betterhighschools.org march 2012 - eric · the foundation for this self-assessment tool is the...
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1
Linking Research and Resources for Better High Schools
betterhighschools.org
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tock
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o.co
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isto
pher
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cher
A Coherent Approach to High School Improvement: A District and School Self-Assessment Tool
March 2012
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betterhighschools.org
A Coherent Approach to High School Improvement: A District and School Self-Assessment ToolPrepared by Lindsay Fryer and Amy Johnson*
W H A T I S T H E T O O L ?
High school improvement initiatives often focus on specific intervention strategies, programs, or priority topics (e.g., dropout intervention, dual enrollment, freshman academies). However, research shows that systemic and sustainable improvement can be achieved only when initiatives are implemented with consideration for the broader education contexts in which they operate. The National High School Center has developed A Coherent Approach to High School Improvement: A District and School Self-Assessment Tool to help districts and schools assess their current high school education policies and practices, identify areas of strengths and limitations, and implement coherent school reform initiatives.
The foundation for this self-assessment tool is the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework. This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic manner. The eight elements of high school improvement follow:
• Rigorous Curriculum and Instruction
• Teacher Effectiveness and Professional Growth
• Stakeholder Engagement
• Organization and Structure
• Assessment and Accountability
• Student and Family Involvement
• Effective Leadership
• Sustainability
The U.S. Department of Education has identified six education reform priority areas in recent educational reform initiatives as well as discussions surrounding the reauthorization of the Elementary and Secondary School Act. Broadly, they are (1) College- and Career-Ready Students; (2) Great Teachers and Great Leaders; (3) Meeting the Needs of Diverse Learners; (4) Effective Teaching and Learning for a Complete Education; (5) Successful, Safe, and Healthy Students; and (6) Fostering Innovation and Excellence. The eight elements of high school improvement contain many characteristics that address these six priority areas. This self-assessment can assist users in aligning their high school reform efforts with these priorities. Focusing reform efforts on both the six priority areas and the eight elements of high school improvement will help ensure that improvement plans coherently address accelerated learning for all students.
W H O S H O U L D U S E T H E T O O L ?
This self assessment tool is designed to help school and district staff guide the development of high school improve-ment goals and strategies, with appropriate support from state education agencies. While this tool is directly focused on high school improvement at the school and district levels, state education agencies play an important role in building the capacity of schools and districts to support and align continuous improvement efforts.
* This self-assessment tool is based on the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework developed by the National High School Center at AIR, with contributions from (in alphabetical order): Phyllis L. Cohen; Chad Duhon; Todd D. Flaherty, Ed.D.; Lindsay Fryer; Libia S. Gil, Ph.D.; Joseph R. Harris, Ph.D.; Ayse Ikizler; Louise Kennelly; Megan Lebow; Jenny Scala; Circe Stumbo; and Susan Bowles Therriault, Ed.D.
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betterhighschools.org
H O W I S T H E T O O L U S E D ?
The tool should be used as a starting point for identifying high school improvement priorities and building awareness of areas where more attention is needed. The tool is composed of two primary sections that address each of the eight core elements of high school improvement; the first section is a self-assessment process and the second section focuses on next steps. The Self-Assessment section of the tool details specific Indicators of Effectiveness, grouped into themed Areas of Focus, which represent important school or district practices. The initial step in using this tool involves completing the Self-Assessment section to determine the extent of implementation of each of the eight elements. Users will (a) consider the specific evidence that their school or district displays in addressing each Indicator of Effectiveness and (b) rate the level of evidence based on the following scale: Little or No Evidence, Some Evidence, or Substantial Evidence. Evidence may include such practices as programs offered, policies in action, or initiatives that a school or district has in place that address the specific Indicator of Effectiveness under review.
Users can then indicate their Overall Self-Assessment for each Area of Focus on a continuum between Not Implemented and Well Implemented, based on the collective evidence ratings designated for the Indicators of Effectiveness. For example, if most ratings fall under the Substantial Evidence column, then the school or district is exhibiting signs that this Area of Focus is well implemented. If ratings are evenly distributed across the three columns, or mainly in the category of Some Evidence, then the Area of Focus is partially implemented. Users can indicate their Overall Self-Assessment by placing a mark in the appropriate position on the continuum in the column (see the star in the following example table). This Overall Self-Assessment clearly depicts a school’s or district’s implementation status of the collective Areas of Focus and eight elements. When the Self-Assessment section of the tool is complete, a school or district will be able to holistically evaluate its policies and practices in each Area of Focus and uncover strengths and gaps in an efficient and explicit manner.
Example of a Completed Self-Assessment Section
Self-
Ass
essm
ent
Areas of Focus Indicators of Effectiveness
Evidence of ImplementationOverall
Self-AssessmentLittle or No
EvidenceSome
EvidenceSubstantial Evidence
Multiple Assessment Strategies
2.1 Assessment systems are implemented across all content areas to identify student needs, to monitor student progress, and to inform instruction.
X
Not Well Implemented Implemented2.2 Students with special needs and those at
risk of failure are identified early and are matched with appropriate interventions.
X
Data for Decision Making
2.7 Timely and periodic access to data is provided to district leaders, principals, instructional staff, counselors, students, and families so that they can monitor and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to meet the needs of students.
X
Not Well Implemented Implemented
2.8 Relevant data are routinely used by school staff and students to make decisions about student progress toward college and career goals.
X
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betterhighschools.org
The second part of this process is to complete the Next Steps section of the tool, which can be used in strategic planning for future improvement efforts based on the structure of the Eight Elements of High School Improvement: A Mapping Framework. The Next Steps section offers an approach to determine specific policies and practices that potentially address system gaps that relate to each key element. Users also can designate appropriate stakeholders to involve in the planning and development process. Users should not feel constrained to the space provided and can add pages as needed to complete the assessment.
Example of a Completed Next Steps Section
Nex
t Ste
ps
Potential Policies and Practices to Address Gaps Resources Needed Whom to Involve
• Response to Intervention programs• Early Warning Systems Initiative• Formative assessments• College and work readiness assessments
• Student-level longitudinal database• Screening assessment tools• Targeted professional development
(e.g., data analysis, implementation of intervention programs)
• Staffing, time
• State education agency• District superintendent• School administrators• Designated school Early Warning
Systems team• Teachers and guidance counselors• External school and district consultants• Local college/business partners
In completing this self-assessment process, a school or district will be able to focus on strategic planning for improvement initiatives that are systemic and sustainable and incorporate all of the eight elements of high school improvement in a comprehensive manner.
bett
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1. R
igor
ous C
urric
ulum
and
Inst
ructi
onEn
sure
that
all
stude
nts h
ave a
cces
s to
rigo
rous
curr
icul
a an
d in
struc
tion
desig
ned
to m
eet c
olle
ge a
nd ca
reer
read
ines
s sta
ndar
ds.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Alig
nmen
t an
d C
oher
ence
1.1
Cur
ricul
um a
nd in
struc
tion
are
alig
ned
to st
ate
and
natio
nal s
tand
ards
that
incl
ude
colle
ge a
nd c
aree
r re
adin
ess.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
1.2
Cur
ricul
um a
nd c
ours
es a
re a
ligne
d ve
rtic
ally
to e
nsur
e th
at st
uden
ts po
sses
s nec
essa
ry p
rere
quisi
te c
onte
nt
know
ledg
e fo
r hig
her l
evel
cou
rsew
ork.
1.3
Cur
ricul
um a
nd si
mila
r cou
rses
are
alig
ned
horiz
onta
lly to
ens
ure
simila
r cou
rses
incl
ude
com
mon
sta
ndar
ds.
1.4
Instr
uctio
n str
ateg
ies a
re c
ompa
tible
with
hig
h sc
hool
org
aniza
tiona
l str
uctu
res t
o ad
dres
s the
nee
ds o
f all
stude
nts.
Inst
ruct
iona
l St
rate
gies
and
Su
ppor
ts
1.5
Inte
rdisc
iplin
ary
appr
oach
es a
re e
stabl
ished
acr
oss a
ll co
nten
t are
as to
impr
ove
stude
nt e
ngag
emen
t and
ac
hiev
emen
t.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
1.6
Rese
arch
- and
evi
denc
e-ba
sed
instr
uctio
nal s
trat
egie
s are
inco
rpor
ated
acr
oss a
ll cl
asse
s for
all
stude
nts,
incl
udin
g th
ose
with
spec
ial i
nstr
uctio
nal n
eeds
.
1.7
Cur
ricul
um a
nd in
struc
tion
are
desig
ned,
mod
ified
, and
adj
uste
d fo
r stu
dent
lear
ning
stre
ngth
s and
ne
eds.
1.8
Instr
uctio
n is
info
rmed
by
stude
nt d
ata
acro
ss a
ll cl
asse
s and
is d
iffer
entia
ted
to m
eet t
he n
eeds
of a
ll stu
dent
s.
1.9
Acad
emic
supp
orts,
incr
ease
d le
arni
ng ti
me
oppo
rtun
ities
, and
con
tent
and
cre
dit r
ecov
ery
optio
ns a
re
prov
ided
to k
eep
stude
nts o
n tr
ack
for g
radu
atio
n.
1.10
Mul
tiple
app
roac
hes f
or te
achi
ng a
nd le
arni
ng a
re in
corp
orat
ed in
to in
struc
tiona
l pra
ctic
es a
cros
s all
cl
asse
s.
1.11
Stu
dy sk
ills a
re in
corp
orat
ed in
to in
struc
tiona
l pra
ctic
es a
cros
s all
clas
ses.
1.12
Fam
ilies
and
stud
ents
are
enga
ged
in a
cade
mic
dec
ision
mak
ing
and
plan
ning
pro
cess
es.
1.13
Ins
truc
tiona
l str
ateg
ies a
nd a
cade
mic
cou
rse
offer
ings
inco
rpor
ate
strat
egie
s for
impr
ovin
g stu
dent
en
gage
men
t and
dev
elop
ing
com
mun
icat
ion
skill
s, in
terp
erso
nal s
kills
, cre
ativ
ity, a
nd in
nova
tion.
bett
erhi
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1. R
igor
ous C
urric
ulum
and
Inst
ructi
on (c
ontin
ued)
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Col
lege
and
C
aree
r R
eadi
ness
1.14
Aca
dem
ic a
nd w
orkp
lace
lite
racy
skill
s are
em
bedd
ed a
cros
s all
clas
ses.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
1.15
Opp
ortu
nitie
s and
aca
dem
ic su
ppor
ts ar
e pr
ovid
ed to
ena
ble
all s
tude
nts t
o su
ccee
d in
rigo
rous
cou
rses
de
signe
d fo
r col
lege
and
car
eer r
eadi
ness
.
1.16
Col
lege
and
car
eer r
eadi
ness
skill
s are
inte
grat
ed a
cros
s all
clas
ses.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
7
2. A
sses
smen
t and
Acc
ount
abili
tyIm
plem
ent c
oher
ent a
ssessm
ent a
nd a
ccou
ntab
ility
syste
ms t
hat c
over
a b
road
ran
ge o
f for
mal
and
info
rmal
asse
ssmen
t pol
icie
s and
pra
ctic
es a
nd th
at a
re co
nsist
ent
and
cohe
rent
.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Mul
tipl
e A
sses
smen
t St
rate
gies
2.1
Asse
ssm
ent s
yste
ms a
re im
plem
ente
d ac
ross
all
clas
ses t
o id
entif
y stu
dent
nee
ds, t
o m
onito
r stu
dent
pr
ogre
ss, a
nd to
info
rm in
struc
tion
and
beha
vior
al su
ppor
ts.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
2.2
Stud
ents
with
spec
ial n
eeds
and
thos
e at
risk
of f
ailu
re a
re id
entifi
ed e
arly
and
are
mat
ched
with
ap
prop
riate
inte
rven
tions
.
2.3
Con
tinuo
us p
rogr
ess m
onito
ring
of st
uden
t per
form
ance
acr
oss a
ll cl
asse
s is s
uppo
rted
thro
ugh
form
al a
nd
info
rmal
ass
essm
ent m
easu
res.
2.4
Form
ativ
e as
sess
men
ts ar
e em
bedd
ed a
cros
s all
clas
ses a
nd a
re a
ligne
d w
ith st
ate
stand
ards
and
sum
mat
ive
asse
ssm
ents.
2.5
Mul
tiple
ass
essm
ent s
trat
egie
s are
impl
emen
ted
acro
ss a
ll cl
asse
s.
2.6
Hig
her o
rder
lear
ning
skill
s nec
essa
ry fo
r col
lege
and
car
eer r
eadi
ness
are
mea
sure
d.
Dat
a fo
r D
ecis
ion
Mak
ing
2.7
Tim
ely
and
perio
dic
acce
ss to
dat
a is
prov
ided
to d
istric
t lea
ders
, prin
cipa
ls, in
struc
tiona
l sta
ff, c
ouns
elor
s, stu
dent
s, an
d fa
mili
es so
that
they
can
mon
itor a
nd e
valu
ate
stude
nt k
now
ledg
e an
d sk
ills,
plan
for f
utur
e ed
ucat
iona
l pro
gram
s, an
d ad
apt i
nstr
uctio
n to
mee
t the
nee
ds o
f stu
dent
s.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
2.8
Rele
vant
dat
a ar
e ro
utin
ely
used
by
scho
ol st
aff a
nd st
uden
ts to
mak
e de
cisio
ns a
bout
stud
ent p
rogr
ess
tow
ard
colle
ge a
nd c
aree
r goa
ls.
2.9
Instr
uctio
nal s
taff
mem
bers
are
pro
vide
d op
port
uniti
es to
col
labo
rativ
ely
anal
yze
stude
nt w
ork
and
othe
r stu
dent
-leve
l dat
a fo
r pla
nnin
g in
struc
tion
and
beha
vior
al su
ppor
ts.
2.10
Im
plem
enta
tion
of in
struc
tiona
l and
beh
avio
ral s
uppo
rts a
re re
view
ed a
nd m
odifi
ed if
nec
essa
ry.
2.11
Inf
orm
atio
n ab
out s
tude
nts w
ho tr
ansfe
r, dr
op o
ut, o
r gra
duat
e fro
m h
igh
scho
ol a
nd in
form
atio
n on
stu
dent
s’ po
st-hi
gh-s
choo
l out
com
es is
use
d to
info
rm c
urre
nt a
nd fu
ture
dec
ision
s abo
ut h
igh
scho
ol
impr
ovem
ent s
trat
egie
s and
initi
ativ
es.
2.12
An
early
war
ning
syste
m is
esta
blish
ed to
iden
tify
stude
nts w
ho m
ay b
e at
risk
of d
ropp
ing
out o
f hig
h sc
hool
and
to m
atch
stud
ents
to a
ppro
pria
te in
terv
entio
ns.
bett
erhi
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8
2. A
sses
smen
t and
Acc
ount
abili
ty (c
ontin
ued)
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Dat
a fo
r D
ecis
ion
Mak
ing
(con
tinue
d)
2.13
Lon
gitu
dina
l dat
a ar
e an
alyz
ed to
info
rm h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
2.14
Ind
icat
ors a
re u
sed
to se
t goa
ls an
d ta
rget
reso
urce
s aim
ed a
t im
prov
ing
high
scho
ol o
utco
mes
.
Eval
uati
on
and
A
ccou
ntab
ility
2.15
Dat
a sy
stem
s are
use
d to
trac
k co
llect
ive
and
indi
vidu
al te
ache
r and
stud
ent d
ata
to in
form
hig
h sc
hool
im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
.N
ot
Wel
l Im
plem
ente
d Im
plem
ente
d2.
16 A
n in
struc
tiona
l sta
ff ev
alua
tion
syste
m is
impl
emen
ted
that
incl
udes
acc
ount
abili
ty p
rovi
sions
at t
he h
igh
scho
ol, d
istric
t, an
d sta
te le
vels.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
9
3. T
each
er E
ffecti
vene
ss a
nd P
rofe
ssio
nal G
row
thIm
plem
ent t
each
er eff
ectiv
enes
s and
pro
fessi
onal
dev
elop
men
t sys
tem
s tha
t rec
ogni
ze a
teac
her’s
nee
d fo
r de
ep co
nten
t and
ped
agog
ical
kno
wle
dge a
nd sk
ills a
nd
incl
ude a
bro
ad se
t of r
ecru
itmen
t, in
duct
ion,
pro
fessi
onal
gro
wth
, and
rete
ntio
n po
licie
s and
pra
ctic
es.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Dev
elop
ing
Effec
tive
Te
ache
rs
3.1
All t
each
ers c
ontin
uous
ly b
uild
thei
r con
tent
kno
wle
dge
and
peda
gogi
cal a
nd c
lass
room
man
agem
ent s
kills
to
mee
t the
nee
ds o
f all
stude
nts.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
3.2
Teac
hers
hav
e de
velo
ped
the
nece
ssar
y sk
ills a
nd to
ols n
eede
d to
ana
lyze
and
inte
rpre
t dat
a to
mak
e in
struc
tiona
l dec
ision
s and
adj
ustm
ents.
3.3
Com
petit
ive
com
pens
atio
n is
offer
ed to
teac
hers
via
tran
spar
ent a
nd fa
ir ev
alua
tion
syste
ms t
hat i
ncor
pora
te
stude
nt g
row
th a
nd o
ther
ach
ieve
men
t mea
sure
s as i
ndic
ator
s of e
ffect
iven
ess.
Prom
otin
g St
uden
t-C
ente
red
Teac
hing
3.4
Kno
wle
dge
of a
dole
scen
t dev
elop
men
t, va
ried
peda
gogy
for h
igh
scho
ol st
uden
ts, a
nd st
rate
gies
for
mot
ivat
ing
and
wor
king
effe
ctiv
ely
and
empa
thet
ical
ly w
ith a
ll stu
dent
s is d
evel
oped
.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
3.5
Prof
essio
nal d
evel
opm
ent o
ppor
tuni
ties a
re ta
rget
ed a
nd b
ased
on
clas
sroo
m d
ata
and
high
-qua
lity
sta
ndar
ds fo
r sta
ff de
velo
pmen
t and
adu
lt le
arni
ng.
3.6
Effe
ctiv
e co
mm
unic
atio
n an
d co
llabo
ratio
n sk
ills a
nd o
ppor
tuni
ties a
re c
reat
ed so
that
teac
hers
and
in
struc
tiona
l sta
ff m
embe
rs a
cros
s all
cont
ent a
reas
and
cat
egor
ical
pro
gram
s (e.
g., T
itle
I, sp
ecia
l edu
catio
n,
limite
d-En
glish
-pro
ficie
nt st
uden
ts) c
an m
eet s
tude
nt n
eeds
.3.
7 Pr
ofes
siona
l dev
elop
men
t opp
ortu
nitie
s are
job
embe
dded
at t
he sc
hool
and
cla
ssro
om le
vels,
alig
ned
to
high
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
, and
offe
red
thro
ugho
ut th
e sc
hool
yea
r.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
10
4. S
tude
nt a
nd F
amily
Invo
lvem
ent
Prov
ide a
ll stu
dent
s with
pos
itive
cond
ition
s for
lear
ning
that
add
ress
the w
hole
child
, inc
ludi
ng fa
mily
-focu
sed
supp
ort a
nd en
gage
men
t.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Stud
ent a
nd
Fam
ily
Supp
orts
4.1
Stud
ent a
nd fa
mily
supp
ort s
ervi
ces a
re c
oord
inat
ed a
nd d
esig
ned
to in
crea
se a
lignm
ent a
nd p
reve
nt
redu
ndan
cy to
add
ress
indi
vidu
al st
uden
t and
fam
ily n
eeds
.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
4.2
Form
al a
nd in
form
al g
uida
nce
prog
ram
s for
stud
ents
are
prov
ided
.
4.3
Hea
lth, p
hysic
al e
duca
tion,
and
ext
racu
rric
ular
act
iviti
es a
re p
rovi
ded
to e
nhan
ce st
uden
t wel
lnes
s.
4.4
Fam
ily-fo
cuse
d su
ppor
ts, w
rapa
roun
d se
rvic
es, a
nd o
utre
ach
prog
ram
s and
serv
ices
are
pro
vide
d to
en
gage
fam
ily m
embe
rs.
4.5
Supp
orts
and
oppo
rtun
ities
for s
ocia
l and
em
otio
nal l
earn
ing
are
prov
ided
.
4.6
Stud
ents
are
supp
orte
d as
they
tran
sitio
n in
to a
nd o
ut o
f hig
h sc
hool
.
Stud
ent
Enga
gem
ent
4.7
Opp
ortu
nitie
s are
pro
vide
d fo
r stu
dent
lead
ersh
ip in
the
clas
sroo
m, s
choo
l, an
d co
mm
unity
.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
4.8
A po
sitiv
e sc
hool
clim
ate
is fo
stere
d, in
clud
ing
scho
ol sa
fety
and
a re
spec
tful e
nviro
nmen
t.
4.9
The
stre
ngth
s and
reso
urce
s of s
tude
nts’
fam
ilies
and
com
mun
ities
are
resp
ecte
d an
d ac
know
ledg
ed.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
11
5. S
take
hold
er E
ngag
emen
tIn
volv
e sch
ool a
nd co
mm
unity
stak
ehol
ders
to le
vera
ge th
eir
inte
rests
, ski
lls, a
nd re
sour
ces f
or—
and
crea
te a
sens
e of o
wne
rshi
p of
—hi
gh sc
hool
impr
ovem
ent
strat
egie
s and
initi
ativ
es.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Cul
tiva
ting
Pa
rtne
rshi
ps5.
1 Th
e in
tere
sts, s
kills
, and
reso
urce
s of m
ultip
le st
akeh
olde
rs w
ithin
and
out
side
the
scho
ol a
re e
ngag
ed in
hi
gh sc
hool
impr
ovem
ent s
trat
egie
s and
initi
ativ
es.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
5.2
All a
ppro
pria
te st
akeh
olde
rs a
re in
volv
ed d
urin
g cr
itica
l pla
nnin
g an
d de
cisio
n-m
akin
g ac
tiviti
es to
foste
r bu
y-in
and
ow
ners
hip
for h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
.
5.3
PK–2
0 co
llabo
ratio
n is
foste
red
to e
nhan
ce o
ppor
tuni
ties f
or se
cond
ary
and
posts
econ
dary
teac
hing
an
d le
arni
ng.
5.4
Part
ners
hips
with
stak
ehol
ders
are
foste
red
to e
nhan
ce te
achi
ng a
nd le
arni
ng o
ppor
tuni
ties.
Com
mun
ica-
tion
and
In
form
atio
n-Sh
arin
g
5.5
Mul
tiple
com
mun
icat
ion
strat
egie
s tha
t are
cul
tura
lly a
nd li
ngui
stica
lly a
ppro
pria
te a
nd th
at su
ppor
t en
gage
d co
mm
unic
atio
n an
d co
nver
satio
n w
ith a
ll sta
keho
lder
s are
impl
emen
ted.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
5.6
Hig
h sc
hool
impr
ovem
ent n
eeds
are
com
mun
icat
ed to
pol
icym
aker
s and
lead
ers a
t sta
te
and
loca
l lev
els.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
12
6. E
ffecti
ve L
eade
rshi
pH
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
requ
ire a
team
of h
igh-
qual
ity in
struc
tiona
l and
org
aniz
atio
nal l
eade
rs th
at im
prov
e stu
dent
ach
ieve
men
t.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Lead
ersh
ip
Dev
elop
men
t6.
1 A
distr
ibut
ed le
ader
ship
app
roac
h is
impl
emen
ted
to su
ppor
t hig
h sc
hool
impr
ovem
ent.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
6.2
Scho
ol le
ader
s are
equ
ippe
d w
ith in
struc
tiona
l kno
wle
dge
and
skill
s to
wor
k w
ith in
struc
tiona
l sta
ff to
de
velo
p str
ateg
ies t
hat m
eet c
urric
ular
and
instr
uctio
nal g
oals.
Org
aniz
atio
nal
Man
agem
ent
6.3
All h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
are
alig
ned
and
effe
ctiv
ely
guid
ed b
y a
high
scho
ol
impr
ovem
ent t
eam
.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
6.4
Polic
ies t
hat s
uppo
rt a
coh
esiv
e hi
gh sc
hool
impr
ovem
ent p
lan
are
impl
emen
ted.
6.5
Scho
ol le
ader
s are
equ
ippe
d w
ith k
now
ledg
e of
org
aniza
tiona
l man
agem
ent a
nd c
hang
e to
supp
ort h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
13
7. O
rgan
izatio
n an
d St
ruct
ure
Ensu
re th
at th
e sch
ool o
rgan
izat
iona
l and
phy
sical
stru
ctur
es a
re d
esig
ned
and
revi
sed
to su
ppor
t stu
dent
nee
ds.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Org
aniz
atio
nal
Inno
vatio
ns7.
1 A
varie
ty o
f str
uctu
res (
orga
niza
tiona
l and
phy
sical
) tha
t are
alig
ned
with
hig
h sc
hool
impr
ovem
ent
initi
ativ
es a
re u
tilize
d to
supp
ort e
ffect
ive
teac
hing
, lea
rnin
g, a
nd p
erso
naliz
atio
n.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
7.2
Org
aniza
tiona
l str
uctu
res t
o su
ppor
t col
labo
ratio
n am
ong
instr
uctio
nal t
eam
s are
impl
emen
ted.
7.3
Tim
e m
anag
emen
t and
sche
dulin
g ap
proa
ches
are
impl
emen
ted
to e
nhan
ce a
nd/o
r ext
end
lear
ning
tim
e to
be
tter m
eet t
he n
eeds
of s
tude
nts.
7.4
Inno
vativ
e or
gani
zatio
nal s
truc
ture
s are
impl
emen
ted
to d
istrib
ute
adm
inist
rativ
e re
spon
sibili
ties t
radi
tion-
ally
per
form
ed b
y th
e hi
gh sc
hool
adm
inist
rativ
e te
am.
7.5
Scho
olw
ide
struc
ture
s tha
t sup
port
effe
ctiv
e cl
assr
oom
man
agem
ent s
kills
acr
oss c
lass
es a
re im
plem
ente
d.
Inst
ruct
iona
l In
nova
tion
s7.
6 O
rgan
izatio
nal s
truc
ture
s to
supp
ort i
nstr
uctio
nal i
nnov
atio
ns a
re im
plem
ente
d to
act
ivel
y en
gage
all
stude
nts i
n th
e co
re c
urric
ulum
.N
ot
Wel
l Im
plem
ente
d Im
plem
ente
d7.
7 O
rgan
izatio
nal s
truc
ture
s are
impl
emen
ted
to in
crea
se o
ppor
tuni
ties t
o le
arn
thro
ugh
nont
radi
tiona
l ed
ucat
iona
l set
tings
.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve
bett
erhi
ghsc
hool
s.or
g
14
8. S
usta
inab
ility
Iden
tify
and
com
mit
adeq
uate
reso
urce
s for
supp
ortin
g co
ntin
uous
hig
h sc
hool
impr
ovem
ent s
trat
egie
s and
initi
ativ
es.
Self-Assessment
Are
a of
Fo
cus
Indi
cato
rs o
f Effe
ctiv
enes
sEv
iden
ce o
f Im
plem
enta
tion
Ove
rall
Se
lf-A
sses
smen
tLi
ttle
or
No
Evid
ence
Som
e Ev
iden
ceSu
bsta
ntia
l Ev
iden
ce
Res
ourc
es8.
1 H
igh
scho
ol im
prov
emen
t prio
ritie
s are
defi
ned,
and
reso
urce
s are
allo
cate
d to
susta
in im
prov
emen
ts in
pr
iorit
y ar
eas.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
8.2
Appr
opria
te ti
me
and
nece
ssar
y re
sour
ces a
re a
lloca
ted
to im
plem
ent a
nd su
stain
hig
h sc
hool
impr
ovem
ent
strat
egie
s and
initi
ativ
es.
8.3
Hum
an c
apita
l is s
ecur
ed to
impl
emen
t and
susta
in h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
.
8.4
Faci
litie
s and
mat
eria
ls ar
e co
nsist
ent w
ith c
urre
nt st
anda
rds a
nd te
chno
logy
.
Stra
tegi
es8.
5 St
affin
g pa
ttern
s are
alig
ned
to su
ppor
t hig
h sc
hool
impr
ovem
ent s
trat
egie
s and
initi
ativ
es.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
8.6
Rela
tions
hips
with
stak
ehol
ders
are
cul
tivat
ed to
supp
ort h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd
initi
ativ
es.
8.7
Cul
tura
l cha
nges
that
acc
ompa
ny h
igh
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
are
pro
mot
ed a
nd
supp
orte
d.
Kno
wle
dge
8.8
Effec
tive
high
scho
ol im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
are
iden
tified
, im
plem
ente
d, a
nd su
stain
ed.
Not
W
ell
Impl
emen
ted
Impl
emen
ted
8.9
Teac
hers
and
prin
cipa
ls co
ntin
uous
ly d
evel
op th
eir k
now
ledg
e an
d sk
ills t
o in
corp
orat
e hi
gh sc
hool
im
prov
emen
t str
ateg
ies a
nd in
itiat
ives
with
in th
eir i
nstr
uctio
nal l
eade
rshi
p pr
actic
es.
Next Steps
Pote
ntia
l Pol
icie
s and
Pra
ctic
es to
Add
ress
Gap
sR
esou
rces
Nee
ded
Who
m to
Invo
lve