, extracurricular, and summer
activities

• Our school calendar, sent to parents each month and posted on our school’s
Web page, lists extracurricular activities that include academic support
services, social and cultural enrichment activities, and recreational and sports
opportunities.

• Transportation schedules
• Financial assistance opportunities
• Master calendars or schedules of school building use
• Registration/participation lists
• Attendance
• Evaluation reports

• A later bus and carpools are available for students who stay after school to
participate in extracurricular activities.
• A master calendar posted on our school’s Web page and in our school lobby
shows that our school building is in use after school, on weekends, and in the
summer by community groups, parent groups, and student activities.
• An annual evaluation of all extracurricular activities is conducted to determine
equitable participation by gender, ethnicity/race, language, disability status, and
socioeconomic status.
• There is a process by which families can apply for financial assistance for
activities that require fees or equipment.
• Information about financial assistance (direct funds, waivers of fees, etc.) is
included in any information on extracurricular activities that is given to families.
• Participation in extracurricular activities is representative of the student
population.
• Summer enrichment programs and parent resources are provided for
disadvantaged students.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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STANDARD FOUR (Continued)
External Support & Resources
Data Sources

Examples of Evidence

• Grants

• An assets inventory is conducted to assess school and community resources.

• Donations

• Partnerships exist between our school and community-based businesses.

• Volunteers

• Community volunteers are active participants in our school improvement plan.

• Partnerships

• Periodic public relations releases inform the community of progress on our
school improvement plan.

• Consultants
• Training programs for volunteers
• Interview protocols and criteria for prospective
consultants

• Potential grants are periodically reviewed for possible action.
• Partnership with the district office facilitates timely access of information and
support.
• Consultants are hired whose skills match our school’s needs.
• Potential new programs are thoroughly researched before adoption.
• Legal contracts delineate expectations for any service delivered by an outside
agency.
• Outside experts periodically conduct program evaluations.

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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The Arizona Department of Education does not discriminate on the
basis of race, religion, color, national origin, sex, disability or age
in its programs, activities or in its hiring and employment practices.
For questions or concerns regarding this statement, please contact
(602) 542-3186.

Printed in Phoenix, Arizona, by the Arizona Department of
Education

Contribution from Arizona Foundation for Resource Education. L. McBiles, 2004

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