Office of Accountability PPSJune 2001 Draft

8/3/2019 Office of Accountability PPSJune 2001 Draft

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Plainfield Public School District Accountability System

The Plainfield PublicSchools, in

partnership with its

community, shall dowhatever it takes for

all students to achievehigh academic

standards. No alibis.

No excuses. Noexceptions.

OA 1ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY




ACCOUNTABILITY TASK FORCE MEMBERS

JOSHUA STARR Director of Accountability, Plainfield PublicSchool District

LOU LOPEZ V.P. Maxson Middle School

RICHARD KREMA V.P. Finance, L.A. Dreyfus Co.

SCHARRON LITTLE-HOUSTON Woodland Elementary School, PTO

SONDRA CLARK Director, Black United Fund

JEFF FOSTER Head Custodian, Maxson Middle School

GEORGE JACKSON Teacher, Washington Elementary School

ETHEL COLEMAN Teacher Assistant, Cedarbrook Elementary

School

TERRI SLAUGHTER-CABBELL Member, Plainfield Board of Education

GAIL SCHWARTZ V.P. Emerson Elementary School

CATHY BATTLE Vice President, Citywide PTO

DEBORAH CELESTAND Teacher, Plainfield High School

CHARISSE PARKER Secretary, Office of Accountability

Board of Education Members:

Mrs. Beulah Womack, President

Mr. Rick A. Smiley, Vice President

Mr. Steven CabbellMr. Martin Cox

Mr. Robert Darden

Dr. Inez P. DurhamMrs. Lynne Richard

Mrs. Terri Slaughter-CabbellMrs. Veronica Taylor HillDr. Larry Leverett, Superintendent

Special thanks to:

Reginald Robinson, International Center for Educational Accountability, Richard Sagor,

Institute for the Study of Inquiry in Education, Marilyn Muirhead, The GeorgeWashington University Center for Equity and Excellence in Education.





GLOSSARY OF TERMS

Rubric A tool for measuring progress. Rubrics consist of defined criteriaand levels of achievement that correspond with the criteria.

NJCCCS The New Jersey Core Curriculum Content Standards. The State of New Jersey created the standards to describe what all students

should know and be able to do upon completion of their education.

There are standards in 8 areas: 1) Cross Content WorkplaceReadiness, 2) Visual and Performing Arts, 3) Comprehensive

Health and Physical Education, 4) Language Arts Literacy, 5)

Mathematics, 6) Science, 7) Social Studies, and 8) World

Languages. For more information, go to www.state.nj.

ESPA A test based on the NJCCCS given to all 4 th graders in New Jersey. There are 3

sections of the ESPA, Language Arts Literacy, Mathematics and

Science. 5th

grade students in 2001-02 will also take portions of theESPA.

GEPA A test based on the NJCCCS given to all 8th graders in New Jersey.

There are 3 sections of the GEPA, Language Arts Literacy,

Mathematics and Science.

HSPA A test based on the NJCCCS given to all 11th graders in New Jersey. There are 3

sections of the HSPA, Language Arts Literacy, Mathematics and

Science.

NJPASS A test in Language Arts and Mathematics given to all Plainfieldstudents in grades 1, 2, 3, 5, 6 and 7.

New Standards

Reference Exam A test in English Language Arts and Mathematics given to allPlainfield students in grades 4, 5, 8, 9 and 10.

TAP The Targeted Assessment Process. The TAP is given 3 times per year to all

students grades K-12. The TAP is based on the NJCCCS and wasdesigned by the Plainfield Public School District to show students

and teachers where students should be in the subjects of reading,

writing, mathematics and science at the end of the academic year and at 2 other points during the year.

OEE/MFR Orchestrating Effective Effort and Managing for Results. This process was developed by the Plainfield Public School District to

help teachers and students use TAP and other data to create

individual goals and action plans for students.


http://www.state.nj/

http://www.state.nj/




Abbott A series of NJ Supreme Court decisions beginning in 1990 that led

to landmark legislation that raises school spending for 30 “special

needs districts” to bring them to the level of spending of the state’swealthier districts.

WSR Whole School Reform. Models that a school implements to ensure that allstudents will achieve the NJCCCS. 10 Plainfield schools use the

America’s Choice model, 2 use Ventures and 1 uses Accelerated

Schools.

LINCC Leadership Innovation and Change Council. LINCCS are site-

based management teams. Every school has a LINCC, made up of

the principal, teachers, support staff, family members, communitymembers, and students where appropriate. LINCCS are responsible

for monitoring the implementation of Whole School Reform.

AYP Adequate Yearly Progress. A state formula for determining the appropriateincrease in scores on the ESPA, GEPA and HSPA. The state

considers an elementary or middle schools to be proficient if 75%of all enrolled students pass the ESPA or GEPA. High schools are

considered proficient if 85% of the students pass the HSPA. AYP’s

are calculated by subtracting the number of students who passed

the test last year by 75 (elementary and middle) or 85 (highschool), and dividing that number by 7, which is the number of

years the state expects each school to achieve proficiency.

ASSA Application for Assisted State Aid. ASSA is the annual student enrollment

summary submitted to the state. The state bases the level of aid the

district receives on this enrollment count.

QAAR Quality Assurance Annual Review. It is a list of district goals and objectives and

shows progress made towards achieving those goals andobjectives. In order to monitor and evaluate the effectiveness of

school districts, the state requires that every district submit the

QAAR annually.





INTRODUCTION AND BACKGROUND

The Plainfield Public School District (PPSD) has been engaged in a comprehensivereform effort since 1995. This reform effort has focused on building a shared vision of

PPSD where all students have the opportunity to achieve the New Jersey Core

Curriculum Content Standards (NJCCCS). As part of this process, the district, in partnership with its community, has:

• Developed a 5 year, 6 point strategic plan.

• Embraced a policy of district decentralization that supports site-based governance.

• Supported collaboration among all stakeholders.

• Initiated interest-based negotiations between the Board of Education and its

employees.

• Embraced community engagement for joint-problem solving.

• Focused on data-based decision making.

• Increased the use of technology throughout the district.

• Committed to ongoing staff development.

• Allocated district resources to support improving student’s literacy.

In 1999, Plainfield was reinstated as an Abbott district. As a result, each school is

required to implement a Whole School Reform (WSR) model. Three WSR models have

been selected in the district and are at varying stages of implementation – America’sChoice, Ventures and Accelerated schools. WSR has provided schools with the

opportunity and resources to integrate all school efforts to ensure that all students are

receiving high quality, standards-based instruction.

In recognition of the current status and needs of PPSD, District LINCC called for the

development of a comprehensive accountability system based on accurate data and

continuous improvement that will ensure that all students receive an education that willhelp them achieve the NJCCCS. A task force was formed to carry out this work. The task

force comprises 2 teachers, 2 community members, 2 support staff, 2 family members, 2

building administrators, 1 cabinet member and 1 Board of Education member. These 12individuals were nominated by their constituents for participation on the task force. The

task force is now leading the effort to ensure that all students receive a high quality,

standards based education that will help them achieve the NJCCCS. The followingdocument reflects the work of the Accountability Task Force.

This plan is being designed to promote local ownership and collective responsibility. To

have credibility, accountability must be driven by the initiative of the district, schools,and community. Reliance on externally driven approaches to accountability typically fail

to gain the credibility and support of the educators and community members at the local

level. The PPSD School Accountability System is locally driven and identifies theoutcomes and indicators that the Plainfield community values and expects.





STATE AND LOCAL REGULATIONS

PPSD must adhere to all federal, state and local statutes, codes, policies, regulations andreporting procedures. The district’s first level of accountability is to the state, as it

directly oversees the district’s operations. At a minimum, the district must comply with

all federal and state laws and regulations, including Abbott regulations. The second levelof accountability the district has is to its own local policies, practices, codes and

procedures. These are aligned with federal and state regulations and have been developed

internally to reflect best practices.

New Jersey Regulations.

The State of New Jersey requires that school districts ensure a “thorough and efficient”education for their students. The state has evaluation procedures (N.J.A.C. 18A:7A-10) to

determine whether each district has met this requirement. Districts are also required

(N.J.A.C. 18A:7A-11) to submit to the state an annual progress report, which includes:

a. demographic data b. results of assessment programs, including State-wide assessments

c. information regarding fiscal operations, including each school’s budgetd. plans and programs for professional improvement

e. plans to implement innovative educational programs

f. recommendations for school improvements during the ensuing year g. additional information that may be prescribed by the commissioner

The state may also require a facilities survey, including current usage and projected

capital projects.

The New Jersey Department of Education (NJDOE) 1 regulations also require thatschools make Adequate Yearly Progress (AYP) on state ESPA, GEPA and HSPAexams. AYP is determined by subtracting the percentage of students who passed the state

test from the state expected pass rate of 75% for ESPA and GEPA and 85% for HSPA,

and dividing the difference by 7, which is the number of years allowed by NJDOE toclose the performance gap. There is an AYP for each section of the test.

Example:

At Elementary School A, 15% of the students passed the Mathematics portion of the ESPA in 1999. The difference between 75% and 15% is 60% points (75-

15=60). 60% points divided by 7 years equals 8.6% points. Thus, School A must

show an AYP of 8.6% points per year in Mathematics until it reaches the 75% passing goal.





Abbott regulation 6:19A-1.5 states that:

Each district and school shall implement its approved district wide system of rewards to recognize schools, teachers, parents, and administrators who contribute

to helping students attain the Core Curriculum Content Standards pursuant to a

district plan approved by the Department. In districts and/or schools that do notmaintain a pattern of improved student achievement, the Department shall pursue

sanctions provided for in N.J.S.A. 18A:7F-6(b).

District Regulations, Policies and Governance Structure.

All district policies are aligned with state and federal statutes, codes and policies. PPSD

operates under the governance of an elected Board of Education (PBOE). The PBOEmanages the district’s affairs in accordance with federal and New Jersey state regulations

and code and district policy. The PBOE has appointed a chief school administrator

(superintendent) to carry out district policies and oversight responsibilities.

As a result of increased accountability measures, there will be a need to review existing

policies and procedures. New policies and procedures will be developed and subsequentadministrative regulations may be changed. District policies are considered to be organic

and dynamic; they should change according to what is known about best practices and

must support data driven efforts to improve standards based instruction.

PBOE fully supports local leadership and site based decision making as required by

Abbott regulations and district policy. Each school has a Leadership Innovation and

Change Council (LINCC) that oversees implementation of whole school reform at theschool level. There is also a district LINCC, which is jointly led by the superintendent

and Plainfield Education Association (PEA) president.

THEORETICAL FRAMEWORK FOR ACCOUNTABILITY

Definition of Accountability.

The following definition from Linda Darling-Hammond and Carol Ascher (1990) reflects

the underlying principles and theoretical basis of the PPSD School AccountabilitySystem:





In order to sustain good practices, continual evaluation and continuous improvement

based on reliable and comprehensive data, the Accountability Task Force believes that

accountability is collective responsibility for student results.

Accountability Principles.

Four key principles form the foundation for the Plainfield Accountability System:

1. Alignment of effort2. Continuous improvement

3. Communication

4. Inclusiveness

1. Alignment of effort suggests that everything we do must be consistent with the

goal of helping all students achieve NJCCCS. There must be a straight line between standards, instruction and assessment. Clear goals, objectives and benchmarks must be developed and agreed upon. All activities must be measured

against the agreed upon goals and data gleaned from these measurements must be

used in the continuous improvement process. Resources must be allocated on aneeds basis and in alignment with the goals. All instruction and assessment of

student progress towards standards must be aligned with NJCCCS.

2. Continuous improvement “is change with direction, sustained over time, that

moves entire systems, raising the average level of quality and performance while

at the same time decreasing the variation among units, and engaging people in

analysis and understanding of why some actions seem to work and others don’t,”(Elmore, 2000). Variation means the elimination of differences in outcomes.

Continuous improvement describes the process by which decisions are made

based on comprehensive data about student progress towards standards.Continuous improvement necessitates that a comparison of results is made from

year to year. Accountability and collective responsibility must be developed

through inquiry, not imposed by external agents. School-wide decisions aboutwhat students need in order to achieve NJCCCS must be based on “best


An accountability system is a set of commitments, policies, and practices that are

designed to create and nurture good practices and continual self-evaluation, (and):

Heighten the probability that students will be exposed to good

instructional practices in a supportive learning environment;

Reduce the likelihood that harmful practices will be employed;

and

Provide internal self-correctives in the system to identify, diagnose, and

chan es courses o action that are harm ul or ine ective.




practices.” Progress towards goals must be measured regularly and stakeholders

must use the measurements to reflect on their practice. The capacity of staff and

students must be continually developed to incorporate best practices into theclassroom. Technology must be used to facilitate the continuous improvement

cycle.

3. Communication suggests that schools and their communities must have

reciprocal dialogue about how students are progressing towards NJCCCS.

Schools must regularly communicate their expectations and student progresstowards standards with their community. All adults must communicate values by

modeling behavior. Staff must regularly communicate their expectations to

students and parents. Students and families must communicate with teachers and

administrators regarding support needed to achieve standards. Colleagues mustcommunicate with their peers and make their practice transparent by sharing best

practices, observing each other, and engaging in reflective conversation about

effective effort. Roles and responsibilities must be clearly communicated. And,

most importantly, all stakeholders must have a comprehensive understanding of NJCCCS. All available and appropriate technologies must be used to

communicate “seven times, seven ways.”

4. Inclusiveness is a principle that describes ways in which diverse voices are

meaningfully incorporated into conversations and efforts intended to help all

students achieve standards. All students, teachers, support staff, administrators,families and community members must be viewed as respected and important

voices in the education of Plainfield’s children. We must do whatever it takes to

break down barriers to learning and communication. Innovation and creativitymust be rewarded and all stakeholders must be made to feel welcome in our

schools.

DISTRICT GOALS

The 4 accountability principles provide the foundation for 6 non-negotiable goals that

every school must show progress towards achieving.

Continuous improvement requires the development of goals so that progress can be

regularly measured and reported. Goals should be adjusted according to progress made. It

is essential that decision makers have comprehensive and accurate data to use for

decision making purposes and analysis of progress made towards goals. The specific datathat decisions will be based upon must be consistent throughout the district. Decisions

regarding goals must be based on research regarding what is known about educating all

students to standards.





Goal 1: Improve student achievement through instructional rigor and alignment

with NJCCCS: All students will have access to high quality, standards based

instruction.

Goal 2: Community engagement: Community and family will be meaningfully

engaged in decision-making and planning for the education of Plainfield’s children.

Goal 3: Comprehensive supports for all students: Every student will have access to a

system of support intended to meet the needs of the whole child.

Goal 4: Effective and efficient operations: Individual schools and the district as a

whole will have effective and efficient programs, operations and services in a safe

and orderly environment.

Goal 5: Staff: All students will have access to certificated, highly trained, caring and

culturally responsive staff members.

Goal 6: Governance: All stakeholders, including administration, community,

parents, teachers, support staff and students (where appropriate), will be

meaningfully engaged in decision-making, problem-solving, and planning.

MEASURING PROGRESS

Procedures for Collecting and Reporting Accountability Data.

The district reports to the state annually in a variety of ways, including ASSA, QAAR

and the New Jersey School Report Card. PPSD schools will be required to publish tri-

annual School Profiles. In a continuous progress design, 3 types of data must beconsistently collected and analyzed:

1. Baseline profiles. Each school will create a baseline profile of how it is doing

relative to the district’s 6 goals. Where appropriate, these profiles will beaggregated by the central office to form a district profile.

2. Tri-annual accountability reports. Three times per year, schools will provide

insight into growth, plateaued performance or regression, relative to the 6 goals.3. Documentation of practices employed. Documentation must occur so that

stakeholders can make educated judgments regarding possible causes/correlations

of any changes in the profile.

Each school LINCC will use a rubric (Appendix B) to self-evaluate its progress towards

achieving the 6 non-negotiable district goals. Evidence of progress will be attached to

each rubric and coded accordingly. By using data and evidence to determine progressmade towards goals, each LINCC will be able to make decisions based on the real needs

of the school. Rubrics will also be used for Abbott Whole School Reform plans and

budgets, as they will provide the evidence needed to justify expenditures.





Directions for Filling out PPSD School Profiles.

• The entire LINCC must be involved in determining a score for each rubric, and a

statement of assurance must be signed (Appendix D).

• Each rubric will have an Evidence Sheet attached to it (Appendix C)

• Copies of evidence of progress that the LINCC has selected must be included inthe report and labeled to correlate with the Evidence Sheet.

• Accountability reports will be reviewed by a rotating sub-committee of District

LINCC.

System of Rewards and Consequences.

Accountability reports are designed to be tools for self-assessment, not for evaluation.

However, in order to be consistent with Abbott regulations, they will be used to reward

schools that have made significant progress. If a school does not make adequate progress

towards achieving the 6 goals, the accountability reports will indicate the area(s) where a

school needs help. No monetary rewards will be given to individual districtemployees by the district on the basis of rubric scores or student achievement

results.

Each school can score between 6 and 24 points on its Profile (1-4 points for each rubric,

multiplied by 6 rubrics, equals 24 points). It is expected that every school show progresson each tri-annual Profile. Schools must also meet their state AYP in order to move up a

category. If a school increases its rubric scores yet does not meet its AYP, it will not

move up a category. However, it might still be eligible for a reward. At least 95% of

eligible students must take the state test in order for the school to qualify for a reward.After completing its self assessment, assigning rubric scores and examining student

achievement data, each school LINCC will determine which of following 4 categories itfits into:

CATEGORY RUBRIC POINTS SCORED MINIMUM ESPA,

GEPA, HSPA SCORE

Basic 6-10 points.

At least 1 point on each rubric.

0-39% of students passstate test.

Partially

Proficient11-15 points.At least 2 points on 5 rubrics, and at least 1 on the 1

remaining rubric.

A school cannot score a 1 on more than 1 rubric and be

considered Partially Proficient.

40-74/84% of

students pass state

test.

Proficient 16-20 points.At least 3 points on 5 rubrics, and no less than 2 points on

the 1 remaining rubric.

A school cannot score lower than a 2 on any rubric and beconsidered Proficient.

75/85-94% of students pass state

test.

Exemplary

21-24 points.

At least 3 points on 3 rubrics and 4 points on the remaining

3 rubrics.

A school cannot score lower than a 3 on any rubric and be

considered Exemplary.

95-100% of students

pass state test.





Monetary Rewards.

Every time a school improves, it will receive between 1%-5% of the average full-time personnel salaries in that school, multiplied by the number of full-time staff in the school.

The amount cannot exceed 1.5% of total district full-time personnel expenditures. The

range of money that a school can receive will be based on the progress it has made.

1% 2% 3% 4% 5%

AYP Does not reach Reaches Reaches Reaches Reaches

Test

score

range

0-39% 0-39% 40-74/84% 75/85-94% 95-100%

Rubric

Score

Meets

conditions of

next category(e.g., moves

from Basic toPartiallyProficient)

Meets

conditions

of nextcategory

Meets

conditions of

next category

Proficient Exemplary

A school must make progress from year to year in order to receive a reward. If a schoolreceives a reward in year 1 for moving from Partially Proficient to Proficient, yet stays in

the Proficient category in year 2, the school will not receive a reward in year 2.

Example:

1. In elementary School A, on the 1999 ESPA, 15% of the students passed the

Language Arts Literacy section, 20% passed Mathematics and 50% passedScience. The AYP’s are 8.6, 7.9 and 3.6 respectively. The LINCC assigned a

score of 7 points for the first School Profile. School A is considered Basic after

the first School Profile. By the end of the year, School A scored 13 points on itsrubrics. School A’s 2000 ESPA scores show that 22% of the students passed

Language Arts Literacy, 30% passed Mathematics and 60% passed Science.

School A remains in the Basic category and receives 1%, because it did not reachits AYP in all three categories, yet it did make progress on its rubric score.

Schools can choose to use the reward in whatever way they choose, as long as it meets allfederal, state and local legal requirements. When the first school profile is submitted, the

school must also submit its plan for use of any reward funds it may receive.

Consequences.

The PPSD is committed to doing whatever it takes to support schools in their

improvement efforts. When a school does not show progress after 1 year, it will become aPriority school. The central office will provide Priority schools with regular and ongoing

technical assistance in goal setting, action planning and resource allocation. If a school





fails to make progress for two years, it will become a Crisis school. Crisis schools will be

subject to direct oversight by the superintendent.

District Evaluation of School Profiles.

Once a school LINCC has conducted a self-assessment, assigned rubric scores, looked atstudent achievement results and created their school profile, their data and categorization

must be evaluated by others in the district for accuracy and appropriateness. The

superintendent will designate committees to meet with the schools and review their school profiles. These committees will then decide if the LINCC’s determination was

appropriate. If the committees determine that there are discrepancies in the self-

assessment, the school profile will go to the Plainfield Board of Education, who will have

the final say regarding the appropriate category for the school and any rewards or sanctions it is due.





APPENDIX A – DISTRICT-WIDE ASSESSMENTS

2000-2001 School Year

Test Name Dates Grades

Covered

Content Scores

NJPASS May, 2000 1 – 3, 5 – 7 Language ArtsMathematics

ProficiencyLevels

TAP Sept, 2000Jan, 2001

May, 2001

K –3, 5-7 Reading (1 – 3, 5 – 7)Writing (K – 8)

Mathematics (1 – 3,

5 - 7)

ProficiencyLevels

ESPA May, 2001 4 Language Arts

Mathematics

Science

Proficiency

Levels, scale

scores, andraw scores

GEPA March, 2001 8 Language ArtsMathematics

Science

ProficiencyLevels, scale

scores, and

raw scores

HSPA Oct, 2000

April, 2001

11, 12 Reading

MathematicsWriting

Proficiency

Levels, scalescores, and

raw scores

NewStandard

Reference

Sept, 2000June, 2001

4, 5, 8, 9,10

English LanguageArts

Mathematics

StandardLevels and

percent

breakdown





APPENDIX B - RUBRICS

There are six rubrics aligned to each goal. School LINCC’s are responsible for scoring the progress they have made towards achieving each of the 6 goals and

placing that score at the bottom of each rubric. Evidence must be attached and

coded to correspond with each goal and indicator.





GOAL 1: IMPROVE STUDENT ACHIEVEMENT THROUGH INSTRUCTIONAL RIGOR AND

ALIGNMENT WITH NJCCCSTRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. Students, teachers,support staff and

administratorsincorporate NJCCCS in allaspects of their work.

• Is within 80% of

meeting WSR model

implementationtimeline.

• School reportsindividual student

progress towardsstandards to families,students and staff atleast once every twomonths.

• Is within 90% of

meeting WSR model

implementationtimeline.

• School reportsindividual student

progress towardsstandards to families,students and staff atleast once every sixweeks.

• Meets WSR model

implementation

timeline.• School reports

individual student progress towardsstandards to families,students and staff atleast once per month.

• Exceeds WSR model

implementation

timeline.• School reports

individual student progress towardsstandards to families,students and staff more than once per month.

II. Student progress ismeasured usingmultipleassessments.Rubrics andstudent work areused to determinestudent progresstowards standards.

• 70% of teachersconsistently useOEE/MFR process.

• 70% of teachers

consistently useassessments to drive

instruction.

• 70% students receiveregular feedback ontheir work.


• 80% of teachers


instruction.

• 80% of studentsreceive regular feedback on their work.


• 90% of teachers


instruction.

• 90% students receiveregular feedback ontheir work.


• 100% of teachers


instruction.

• 100% of studentsreceive regular feedback on their work.

III. Staff consistentlyhave highexpectations for allstudents.

• Some instructionalcontent reflects gradelevel expectationsand standards.

• Some students can

• Most instructionalcontent reflects gradelevel expectationsand standards.

• Some students can

• Most instructionalcontent consistentlyreflects grade levelexpectations andstandards.

• All instructionalcontent consistentlyreflects grade levelexpectations andstandards.





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

articulate how their work reflectsstandards.

• Once every 3months, the school

provides anopportunity for families to learnabout standards

based instruction.

• Performancestandards are clearlyarticulated in 70% of lesson plans and

posted in 70% of theclassrooms.

articulate how their work reflectsstandards.

• Once every 2months, the school

provides anopportunity for families to learn whata standards based

classroom looks like.



• Most students canarticulate how their work reflectsstandards.

• Once per month, the

school provides anopportunity for

families to learn whata standards based

classroom looks like.



• All students canarticulate how their work reflectsstandards.

• More than once per

month, the school provides an

opportunity for families to learn what

a standards basedclassroom looks like.

• Performancestandards are clearlyarticulated in 100%of lesson plans and


IV. The diverse needs(non-crisis) of allstudents are

addressed.

• Social, emotional andacademic needs of

students are

identified.• Social, emotional and

academic needs of students areaddressed within 15school days of identification.

• 70% of teachers use amultifacetedapproach to


students are

identified.• Social, emotional and


• 80% teachers use amultifacetedapproach to


students are

identified quickly.• Social, emotional and


• 90% of teachers usea multifacetedapproach to


students are

identified quickly.• Social, emotional and

academic needs of students areaddressed within 5school days or less of identification.

• 100% of teachers usea multifacetedapproach to





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

instruction thatincludes the use of different modalitiesto address differentlearning styles of

students


students


students


students.

SCORE_____________





GOAL 2: COMMUNITY ENGAGEMENTTRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. Representation of

community membersand families on

school decisionmaking bodies.

• LINCC constitution is10% communitymembers who attend atleast 80% of meetings.

• LINCC constitution is10% family memberswho attend at least80% of meetings.

• The number of parents

who are activelyinvolved in the school

increases by 20% fromthe previous year.
















II. Communication between schools,

families andcommunity.

• Communications fromschool are bilingual asneeded.

• Multiple mediums areused to communicate

• Families and

community receives pertinent information

about school eventsand activities at least 1week in advance.

• Some communicationsfrom school are

bilingual.

• Multiple mediums areused to communicate.

• Families and

community receives pertinent information

about school eventsand activities at least 2weeks in advance.

• Most communicationsfrom school are

bilingual.

• Multiple mediums areoften used tocommunicate.

• Families andcommunity receives

pertinent informationabout school eventsand activities at least 3weeks in advance.

• All communicationsfrom school are

bilingual.

• Multiple mediums areconsistently used tocommunicate.

• Families andcommunity receives

pertinent informationabout school eventsand activities at least 4weeks in advance.

III. Ongoing,meaningful

partnerships betweenschools, family and

• School partners may or may not explicitlyalign their programswith the specific needs

• Some school partnersexplicitly align their

programs with thespecific needs of

• Most school partnersexplicitly align their


• All school partnersexplicitly align their






TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

community. of students.

• All school partnersmeet annually withschool personnel todetermine how the

partner can bestsupport standards.

students.

• Most school partnersmeet quarterly withschool personnel todetermine how the


students.

• All school partnersmeet bi-monthly withschool personnel todetermine how the


students.

• All school partnersmeet monthly withschool personnel todetermine how the


IV. Multipleopportunities for family andcommunityinvolvement inschools.

• Opportunities for involvement occur

every two months.

• 70% of opportunitiesfor involvementexplicitly reflectstandards.


every six weeks.

• 80% opportunities for involvement explicitlyreflect standards


once per month.

• 90% of opportunitiesfor involvementexplicitly reflectstandards


twice per month.

• All opportunities for involvement explicitlyreflect standards.

V. Celebration of diversity.

• Diversity isconsistently infused incurriculum,instruction, activitiesand events 70% of thetime.

• Diversity is infused incurriculum,instruction, activitiesand events 80% of thetime.



SCORE_____________





GOAL 3: COMPREHENSIVE SUPPORTSTRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. All students have

access to academicsupports in the form

of extended day programs, summer

school andcommunity-based

programs.

• The academic needs of students who are

below standards areidentified no morethan 5 weeks after thedate of enrollment.

• Students who have been identified as below standards beginan extended day

program no more than

15 school days after identification.

• All students who have been identified as inneed, have access tosummer school and70% make progresstowards standards in

summer school.







summer school.







summer school.


below standards areidentified no more than2 weeks after the dateof enrollment.




• All students who have been identified as inneed, have access tosummer school andmake progress towardsstandards in summer

school.II. All students have

access to qualityhealth and mentalhealth care

• Schools collaboratewith at least 1 agency.

• Health and mental

health related absencesare reduced by 60%.

• Schools collaboratewith at least 1 agency.

• Health and mental

health related absencesare reduced by 70%.

• Schools collaboratewith at least 2agencies.

• Health and mentalhealth related absences

are reduced by 80%.

• Schools collaboratewith at least 3agencies.

• Health and mentalhealth related absences

are reduced by 90%.





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

III. A system of referrals

is in place thatenables students to

access support

quickly.

*includes crisis situations

• 60% of student with anidentified need arereferred to theappropriate agencywithin 1 day.

• 60% of referrals resultin ongoing servicesthat address theidentified need.

• The schoolcommunicates every 6

weeks with agencyregarding student

progress.



• The schoolcommunicates

monthly with agencyregarding student

progress.



• The schoolcommunicates bi-

monthly with agencyregarding student

progress.



• The schoolcommunicates weekly

with agency regardingstudent progress.

IV. There is an adequate

number of personnelon-site to meet the

needs of all children.

• School has full time,certified, nurse,guidance counselor and social worker,relative to its student

population.• Some of the above

personnel usetechnology to maintain

accurate data onstudents.

• School has full time,certified, nurse,guidance counselor and social worker,relative to its student

population.• Most of the above



• School has full time,certified, nurse,guidance counselor,family liaison, socialworker and/or any

other appropriate position, relative to itsstudent population.

• Most of the above



• School has full time,certified, nurse,guidance counselor,family liaison, socialworker and/or any

other appropriate position, relative to itsstudent population.

• All of the above



SCORE_____________





GOAL 4: EFFECTIVE AND EFFICIENTTRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. All school facilities

are safe and orderly.• Discipline referrals are

reduced by 20% per year.

•

Violent incidents arereduced by 20% per year.

• Suspensions and

expulsions are reduced by 20% per year.

• Discipline referrals arereduced by 30% per year.

•


• Suspensions and



•


• Suspensions and



•


• Suspensions and


II. School communitymembers receive a

timely and accurateresponse to

reasonable requests.

• 60% of families andcommunities respond

positively when askedif they receive accurateand timely responsesto requests.

• Phone calls and emailsare returned within oneweek.



• Phone calls and emailsare returned within 3school days.



• Phone calls and emailsare returned within 2school days.



• Phone calls and emailsare returned the sameday.

III. All procedures areclearly defined andwidelycommunicated.

• Some staff, students,

community andfamilies can articulate

some relevant procedures.

• Some staff, students,

community andfamilies can articulate

most relevant procedures.

• Most staff, students,

community andfamilies can regularly

articulate all relevant procedures.

• All staff, students,

community andfamilies can

consistently articulateall relevant procedures.





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

IV. Resources are used

to support classroominstruction.

• 80% of instructionalresources are

purchased prior to the beginning of theschool year and aredistributed before thefirst day of class.

• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin one week of their start date.



• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin 3 days of their start date.



• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin 2 days of their start date.



• New teachers receivestandards based, gradelevel appropriatematerials and supplieswithin one day of their start date.

V. Standards of organizationalefficiency areconsistently adhered

to.

• 80% of all suppliesand materials

distributed during theyear can be accounted

for at the end of theyear.

• 85% of pertinent datais maintained andrefreshed regularly andis valid and complete.

• All budgetexpenditures can be

accounted for and haveappropriate

documentation







documentation







documentation

• 95% of all supplies andmaterials distributed

during the year can beaccounted for at the

end of the year.

• All pertinent data is

maintained andrefreshed regularly andis valid and complete.

• All budget

expenditures can beaccounted for and have

appropriatedocumentation.

SCORE_____________





GOAL 5: STAFFTRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. Best practices are

regularly shared.• 75% of staff plan

lessons jointly withgrade level and/or content areacolleagues.

• The school maintainsan electronic or paper lesson plan warehouse.

• 80% of staff planlessons jointly withgrade level and/or content areacolleagues.

• The school maintainsan electronic or paper lesson plan warehouse.


• The school maintainsan electronic lesson

plan warehouse.


• The school maintainsan electronic lesson

plan warehouse.

II. Staff developmentreflects culturaldiversity of thecommunity.

• 70% of staff receivetraining at least once

per year in cultural

diversity and/or multiculturalism and

consistently apply thetraining to standards

based instruction.





based instruction.





based instruction.

• All staff receivetraining at least once




based instruction.





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

III. New staff members

are supported andthere are extensive

recruitment efforts.

• No more than one newstaff members leave inthe middle of the year (except for health andretirement).

• 75% of new staff members continue intheir position (exceptfor health andretirement).

• 65% of new staff

members report thatthey are satisfied with

the support theyreceive from theschool.

• 80% of new staff report satisfaction withtheir in-school

mentors.

• No more than one newstaff members leave inthe middle of the year (except for health andretirement).


• 75% of new staff

members report thatthey are satisfied with

the support theyreceive from theschool.

• School leadership participates in districtrecruitment efforts.

• 85% of new staff report satisfaction

with their in-schoolmentors.

• No new staff membersleave in the middle of the year (except for health and retirement).


• 85% of new staff members report that

they are satisfied withthe support they receive

from the school.

• School leadership participates in districtrecruitment efforts.

• 90% of new staff reportsatisfaction with their

in-school mentors.

• No new staff membersleave in the middle of the year (except for health and retirement).


• 95% of new staff members report that

they are satisfied withthe support they

receive from theschool.

• School leadershipactively participates indistrict recruitmentefforts.

• 95% of new staff report satisfaction with

their in-schoolmentors.

IV. Staff members arehighly trained in

their area and inclassroom

management.

• 70% of non-custodialstaff members haveattended classroommanagement training.

• 70% of staff membershave received training





• All non-custodial staff members haveattended classroommanagement training.

• All staff members havereceived training in





TRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

in social-emotionallearning.

• 70% of staff membersreceive trainingdirectly related to

standards andconsistently applyknowledge gained.

• All staff members

attend trainingintended to meet their PIP’s.


• 80% of staff membersreceive trainingdirectly related to





• 90% of staff membersreceive training directlyrelated to standards and

consistently applyknowledge gained.

• All staff membersattend training intended

to meet their PIP’s.

social-emotionallearning.

• All staff membersreceive trainingdirectly related to




V. Staff are

certificated in their subject area.

• 85% of staff arecertificated in their subject area.




SCORE_____________





GOAL 6: SHARED GOVERNANCETRAIT BASIC

(1)

PARTIALLY

PROFICIENT

(2)

PROFICIENT

(3)

EXEMPLARY

(4)

I. Stakeholders

contribute tomeaningful

decisions.

• 60% of stakeholders

report that they feel

meaningfully engaged in

decisions.

• All decisions are madewith LINCC consensus.


report that they are aware

of opportunities to

participate in decision

making.

• Decision-making

meetings are scheduled

to achieve maximum

participation.




decisions.




of opportunities to


making.

• Decision-making

meetings are scheduled

to achieve maximum

participation.




decisions.




of opportunities to


making.

• Decision-making

meetings are regularly

scheduled to achieve

maximum participation.




decisions.




of opportunities to


making.

• Decision-making

meetings are consistently

scheduled to achieve

maximum participation.

II. Pertinentinformation is

regularly shared withstakeholders.

• 70% of stakeholdersreport that they receive

pertinent informationin a timely fashion.

• Some communications

are jargon-free.



• Some communications

are jargon-free.



• Most communications

are jargon-free.



• All communications

are jargon-free.III. Policies and

regulations are adhered

to.

• LINCC is fully

operational.

• 80% of all LINCC

members attend 80% of

the meetings.

• LINCC is fully

operational, including

appropriate sub-

committees.



the meetings.

• LINCC is fully


appropriate sub-

committees.



the meetings.

• LINCC is fully


appropriate sub-

committees.



the meetings.SCORE_____________





APPENDIX C – EVIDENCE OF PROGRESS

List below the evidence, or data source, used to determine each rubric score. Usethe numbers on the left side of the rubric to code the evidence. Each piece of

evidence should be labeled with a corresponding goal and trait (e.g., Goal 1, trait

IV). All evidence must be available for review.

GOAL EVIDENCE

GOAL 1 - INSTRUCTION

Trait I

Trait II

Trait III

Trait IV

Trait V

GOAL 2 – COMMUNITY ENGAGEMENT

Trait I

Trait II

Trait III

Trait IV

Trait V

GOAL 3 – STUDENT SUPPORTS

Trait I

Trait II

Trait III

Trait IV

Trait V

GOAL 4 – EFFECTIVE AND EFFICIENT





Trait I

Trait II

Trait III

Trait IV

Trait V

GOAL 5 - STAFF

Trait I

Trait II

Trait III

Trait IV

Trait V

GOAL 6 – SHARED GOVERNANCE

Trait I

Trait II

Trait III

Trait IV

Trait V





APPENDIX D – STATEMENT OF ASSURANCE

Each LINCC member must sign the following statement of assurance in order for theSchool Profile to be accepted.

School____________________________________________________________

Date submitted_____________________________________________________

I have participated in the review of evidence, scoring of the 6 rubrics and development of

the School Profile.

NAME ROLE SIGNATURE

Office of Accountability PPSJune 2001 Draft

Documents

Transcript of Office of Accountability PPSJune 2001 Draft