Mass. DESE Conditions of School Effectiveness: Amesbury Public Schools

I would like to thank you for taking time to complete this important survey. We know that students are successful when they feel safe and secure at school, teachers are supported in their practices and families are engaged with the school community. The Conditions for School Effectiveness (CSEs) articulate what schools need to have in place in order to educate their students well and can be used as benchmarks against which schools can gauge their practice in key areas. You are a valued member of our school community and as such your input regarding our progress towards meeting the CSEs is critical to our students’ success.
Thank you again for your participation. We appreciate your time and thoughtful responses.

Michele Robinson Ed. D


Use the following rubric to respond to each survey statement:

U - Unknown: I have insufficient professional knowledge of this area to offer a meaningful response.
1 - Little Evidence: The school is demonstrating little to no progress in implementing this practice, or implementation is so infrequent that its impact is negligible.
2 - Emerging: This practice is emerging or in place to support the condition : element; however it is not yet fully developed or implemented with fidelity.
3 - Providing: This practice is established and is implemented consistently, with fidelity.
4 - Sustaining: This practice is in place with all other practices in the Condition : Element being implemented at a “Providing” or at-standard level, is aligned to and integrated with the other practices to the point of being self-sustaining, and is supported by district efforts.

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    (ii) Effective School Leadership : Focus on Learning

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    (ii) Effective School Leadership : Effective Planning

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    (ii) Effective School Leadership : Effective Decision-Making

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    (ii) Effective School Leadership : Shared Learning and Accountability

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    (iii) Aligned Curriculum : Curriculum Guidance

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    (iii) Aligned Curriculum : Taught Curriculum

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    (iii) Aligned Curriculum : On-going Improvement

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    (iv) Effective Instruction : High Expectations

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    (iv) Effective Instruction : Differentiated Instruction

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    (iv) Effective Instruction : Common Understanding

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    (iv) Effective Instruction : Monitoring Practice

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    (v) Student Assessment : Assessment System

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    (v) Student Assessment : Analysis of Assessment Data

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    (v) Student Assessment : Use of Assessment Data

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    (vi) Principal's Staffing Authority : Staffing Decision

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    (vi) Principal's Staffing Authority : Support & Intervention

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    (vii) Professional Development & Structures for Collaboration : PD Plan/System

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    (vii) Professional Development & Structures for Collaboration : Accessing PD

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    (vii) Professional Development & Structures for Collaboration : Impact of PD

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    (viii) Tiered Instruction & Adequate Learning Time : Core Instruction

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    (viii) Tiered Instruction & Adequate Learning Time : Screening & Monitoring

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    (viii) Tiered Instruction & Adequate Learning Time : Supports & Interventions

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    (ix) Students' Social, Emotional and Health Needs : Learning Environment

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    (ix) Students' Social, Emotional and Health Needs : Physical & Behavioral Health

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    (ix) Students' Social, Emotional and Health Needs : Systems & Procedures

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    (x) Family-School Engagement : Strategic Relationships

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    (x) Family-School Engagement : Communication

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    (xi) Strategic Use of Resources and Adequate Budget Authority : Strategic Use of Resources

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    (xi) Strategic Use of Resources and Adequate Budget Authority : Coordination Between School & District

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