Achieving your vision through realityeducation

Characteristics of High Performing Schools

Level 1 Level 2 Level 3 Level 4

Attends all meetings with all stakeholders in attendance.

Stakeholders rarely attend meeting (faculty, district,

grade level department, etc.

Stakeholder attendance is sporadic;

Attendees may be there but are not prepared to engage

Stakeholders regularly attend and are generally prepared to

participate in the meeting

All stakeholders attend all meetings and are well prepared and engaged in the meeting with agreed upon actions

Applies the techniques and strategies we have shared

with them.

Techniques and strategies are only attempted at the FOS training (but it ends there)

Techniques and strategies are taken back to the school and

some individuals are exposed

Techniques and strategies are used and applied at multiple

levels and with multiple stakeholders

Techniques and strategies are regularly used and are imbedded

across the school

Transfers the knowledge from the FYS meetings to

action with the entire staff.

Casual and random conversation takes place at

the school in informal settings

Knowledge gained is driving staff meetings

Knowledge is presented and evidence of application of the

knowledge exists

Knowledge is applied, implemented and embedded in the school at all

levels including the classroom

Documents progress on all three (FYS) goals at all three

levels: classroom, grade level, school.

Faculty, staff and administration are aware of

the FYS goals

Faculty, staff and administration occasionally look at general data on the

three FYS goals

Faculty, staff and administration regularly

examine FYS data at all levels. Data is used to drive the SIP and other school documents

Faculty, staff and administration use the FYS goals to drive instructional

practice at all levels and use that info to monitor progress

Uses data to drive their decisions.

Summative data is rarely gathered and analyzed by

faculty. Staff and administration make decisions

based on perceptions.

Summative data is used to make decisions about

teaching and learning but there is no evidence of a

change instructional practices.

Summative and benchmark data is referenced to inform decisions with some impact on measurable impact on

instructional practices.

Summative, benchmark and common formative assessments are used to

inform instruction decisions and practice on a regular and ongoing

basis.

Displays conversations centered around student

achievement.

Conversations about student achievement happen by chance and are random

occurrences.

Conversations centered on student achievement are

driven by the principal and occur formally only in his/her

presence.

Conversations take place at multiple levels with minimal

evidence of action or results.

Conversations at all levels regularly focus on student achievement

centering around obtainable and measurable results.

Transfers analysis of data to instructional practices.

Data analysis remains in the hands of a few, and

instructional practice is based on the way we have always

done it.

Faculty analyzes summative data to drive instructional

practices.

Faculty and administration regularly transfer data from

multiple assessment to drive instructional practices

Faculty and administration use multiple sources of data to make all

modifications in instructional practices at all levels.

Modifies school structure to meet school needs.

School programs, schedules, etc. remain the same

regardless of new information.

Minor adjustments are make in the structure of programs and/or schedules based on

new information.

As new information becomes available, programs and/or schedules are changed to

meet the needs of students

The structure of the school is fluid and flexible. Changes are made to meet

the needs of students.

Adopts culture of PLCs.Faculty and administration are unaware of the concepts and

principles of a PLC.

Faculty and administration have some familiarity with PLCs but it is rare to see evidence in the school.

Faculty and administration have a working knowledge of PLCs and are attempting to

infuse the concepts.

PLC is the culture of the school. PLC concepts and practices are embedded

in all aspects of school life.