schools performance

Performance Expectations:
The school leader creates both a focused mission to improve student achievement and a vision of the elements of school, curriculum, assessment, and instructional practices that make higher achievement possible.

Indicators for this Standard:


7.1a
7.1a -Leadership has developed and sustained a shared vision.


7.1b
7.1b - Leadership decisions are focused on student academic performance and are data-driven and collaborative.


7.1c
7.1c - There is evidence that all administrators have a growth plan focused on the development of effective leadership skills.


7.1d
7.1d - There is evidence that the school/district leadership team disaggregates data for use in meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into the school's plan.


7.1e
7.1e - Leadership ensures all instructional staff has access to curriculum related materials and the training necessary to use curricular and data resources relating to the learning goals for Kentucky public schools.


7.1f
7.1f - Leadership maximizes time effectivenessLeadership ensures that time is protected and allocated to focus on curricular and instructional issues.


7.1g
7.1g - Leadership plans and allocates resources, monitors progress, provides organizational infrastructure and removes barriers in order to sustain continuous school improvement.


7.1h
7.1h - Leadership ensures safe and effective learningThe school/district leadership provides the organizational policy and resource infrastructure necessary for the implementation and maintenance of a safe and effective learning environment.


7.1j
7.1j - There is evidence that the SBDM council has an intentional focus on student academic performance.


7.1k
7.1k - There is evidence

Indicator 4
Exemplary level of development
and implementation
3
Fully functioning and operational level
of development and implementation
2
Limited development or partial
implementation
1
Little or no development
and implementation
2.1 EVALUATION/ASSESSMENT
2.1a
Classroom assessments of student
learning are frequent, rigorous and
aligned with Kentucky’s core content.
Examples of Supporting Evidence:
• Units of study, lesson plans
• School council policy
• Samples of classroom assessments
• Samples of student work products
• Student and staff member interviews
• Walkthrough observations
• Kentucky’s Core Content
for Assessment
Meets criteria for a rating of “3” on this
indicator plus:
Fall 2008 10
ACADEMIC PERFORMANCE STANDARD 2 – CLASSROOM EVALUATION/ASSESSMENT
Standard 2: The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and
support proficient student work.
• All assessments are aligned with
Kentucky’s Core Content for
Assessment and a number of these
assessments are also interdisciplinary
and multi-modal.
• School leadership implements a
systematic, school-wide classroom
assessment program to ensure
continuous student progress.
• Teacher-designed assessment tasks
are standards based, rigorous,
authentic and integrated across
content areas.
• All assessments are aligned with
Kentucky’s Program of Studies/
Core Content for Assessment.
• Classroom assessments are frequent
and are consistently used to
ensure continuous student progress.
• Teacher-designed assessment tasks
are intentionally standards based,
rigorous and authentic, requiring
students to use inquiry, problemsolving
and higher-order critical
thinking skills at a proficient level.
• Most assessments are aligned
with Kentucky’s Core Content for
Assessment.
• Classroom assessments are infrequent
or only occasionally used to ensure
continuous student progress.
• Teacher-designed assessment tasks
are not always rigorous and/or
authentic. The assessments do not