| A | B | C | D | E | F | ||
|---|---|---|---|---|---|---|---|
1 | Overarching Guiding Questions | ||||||
2 | |||||||
3 | Mission and Goals of the School and Program Model Performance Indicators: | Target Benchmark | Exceeding Target Benchmark | Possible Evidence | Guiding Questions | ||
4 | 1.a | Program Model | Program model is consistent with that described in charter application including amendments. | Program model is consistent with that described in charter application including amendments and school has received accommodation from governing agency noting this accomplishment. | What did they say they were going to do in the charter application? * Walk-thru: Walk with a teacher or a program lead. Ask them to describe what they see in the classroom, in the hallways, in the lunchroom, on the walls, convos with students. May take photos, use summary language. Non-directive in the walk-thru. * Describe facilities and how its structure matches and/or delivers on the program model. * Student interviews: Ask a student if you can interrupt them to answer a question; do not rely on a school leader to find you students. Sample questions: What is this school really about? How does this school work? * Recognition: has been recognized for work: newspaper articles, MDE, MACS, parent organizations, et cetera. | * In the past year, what was successful and/or effective about implementing the mission? How do you know? * How did the board use data to assess and monitor the school's implementation of programming that aligns with the mission? * What communication or strategies did you use to support teachers and instruction with implementing a learning model aligned with the mission? What impact did it have? Notes from November Cadre Meeting: * Think of a student who may need a different experience. Where is there space in the model to create that experience? * When hiring new staff, how might you gather information about a canidate's mindset? * In what ways are staff investigating a student's (families') experience? *IDEA: How can we center the conversation around an individual student and/or family's experiences? How can we capture the humanness of the situations...perhaps as evidence of model, mission, student-staff-parent perspective, staff development, et cetera? *QUESTION: How can we revise our system to have follow-up conversations after site visits? *QUESTION: How can IQS continue to support schools in authentic DEI work? As well as their SEL and/or 21st century learning goals? And ensuring DEI is embedded in every fiber of their work? | |
5 | 1.b | School Mission | School program is aligned with the primary purpose of Charter Schools and at least three other purposes cited in law. | School program is aligned with the primary purpose of Charter Schools and at least four other purposes cited in law. | See the Cadre handbook (page 43) for a helpful description of the MN Statute. * Walk-thru: Walk with a teacher or a program lead. Ask them to describe what they see in the classroom, in the hallways, in the lunchroom, on the walls, conversations with students. May take photos, use summary language. Non-directive in the walk-thru. Look for the mission in the school: on the walls, in meeting documents, in discussions, et cetera. | * For the school leader, teacher, student to articulate the mission and how it relates to the work that they do and/or experience they have at school. * What does the mission mean to them and how does it connect to how school is done? * For leaders, how is the mission reflective in their decision making and day-to-day practices? | |
6 | 1.c | Curriculum | The school curriculum aligns with its mission and primary program purpose and is implemented with fidelity. | The school curriculum aligns with its mission and primary program purpose in all curricular areas and is implemented with fidelity. The school has developed systems for analyzing curriculum effectiveness and making improvements accordingly. | * Artifact Review: Look for alignment in the program model and mission statement * Samples of Student Work: what are the students doing? What are they producing? How do they talk about their work? * Note: a 4 may not necessarily be a "nationally recognized best practice" but is connecting model, mission and curriculum. May consider what is unique and innovative. | * Please describe an experience that students have that embed the program model and mission within curriculum. * In what ways does the curriculum deepen a student's understanding of the program model and mission as they progress through the school (between content areas, throughout the grades, et cetera)? * Share a moment when you (school leader and/or teacher) sat back and realized, 'this is it -- this is what we are all about.' | |
7 | 1.d | Standards | State standards, school board standards, and authorizer requirements are embedded into the curriculum of the school and documented in curriculum development documents. | All state standards, school board standards, and authorizer requirements are embedded into the curriculum of the school, as documented in curriculum development documents. Individual student achievement on standards is assessed and used to inform instruction. | Review the school's contract to see if there are there standards that are school board specific standards. * Artifact Review: Curriculum development documents, curriculum review process, records of individual student achievement delineated by standard * Walk-thru: evidence of standard-based learning * Student and Staff Interviews: Citing connections between learning activities and the standards, alignment of instruction to current student needs; articulating how the adopted resources meet the standards | * For the school leader/curriculum director/teacher: How are the learning experiences and/or activities aligned to the standards and the desired outcomes? * For the school leader: How does the school support teachers in embedding state standards into the curriculum? How to you onboard teachers in this process? * For the classroom teacher: In what ways do you use the curriculum documents? | |
8 | 1.e | Staff Development | Staff development is ongoing, aligned with strategic plan, and ensures program fidelity. | Staff development is fact-based, on-going, and aligned with a strategic plan. Staff development is reviewed by school board and school leadership on a quarterly basis to ensure program fidelity and reported to all stakeholders. | * Artifact Review: Calendar (scheduled professional development), Board and/or leadership minutes, SIP process, stakeholders' recent satisfaction survey results * Staff Interviews | * For staff: How do you provide input, planning and implementation in the professional development? How does professional development align with goals in school improvement? What is the impact of professional development. Do you know the goal of your current SIP? * For school leader: How do you foster staff agency when creating a professional development plan? What are some of the things that help you determine and prioritize the school's professional development needs? In what ways is professional development tailored to the needs to each employee group? | |
9 | 1.f | New Student Enrollment | Student academic achievement levels in math and reading are evaluated for each student within 3 weeks of entering school. | The school uses its evaluation process to develop an individual learning plan designed to assists teacher, parents, and student with academic growth and success. | * Artifact Review: Enrollment process document * Staff Interview * Note: Some attention might need to be given to the student population | * For school leader/teacher: Please share about a recent new student and the process that was used to help plan for the student's success. * For the school leader/teacher: What are some indicators you look for that show a new student is adjusting well to the school? | |
10 | 1.g | Student Satisfaction | Students' level of satisfaction with their school in the areas of safety, acceptance and learning is greater than or equal to 85% but less than 90%. | Students' level of satisfaction with their school in the areas of safety, acceptance and learning is greater than or equal to 90%. | * Artifact Review: student survey, results and/or summary of the survey * Note: when analyzing the survey, cadre should highlight strengths and potential opportunities for growth that may be considered for the following year's school improvement plan. Cadre should also include the participation rate (the number of survey responses and the percent of students that represents) | * What are some of the takeaways from the survey? * How does that compare to last year's survey results? * How might you use this information to plan for next year's students? * In what ways is this information helpful? | |
11 | 1.h | Parent Satisfaction | Parents' level of satisfaction with their school in the areas of safety, acceptance and learning is greater than or equal to 85% but less than 90%. | Parents' level of satisfaction with their school in the areas of safety, acceptance and learning is greater than or equal to 90%. | * Artifact Review: parent survey, results and/or summary of the survey * Note: when analyzing the survey, cadre should highlight strengths and potential opportunities for growth that may be considered for the following year's school improvement plan. Cadre should also include the participation rate (the number of survey responses and the percent of parents that represents) | * What are some of the takeaways from the survey? * How does that compare to last year's survey results? * How might you use this information to plan for next year's parent involvement? * In what ways is this information helpful? | |
12 | 1.i | Teacher Satisfaction | Teachers' level of satisfaction with the school and with their professional roles, responsibilities and professional development is greater than or equal to 85% but less than 90%. | Teachers' level of satisfaction with the school and with their professional roles, responsibilities and professional development is greater than or equal to 90%. | * Artifact Review: teacher survey, results and/or summary of the survey * Note: when analyzing the survey, cadre should highlight strengths and potential opportunities for growth that may be considered for the following year's school improvement plan. Cadre should also include the participation rate (the number of survey responses and the percent of teachers that represents) | * What are some of the takeaways from the survey? * How does that compare to last year's survey results? * How might you use this information to create next year's professional development plan? * In what ways is this information helpful? | |