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Trumbull Public Schools TRI-STATE VISIT
2017 Writing Across the Curriculum, October 11-13, 2017
1 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
Table of Contents DistrictVisitPersonnelandInformation 2
ExecutiveSummary 5
EssentialQuestion 6
CommendationsandRecommendations 17
EvaluationScores AppendixI
2 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
Trumbull Public Schools TRI-STATE VISIT
2017 Writing Across the Curriculum, October 11-13, 2017
DianthaBarone,Co-leaderELASupervisor,7-12PortChesterPortChesterHighSchoolOneTamarackRoad,PortChester,NY10573914-934-7950dbarone@portchesterschools.org
JoanMast,Co-leaderAssistantSuperintendentScotchPlainsScotchPlains-FanwoodPublicSchoolsEvergreenAve.andCedarSt.,ScotchPlains,NJ07076908-232-6161jmast@spfk12.org
ErinBrownGradeKTeacherDarienHolmesElementarySchool18HoytStreet,Darien,CT06820203-353-4371x4474ebrown@darienps.org
CarolynHuminskiEnglish,InstructionalLeaderEaston-ReddingJoelBarlowHighSchool100BlackRockTurnpike,Redding,CT06896203-938-2508x1170chuminski@er9.org
StephaniePierson-UgolAssistantSuperintendent,Curriculum,Instruction,andAssessmentsEaston-ReddingEaston-ReddingPublicSchools654MorehouseRoad,Easton,CT06612203-261-2513spiersonugol@er9.org
BrianTerryScience,ChairHewlett-WoodmereGeorgeW.HewlettHighSchool60EvenitAvenue,Hewlett,NY11567516-792-4100bterry@hewlett-woodmere.net
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KarenB.GriffinReadingTeacherMt.PleasantHawthorneElementarySchool225MemorialDrive,Hawthorne,NY10532914-769-8536kgriffin@mtplcsd.org
DarrenBruceWritingSpecialistTeacherNewCanaanSouthSchool8FarmRoad,NewCanaan,CT06840203-594-4000x9404darren.bruce@ncps-k12.org
NicoleKingstonLiteracySpecialistNewCanaanSouthSchool8FarmRoad,NewCanaan,CT06840203-594-4335Nicole.kingston@ncps-k12.org
KarenScalzoCurriculumCoordinator,WritingNewCanaanSaxeMiddleSchool468SouthAvenue,NewCanaan,CT06840203-594-4574karen.scalzo@ncps-k12.org
MaryJohnsonPrincipalNorthSalemPequenakonckElementarySchool173JuneRoad,NorthSalem,NY10560914-669-5317x3041mjohnson@northsalemschools.org
VictoriaLodewickKindergartenTeacherNorthSalemPequenakonckElementarySchool173JuneRoad,NorthSalem,NY10560914-669-5317x3109vlodewick@northsalemschools.org
AndreaPompeyAssistantPrincipalPearlRiverPearlRiverHighSchool275EastCentralAvenue,PearlRiver,NY10965845-620-3847apompey@pearlriverschools.org
SusanLuftGrade5TeacherScarsdaleFoxMeadowElementarySchool59BrewsterRoad,Scarsdale,NY10583914-721-2720sluft@scarsdaleschools.org
KathleenFarrellGrade2TeacherScotchPlainsEvergreenElementarySchool2280EvergreenAvenue,ScotchPlains,NJ07076908-889-5331kfarrell@spfk12.org
ElizabethMcKennaSocialStudiesTeacherScotch-PlainsScotchPlains-FanwoodHighSchool667WestfieldRoad,ScotchPlains,NJ07076908-889-8600emckenna@spfk12.org
RebeccaMarsickELATeacherWestportStaplesHighSchool70NorthAvenue,Westport,CT06880203-341-1423rmarsick@westport.k12.ct.us
GinaDignonELATeacherWiltonWiltonHighSchool395DanburyRoad,Wilton,CT06897203-762-0381dignong@wiltonps.org
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LaurenFeltzPrincipalWiltonMiddlebrookSchool131SchoolRoad,Wilton,CT06897203-762-8388x5244lfeltz@wiltonps.org
CharlesSmithAssistantSuperintendentWiltonWiltonPublicSchools395DanburyRoad,Wilton,CT06897203-762-3381smithc@wiltonps.org
ExecutiveSummary
“TheTrumbullPublicSchoolSystem, inpartnershipwiththecommunity,strivestomeettheeducationalneedsofallstudentswithinachallengingandsupportiveacademicenvironmentthat empowers each student to become a lifelong learner and to live and participate in ademocratic,diverseandglobalsociety.”DistrictMission
On October 11-13, 2018, the Trumbull Public School District invited a visiting team
representing Tri-State Consortium member districts to return to continue the study of its
current approach to the teaching of writing, K-12. This visit built upon the February 2016
Consultancy, when another Tri-State team benchmarked the writing curriculum decision-
makingprocess.
TrumbullisalongstandingvaluedmemberoftheTri-StateConsortium.Ourmissionstatement
describes, “...a dynamic learning organization of public school districts that values systems
thinkingas the foundation forcontinuous improvement.TheConsortiumassists itsmember
districts in usingquantitative andqualitative data to enhance student performanceand to
buildarigorousframeworkforplanning,assessment,andsystemicchange.Collaboratingas
colleagues and critical friends, Consortium members apply the standards of the Tri-State
modeltobenchmarkmemberdistrict’sprogressinadvancingteachingandlearning.”Aswe
TRI-STATELIAISONS:
KathleenReillyDirectorofTrainingTri-StateConsortium203-762-2004kathleenreillyct@gmail.com
MartinG.BrooksExecutiveDirectorTri-StateConsortium631-478-9954mgbrooks@optonline.net
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move through our third decade, our core beliefs remain focused on authentic and
interdisciplinary teaching and learning, andpurposeful assessment practices that are directly
linkedtooptimalstudentperformance.
On the opening day of our visit, Superintendent of Schools, Dr. Gary A. Cialfi; Dr. Jonathan
Budd, Assistant Superintendent for Curriculum, Instruction, and Assessment; Dr. Michael
McGrath,AssistantSuperintendent;MatthewKuroghlian,astudentboardmember,ELAdistrict
leaders;buildingleadershipmembers,aswellasstafffromacrossthedistrictwelcomedtheTri-
Stateteam.Theteamwasfurtherwelcomedbythecommunitywithgreetingsfromthe local
SelectmanandBOEmembers.Trumbullstakeholdersbelievethatthisschoolsystemshouldbe
a part of the community, rather than apart from the community, andwewere immediately
impressedwiththismostinclusiveenvironment.TheBoardRoomdisplayofstudentwritingin
all genresandphasesofmoving from initial ideas throughdrafting,editing,and revisionwas
quite impressive! The “Quote Tree” inspired us, too, as we debriefed; the student writing
samples ranged from Pre-K - 6, for themost part, and set the tone for our inquiries and
understanding.
Prior to our arrival, the district Steering Committee developed one Essential Question with
three inquiry points that centered on the continued district focus on the link between
continuous improvement of studentwriting and critical and creative thinking. The Essential
Question is designed to guide the visit team by directing our thinking to the main
considerations of the writing program, K-12. It also provides the framework for the
Consultancy protocol that occurs on the second day in the form of a shared conversation
betweenteammembersanddistrictrepresentatives. Theresponsestothese inquiries frame
this report, and they aremeant to assist the district in its future planning of the systematic
teaching of writing, K-12. In the spirit of collegiality, the team provides feedback that is
intended to help this high performing district continue tomove educational opportunities in
writing to the next phase of implementation. This question with three sub-categories
establishes a global view of the district’s central focus of critical/creative thinking skills. To
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examinewritingK-12,wehaveprovidedreflectiononeachcategoryofthedistrict’sessential
question.
EssentialQuestion:
Towhatextentdoesourcurrentapproachtotheteachingofwriting,K-12:
(a) reflect instructional strategies that are consistent and focused on
critical/creativethinkingskills;
(b) useavarietyofassessmentdatatoinforminstruction;and
(c)includeappropriateprofessionallearningtosupportourapproach?
(a) Towhat extent does our current approach to the teaching of writing, K-12, reflect
instructional strategies that are consistent and focused on critical/creative thinking
skills?
Within theTrumbullschoolsystem,studentsandteachershaveasharedunderstandingthat
thewriting process requires reflection and revision in order tomake thoughtful decisions as
thinkers andwriters. The student-centeredapproachat theelementary level is cultivating a
sense of ownership over students’ writing, empowering students to make thoughtful,
purposeful decisions about their own learning. The team was most impressed with the
elementarystudents’abilitiestoexplainthehow’sandwhy’softheirwritingprocesses.There
is evidence of student reflection and goal-setting across disciplines, often directly aligned to
teacher-createdchecklistsandrubrics.InitsinitialstageofimplementationthatfocusesonK-
6, we commend the district for embedding critical/creative thinking in a research-based
environment of metacognitive instructional practices. During the next phase of
implementation,thecentralfocusmightbeonacollaborative,research-baseddecision-making
process toexplorewhether thedistrict is interested inmoving theworkshopmodel into the
secondarygrades,andifitis,engagingthemiddleandhighschoolfacultiesindiscussionsabout
howthisworkmightoccurandwhatitwill looklike:e.g.,whereinthecurriculumwillwriting
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live? This shift in approachwill require additional professional learning opportunities for the
secondary teachers,whichwewill discussmore deeply in answering the third question, and
moreongoing,in-classroomsupportforthem,aswell.
Anotherquestionforthedistricttoconsideristhewaysinwhichitsinitiativeinwritingmight
applytoreading.Isthedistrictinterestedinusingthereaders’workshopmodel,andifitis,how
andwhenwillthatbeintroduced,andwhatstaffingandstructuralchangeswillitsintroduction
necessitate?
Clearly,themiddleandhighschoolshavedesignedinstructiontoensurethatstudentchoiceis
acriticalcomponentinadvancingtheirownlearning.Middleandhighschoolstudentshavea
wide range of rich opportunities to think critically and creatively. Although a metacognitive
environmentseemsmoreintuitiveinthesecondaryclassroom,wesuggestthedistrictagreeon
acommondefinitionofmetacognition,creativeandcriticalthinking,andcollaboratetoidentify
exemplars of this focus as support for students. The process of identifying systemic
instructional practices and design experiences that purposefully promote critical thinking
acrossthedisciplines,seemstobeanaturalpartofthenextstepsinmiddleandhighschools.
Asstudentswhohavebeenwritingthroughtheworkshopapproachageupintogrades7-12we
think itwillbe importantfortheteachers inthosegradestoproactivelyplanfortheirarrival.
These studentswill bringwith them a different set of expectations and abilities. It could be
helpfultoprovidetimeforteachersinthesegradestovisittheelementaryschoolstoobserve
first-handthekindofwritingthesestudentsareproducing.Wealsothinkitwillbeimportantfor
thedistricttoconsiderhowitwillgaugethesuccessofitswritinginitiative-howwill itknow
thattheworkisresultinginthequalityofstudentwritingit isdesignedtoproduce?Onwhat
dataand/orevidencewillthedistrictrely?Onesuggestionweofferisengagingstudentvoicein
this process, through focus groups, interviews and surveys. The students know a lot about
writinginthedistrictandcansharemuchusefulinformation.
8 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
(b)Towhatextentdoesourcurrentapproachtotheteachingofwriting,K-12,useavarietyof
assessmentdatatoinforminstruction?
Almostallschooldistrictsstrugglewiththedisconnectionbetweenwhattheyprofesstovalue
and what they actually assess. Throughout our visit in Trumbull, in our conversations with
parents, teachers, and students, we consistently heard their awareness of and pride in the
qualitative data collected by teachers that acknowledges the growth in student stamina and
productivity inwriting. Itshouldbenotedthattheprideandownershipofobservedstudent
growthiscentraltosuccessintermsofstakeholdersupport.TheTrumbullteachingcommunity
hasembracedthisinitiativeandhasusedthisgrowthtofueltheirresearch-basedinstructional
decisions.Theelementaryteachersengagedinimplementingthewritingworkshopmodelhave
producedstrongresults,althoughthedistrict, likemostdistricts, isstrugglingtoidentifyways
tocapture thisevidence.Thereweremultipleexamplesofevidence fromteacher interviews,
classroomobservations,examiningstudentwork,thattheworkshopmodelisastrengthofthe
educational day and is leading to more creative and critical thinking in their students. To
reiterateapointwemadeinansweringthefirstquestion,figuringouthowtocollectevidence
relatedtothisperceptionwillbeanimportantnextstepforthedistrict.
In addition, there is evidence that K-12 teachers, particularly in the 7-12 content areas, are
creating thoughtful, high-quality assignments and tasks that include critical and creative
thinking.TheprocessofimplementationattheK-6levelissystemic,usescommonassessment
criteriaforstudentwork,andhascommonpreandpostassessmentsforeachunitofstudythat
inform instructional decisions based on student work. Writing in grades 7-12 is not as
coherentlytiedtogetherbyacommonapproach.
K-6teachersreportimprovedstudentresultsaroundstamina,craft,andenthusiasmforwriting,
althoughtheprogramisonly in itssecondyearof implementation. Inourownobservations,
studentswereclearlyengagedinandarticulateabouttheirwritingandlearningofwriting.The
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visit team had questions aboutwriting transition points for students: what happens as they
changeschoolsandapproaches?
As K-6 teachers continue to become comfortable with the structures and philosophy of the
Workshopmodel,weencouragethemtohelpstudentsapplytheirnewlyacquiredwritingskills
in other content areas. The district might consider designing cross-disciplinary rubrics or
streamliningtherubricsthatarecurrentlyusedinordertofacilitateananalysisofperformance
overtime. Thedistrictalsomightconsidercreatingadistrict-widedefinitionofperformance-
basedassessment tocoordinate theuseofassessmentsacross thedistrictandevaluatehow
theseassessmentsarebeingused,particularlyingrades7-12.Thedistrictmightalsoconsider
consistent language aroundwriting across disciplines; this practicewill facilitate the transfer
andapplicationofknowledgeaboutwritinginallsubjects.Thedistrictmightconsideratwhat
grade levels student benchmarking in writing and critical and creative thinking should take
place in order tomonitor student growth, and to decide the form that benchmarkingmight
take. Then, giving teachers time to create and assess these tasks will allow them to align
expectationsofbothstudentwritingandperformancebased tasks,with the intent to inform
curriculardecisions. Thedistrictmaywanttoconsiderexpandingtheuseofadditional tools,
including digital, in order to systematically capture and track student growth as reflective
practitioners. Some toolsmay include: anchor papers/mentor texts, benchmarks, electronic
portfolios.Thistypeofdocumentationwillhelptellthedistrictbothtellandshowitsstoryof
studentsuccess.
Thecurrentpracticeofreviewingthevariousassessments ishelpfulto informinstructionand
focus support. There is evidence of data analysis of different assessments within many
teachers’classrooms.Thespecialeducationteachersconductdatameetingsonaregularbasis
to address the needs of the student population. There is some evidence at the elementary
levelthattheteachersmeetperiodicallytoestablishconsistentinter-raterreliability.
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To continue to provide teachers tools to expand their use of data to inform instruction, the
district may consider setting writing goals that are specific to data analysis to improve
curriculumand instructional practices across the grade levels anddisciplines.Once goals are
established,thedistrictmaywanttothinkaboutdesigningastructureandprotocolforanalysis
thatfacilitatesthesechangesbothinthewrittenandimplementedcurriculainanappropriate
andtimelymanner,K-12.
Inexaminingqualitativeandquantitativedata,Trumbullmaywanttofocusongeneratingdata
thatwillhelpthesystemtounderstandtheimpactofitsdecisionsandpractices,suchassurvey
results generated from parents, teachers, administrators, and the students, common
benchmark assessments, and/or portfolio reviews. As standardized assessment scores are
analyzedbystaff,teachersmaywanttoengageinacrosswalkbetweenhowstudentsscoreon
standardized assessments andhow theyperform in the classroom. The systemcould further
theworkby identifyingdesireddistrictprocedures thatcancommunicate this information to
parentsinordertosupporteachchild’sprogress.Here,again,thedistrictmaywanttoconsider
ways to capture evidence about the impact of the district’s writing initiative, including
impressionistic and anecdotal evidence. For example, how is writing incorporated into the
various disciplines? The district could consider setting district and building goals and action
plans derived from the analysis of data from multiple sources. With the district focus on
student-centeredwork,teacherscancontinuetodevelopandincorporateperformancebased
assessmentsintotheirclasses.
Duringourclassroomobservationsand interviews,we found that teachersacross thedistrict
integratea varietyof rubrics that areeither aligned toa specificprogram, teacherdesigned,
classdesigned,departmentdesignedor taken fromCollegeBoardrubrics.The teamsuggests
thatconsistentmethodsofshowingstudentgrowthmightbeconsideredthroughtheanalysis
ofexistingpreandposttesting.ThedistrictismovingtowardselectronictoolssuchasInfinite
Campustoprovideadistrictwidestructuretoshowstudentgrowth. Attheelementarylevel
studentsuseage-appropriatecheckliststoself-assesstheirownwriting.ReportCardsareonly
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onemethodofprovidingfeedbackofstudentprogress.Teachersvaluethetimetoworkwith
colleagues across grade levels and departments to continue moving towards consistent
feedbackinstudentprogress.Creatingtimeandsupportstructuresforthisworkisanongoing
challenge.Whenteachershavetimetoreviewstudentworksamplestogether,theycanlink
their observations to common assessment rubrics and establish grading norms. In our
experience,aclearconsistentsetofcriteriathatdefinesgoodwritingwillemerge,organically.
(c) To what extent does our current approach to the teaching of writing, K-12, include
appropriateprofessionallearningtosupportourapproach?
Trumbull School district has planned a pedagogical shift in the implementation of writing
instruction K-6 with the use of theWritingWorkshop model with Teachers CollegeWriting
Units of Study (TCWUOS). A systematic process was evidenced for district educators to
collaborate,develop,articulate,andalignthecurriculumandinstructioninthesegrades.Much
professionaldevelopmentwasconductedthroughtheprocessthatutilizedsummerworktime
withexpertsfamiliarwithTeachersCollegeReadingandWritingProject(TCRWP)andin-district
coachesandexperts.Thecollegialteamshadtheopportunitytoexaminetheircurriculumand
make changes accordingly. Changes included teaching practices and classroom environment
structurestosupporttheshiftinpedagogy.
As stated earlier, there is also clear evidence of a systematic process to collect and analyze
student performance data from multiple sources. In grades K-6, teachers conduct regular
assessments of student work. They begin with on-demand assessments of the teaching of
writingbefore,during,andafteraunitofstudy. Individualstudentwriting isanalyzedonthe
grade level using learningprogressions aligned to individual genre rubrics. Once analyzed, a
focus for individual instruction is determined. This allows for a systematic process that links
student performance data to exemplars that can ensure optimal student results. Teachers
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continuetodeveloptheirskillsasteachersofwritingthroughstatedpersonalprofessionalgoals
suchasimprovingstrengthinthepracticeofstudentconferring.
To create a districtwide systemic process that builds upon the systematic process that is in
place for the collaborative development, articulation, and alignment of curriculum and
instruction in regard to writing across the curriculum, the district may want to consider
continuedsupportforteachersthroughongoingprofessionaldevelopmentinthedevelopment
ofwriting instruction according to theWUOS. Opportunities for teachers to collaborate as
they dig deeply into theWUOS, to explore the vertical alignment of the progressions across
grades,toexperiencehowstudentsprogressinwritingacrossthedisciplineswouldbehelpful
in assisting teachers to further knowledgeof thevision, tools, andprofessional learning. The
explorationoftheuseofWUOSrubricsasperformancedataacrossthedisciplinescouldbean
importantadditionalprofessionallearningopportunity.
Currently,Trumbulleffectivelyusestheprofessionallearningstructurespreviouslyestablished
district-wide, in a focused, consistent way. The district offers professional learning days to
provide teachers and administrators with opportunities to continue the vision and provide
teachervoice in theprocess:CommunitiesofPractice,K-5WritingCouncil, and their teacher
goal-settingandevaluationsystemtoachieveitsprofessionallearninggoals.Attheelementary
level,teachersexpressedtheirexcitementandfeltsupportedbytheprofessionaldevelopment
provided.Accordingtoteachers,thedistrictinvitedthemtosharetheirunderstandingsthrough
solicitedfeedbackthatwilltailorfutureprofessionaldevelopmenttoteachers'needs.
Infurtheringthiswork,thedistrictmaywanttocreateaplanforimplementationthatfocuses
Language Arts instruction on aWorkshopmodelwith the same level of communication and
supportfor6-12teachersastheK-5staffhashad,assumingthedesireistomovethewriting
initiative to the secondary level. There is someevidence that 6-12 teachershavebeengiven
professional learningexperiencesfocusedonwriting,butthoseteachershavenotbeengiven
theopportunitytoyetexploretheworkshopapproachacrossthelevelsandcoursesasdeeply
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and as systematically as the elementary teachers. Also, the district may wish to consider
implementinganequitable system to train teachersnew to thegrade levelorwhohavenot
been directly involved in the training. Another recommendation would be to consider
providing teachers additional professional learning opportunities or experiences where
teacherscancollaboratewithteacherleadersintheirbuildingsaswellaswithteachersinother
buildingsandatdifferentlevels.
GiventhetenuousnatureoffundingforeducationinConnecticut,andthestrugglethatmany
districtsarelikelytoencounter inprovidingadditionalservicesforteachersandstudents,our
sense is that the district would benefit by focusing on the development of greater internal
capacityto leadthewriting initiative.Therearemanyenthusedandcompetentteacherswho
arereadytotakeonadditionalresponsibilityasleaders.
Also, the building leaders (principals and assistant principals) with whomwemet expressed
strongsupportforthewritinginitiativeandadesiretoenhancetheirownknowledgeandskills
around theworkshopapproach.Providingongoing support for thebuilding leaders to takea
greaterroleinleadingthischangeeffortwillyieldsignificantbenefit.
Clearly, the district is committed to developing a process for improving studentwriting over
timethatisinclusiveofallstudents.Therearecurrentlypoliciesandpracticesinplacethatuse
clear criteria to outline a range of supports for students at all levels. This is evident in the
identificationofstudentsenrolledintheLiteracyWorkshop1,thetalentedandgiftedprogram,
theESLprogram,andthemultiplelevelsatthehighschool:CP,ACP,Honors,andAP.Thereis
access to programs that meet various student needs; specifically ,the Trumbull Regional
Agriscience/Biotechnology Program and the Trumbull Alternate School. The district
professionaldevelopmentplan isopen toall teachersK-12 to receive training in theWriter's
Workshop model. Additionally, teachers are given time to collaborate and have support
through the literacy consultants,Writing Council, Communities Of Practice, and Professional
LearningCommunities.
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Thedistrictmaywanttoconsidercreatingandmaintainingaconsistentstandardforteachers
to provide feedback on various levels of student writing and used to inform instruction for
studentsacrossdisciplines.This couldbeaccomplishedbyallowing time for teachers time to
analyzedata,scorewritingpiecesanddeterminenextsteps forwriting instruction. Teachers
would benefit from more professional learning targeted at improving student writing and
reviewingsuccessfulpracticesandwaysofimplementation.Thiscouldbehelpfulforthosewho
didnotparticipateintheinitialsummerwritingPDandforallteachersatthehighschoollevel.
Acommonlanguageoruniversalrubricwouldallowequityacrossallsubjects.Theconsistent
supportfortheSpecialEducation,ELL,andLibrary/MediaSpecialiststodevelopmodifications
designedtosupportvaryinglearners’needswillcontinuetobenefitthedistrict.
The district has developed and cultivated positive focus, change, and energy aroundwriting
instructionwithon-siteTCRWPsummerinstitutesandcollaborativelywrittencurriculummaps,
K-6; this vision has been well articulated throughout the district and communicated to the
broader community. The volunteer attendance of teachers for the summer professional
learningshowsevidenceofownershipofthedistrict'ssharedvision.
Trumbullmaywanttocontinuetosupportthevisionforwritinginstructioninthemiddleand
highschoolsthatisconsistentwiththedistrict'splansandprocessesby:consideringtoreview
andrevisetheprofessionaldevelopmentmodeltoofferconsistentandembeddedprofessional
learning for teachers from literacy consultants; continuing to create and calibrate internal
studentassessmentstomeasuretheeffectivenessoftheimplementationofthedistrict'svision
forwriting instruction;andbroadeningthe involvementofeducators inthedistrict toembed
morewidespreadownershipofthedistrict'svisionforwritinginstruction.
Theextensivemulti-prongedapproachofProfessionalDevelopmentprovidedinimplementing
WritingWorkshop is celebrated by all stakeholder groups. Teachers volunteered to attend
trainingduringthesummer,resourceswereprovided,turn-keyprofessionaldevelopmentwas
15 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
encouraged,SisterSchoolsandCommunitiesofPractice(COP)wereengagedindialogue,anda
writing council was established. Teachers felt heard. Pacing guides, including a flex week,
providedaroadmapforteachers.Allthatwasdoneattheelementarylevelensuredsuccessof
this initiative. Moving forward, the professional community would like to see this level of
support continued. The support that writing coaches bring to all levels is valuable and
continued increased supportwould be beneficial. It is clear that the districtmadewriting a
priority, particularly at the K-6 level a decision that has changed the learning outcomes for
students. TrumbullPublicSchoolshave launchedahighlysuccessfulcurriculuminnovation in
writing.Theyareencouragedtocontinuetosupportthisworkatalllevels.
Further,theteamrecognizedthestrongfoundationthatisinplaceattheK-5levelwithrespect
totheWritingWorkshopmodel,andwesuggestthatthenextlevelofworkshouldcenteron
the practice of teacher-student conferring. Additionally, knowing that both spelling and
grammararecurrentlyaddressedinwaystomeetbothindividualandspecificclassneeds,itis
important to develop a district approach that includes the learning progressions of these
foundationalskills.Certainly,parentswillbenefitfromaclearlydefinedphilosophythatreflects
thepathwaysinplaceforstudentstomasterthesefoundationalskills.Nowthatwritingiswell
underway,aconsistentReadingWorkshopimplementationfordistrictconsistencyisanatural
next step. Continued training in the Teachers College format would be embraced and
celebratedbyteachersandprincipals.Atthehighschoollevel,giventhebreadthofthesocial
studiescurriculumwoulditbepossibletorestructurelearningtobemorethematicratherthan
linear?Reviewingthesetypesofcurriculumstructures,particularlyatthehighschool,could
identifyopportunitiesformoreindepththematicwriting.Teachersareinterestedinsupporting
pedagogythatwouldencouragestudentswritingtotransfertoallcontentareas.
Beforeclosing,wewanttocommentaboutthedistrict’sapproachtoimplementingitswriting
initiative. Intheyearandahalfsinceour initialpre-visitConsultancyonwriting,a significant
amountofchangehasoccurred,andthestaffandleadershipteamfeeljustifiablyproudofthe
workthathastakenplace.Oursenseisthatthisworkhasbeendrivenbyacarefullycraftedmix
16 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
of planned and organic structures. The staff recognizes that district goals were developed
aroundwriting,buttheteachersdon’tfeelthattheywerecoercedtomovetowardthosegoals
- they perceive that they’ve had voice in the movement, and thus, collectively, are quite
supportive…whichhelpsexplain the significant changes in sucha short time.As thedistrict
movestowardsitsnextlevelofworkinwriting,itwillneedtore-examinethebalancebetween
planned and organic activities to determine how to engage the staff and maintain strong
support,whilesimultaneouslymaintainingmomentumtowardanewsetofgoals.
Finally, the team thanks everyonewhowelcomed us, the Long Hill staff that tended to our
creaturecomfortsofgoodfoodandchocolate,andtheoveralland impressivesensethatthe
districtisworkingveryhardtodothebestforallstudents.WeleftTrumbullfeelinginspired,
impressed, and confident that the palpable momentum that we experienced as we moved
throughtheschoolsandclassrooms,isthenormforthisstaffofprofessionals.Welookforward
toourfollow-uptothisvisitintwoyearswhenwewillhavethechancetolearnwhichofour
recommendationsforgrowthhavebeenintegrated.
CommendationsandRecommendations
PerformanceBasedAssessment
Commendations
● ThereisevidencethatK-12teachers,particularlyinthe7-12contentareas,arecreating
thoughtful,high-qualityassignmentsandtasksthatincludecriticalandcreativethinking.
● It is clear at the K-6 level that the abundance of writing is directly linked toWriting
Workshop,whichreflectsthedistrict'sfocusonthisnewinstructionalapproach.
● Theprocessof implementationattheK-6 level issystemic,usescommonassessment
criteria for studentwork,andhascommonpreandpostassessments foreachunitof
studythatinforminstructionaldecisionsbasedonstudentwork.
17 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
● TheuseoftheK-5Mathexemplarsprovideopportunitiesforbothwritingandcritical
thinking.
● K-6 teachers report improved student learning, greater student stamina, enhanced
craft, and enthusiasm forwriting, although the program is only in its second year of
implementation. Inourobservations,studentswereclearlyengagedinandarticulate
abouttheirwriting.
Recommendations
● Consider an internal audit to identify common performance-based assessments K-12
across content areas to ensure consistency in teacher approach and student learning
outcomes.
● As K-6 teachers become more comfortable with the structures and philosophy of
Writing Workshop, we encourage them to help students apply their newly acquired
writingskillsacrosscontentareas.Thedistrictmightconsidercross-disciplinaryrubrics
orstreamliningtherubricsthatareusedinordertofacilitateananalysisofperformance
overtime.
● Consider creating a district-wide definition of performance-based assessment to
evaluatehowtheseassessmentsarebeingusedthroughoutthesystem,particularly in
grades 7-12. Also, consider engaging the staff in discussions about the differences
betweenperformancebasedtasksandperformancebasedassessments.
● Considerthepracticeofconsistent languagearoundwritingacrossdisciplines;thiswill
facilitatethetransferandapplicationofknowledgeaboutwritinginotherdisciplines.
● Consider identifying specific grade levels to benchmark student writing progress and
criticalandcreativethinkinginordertomonitorstudentgrowth.Collaborativetimeto
create and score these tasks will allow teachers to align expectations and
understandingsofbothstudentwritingandperformancebasedtasks.
Metacognition
18 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
Commendations● Students and teachers understand writing as a process that requires reflection and
revisioninordertomakethoughtfuldecisionsasthinkersandwriters.
● The student-centered approach at the elementary level is cultivating a sense of
ownership, empowering students to both make and articulate thoughtful decisions
abouttheirownlearning.
● Studentsrecognizethatexpectationsaroundwritinghavechanged.
Recommendations● Considerexpandingtherangeandfrequencyofwritingopportunities,inthesecondary
level,thatarespecificallydesignedtoensurethatstudentchoiceisacriticalcomponent
inadvancingtheirownlearning.
● Explore a common definition of metacognition connected to creative and critical
thinking,inordertoidentifyinstructionalpracticesanddesignassuredexperiencesthat
promotecriticalthinkingacrossthedisciplines.
● Consider the consistent use of additional tools, including digital, in order to
systematically capture students’writingportfolios and track their growthas reflective
practitioners. Some tools may include: anchor papers, mentor texts, benchmarks,
electronicportfolios.
StudentPerformanceData
Commendations● The formal review of thewide variety of assessments is a productive and reflective
practicetoinforminstructionandfocussupport.
● Many teachers utilize different assessments within classrooms and analyze student
progress.
● ScheduleddatameetingswithSpecialEducatorsareinplacetoensurethatallstudent
needsareconsideredandincluded.
● Elementary level teachers collaborate to analyze student performance data with the
19 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
intentofestablishingconsistentinter-raterreliability.
Recommendations● Consider designing writing goals specific to data analysis to improve curriculum and
instructional practices across the grade levels and disciplines. Use these goals to
implement changes both in thewritten and implemented curricula in an appropriate
andtimelymanner.
● Consider generating data that will help the system understand the impact of its
decisionsandpractices,suchassurveyresultsandfocusgroupswithparents,teachers,
administrators, and the students, common benchmark assessments, and/or portfolio
reviews.
● Consider a cross-walk between how students score on standardized assessments and
theirclassroomperformance.
● Considerengagingthestafftoreviewwaystocaptureevidenceabouttheimpactofthe
district’swritinginitiative,includingimpressionisticandanecdotalevidence.
● Considersettingdistrictandbuildinggoals/actionplansderived fromtheanalysisofa
widerangeofavailablestudentperformancedataincludinganecdotaldata.
CurriculumandInstructionCommendations
● TrumbullSchooldistrictstrategicallydesignedapedagogicalshiftintheimplementation
of writing instruction, K-6, with the adoption of the Writing Workshop model that
includestheTeachersCollegeWritingUnitsofStudy(TCWUOS).
● Thedistrictsupportsopportunitiesforeducatorstocollaborate,develop,articulate,and
alignthecurriculumandinstructioningradesK-6.
● There is also clear evidence of a systematic process to collect and analyze student
performancedata from some sources to optimize student learning. Teachers conduct
regular assessment of student work including On Demand assessments of writing
before,during,andafteraunitofstudy.
20 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
● Individualstudentwritingisanalyzedonthegradelevellearningprogressionsaccording
toindividualgenrerubrics.Onceanalyzed,individualinstructionfocusisdetermined.
● Teachers continue to develop their skills as teachers of writing through continued
professionalgoalssuchasimprovingstrengthinthepracticeofstudentconferring.
Recommendations● Consideradistrictwidesystemicprocessthatbuildsuponthecurrentpracticethatisin
placeforthecollaborativedevelopment,articulation,andalignmentofcurriculumand
instructioninwritingacrossthecurriculum.
● Considerwhether,andhow,tomovethewritinginitiativeintothesecondarygrades.
● DesignopportunitiesforteacherstounpackWUOSandtoexploreasteamsthevertical
alignmentoftheprogressionsacrossgrades;includetherelationshipofhowstudents’
progressinwritinglinkstocontentareawritingacrossthedisciplines.
ProfessionalLearningCommendations● Wecommendthe district’ssuccess inmaximizingProfessionalLearningOpportunities
within existing structures such as designated professional development days,
Communities of Practice, the K-5 Writing Council, and the teacher goal-setting and
evaluationsystemtoachieveitsprofessionallearninggoals.
● Elementary teachers are enthusiastic and feel supported by robust professional
development opportunities. They feel the district has been responsive by soliciting
feedbacktotailorfutureprofessionaldevelopmenttoteachers'needs.
● District K-5 schools are commended for the successful implementation of thewriting
workshopapproachasevidencedbyteacherinterviews,classroomvisits,andlookingat
studentwork.
● Professionaldevelopmentwasconductedthroughthesummerworktimeprocesswith
experts from Teachers College Reading and Writing Project (TCRWP) and in district
coachesandexperts.
21 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
● Collegial teams examine their curriculum to make needed changes such as teaching
strategiesandtheclassroomenvironmenttosupportashiftinpedagogy.
Recommendations● Consider providing scheduled opportunities for teachers of writing at all levels to
explore the workshop model as deeply and as systematically as the elementary
teachers.
● Consider providing ongoing opportunities to train teachers new to the grade or who
werenotinvolvedintheoriginaltraining.
● Considerprovidingteachersmoreprofessionallearningopportunitiestolearnfromeach
other.(Forexample,anelementaryteachervisitingamiddleorhighschoolclassroom,
andviceversa).
● Consider establishing a process to facilitate communicationswith parents about their
child’sprogressthatfocusesonmultipleindicatorsofgrowth
EquitableSupportCommendations● The district is committed to developing a process for improving studentwriting over
time that is inclusive of all students. Teachers received consistent professional
developmentbyconsultantsfromTeacher'sCollegeinTheWriter'sWorkshopmodelto
ensureequitableanduniformprogrammingforstudentsK-6.
● There are policies and practices in place that use clear criteria to outline a range of
supportsforstudentsatalllevels.Thisisevidentintheidentificationofstudentstobe
enrolledintheLiteracyWorkshop,theTAGprogram,theESLprogram,andthemultiple
levelsatthehighschool:CP,ACP,Honors,andAP.
● There is open access to programs which meet various student needs such as the
Trumbull Regional Agriscience/Biotechnology Program and the Trumbull Alternate
School.
● The district professional development plan is open to all teachers K-12 to receive
22 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
training in theWriter'sWorkshopmodel. Teachers are given time to collaborate and
continuedsupportisevidentininterviewswiththeliteracyconsultants,WritingCouncil,
CommunitiesofPractice,andPLCs.
Recommendations● Considercreatingandmaintainingaconsistentstandard for teachers togive feedback
onvarious levelsofstudentwritingandtousedatato inform instruction forstudents
acrossdisciplines.
● Consider allowing time for teachers to specifically look at data, to look at and score
writingpiecesanddeterminenextstepsforwritinginstruction.
● Consider providing more professional learning targeted at improving student writing
andreviewingbestpracticesandwaysof implementation.This isespecially important
forthosewhodidnotparticipateintheinitialsummerwritingPDandforallteachersat
thehighschoollevel.
● Continuetoreviewandrefineacommondefinitionofhowcreativeandcriticalthinking
skills are applied to written assessments and assignments at all levels and across all
disciplinestoensureconsistencyinanefforttoincreasestudentwritingperformance.
● Consider identifyinga common languageor rubric to reflect equity across all subjects
andensurethatallstudentsarebeingassessedconsistently.
● Continue to provide support for the Special Education, ELL, and Library/Media
Specialiststodevelopmodificationsandsupportvaryinglearnersneeds.
SharedVision
Commendations
● The district has developed and cultivated positive focus, change and energy around
writing instruction with on-site TCRWP summer institutes and collaboratively written
curriculummaps,K-6;thisvisionhasbeenwellarticulatedthroughoutthedistrictand
effortsareinplacetocommunicatethevisionwiththebroadercommunity.
23 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
● Thedistricthas inplace systematicandpredictable structures for teachers to support
instructionalpracticesandcollaborationconnectedtothevisionforwritinginstruction.
● Improvements in student learning, suchas increasedvolumeofwriting, stamina,and
engagement in the writing process is evident through observations, formative
assessmentsandthroughsomecalibrationof reviewingstudentwriting; thevoluntary
attendance of teachers over the summer for professional learning shows evidence of
ownershipofthedistrict'ssharedvision.
Recommendations
● Continuetosupportthevisionforwritinginstructioninthemiddleandhighschoolsthat
isconsistentwiththedistrict'splansandprocesses.
● Considerreviewingandrevisingtheprofessionaldevelopmentmodeltoofferconsistent
and embedded professional learning for teachers from literacy consultants and/or
home-grownexperts.
● Continue to create and calibrate internal student assessments to measure the
effectivenessoftheimplementationofthedistrict'svisionforwritinginstruction.
● Considerbroadeningtheinvolvementofeducatorsinthedistrictsotherecanbemore
widespreadownershipofthedistrict'svisionforwritinginstruction.
ParentsandCommunity
Commendations
● The district is commended for the efforts to sharing the vision and encouraging the
activeinvolvementfromparentsandcommunitymembers.Communityinvolvementis
reflectedintheannualbudgetprovisionsthatsupportthischange.
● WecommendtheElementarySchoolLeadersfortheiractiveandenergeticinvolvement
in thedevelopmentof brochures, newsletters, parent information sessions, Boardof
24 Tri-StateConsortiumTrumbullPublicSchoolsVisitReport
Educationpresentations,andaccessiblewebsites thataredirectly linked to thegoals
andimplementationoftheK-12writingprogram.
Recommendations
● Thedistricthasprovidedawealthofinformationonthewebsite,andweencouragethe
districttocontinuesharingcontentandpromoteitsuse.
● Parents interviewedacross thedistrictareawareof theshift in studentwriting focus,
andmostdescribethemiddleandhighschoolwritingresults inpositiveandreflective
conversations.
● Althoughthereisevidenceofsharedinformationbetweenschoolsandthecommunity,
the district might consider a public celebration of the “life of a student writer in
Trumbull”,K-12.
● Someparentsmentionedgrammar,spelling,cursivewritingandkeyboardingas issues
of concern. Consider educating parents about the attention given to these matters
throughthecurrentwritingapproach.
1 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
AppendixI:EvaluationScores
Performance-basedAssessmentStudentPerformance–Indicator#1
Educatorsutilizeperformance-basedassessmentsthatenablestudentstodemonstratetheircapacity
to transfer and apply knowledge. These assessments demonstrate the degree to which studentsintegrateknowledge,skills,andhigher-levelthinkingbothwithinandacrossdisciplines.Studentworkis evaluated based on common criteria, and results are analyzed and used over time to inform
curriculumandinstruction.
Approach Implementation Results
Thereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteria.
• Evidenceofafoundationalprocesstocreateanduseperformance-basedassessments.
• Evidencethatthefoundationalprocessenablesstudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinking.
• Evidencethatthefoundationalprocessincludesevaluationofstudentworkbasedoncommoncriteria.
Individualeducatorsuseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.Someeducatorsevaluatestudentworkbasedoncommoncriteria.• Evidencethatindividual
educatorsuseperformance-basedassessmentsthatmeetestablisheddesigncriteria.
• Evidencethattheseassessmentsenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.
• Evidencethatindividualeducatorsevaluatestudentworkbasedoncommoncriteria.
Someimprovementinstudentlearningisrelated(inpart)totheuseofperformanceassessmentsthatareevaluatedbasedoncommoncriteria.• Evidenceofimprovedstudent
learninglinked(inpart)totheuseofperformance-basedassessments.
• Evidenceofimprovedstudentlearninglinked(inpart)toevaluationbasedoncommoncriteria.
2 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
Performance-basedAssessment
StudentPerformance–Indicator#1(continued)Approach Implementation Results
Thereisasystematicprocessfortheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteria.
• Evidencethatacommonunderstandingofperformance-basedassessmentsexistswithinthedistrict.
• Evidenceofasystematicprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingbothwithinandacrossdisciplines.
• Evidenceofasystematicplantoevaluatestudentworkusingcommoncriteria.
Manyeducatorsuseavarietyofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Manyeducatorsevaluatestudentworkbasedoncommoncriteria.• Evidencethatuptohalf(50%)
ofeducatorsareusingperformance-basedassessmentsthatenablestudentstotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.
Measurableimprovementinstudentlearningrelated(inpart)totheuseofperformanceassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.• Evidenceofmeasurable
improvementinstudentlearninglinked(inpart)totheuseofperformance-basedassessments.
• Evidenceofmeasurablestudentimprovementlinkedtotheanalysisofperformance-basedassessmentresults,usingcommoncriteria
Thereisasystemicprocessfortheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedoncommonbasedoncommoncriteriaandresultsareanalyzedandusedovertimetoinformcurriculumandinstructiondecisions.
• Evidenceofasystemicprocesstouseperformance-basedassessmentsthatenablestudentstodemonstrate,transferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.
• Evidencethatstudentworkisevaluatedbasedoncommoncriteria.
• Evidenceofaplantoanalyzeresultsovertimetoinformcurriculumandinstructiondecisions.
Mosteducatorsuseperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Mosteducatorsusecommoncriteriatoevaluatestudentwork,andanalyzeresultstoinformcurriculumandinstructiondecisions.• Evidencethatupto75%of
educatorsuseperformance-basedassessmentsthatenablestudentstodemonstratethecapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinanacrossdisciplines.
• Evidencethatthisinformationisusedtoinformdecisionsaboutcurriculumandinstruction.
Significantimprovementinstudentlearningissustainedovertimeandrelated(inpart)totheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.• Evidenceofsignificant
improvementinstudentlearninglinked(inpart)totheuseofperformance-basedassessments.
• Evidenceofsignificantimprovementinstudentlearninglinkedinparttothecapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.
• Evidencethatsignificantimprovementinstudentlearningissustainedovertime.
3 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
Performance-basedAssessment
StudentPerformance–Indicator#1(continued)
Approach Implementation Results
Thereisasystemic,district-wideprocessfortheuseofperformance-basedassessmentstoenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.Studentworkisevaluatedbasedoncommoncriteriaandresultsareanalyzedandusedovertimetoinformcurriculumandinstruction.Theprocessisreviewedandrevisedperiodicallybasedoncurrentresearchanddistrictanalysisofperformance-basedassessments.
• Evidenceofasystemic,district-wideprocesstouseperformance-basedassessments.
• Evidencethattheprocessisreviewedandrefinedperiodically,basedoncurrentresearchanddistrictanalysisofperformance-basedassessments.
Alleducatorssystematicallyuseperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skills,andhigherlevelthinkingwithinandacrossdisciplines.Alleducatorsevaluatestudentworkbasedoncommoncriteria,andanalyzestudentresultstoinformcurriculumandinstructiondecisions.• Evidencethatalleducatorsare
usingperformance-basedassessmentsthatenablestudentstodemonstratetheircapacitytotransferandapplyknowledge,skillsandhigherlevelthinkingwithinandacrossdisciplines.
• Evidencethatalleducatorsevaluatethatstudentworkbasedoncommoncriteria.
• Evidencethatalleducatorsanalyzestudentresultstoinformcurriculumandinstructiondecisions.
Significantimprovementinstudentlearningsustainedovertimeisrelatedtotheuseofperformance-basedassessmentsthatenablestudentstodemonstratetheircapacityoftransferandapplyknowledge,skillsandhigherlevelthinking.Improvedstudentperformanceisattributabletotheuseofcommoncriteriaandanalysisofresults,andsupportedbylocal,regionalandnationalmeasuresofexcellence.• Evidenceofimprovedstudent
learninglinkedtotheuseofperformanceassessments.
• Evidenceofhowthatimprovementismeasuredusinglocal,regionalandnationalmeasuresofexcellence.
• Evidencethattheimprovementissustainedovertime.
4 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
StudentMetacognitionintheLearningProcessStudentPerformance–Indicator#2
Educators design and implement a learning environment that enables students to engage inmetacognition continuously and systematically. As a result, students build the capacity over time to
assess,reflectuponandmakechoicesthatadvancetheirownlearning.
Approach Implementation Results
Thereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognition.
• Evidenceofafoundationalprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognition.
Individualeducatorsdesignandintentionallyimplementalearningenvironmentthatenablesstudentstoengageinmetacognition.• Evidencethatindividual
educatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognition.
• Evidencethatindividualeducatorsprovidesomeopportunitiesforstudentstomakechoicesabouttheirlearning.
Someimprovementinstudentperformanceisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesstudentstoengageinmetacognition.• Evidenceofimprovedlearning
andstudentperformancelinked(inpart)toalearningenvironmentthatenablesstudentstoengageinmetacognition.
Thereisasystematicprocesstodesignalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thisprocessincludesstudentreflection,choiceandself-assessment.
• Evidencethatacommonunderstandingofmetacognitionexistswithinthedistrict.
• Evidenceofasystematicprocessthatenablesstudentstoengageinmetacognition.
• Evidencethattheprocessincludesstudentreflection,choice,andself-assessment
Manyeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitionsystematically.Manyeducatorsprovideopportunitiesforstudentreflection,choice,andself-assessment.• Evidencethatuptohalf(50%)
ofeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.
• Evidencethatuptohalf(50%)ofeducatorsprovideopportunitiesforstudentreflection,choice,andself-assessment.
• Evidencethatuptohalf(50%)ofeducatorsinforminstructionbaseduponstudents’reflections,self-assessmentandchoice.
Measurableimprovementinstudentperformanceisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesstudentstoengageinmetacognitionsystematically.• Evidenceofmeasurable
improvementinstudentlearningandperformancelinked(inpart)toalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.
• Evidenceofmeasurableimprovementinstudentlearningandperformancelinked(inpart)toalearningenvironmentthatprovidesopportunitiesforreflection,choice,andself-assessment.
5 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
StudentMetacognitionintheLearningProcess
StudentPerformance–Indicator#2(continued)
Approach Implementation ResultsThereisasystemicprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thelearningenvironmentisdesignedtoenablestudentstobuildthecapacitytoassessandreflectupontheirlearningandmakechoicesthatadvancetheirlearning.
• Evidenceofasystemicprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.
• Evidenceofasystemicprocesstodesignalearningenvironmentthatenablesstudentstobuildthecapacitytoassessandreflectupontheirlearningandmakechoicesthatadvancetheirlearning.
Mosteducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Educatorsenablestudentstobuildthecapacitytoassess,reflectupontheirlearning,andmakechoicesthatadvancetheirlearning.
• Evidencethatupto75%ofeducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.
• Evidencethatupto75%ofeducatorsenablestudentstobuildthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.
Students’capacitytoassess,reflectuponandmakechoicesthatadvancetheirlearningisattributable(inpart)tothedesignandimplementationofalearningenvironmentthatenablesthemtoengageinmetacognitioncontinuouslyandsystematically.Significantimprovementinstudentperformanceissustainedovertime.
• Evidenceofsignificantimprovementinstudentlearningandperformanceresulting(inpart)fromcontinuousandsystemicengagementinmetacognition.
• Evidenceofsignificantimprovementinstudentlearningandperformancelinked(inpart)totheircapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.
• Evidenceofsignificantimprovementinstudentlearningandperformancebeingsustainedovertime.
Thereisasystemic,district-wideprocessthatenablesstudentstoengageinmetacognitioncontinuouslyandsystematically.Thedesignofthelearningenvironmentenablesstudentstobuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.Theprocessisreviewedandrevised,periodically,basedoncurrentresearchanddistrictanalysisofstudentmetacognitiondata.• Evidenceofasystemic,district-wide
processthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.
• Evidencethatthedesignofthelearningenvironmentenablesteacherstomakeinstructionalchoicesbaseduponstudentmetacognitivedata.
• Evidencethattheprocessisreviewedandrevised,periodically,basedoncurrentresearchandanalysisofstudentmetacognitiondata.
Alleducatorsdesignandimplementalearningenvironmentthatenablesstudentstoengageinmetacognition,continuouslyandsystematically.Alleducatorsenablestudentstobuildthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.• Evidencethatalleducators
designandimplementalearningenvironmentthatenablesstudentstoengageinmetacognitioncontinuouslyandsystemically.
• Evidencethatthelearningenvironmentenablesstudentstobuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.
• Evidencethateducatorsadjustinstructionbasedupontheanalysisofstudentmetacognitiondata.
Significantimprovementinstudentperformance,sustainedovertime,isattributabletothedesignandimplementationofalearningenvironmentthatenablesthemtoengageinmetacognitioncontinuouslyandsystematically.Studentsbuildthecapacitytoassess,reflectuponandmakechoicesthatadvancetheirlearning.• Evidenceofsignificantimprovementinstudentlearningandperformanceresultingfromcontinuousandsystemicengagementinmetacognition.
• Evidenceofsignificantimprovementinstudentlearningandperformanceresultingfromthecapacitytoassessandreflectupontheirlearning,andmakechoicesthatadvancetheirlearning.
• Evidenceofhowthatimprovementismeasuredagainstlocalandnationalmeasuresofexcellence.
6 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
StudentPerformanceData
StudentPerformance-Indicator#3
Norm-referencedandcriterion-referencedtestsprovidedataonstudentknowledgeandhigherlevel
thinking. The district has in place a system for collecting, analyzing and disseminating studentperformance data to teachers and administrators. Teachers and administrators use these datacollaborativelytomakeinformeddecisionsonimprovingstudentperformance.
Approach Implementation Results
Thereisnoprocessevident. Thereisnoevidenceofimplementation. Thereisnoevidenceofresults.
Thereisafoundationalprocessforusingnorm-referencedandcriterion-referencedtestdatatoanalyzestudentknowledgeandhigherlevelthinking.Thedataaredisseminatedtoadministratorsandteachers.
• Evidenceofafoundationalprocesstoanalyzenorm-referencedandcriterion-referencedtestdata.
• Evidencethatthedataareusedtoanalyzestudentknowledgeandhigherlevelthinking.
• Evidencethatthedataaredisseminatedtoadministratorsandteachers.
Individualeducatorsanalyzedatafromnorm-referencedandcriterion-referencedteststomakeinformeddecisionsonimprovingstudentperformanceandhigherlevelthinking.
• Evidencethatindividualeducatorsanalyzestudentperformancedatafromnorm-referencedandcriterion-referencedtests.
• Evidencethattheindividualeducatorsusedatatoanalyzestudentknowledgeandhigherlevelthinkingandtoinformcurricularandinstructionaldecisions.
Someimprovementinstudentknowledgeandhigherlevelthinkingisrelated(inpart)totheanalysisofdatafromnorm-referencedandcriterion-referencedtests.
• Evidenceofimprovedstudentlearningandhigherlevelthinkingrelated(inpart)totheanalysisofstudentperformancedatafromnorm-referencedandcriterion-referencedtests.
Thereisasystematicprocessforusingnorm-referencedandcriterion-referencedtestdatatoanalyzestudentperformanceovertime.Thedataareusedtomeasure,monitor,andimprovestudentknowledgeandhigherlevelthinking.Thedataaredisseminatedtoadministratorsandteachers.
• Evidencethatnorm-referencedandcriterion-referencedtestdataareanalyzedsystematicallyovertime.
• Evidencethatthedataaredisseminatedtoadministratorsandteachersandusedtomeasure,monitor,andimprovestudentknowledgeandhigherlevelthinking.
Manyeducatorscollaborate,overtime,toanalyzedatafromnorm-referencedandcriterion-referencedteststomakeinformeddecisionsaboutcurriculum,instruction,studentknowledgeandhigherlevelthinking.
• Evidencethatuptohalf(50%)ofeducatorscollaboratetoanalyzestudentperformancedataovertime.
• Evidencethatuptohalf(50%)ofeducatorsusedatafromnorm-referencedandcriterion-referencedteststoanalyzestudentknowledgeandhigherlevelthinking.
• Evidencethatuptohalf(50%)ofeducatorsusedatatoinformcurricularandinstructionaldecisions.
Measurableimprovementinstudentlearningisrelated(inpart)totheanalysisofdatafromnorm-referencedandcriterion-referencedtests.Theanalysisislinkedtodecisionsaboutcurriculum,instruction,studentknowledgeandhigherlevelthinking
• Evidencethatmeasurableimprovementinstudentknowledgeandhigherlevelthinkingarerelated(inpart)totheanalysisofnorm-referencedandcriterion-referencedtestsovertime.
• Evidencethatthetestdataareusedtomakecurricularandinstructionaldecisionsonimprovingstudentperformance.
7 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
StudentPerformanceData
StudentPerformance—Indicator#3(continued)
Approach Implementation Results
Thereisasystemicprocessforusingnorm-referencedandcriterion-referencedtestdatatomonitorstudentperformanceovertimeandtodisaggregatedatafromnorm-referencedandcriterionreferencedtests.Thedataareusedtoimprovethelearningenvironment,studentknowledge,andhigherlevelthinking.Thedataaredisseminated,systemically,toadministratorsandteachers.
• Evidenceofasystemicprocesstoanalyzestudentperformancedatafromnorm-referencedandcriterion-referencedtests.
• Evidencethattestdataaredisaggregatedandanalyzedovertime.
• Evidencethatthedataanalysisislinkedtothelearningenvironment,studentknowledge,andhigherlevelthinking.
• Evidenceofasystemicprocesstodisseminatedatatoadministratorsandteachers.
Mosteducatorscollaboratetodisaggregateandanalyzedatafromnorm-referencedandcriterion-referencedtestsovertimeaspartofasustainedefforttomakeinformeddecisionsaboutcurriculum,instruction,studentknowledgeandhigher-levelthinking.
• Evidencethatupto75%ofeducatorscollaboratetodisaggregateandanalyzenorm-referencedandcriterion-referencedtestdataovertime.
• Evidencethatupto75%ofeducatorsusedataanalysisinasustainedefforttomakeinformedcurricularandinstructionaldecisions.
Significantimprovementinstudentlearningsustainedovertimeisrelated(inpart)totheuseandanalysisofstudentperformancedatafromnorm-referencedandcriterion-referencedtestsandotherformsofassessment.
• Evidenceofsignificantimprovementinstudentlearningrelated(inpart)totheanalysisoftestsandstudentperformancedataovertime.
• Evidencethatimprovementismeasuredusingmultipleformsofassessmentdata.
• Evidencethattheimprovementinstudentlearningissustainedovertime.
Thereisasystemic,district-wideprocessthatintegratesandmonitorsstudentperformancedatafrommultipleassessmentsovertime.Thedisseminateddataareusedtoimprovethelearningenvironment,studentlearning,andhigherlevelthinkingthroughformalcyclesofreviewandrevisionbasedoncurrentresearch.
• Evidenceofasystemic,district-wideprocessthatintegratesandmonitorsstudentperformancedataintotheteachingandlearningcycle.
• Evidenceofdataanalysisanddisaggregationofstudentperformancefrommultipleassessmentsovertime.Evidencethattheprocessisreviewedandrefinedbasedoncurrentresearch.
Alleducatorscollaboratetodisaggregateandanalyzestudentperformancedatafrommultiplesourcesovertime.Alleducatorsareinvolvedinasustainedefforttomakeinformeddecisionsaboutcurriculumandinstructionacrossgradesandsubjectareas.• Evidencethatalleducators
collaboratetodisaggregateandanalyzestudentperformancedataovertime.
• Evidencethatalleducatorsusedatafrommultiplesourcestoanalyzestudentperformanceandtoinformcurriculumandinstructionacrossgradesandsubjectlevels.
• Evidencethattheuseofdataispartofasustainedefforttoimprovecurriculum,instruction,andstudentperformancethroughformalcycles
Significantimprovementinstudentlearningissustainedovertimeandrelatedtotheuseandanalysisofstudentperformancedata.Studentperformanceisbenchmarkedagainstlocal,regional,andnationalmeasuresofperformance.
• Evidenceofsignificantimprovementinstudentlearningrelatedtothesustainedanalysisoftestsandperformancedataovertime.
• Evidenceofhowthatimprovementismeasuredusinglocal,regional,andnationalbenchmarks.
8 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
ofevaluation.
CurriculumandInstructionInternalSupport–Indicator#4
Teachers and administrators collaborate and develop an articulated and aligned curriculum thatensuresoptimalstudentresults.Assessmentdatafrommultiplesourcesareanalyzedbyteachersand
administrators when making curricular and instructional decisions. In their planning, teacherspurposefullyselectfromavarietyofteachingtechniquesandtoolstohelpstudentsimproveandtheydifferentiatecurriculumandinstructiontoaddressallstudents’learningneeds.
Approach Implementation ResultsThereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocessforeducatorstocollaborateindeveloping,articulating,andaligningcurriculumandinstruction,K-12.Educatorsanalyzestudentassessmentdatafrommultiplesourcesandselectfromavarietyofteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.
• Evidenceofafoundationalprocessforeducatorstocollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.
• Evidenceofafoundationalprocesstolinkdataanalysistodecisionsaboutteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.
• Evidenceofafoundationalprocessofdifferentiatinginstructiontoaddressthelearningneedsofallstudents.
Individualeducatorscollectandanalyzestudentassessmentdatafrommultiplesourcesandcollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Dataareusedtoselectappropriateteachingmaterialsandinstructionalstrategiesthatsupportdifferentiation,andtomakecurricularandinstructionaldecisionstoensureoptimalstudentresults.
• Evidencethatindividualeducatorscollectandanalyzestudentassessmentdatafrommultiplesources.
• Evidencethatindividualeducatorscollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.
• Evidencethatindividualeducatorsdifferentiatecurriculumandinstructiontoaddressthelearningneedsofallstudents.
• Evidencethatindividualeducatorsanalyzedatatoselectappropriateteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.
Someimprovementinstudentlearningisrelated(inpart)tothelinkbetweeneducators’collaborationandanalysisofmultipleformsofstudentassessmentdatatomakecurricularandinstructionaldecisions,K-12.
• Evidenceofimprovedstudentlearningrelated(inpart)toeducators’analysisofmultipleformsofstudentassessmentdata.
• Evidenceofimprovedstudentlearninglinked(inpart)tocurricularandinstructionaldecisionsthatensureoptimalstudentresults.
9 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
CurriculumandInstruction
InternalSupport–Indicator#4(continued)
Approach Implementation ResultsThereisasystematicprocessusedforeducatorstocollaborateindeveloping,articulating,andaligningcurriculumandinstruction,K-12.Educatorscollaboratetocollectandanalyzemultipleformsofdatatoensureoptimalstudentresultsandtomakecurricularandinstructionaldecisions.
• Evidencethatacommonunderstandingofdifferentiatedinstructionexistswithinthedistrict.
• Evidenceofasystematicprocesstocollectandanalyzestudentperformancedatafrommultiplesources.
• Evidenceofasystematicprocesstolinkstudentperformancedatatodecisionsaboutteachingmaterialsandinstructionalstrategiestoensureoptimalstudentresults.
• Evidenceofdesignatedstandardsusedtoguideanalysisofstudentassessmentdata.
• Evidenceofsystematicdifferentiationofinstructiontoaddressthelearningneedsofallstudents.
Manyeducatorssystematicallycollectandanalyzestudentassessmentdatafrommultiplesourcesandcollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Educatorspurposefullyselectteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults.
• Evidencethatuptohalf(50%)ofeducatorscollaboratetodevelop,articulateandaligncurriculumandinstruction,K-12.
• Evidencethatuptohalf(50%)ofeducatorscollectandanalyzestudentassessmentdatafrommultiplesourcestomakecurricularandinstructionaldecisions.
• Evidenceofdesignatedstandardsusedtoguidetheanalysisofstudentassessmentdata.
• Evidencethateducatorsusethedatatopurposefullyselectteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults.
Measurableimprovementinstudentlearningisrelated(inpart)tothelinkbetweenaclearlydeveloped,articulated,andalignedcurriculumandthesystematicuseofdataanalysisfrommultiplesourcestoensureoptimalstudentresults.
• Evidenceofmeasurableimprovementinstudentlearningrelated(inpart)toeducators’useofassessmentdatatomakecurricularandinstructionaldecisions.
• Evidenceofdesignatedstandardsusedtoguidetheanalysisofstudentassessmentdata,andtodifferentiateinstructionthatensuresoptimalstudentresults.
10 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
CurriculumandInstruction
InternalSupport–Indicator#4(continued)
Approach Implementation Results
Thereisasystemicprocessforeducatorstocollaboratetodevelop,articulate,andaligncurriculumandinstruction,K-12.Thisprocessisdirectlylinkedtotheanalysisofmultipleformsofstudentassessmentdatawhenmakingcurriculumandinstructiondecisionstoensureoptimalstudentresults.
• Evidenceofasystemicprocessforeducatorstocollaboratetodevelop,articulateandaligncurriculumandinstruction,K-12.
• Evidencethatthesystemicprocessislinkedtocurriculumandinstructiondecisionstoensureoptimalstudentresults.
• Evidenceofacycletoreviewandrefinedesignatedstandardstoguidetheanalysisofstudentassessmentdata.
• Evidenceofsystemicdifferentiationofinstructiontoaddressthelearningneedsofallstudents.
Mosteducatorscollaborateinthesystemicanalysisofstudentassessmentdatafrommultiplesourcesandtoplan,develop,articulate,andaligncurriculumandinstruction,K-12.Studentperformancedataanalysisisusedtoplan,implement,andreviewcurriculumandinstructiondecisionsandtoselectteachingmaterialsandinstructionalstrategiesthatensureoptimalstudentresults.
• Evidencethatupto75%ofeducatorscollaborateinthesystemicanalysisofstudentassessmentdatafrommultiplesources.
• Evidencethatthecollaborationextendsacrossgradelevelsandcontentareas.
• Evidencethatupto75%ofeducatorsusedatatoselectappropriateteachingmaterialsandinstructionalstrategiestodifferentiateandensureoptimalstudentresults.
• Evidencethatthedesignatedstandardsusedtoguideanalysisofstudentassessmentdataarereviewed.
Significantimprovementinstudentlearningissustainedovertimeandrelated(inpart)tothelinkbetweenthesystemic,collaborativeanalysisofstudentassessmentdataandoptimalstudentresults.
• Evidencethatsignificantimprovementinstudentlearningislinked(inpart)tocurriculumandinstructiondecisionsthatensureoptimalstudentresults.
• Evidencethatsignificantimprovementinstudentlearningissustainedovertimeandislinked(inpart)tothesystemicanalysisofmultiplesourcesofassessmentdata.
Thereisasystemic,district-wideprocessforeducatorstocollaborateintheongoingplanning,development,articulationandalignmentofcurriculumandinstruction,K-12.Thesystemic,district-wideanalysisofstudentassessmentdatafrommultiplesourcesisdirectlylinkedtodecisionsaboutteachingmaterialsandinstructionalstrategies.Theprocessiscontinuallymonitoredandimprovedbasedonaformalcycleofreview,sharedexperience,currentresearch,newknowledgeandfeedbackfrommultiplesources.• Evidenceofasystemic,district-wide
processforeducatorstocollaboratetoplan,develop,articulateandaligncurriculumandinstruction,K-12.
Alleducatorscollaboratewithcolleaguesacrossgradeandcontentlevelsinthesystemicanalysisofmultipleformsofstudentassessmentdata.Alleducatorsusestudentperformancedatatopurposefullyplanandselectappropriateteachingmaterialsandinstructionalstrategiesthatdifferentiatetoensureoptimalstudentresults
• Evidencethatalleducatorscollaborateacrossgradelevelsandcontentareastocollect,analyze,andreviewmultipleformsofstudentassessmentdata.
• Evidencethatalleducatorsplanandselectteaching
Significantimprovementinstudentlearningissustainedovertimeandconsistentwithlocal,nationalandinternationalstandardsofexcellence.Improvedstudentachievementresultsarerelatedtosystemic,district-widedeveloped,articulated,andalignedcurriculum,instruction,anddataanalysisfrommultiplesources.
• Evidenceofsignificantlyimprovedstudentlearningrelatedtoaplanned,developed,articulatedandalignedcurriculumthatissystemicanddistrict-wide,andensuresoptimalstudentresults.
11 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
materialsandinstructional. • Evidencethatimproved
CurriculumandInstructionInternalSupport–Indicator#4(continued)
Approach Implementation Results• Evidencethattheprocessinvolves
thesystemic,district-wideanalysisofmultipleformsofstudentassessmentdatatomakecurricularandinstructionaldecisions.
• Evidencethattheprocessiscontinuallymonitoredandrevisedbasedoncurrentresearch,sharedexperience,andfeedbackfrommultiplesources.
• Evidenceofsystemic,district-widedifferentiationofinstructiontoaddressthelearningneedsofallstudents.
strategiesbasedonsystemicdataanalysis.
• Evidencethatalleducatorsusedataanalysisanddesignatedstandardsandbenchmarkstomakecurriculumandinstructiondecisionsandtoensureoptimalstudentresults.
studentlearningissustainedovertime.
• Evidencethatstudentimprovementisconsistentwithlocal,nationalandinternationalstandardsofexcellence.
12 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
ProfessionalLearning
InternalSupport–Indicator#5
Theprofessionallearningplanisbasedoncurrentstudentandteacherneedslinkedtodistrictgoals.Professionallearningisembedded,collaborative,andreflective.Thedistrictisattentivetoprovidingthe time and resources for this learning to take place. Professional learning is evaluated using a
supervisionandevaluationprocessthatfocusesontheefficacyofinstructionandattendantgrowthinstudentlearning.
Approach Implementation Results
Thereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprofessionallearningprocessthatisbasedoncurrentstudentandteacherneedsrelatedtodistrictgoals.Thisprocessisembedded,collaborativeandreflective.
• Evidenceofafoundationalprofessionallearningprocessbasedoncurrentstudent/teacherneedsandlinkedtodistrictgoals.
• Evidencethatthedistrictprovidestimeandresourcestoensureembeddedprofessionallearning.
• Evidencethatprofessionallearningisdesignedtobecollaborativeandreflective.
Individualeducatorsareinvolvedinprofessionallearningthatisembedded,collaborativeandreflectiveandbasedonteacherandstudentneedsrelatedtodistrictgoals.• Evidencethatindividual
educatorsareparticipatinginprofessionallearningthatisembedded,collaborative,reflectiveandlinkedtostudentandteacherneedsanddistrictgoals.
• Evidencethateducatorshavethetimeandresourcestoparticipateindistrictprofessionallearning.
• Individualeducatorsparticipateinprofessionallearningthatisfocusedonimprovedstudentlearning.
Someimprovementinstudentlearningrelated(inpart)tothelinkbetweenprofessionallearninganddistrictgoals.
• Evidenceofimprovedstudentlearningisrelated(inpart)tothelinkbetweenprofessionallearningandstudentneeds.
Thereisasystematicprofessionallearningprocessthatisbasedonstudentandteacherneedsrelatedtodistrictgoals.Professionallearningisembedded,collaborativeandreflective;itissystematicallyevaluated.
• Evidenceofasystematicprocessforprofessionallearningthatislinkedtostudent/teacherneedsanddistrictgoals.
• Evidencethatprofessionallearningissystematicallyevaluatedandfocusedonimprovedstudentlearning.
• Evidencethatthesupervisionandevaluationprocessislinkedtoprofessionallearning,studentlearninganddistrictgoals.
Manyeducatorsparticipateinprofessionallearningthatisembedded,collaborative,reflectiveandbasedonteacherandstudentneedsrelatedtodistrictgoals.• Evidencethatupto50%of
educatorsregularlyparticipateinprofessionallearningthatisembedded,collaborativeandreflective.
• Evidencethatupto50%ofeducatorsareprovidedtimetoparticipateinprofessionallearningthatisfocusedonstudent/teacherneedsandalignedwithdistrictgoals.
• Evidencethatupto50%ofeducatorsalignprofessionallearninggoalsandinstructional
Measurableimprovementinstudentlearningisrelated(inpart)todistrictgoalslinkedtoprofessionallearningthatisembedded,collaborativeandreflective.• Evidenceofmeasurable
improvementinstudentlearningrelated(inpart)toprofessionallearningthatisembedded,collaborativeandreflective.
• Evidenceofhowimprovementinstudentlearningismeasured.
13 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
strategieswithstudentlearning.
ProfessionalLearning
InternalSupport–Indicator#5(continued)
Approach Implementation Results
Thereisasystemicprofessionallearningprocessthatisbasedonstudentandteacherneedsrelatedtodistrictgoals.Sustainedprofessionallearningisembedded,collaborativeandreflective.Professionallearningisreviewedandrevisedovertimeandislinkedtothedistrictplanforsupervisionandevaluation.
• Evidenceofasystemicprofessionallearningprocessthatisbasedonstudent/teacherneedsrelatedtodistrictgoals.
• Evidencethatthesystemicprocessisperiodicallyrevisitedandrefined.
• Evidencethattheprofessionallearningplanisdirectlylinkedtothedistrictsupervisionandevaluationprocess.
Mosteducatorsparticipateinprofessionallearningthatissystemicandbasedonstudent/teacherneedsrelatedtodistrictgoals.Educatorsconsistentlylinkprofessionalgoalstostudentlearning.• Evidencethatupto75%of
educatorsparticipateinsystemic,on-going,scheduledprofessionallearningthatisembedded,collaborativeandreflective.
• Evidencethatupto75%ofeducatorsareprovidedtimetoparticipateinsystemicprofessionallearningthatisfocusedonstudent/teacherneedsandalignedwithdistrictgoals.
• Evidencethatupto75%ofeducatorsalignprofessionallearninggoalsandinstructionalstrategiestopromoteoptimalstudentresults.
Significantimprovementinstudentlearningrelated(inpart)toeducators’participationinsystemicprofessionallearningthatisembedded,collaborative,reflectiveandrelatedtostudentneeds.Studentgrowthisdirectlylinkedtosystematic,sustainedprofessionallearning.• Evidencethatsignificant
improvementinstudentlearningissustainedovertime.
• Examplesofhowsignificantimprovementismeasuredusingdatafrommultiplesources.
Thereisasystemic,district-wideprofessionallearningprocessinplacethatisbasedonteacher/studentneedsrelatedtodistrictgoals.Timeandresourcesareprovidedtoensurethatprofessionallearningisembedded,collaborativeandreflective.Theplanisevaluatedusingasupervisionandevaluationprocessthatfocusesonoptimalstudentresults.Theprofessionallearningplanisreviewedandrevisedbasedoncurrentresearchanddistrictanalysisofprofessionallearning.
• Evidenceofasystemic,district-wideprofessionallearningprocessrelatedtodistrictgoals.
• Evidencethattheprocessissustainedovertime.
• Evidencethattherevisionsarebasedoncurrentresearchandanalysisofthedistrict’sprofessionallearningprocess.
Alleducatorsparticipateinprofessionallearningthatissystemic,district-wide,andbasedonstudentandteacherneedsrelatedtodistrictgoals.Educatorsconsistentlylinkprofessionalgoalstodecisionsaboutinstructionalstrategiesthatpromoteoptimalstudentlearning.• Evidencethatalleducators
participateinongoingscheduledprofessionallearningthatisembedded,collaborativeandreflective.
• Evidencethatalleducatorsareprovidedtimetoparticipateinprofessionallearningthatisfocusedonstudentandteacherneedsandalignedwithdistrictgoals.
• Evidencethatalleducatorsalignprofessionallearninggoalsandinstructionalstrategiestopromoteoptimalstudentresults.
• Evidencethatalleducatorsanalyzecurrentresearchandpracticestoinforminstructionaldecisions.
Significantimprovementinstudentlearningisrelatedtoeducators’participationinsystemic,district-wideprofessionallearningthatisembedded,collaborative,reflectiveandrelatedtostudentneeds.Studentlearningisdirectlylinkedtoprofessionallearning.• Evidencethatsignificant
improvementinstudentlearningissustainedovertime.
• Examplesofhowsignificantimprovementismeasuredusingdatafrommultiplesources.
• Examplesofhowsignificantimprovementisbenchmarkedagainstlocalandnationalbestpractices.
14 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
15 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
EquitableSupportforStudentNeedsStudentPerformanceIndicator#6
Processesandpracticesareinplaceinthedistrictthatidentifyandmeetstudents’academicandnon-academic needs. These processes and practices are informed by data gathered from a variety of
sourcesandarealignedwith student learninggoals for studentsatallperformance levels. Policiesand practices that govern student access to all programs are non-discriminatory and set highexpectationsthatchallengeeachstudent.Allstudentshaveequitableaccesstoallprograms.
Approach Implementation ResultsThereisnoprocessevident. Thereisnoevidenceof
implementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocesstoidentifystudents’academicandnon-academicneedsthroughpoliciesandpracticesinformedbydatafromavarietyofsources.
• Evidenceofafoundationalprocesstoidentifystudents’academicandnon-academicneeds.
• Evidencethatprocessesandpracticesareinformedbydataanalysisfromavarietyofsourcesandalignedwithstudentlearninggoals.
Individualeducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Dataanalysisisusedtoalignpoliciesandpracticeswithlearninggoalsofstudentsatallperformancelevels.• Evidencethatindividualeducators
analyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.
• Evidencethatthefoundationalprocessesandpracticesareinformedbydataanalysisandalignedwithstudentlearninggoalsatallperformancelevels.
Someimprovementinstudentperformanceisattributable(inpart)tothealignmentofpoliciesandpracticeswithstudentlearninggoals.Datafromavarietyofsourcesareanalyzedandusedtoensurestudents’equitableaccesstoallprograms.• Evidencethatsome
improvementinstudentlearningisattributable(inpart)tothealignmentofpoliciesandpracticeswithstudentlearninggoals.
• Evidencethatdatafromavarietyofsourcesareanalyzedandusedtoensureequitableaccesstoallprograms.
Thereisasystematicprocessthatidentifiesstudents’academicandnon-academicneeds.Datafromavarietyofsourcesareanalyzedandalignedwithstudentlearninggoalstoensurenon-discriminatory,equitableaccesstoallprogramsforstudentsatallperformancelevels.Highexpectationschallengeallstudents.
• Evidencethatthesystematicprocesssetshighexpectationsthatchallengestudentsatallperformancelevels.
• Evidencethatthesystematicprocessisnon-discriminatoryandensuresthatstudentsatallperformancelevelshaveequitableaccesstoallprograms.
Manyeducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thedataanalysisisalignedwithstudentlearninggoals,ensuresequitableaccesstoallprograms.Highexpectationschallengestudentsatallperformancelevels.• Evidencethatuptohalf(50%)ofeducatorsanalyzedatatoidentifyandmeetstudents’academicandnon-academicneeds.
• Evidencethatuptohalf(50%)ofeducatorsanalyzedatafromavarietyofsources.
• Evidencethatdataanalysisisalignedwithstudentlearninggoalsandusedtosethighexpectationsthatchallengeeachstudent.
• Evidencethatstudentsatallperformancelevelshave
Measurableimprovementinstudentperformanceisattributable(inpart)totheanalysisofdataalignedwithstudentlearninggoals.Thedataareusedtoensureequitableaccesstoallprogramsandtosethighexpectationsthatchallengestudentsatallperformancelevels.• Evidencethatmeasurable
improvementinstudentlearningisattributable(inpart)todataanalysisfromavarietyofsources.
• Evidencethatthesystematicdataanalysisprocessisnon-discriminatory,usedtoensureequitableaccesstoallprograms,andsetshighexpectationsthatchallengestudentsatallperformancelevels.
16 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
EquitableSupportforStudentNeedsStudentPerformanceIndicator#6(continued)
Approach Implementation Results equitableaccesstoallprograms.
Thereisasystemicprocessthatidentifiesstudentacademicandnon-academicneeds.Datafromavarietyofsources,alignedwithstudentlearninggoals,areanalyzedtoensureallstudentshavenon-discriminatory,equitableaccesstoallprograms.Thesystemicprocessincludessettinghighexpectationsthatchallengestudentsatallperformancelevelsandisperiodicallyreviewedandrevised.
• Evidencethatthesystemicprocessisperiodicallyreviewedandrevised.
Mosteducatorsanalyzedatatomeetstudents’academicandnon-academicneedsatallperformancelevels.Dataanalysesarealignedwithstudentlearninggoalstoensureequitableaccesstoallprogramsandtochallengestudentstomeethighexpectationsatallperformancelevels.• Evidencethatupto75%of
educatorsanalyzedatafromavarietyofsourcestomeettheacademicandnon-academicneedsofstudentsatallperformancelevels.
Significantimprovementinstudentperformanceisattributable(inpart)totheanalysisofdataalignedwithstudentgoals,andissustainedovertime.Dataareanalyzedtoensureequitableaccesstoallprogramsforstudentsatallperformancelevels.• .Evidenceofsignificantand
sustainedimprovementinstudentlearninglinked(inpart)todataanalysis.
• Evidenceofsignificantimprovementinstudentlearninglinked(inpart)tohighexpectationsthatchallengestudentsatallperformancelevels.
Evidenceofsignificantimprovementinstudentlearningattributable(inpart)toequitableaccesstoallprograms.
Thereisasystemic,district-wideprocesstoanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thisprocessisalignedwithstudentlearninggoalstoensureequitableaccesstoallprogramsforstudentsatallperformancelevels.Highexpectationsaresetthatchallengeeachstudent.Theprocessisformallyreviewedandrevisedbasedoncurrentresearch.
• Evidencethattheprocessisformallyreviewedandrevisedbasedoncurrentresearch.
Alleducatorsanalyzedatafromavarietyofsourcestomeetstudents’academicandnon-academicneeds.Thedataandanalysesarealignedwithstudentlearninggoalsandusedtosethighexpectationsthatchallengestudentsatallperformancelevels.Studentsatallperformancelevelshaveequitableaccesstoallprograms.• Evidencethatalleducators
systemicallyanalyzestudentperformancedatafromavarietyofsourcestoensurehighexpectationsthatchallengestudentsatallperformancelevels.
Significantimprovementinstudentlearningsustainedovertimeislinkedtothesystematicanalysisofdataalignedwithstudentlearninggoalsandhighexpectationsthatchallengestudentsatallperformancelevels.Thedataareusedtoensureallstudentshaveequitableaccesstoallprograms.• Evidencethatsignificant
improvementinstudentlearningissustainedovertime.
• Evidenceofthelinkamongequitableaccess,highexpectationsthatchallengestudents,andsignificantimprovementinstudentlearningandperformance.
1 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
SharedVisionandEnvironmentforChangeInternalSupport–Indicator#7
Shared vision and goals focused on student performance have been developed with the staff andcommunity,arewellarticulated,clearlycommunicated,andconsistentlypursuedthroughoutthedistrict
andschoolcommunity.Thisvisionexpects,supports,andrecognizeschangeandcreativity.Itvaluesandencouragesprogressive innovation that leads towardhigher student achievement. Dataareutilized tosupportdecisionsforchange.Thisincludesaprocesstoreviewworkandlearnfromexperimentation.
Approach Implementation ResultsThereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocesstobuildasharedvisionwithstaffandcommunitytoestablishgoalsfocusedonstudentperformance.Thisprocessencouragesprogressiveinnovationthatleadstowardhigherstudentachievement.
• Evidenceofafoundationalprocesstobuildasharedvisionandestablishgoalsfocusedonstudentperformance.
• Evidenceofafoundationalprocesstoencourageprogressiveinnovation.
Individualeducatorsandcommunitymemberscollaboratetopursueasharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.• Evidencethatindividual
educatorsandcommunitymemberscollaboratetopursueasharedvisionandgoalsthatarefocusedonimprovedstudentperformance.
• Evidencethatindividualeducatorsareengagedinprogressiveinnovationthatleadstowardhigherstudentachievement.
Someimprovementinstudentperformanceisattributable(inpart)toasharedvisionandgoalsfocusedonstudentperformanceandtoinnovativeprogramsandpractices.• Evidenceofimprovedstudent
learningrelated(inpart)toasharedvisionandgoalsfocusedonstudentperformanceandtoinnovativeprogramsandpractices.
Thereisasystematicprocesstobuildasharedvisionandgoalswithstaffandcommunitythatarefocusedonstudentperformance.Thevisionandgoalsarearticulated,communicatedandpursuedthroughoutthedistrictandschoolcommunity.Thisprocessvaluesandencourageschange,creativity,andprogressiveinnovationthatleadtowardhigherstudentachievement.• Evidenceofasystematicprocessto
buildasharedvisionandgoalsfocusedonstudentperformance.
• Evidenceofasystematicprocessthatensuresthevisionandgoalsarearticulatedandcommunicatedthroughoutthe
Manyeducatorsandcommunitymemberscollaboratetosupportthesystemicsharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.Manyeducatorsvaluechange,creativity,andprogressiveinnovationthatleadstowardhigherstudentachievement.Dataareanalyzedtosupportdecisionsforchange.• Evidencethatuptohalfof(50%)
theeducatorsandcommunitymemberssupportthesystemicsharedvisionandgoals.
• Evidencethatuptohalf(50%)
Measurableimprovementinstudentlearningisrelated(inpart)toasharedvisionandrelatedgoalsandissuggestedbydatafrommultiplesources.Measurableimprovementisaresult(inpart)ofinnovativeprogramsandpractices.• Evidenceofhowmeasurable
improvementinstudentlearningrelated(inpart)toasharedvisionandrelatedgoalsismeasured.
• Evidenceofhowmeasurableimprovementinstudentlearningrelated(inpart)toinnovativeprogramsandpracticesismeasuredandtracked.
2 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
SharedVisionandEnvironmentforChange
InternalSupport–Indicator#7(continued)
Approach Implementation Resultsdistrictandcommunity.
• Evidenceofasystematicprocessthatencourageschange,creativityandprogressiveinnovation.
Oftheeducatorsvaluechange,creativityandprogressiveinnovation.
• Evidencethatchangeandinnovationarelinkedtodataanalysis
Thereisasystemicprocessforbuildingasharedvisionandgoalswithstaffandcommunity.Thevisionandrelatedgoalsarewellarticulated,communicatedandpursuedthroughoutthedistrictandcommunity.Thisprocessvalueschangeandcreativityandencouragesprogressiveinnovation.Dataareanalyzedtosupportdecisionsforchange.Theprocessisperiodicallyreviewedandrevisedbasedoncurrentresearch.
• Evidencethatdataareanalyzedtosupportdecisionsforchange.
• Evidencethattheprocessisperiodicallyreviewedandrevisedbasedoncurrentresearch.
Mosteducatorsandcommunitymemberscollaboratetosupportthesystemicsharedvisionandgoalsthatarefocusedonstudentperformance.Thevisionexpects,supports,andrecognizeschange,creativityandprogressiveinnovation.Manyeducatorsvaluechange,creativity,andprogressiveinnovationthatleadstowardhigherstudentachievement.Dataareanalyzedtosupportdecisionsforchange.• Evidencethatupto75%of
educatorssupportthedistrictvisionandgoalsfocusedonstudentperformance.
• Evidencethatupto75%ofeducatorsvaluechange,creativityandprogressiveinnovation.
Significantimprovementinstudentlearning,sustainedovertime,isrelatedtoasharedvisionandrelatedgoalsandtoinnovativeprograms,practices,andanalysisofstudentperformancedata.• Evidenceofsignificant
improvementinstudentachievementrelatedtoasharedvisionandgoalsandtoinnovativeprogramsandpractices.
• Evidencethatsignificantimprovementinstudentlearningissustainedovertime.
Thereisasystemic,district-wideprocessforbuildingasharedvisionwithstaffandcommunityandestablishingrelatedgoalsthatarewellarticulated,communicated,andconsistentlypursuedthroughoutthedistrictandschoolcommunity.Thissystemic,district-wideprocessisformallyreviewedandrevisedbasedoncurrentresearch.
• Evidenceofasystemic,district-wideprocesstobuildasharedvisionandrelatedgoals.
• Evidencethatthesystemic,district-wideprocessisformallyreviewedandrevisedbasedoncurrentresearch.
Alleducatorsandmembersofthecommunitycollaboratetosupportthesystemicanddistrict-widevisionandrelatedgoalsfocusedonstudentperformance.Alleducatorsareactivelyengagedinthedevelopment,testing,evaluatingandsharingofnewtools,techniquesandinstructionalstrategiesfocusedonimprovingstudentachievement.Changeandprograminnovationsareexpected,on-goingandarederivedfrommultipleassessments.• Evidencethatalleducators
understandandsupportthevisionandgoals.
• Evidencethatalleducatorsshareasenseofresponsibilityforrealizingthevisionandgoals.
• Evidencethatalleducatorsareengagedinprogramsfocusedonrealizingthevision
Significantimprovementinstudentperformance,sustainedovertime,isrelatedtoasharedvisionandisbenchmarkedagainstlocalandnationalmeasuresofexcellence.Significantimprovementinstudentachievement,sustainedovertime,isaresultofinnovativeprogramsandpractices.• Evidenceofsignificantly
improvedstudentleaningsustainedovertimeandrelatedtothesharedvisionandgoalsandtoinnovativeprogramsandpractices.
• Evidenceofhowsignificantimprovementisbenchmarkedagainstlocalandnationalmeasuresofexcellence.
3 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
SharedVisionandEnvironmentforChange
InternalSupport–Indicator#7(continued)
Approach Implementation Results andgoals.
• Evidencethatalleducatorscollaborateindeveloping,testing,evaluatingandsharingnewtools,techniquesandstrategies.
• Evidencethattheinnovationsareexpected,ongoingandlinkedtotheanalysisofassessmentdata.
4 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
ParentandCommunitySupportExternalSupport–Indicator#8
Theactive involvementof parents and the community andongoing communicationamongall constituentgroups are encouraged and utilized to improve student learning. A wide range of community resources
extends the classroom and enriches the educational experience of students. The budget developmentprocesssupportsthemission,visionandgoalsofthedistrictandisalignedwitheffortstoimprovestudentperformance.
Approach Implementation Results
Thereisnoprocessevident.
Thereisnoevidenceofimplementation.
Thereisnoevidenceofresults.
Thereisafoundationalprocessthatencouragestheactiveinvolvementofandcommunicationwithparents,communityandeducators.Thebudgetprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.• Evidenceofafoundational
processforactiveinvolvementandongoingcommunicationamongconstituentgroups.
• Evidenceofafoundationalbudgetprocessthatsupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.
Individualeducatorsareactivelyinvolvedwithparentsandcommunitymembersinconversationsfocusedonimprovedteachingandlearning.Opportunitiesforparentstocommunicatewitheducatorsarealignedwithdistricteffortstoimprovestudentperformance.• Evidencethatindividual
educators,parents,andcommunitymembershaveopportunitiesforongoingcommunicationfocusedonstudentlearning.
• Evidencethatindividualeducators,parentsandcommunitymemberscommunicatetosupportprogramsfocusedonimprovedstudentperformance.
Theactiveinvolvementandtwo-waycommunicationamongeducators,parentsandcommunitymembersarelinked(inpart)tosomeimprovementinstudentlearning.
• .Evidenceofimprovedstudentlearninglinked(inpart)tocommunicationbetweenparents,communitymembersandeducators.
Thereisasystematicprocessfortheactiveinvolvementofparentsandcommunitymembers,andongoingcommunicationamongparents,communitymembers,andeducators.Thesystematicprocessincludesdevelopingabudgetthatsupportsthedistrictmission,visionandgoals.Awiderangeofcommunityresourcesextendstheclassroomexperienceandisalignedwitheffortstoimprovestudentperformance.• Evidenceofasystematicprocess
thatencouragestwo-waycommunicationbetweenparents/communityandeducators.
• Evidenceofasystematic
Manyeducatorscommunicatewithparentsandcommunitymemberstoimprovestudentlearning.Parentsandcommunitymemberssupportthebudget,themission,visionandgoalsofthedistrictandprovideresourcesthatextendtheclassroomexperience.• Evidencethatuptohalf(50%)of
parents,communitymembersandeducatorsareactivelyinvolvedinongoingcommunicationtoimprovestudentlearning.
• Evidencethatawiderangeofcommunityresourcesextendsandenrichestheclassroomexperience.
• Evidencethatthedistrict
Theactiveinvolvementoftheparentsandcommunitymembersintheeducationprocessisrecognized,alongwithprogramssupportedbythedistrictbudget,ascontributing(inpart)tomeasurableimprovementinstudentlearningasassessedbyclassroomanddistrictdatafrommultiplesources.
• Evidenceofmeasurableimprovementinstudentlearninglinked(inpart)totheactiveinvolvementofparents/communitymembers.
• Evidenceofmeasurableimprovementinstudentlearninglinked(inpart)toprogramssupportedbythedistrictbudget.
5 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
ParentandCommunitySupport
ExternalSupport–Indicator#8(continued)
Approach Implementation Resultsprocessfordevelopingabudgetthatsupportsthedistrictmission,vision,andgoals.• Evidenceofcommunityresourcesthatextendandenrichtheclassroomexperience.
mission,visionandgoalsarealignedwitheducators’effortstoimprovestudentperformance.
Thereisasystemicprocesstoencouragetheactiveinvolvementofandcommunicationbetweenparentsandcommunitymembersandeducators.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.Awiderangeofcommunityresourcesextendsandenrichestheclassroomexperienceandisalignedwitheffortstoimprovestudentperformance.• Evidenceofasystemicprocessthatencouragestheactiveinvolvementofparentsandcommunitymembers.
• Evidencethatthereisasystemicprocessatallgradelevelsanddepartmentstomaintainconsistent,productivecommunicationwithparents.
• Evidencethatthebudgetdevelopmentprocessisalignedwitheffortstoimprovestudentperformance.
Mostparentsandcommunitymembersareactivelyinvolvedinongoingcommunicationwitheducatorstoimprovestudentlearning.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.
• Evidencethatupto75%ofparentsandcommunitymembershavetheopportunitytobecomeinvolvedinprogramsthataresupportedbytheBoardandarealignedwitheffortstoimprovestudentperformance.
• Evidencethatupto75%ofparentsandmanycommunitymembersconsistentlysupportthedistrictmission,visionandgoals.
Theactiveinvolvementoftheparentsandcommunitymembersintheeducationprocessisrecognized,alongwithprogramssupportedbythedistrictbudget,ascontributing(inpart)tosignificantimprovementinstudentlearningsustainedovertime.
• Evidencethatsignificantimprovementinstudentlearningisrelated(inpart)toparentandcommunitysupportandissustainedovertime.
Thereisasystemic,district-wideprocessfortheactiveinvolvementofandcommunicationamongparents,communitymembersandeducators.Thebudgetdevelopmentprocessissystemicanddistrict-wide,isalignedwiththedistrictmission,vision,andgoals,andisalignedwitheffortstoimprovestudentachievement.Awiderangeofcommunityresourcesextendsandenrichestheclassroomexperience.Theseprocessesareperiodicallyreviewedandrevisedbasedoncurrentresearch.• Evidenceofasystemic,district-wide
processforactive
Allparentsandcommunitymembersareaffordedopportunitiestobeactivelyinvolvedinongoingcommunicationwitheducatorstoimprovestudentlearning.Communityresourcesprovideenrichmentthatextendstheclassroomexperienceforallstudents.Thebudgetdevelopmentprocesssupportsthedistrictmission,visionandgoalsandisalignedwitheffortstoimprovestudentperformance.• Evidencethatallparentsandcommunitymembersareaffordedopportunitiestobeactivelyinvolvedinongoing
communicationwitheducators.
Theactiveinvolvementofparentsandcommunitymembersinongoingtwo-waycommunicationwitheducatorsislinkedtosignificantimprovementinstudentlearningsustainedovertime.Thereisconsistentcommunitysupportforprogramsalignedwitheffortstoimprovestudentperformanceandbasedonlocalandnationalmeasuresofexcellence.
• Evidencethatsignificantimprovementinstudentperformanceisbenchmarkedagainstlocal,regional,andnationalmeasuresofexcellence.
6 – Appendix I - Tri-State Consortium Trumbull Public Schools Visit Report
ParentandCommunitySupport
ExternalSupport–Indicator#8(continued)
Approach Implementation Results involvementandtwo-way communicationbetween parents/communitymembers andeducators.• Evidencethatthebudget
developmentprocessissystemic,district-wide,andalignedwiththedistrictmission,visionandgoalsofimprovedstudentperformance.
• Evidencethattheseprocessesareperiodicallyreviewedandrevised
• Evidencethatallparentsandcommunitymembersareawareofthedistrictmission,visionandgoalsandareaffordedopportunitiestoinformandsupportthesegoals.
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