Stubbs CSR.pdf

8/10/2019 Stubbs CSR.pdf

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Delaware Department of Education

Comprehensive Success Review

District: Christina School: Stubbs Elementary School Review Date: November 6, 2014

Revised August 2013 1 of 39

I. Leadership

Criteria

1. Missionand Vision

All stakeholders

(school leadership,faculty, parents and

students)of the schoolknow, understand andcommunicate themission and vision ofthe school.

AND

The school leadership

and facultyknow,

understand and

communicatethemission and vision ofthe school.

AND


knows and understands

the mission and vision of

the school.

There is little or noevidence of a clear

and consistent

understanding of themission and visionby school leadership.

Comments: Strengths:

CSR team observed evidence that a cohesive mission drives all school activities.

All stakeholders communicated the school mission.

CSR team members felt the school mission is not overly wordy, which helps convey meaningful intent.

Teachers reported that the existence of a consistent mission through leadership changes helped them to continue to worktoward common goals during transition times.

Challenges:

School mission has not been revised since new principal has taken leadership of the school.Recommendations:

Utilize Priority planning process to revisit and potentially refocus the school mission.


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2.Leadershipfor schoolsuccess

Leadership teamincludes parents andcommunity

representation.

The leadership teamensures that the

School Success Plan isdata-driven and

providessustainedsupport.

AND

Leadership team

represents a cross-section of the school.

Success Plan isfocused on improvingstudent achievement.

Time and resourcesare made available

for the leadershipteam to work on theSuccess Plan.

The leadership teammonitors progress in

achieving goals.

AND

A designated schoolleadership team assists inthe development and

actively participates in theimplementation of the

School Success Plan.

There is no clearlydesignated schoolleadership team

involvement in thedeveloping or

implementing of the

School Success Plan.


CSR team noted evidence that school staff and parents are engaged in ongoing conversations related to School Success.

Teachers report that the school leadership team is representative of the school staff, community and parents.

Teachers report having input into the School Success Plan.

Challenges:

Lack of evidence of a clear process for the creation, implementation and monitoring of School Success Plan.

Lack of evidence of the role parents, community and staff play in the SSP process.

Recommendations: Document the School Success Plan process (meetings, development, monitoring) and the role of each stakeholder group.

Ensure monitoring of the plan according to the timeline for this school year.


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3.InstructionalLeadership


demonstratesknowledge and

expertiseimplementing the

DPAS II process with

fidelity. The school leadership

consistently facilitatesand/or participates inPLCs, walkthroughs

and other activitiesfocused on improvinginstruction and

increasing studentachievement.

AND


implements theDPASII process.

The school leadershipparticipates in somePLCs, walkthroughs

and other activitiesthat supportinstruction.

AND

The school leadershipprovides instructionalsupport andfocuses on

improvingstudentachievement.

The schoolleadership providesno instructional

support.


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School has access to Data Service Center (DSC) for DPAS II and walkthrough data entry.

Assistant principal utilizes DSC to record walkthrough data.

Teachers report weekly walkthroughs occur in their classrooms.

Teachers report that DPAS II goal setting occurred according to State expectations.

Assistant Principal attends PLCs on a regular basis and facilitates with district coaches.

District leadership supports PLC processes through facilitation and attendance.Challenges:

Lack of evidence of consistent collection of documented walkthrough data.

Lack of evidence of teachers on DPASII Expectations/IIPs despite the observed need for increased rigor during CSR

walkthroughs.Recommendations:

Ensure consistent use of DSC or another process to organize walkthrough data for the purposes of analyzing trend data and

ensuring that all teachers receive meaningful feedback.

Complete a skill/will analysis of all teachers and identify those who need the most instructional or classroom management

support.

As the DPAS II process is implemented this school year, utilize the tools (Expectations and IIPs) to increase instructionaleffectiveness.

Use walkthrough process and PLCs to focus on increasing rigorous instruction.

4. Policies,procedures

andstructures

School leadershipensures that

Professional LearningCommunity (PLC)time within the schoolday is used to focus on

curriculum,instruction and

assessment.

AND

School leadershipdirects all school

activities be focusedon improving studentachievement.

School leadership

ensures that schooloperations andresources areimplemented inalignmentwithdistrict/school policiesand procedures.

AND

School leadershipensures that school

policies and proceduresare focused onimproving studentachievement.

School leadershipensures that schoolstructures are alignedwith district/school

policies andprocedures.

School leadership doesnot ensure that school

policies are focused onimproving studentachievement.

School leadership does

not ensure that schoolstructures are alignedwith district/school

policies.


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Comments Strengths:

Teachers noted several changes since the principal arrived, for example: school cleanliness has been addressed; male teachershave been recruited to balance the ratio of teachers; ISS process has been revisited to better serve students in their classroom

setting.

There is evidence of a reduction of OSS as a result of changes in school policies related to discipline (R&R implementation hasbeen implemented to encourage self-regulation).

New dismissal to after school programs have been adopted to ensure student safety and attendance at these interventions. Classroom schedules, student work and applicable standards are posted outside classrooms and expectations were set by

principal regarding the process for posting student work.

There is evidence of targeted attendance and tardiness monitoring with follow up by the guidance counselor and parent liaison.

School schedule clearly identifies whole group, small group and intervention times for reading and math.

Resources have been used to post a banner outside the school stating the importance of attendance and being on time.

DreamBox was implemented (program shows grade level and standard covered). There is also a wall designated in the school

to celebrate the students who have completed the most DreamBox units.

PLC documentation indicates focus on student achievement.

Challenges:

Science and social studies instruction is identified on the school schedule but not always adhered to.

Recommendations:

Ensure that the posted schedule is followed for all content areas.

5. Schoolleadership

decisions

The school buildingleaders decisions are

collaborative. The school leader

employs a systematicprocessfor decisionmaking.

AND

The school buildingleaders decisions are

data-informed, usingdata from a variety of

sources.

AND

The schoolbuilding leaders

decisions arefocused onimproving

studentachievement.

The school building leadersdecisions are not focused on

student achievement.


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CSR team noted Is it best for kids? posted around the school (driving decision making).

Teachers reported that the leadership team members serve as a two-way communication with grade level teams (for input).

School Success Plan, PD plan and PLC minutes provide examples of data-driven decision making.

Principal reported that decision making processes are collaborative and reinforced the two-way communication aspect between

leadership team and grade level teams.

Principal also reports using emails to solicit input from staff. CSR team noted reports from teachers and leaders that there is understanding about why decisions were made about staffing

and changes in grade levels.Challenges:

Recommendations:

6.Monitoring

processes

The School Success

Plan monitoringprocess is ongoingand systematic.

The school leadershipmakes adjustments to

plans as appropriate.

AND


monitors the timelyimplementation of

school successstrategies as outlinedin the School SuccessPlan.

AND

The process of

evaluating theeffectiveness ofthe SchoolSuccess Plan isconducted aminimum of twotimes per year.

The school leadership has not

implemented a schoolmonitoring process to evaluatethe effectiveness of the SchoolSuccess Plan on improvingstudent achievement.

Comments:

Ask forevidence-Heather

Strengths: District has a process to ensure quarterly monitoring of School Success Plans.Challenges:

Lack of evidence of a clear process for the implementation and monitoring of School Success Plan.

Lack of evidence of the role parents, community and staff play in the SSP monitoring process.

Recommendations:

Document the School Success Plan process (meetings, development, monitoring) and the role of each stakeholder group.

Ensure monitoring of the plan according to the timeline for this school year.


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II. Budget and Resources

Criteria

1. Schoolfunding andfiscalmanagement is

targeted towardprogramsuccess with

emphasis onidentified

subgroups andgrade levelsand aligned

with the SchoolSuccess Plan

The school funds are

matched to theprioritiesset in the

schoolsSuccess Plan.

Budget developmentincludes input from

the community andstudents (if age andsituation appropriate).

The fiscal plan isamended using asystematic process,

based on data analysis,as needed.

The school makestimely expenditure of

all federal, State and

local funds.

A

ND

The school uses relevant

data/information,including studentacademic achievement to

prioritize and align its useof funds to school needs,district Success Plan anddistrict/State/grantrequirements andmandates.

Staff and parentsare

included in thedevelopment of the school

budget.

The school funds areallocated and expended onhuman resources,

materials and activitiesrelated to schools Success

Plan.

A

ND

The school targets

funds towardsidentified

subgroups andgrade levels basedon student

performance.

Staff is included inthe development of

the school budget.

After fixed costs are

considered, schoolfunds are allocated

based on minimalconsideration ofschool and studentneeds andschool/district

priorities.


District oversees the process by which schools spend funds aligned with the School Success Plan.

Staff provides input into budget purchases and teachers report they receive items that are matched to student need.

Expenditures match professional development that is identified as a need.

Challenges:

Lack of evidence of the involvement of all stakeholders into the budgeting process.

Recommendations:

Document and communicate the process by which budget expenditures are made.


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2. TimeManagement

Common planningtime is provided inways that support

teacher collaborationon increasing student

academic

achievement. School Leadership

demonstrates support

for collaborationamong teachers across

classrooms and gradelevels.

AND

Time resources allocatedare on-going, sustainedand provide for mentoring.

Time resources allocatedare on-going, sustainedand provide for

Professional LearningCommunities.

AND

The schoolprovides timeresources for

collaborativesuccess planning

and professional

development.

The school allowssuccess planning and

professional

development to occuronly during teacher

planning time or after

school hours. Professional

development is notsystematic orcollaborative.


There is evidence of a coordinated schedule that dictates time designated for core instruction and intervention.

Common planning time is made available to teachers.

Time is designated for PLCs to allow for common planning across grade levels (vertical and horizontal).

RTI cyclical data review is provided.

Challenges:

Recommendations:


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III. Teacher and Student Class Assignment

Criteria

1.Assignmentof teachers toclasses

The process of assigning

teachers is understood by allstakeholders.

AND

Decisions on teacher

assignments includeevidence of teacher

effectiveness based onstudent achievement.

AND

The process for

assigning teachers toclasses is based on

teacher certificationand experience.

The process for

assigning teachers toclasses is based only

on schedules andteacher preference.


There is evidence of teacher movement between grade levels with the intent of best serving students with effective grade level

teams. It is clear that staff understands the decisions made about assignments.

All teachers are highly qualified in the building.Challenges:

Transition of staff to new teams impacts group collaboration at the grade level.

There is a learning curve for new grade level teacher assignments.

Recommendations:

Incorporate additional monitoring of teachers who have moved grade levels.

Provide support to teachers who are learning a new grade level curriculum.

2.Assignmentof students to

classes basedon teachersqualifications

and studentneeds

The assignment

process isschool-wideand includes

consultation betweenteachers, parents,pupil resourceproviders, and thestudent (if ageapplicable).

AND

Teacher quality,

experience andequitable accessis

considered in matchingteachers to student classassignments andintervention needs.

Student assignmentprocess issystematic

and understood by allstakeholders.

AND

In order to help students

meet academic achievementstandards,class and

intervention assignmentsconsider teacherqualifications, staffavailability and studentneeds as well as schedulesand class-size policies.

The process includes inputfrom teachers, parents,

pupil resource providers,and the student (if ageapplicable).

The process for

assigning students toclasses and

interventions isbased on schedules,available staff andclass-size policies.

The process does notinclude input from

teachers, parents,pupil resource

provider, or thestudent (ifapplicable).


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Classroom teachers, administrators and leadership team all gave input into student placement.

Parent input is also considered in student placement.

District expectation is that highest qualified teachers are serving the neediest students during regular classroom instruction andRTI; paraprofessionals work with Tier I or II students.

Challenges:

CSR team noted lack of evidence of consultation among all stakeholders in the assignment process.Recommendations:

Ensure the process includes all applicable stakeholders and that all stakeholders understand the process.


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IV. Curriculum and Instruction

Criteria

1. Curriculumalignmentwith CommonCore State

Standards(e.g. gradelevelexpectations,

performance

standards,benchmarks,etc.)

The curriculum is

implementedwithfidelity.

The school faculty andstaff have developedCurriculum, Instruction

and Assessment (CIA)exemplars.

The principal ensuresthat professionaldevelopment focused onstandards is ongoing.

AND

The curriculum is aligned

to standards both verticallyand horizontally in an

ongoing editing process. The school faculty has

access to copies of shared

instructional units, lessonsand classroomassessments.

The principal ensures allschool personnel, includingthe principal and new

school personnel, haveparticipated in professional

development on thestandards and alignedcurriculum.

AND

The

schoolhas

implemented acurriculum

alignedto StateandCommon Core

StateStandards and all

facultyhave

receivedcopies of

it.

The school has not

implemented awritten curriculum

related to State andCommon Core StateStandards.


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PLC agendas and minutes reflected a focus on CCSS and agenda items were selected based on data.

School provided evidence of a district-generated curriculum aligned to the standards.

Teachers reported aligning lessons and assessments (vertically and horizontally) to the CCSS during PLC time and indistrict-wide content chair meetings.

Teachers reported that administrators ensure they are implementing the curriculum and professional development on the

expected timeline through the walkthrough process. CSR team noted ELA and Math lesson exemplars available to teachers.

PD agendas reflect all staff participating in recent professional development on the standards.Challenges:

CSR team observed little Science and no Social Studies instruction during the review.

Recommendations:

Ensure that the posted schedule is followed for all content areas.

2. Access tohighly

effectivestandards-

basedinstruction,grade level

appropriate

Students receive instruction

strategicallydesigned tohelp them reach advancedlevelsof achievement.

All school faculty membersdeliver high levels of

instruction.

Instruction is differentiated

by content, product and/orprocess.

AND

The school faculty

and staff ensure allstudents receive highlevels of instructionutilizing multiplestrategies designed tohelp them achieve

proficiency.

AND

The school faculty

and staff provideaccess to grade levelinstruction alignedtoState and CommonCore State Standards.

The cognitive demand

of instruction is low.

The school faculty

and staff provideaccess to grade levelinstruction.


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CSR team noted attempts to group students based on need and to differentiate instruction.Challenges:

CSR team observed rigorous content at or above grade level 17% overall; differentiated instruction was observed in 24% ofschool wide walkthroughs.

Rigorous content at or above grade level was observed in 13.7% of ELA lessons observed.

Low levels of research-based writing strategies (4%) and research based reading strategies (16 %) were observed acrossclassrooms.

CSR team noted a difference in student performance expectations across Kindergarten classrooms.Recommendations:

Utilize peer observation or PLC time for teachers to share best practices related to differentiation, cognitive demand anddelivering instruction that is rigorous and grade-level appropriate.

Implement PD related to small-group instruction in ELA (Denise Brosius).

3.

Scientificallyresearch-basedstrategies

Professional development ison-going and sustained.

Scientifically research-based instructional

strategies are consistentlyimplemented across gradelevels and content areas.

AND

The school ensuresall educators receive

professionaldevelopment in

scientificallyresearch-basedinstructional

strategies.

AND

Curriculum contentand school

implementedinstructional

strategies aresupported byscientifically-based

research.

Curriculum contentand school

implementedinstructional

strategies are notsupported byresearch.


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CSR team walkthroughs revealed low levels of lecturing (16% school wide).

Teachers were observed facilitating or coaching students in 51% of CSR walkthroughs.

During Math instruction, CSR team observed targeted specific feedback to students in 62% of Math walkthroughs.

Small group instruction was observed in 72% of the ELA RTI walkthroughs; in 59% of the Math RTI walkthroughs.

CSR team observed teachers frequently checking for student understanding (53% of school wide walkthroughs).

There is evidence of ongoing professional development on research-based strategies for all staff. Teachers and administrators reported that professional development is reinforced through the PLC process.

Teachers report that administrators follow up on implementation of expected strategies through the walkthrough and DPASprocess.

Challenges:

Low levels of research-based writing strategies (4% of school wide walkthroughs) and research based reading strategies (16

%) were observed across classrooms.

CSR team observed varying levels of implementation of scientifically research-based strategies across classrooms.

There is little evidence of documented written feedback to teachers after walkthroughs.

Recommendations:

Apply and refine the skills learned in PLC related to modeling and lesson practice to classroom instruction.

Create a plan to utilize peer observation to conduct lesson studies of effective implementation of research-based instructionalstrategies.

Document walkthrough feedback and analyze trends to identify necessary individual or school wide professional

development related to research-based strategies.

Consider sharing walkthrough trends related to research based instructional strategies in the staff newsletter orannouncements.


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4. Strategiesfor studentswho are at riskor do notmasterstandards

The school implementsresponse to interventioncollaboration in a frequent,

ongoing cyclical process.

AND

The school creates

time for all personnelto collaborate and

analyze data in orderto develop or modify

strategies so all

students master thestandards.

AND

The school isincompliance andimplementsthe

response tointervention State

regulations.

All personnelresponsible forimplementing

response tointervention have

received training andunderstand Stateresponse to

interventionregulations.

Little or no evidenceof compliance withthe State response to

interventionregulation exists.

Comments Strengths:

CSR team observed ELA RTI and Math RTI instruction delivered according to schedule.

PLCs meet on a regular schedule and analyze student data.

RTI binder showed evidence of frequent cyclical review of student data and regrouping.

Interviewees reported that before and after school programs are offered for students identified as at-risk; data analysis of

individual progress takes place related to the extra-time intervention programs.Challenges:

During CSR walkthroughs, ELA RTI instruction included the use of drill/worksheets in 84% of classrooms and 53% of MathRTI.

Recommendations:

During PLC time, identify meaningful activities for independent student groups during RtI.

Create more opportunities for student interaction with technology to enhance student learning during intervention and regular

instruction.

Incorporate more opportunities for independent reading and writing (research-based) activities.


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5. Access toinstructionalmaterials (e.g.textbooks,software,manipulatives)

All instructional materialsarescientifically research-based,up-to-date (usually

less than 5 years fortechnology) and are aligned

with Common Core State

Standards.

AND

All instructionalmaterials are alignedwith grade level

standards.

AND

All students areprovided withinstructional

materials.

Not all students areprovided withinstructional

materials.


Up to date technology is available in classrooms.

Interviews and classroom observations revealed that up to date instructional materials aligned to the standards are available in

all classrooms.

CSR team noted that teachers are using appropriate, research-based supplemental materials and administration monitors theprocess of identifying these materials.

Challenges:

Recommendations:


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V. Assessment and Accountability

Criteria

1. Qualityassessments alignedto State andCommon CoreState Standards

State, district and

classroom assessmentresults are used in a

systematiccombination to guideinstruction in amanner appropriate totheir purpose.

AND

Classroom

assessments arealigned to the district

curriculum and Stateand Common CoreState Standards.

AND

State and district

required assessmentare administered in the

school.

State required

assessments are theonly assessments

administered in theschool.


There is evidence that the school implements district-provided classroom assessments (these were rated exemplars bythe state).

Teacher committee (Content Chairs) develops the district classroom assessments.

CSR team noted evidence of progress monitoring.

CSR team noted some formative assessment in classrooms.

Teachers enter data into DSC (district monitors this process).

Challenges:

CSR team did not see evidence in the classroom that assessment results are used to guide instruction.Recommendations:

Use assessment results to guide instruction and improve student achievement (example: Cold read passages to useassessment as a teaching tool after used; apply formative assessment results, exit tickets for example, to lesson plans).

Use pre-assessment to adapt instructional plans.


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2. Unit/lessonplanning based onstudent results

Individual student

assessment results areanalyzed and the data

used to informdifferentiated

activities identified in

unit/lesson plans.

AND

Assessment resultsdata isdisaggregatedto inform unit/lesson

planning.

AND

Unit/lesson plans arealigned to the State andCommon Core State

Standards and addressstudent needs based on

assessment results.

Unit/lesson plansare not aligned tothe State and

Common CoreState Standards or

address student

needs based onassessment results.


There is evidence that during PLC time, teachers frequently disaggregate classroom assessment data.

Some teachers report daily planning with partner teachers to ensure alignment to the standards and for grade level

consistency.Challenges:

CSR team observed differentiation in 24% of classroom walkthroughs across all content areas.

CSR team did not observe evidence of consistent effective planning to meet the needs of all students.

Recommendations:

Utilize formative and pre assessments and disaggregate student data to then inform differentiated instruction.

Focus some PLC time to collaborate on the creation of differentiated activities to include opportunities for reading

responses (beyond worksheets).

3. Standards-basedgrading procedures

All teachers in allcontent areas utilize

standards-basedgrading proceduresthat support student

achievement ofstandards.

AND

Standards-basedgrading procedures

are implemented, butinconsistently usedacross classrooms.

AND

Thereisevidence ofstandards-based

grading procedures inclassrooms.

There is noevidence of

standards-basedgradingprocedures.


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The school adheres to the districts standards based grading policy.

The district report cards align with the standards based grading policy and are differentiated by grade bands.

The CSR team noted documentation to support the use of writing, math and cold read rubrics.

The district has created rubrics for all content areas that teachers are expected to utilize.

Challenges:

The use of worksheets in classrooms does not allow for the use of standards based grading.Recommendations:

Adapt instructional activities and assessments to reflect the rigor learning outcomes and standards (ex: responding totext instead of filling in a worksheet; using writing and response to reading journals; etc.).

4. Accommodations Personnel trained inthe proper use ofassessmentaccommodations

administer theaccommodations in amanner consistentwith State policies and

procedures.

AND

Each student receivesthe assessmentaccommodations as

specified in his/her

IEP.

AND

Assessmentaccommodations are

provided on Stateassessments consistent

with State policy.

Assessmentaccommodations are

provided in thestudents classroominstruction and

assessment.

Assessmentaccommodationsare provided onState assessments

consistent withState policy.

Comments: Strengths: Teachers report being invited to IEP meetings.

Special education teachers give regular education teachers the student IEPs.

Teachers report that IEP accommodations are delivered during assessments.

CSR team observed IEPs with accommodations listed.

Principal reported monitoring teacher implementation of accommodations in classroom instruction throughconversations with teachers about IEPs.

Challenges:

Transitioning to Smarter Balanced accommodations.Recommendations:

Provide professional development for staff administering Smarter Balanced assessments.


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5. Alternateassessments

Alternate assessments

do not exceed thedistrict cap for

participation.

AND

Personnel trained in

the properprocedures

administer thealternate assessment.

AND

Alternate assessmentsare provided tostudents with

significant cognitiveimpairments as

specified by each

students IEP.

Alternateassessments are

provided to

students based onteacher

recommendation.

The school exceedsthe district cap for

participation inalternateassessments

withoutdocumentation ofmitigating

circumstances(e.g., special center

program).

Comments:

N/A

Strengths:

Challenges:

Recommendations:


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6. Assessmentreporting

All assessment resultsare reported inmultiple formats and

languages asappropriate.

School reporting

makes the connectionbetween assessmentresults and

instructional prioritiestransparent.

AND

District and schoolassessment results arereported toparents

and the community.

School reporting istimely for making

data-drivendecisions.

All assessment results

are clearly linked toachievement

standards.

AND

Individual studentassessment results arereported to educators

and parents.

District and schoolassessment results are

reported to educators.

Individual studentassessment resultsare reported to the

educators.


Teachers report utilizing iTracker to communicate data within district.

Teachers report that parents have access to STAR reading and STAR math data and DreamBox data.

DreamBox data is available in Spanish.

There is a school assessment handbook and it is available in English and Spanish.

School communicates assessment results at the beginning of the year Open House.

School reported assessment data to parents and community at a recent Priority meeting.Challenges:

Recommendations:


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7. Accountabilityreporting

All accountabilityresults are reported inmultiple formats and

languages asappropriate.

School reporting

makes the connectionbetweenaccountability results

and school successgoals transparent.

AND

All accountabilityresults arecommunicated in a

timely manner and incompliance with

district, State and

federal law.

AND

School accountabilityrating results arereported to educators,

parents and thecommunity.

Schoolaccountabilityrating results are

reported toeducators.

Comments:

N/A

Strengths:

Challenges:

Recommendations:


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VI. Professional Development

Criteria

1. Professionaldevelopment

plan based onidentifiedneeds

The school

professionaldevelopment plan

is developed withinput from allstakeholdergroups andadministered bythe schoolleadership.

The schoolprofessional

development planincludes goalsidentified for

individual teacher,paraprofessionaland schooladministrator

professionaldevelopmentneeds based onevaluations, DPASrecommendations

and trends instudentachievement.

AND

The school professional

developmentplan isidentified through data

analysis of trends instudent achievement andother indicators relevantto student learning,

school success goals,State and Common CoreState Standards anddistrict/schoolcurriculum, instructionand assessmentinitiatives.

Allparaprofessionals

and schooladministrators

participate in schoolwide professional

development as outlinedin the school plan.

AND

The school

professionaldevelopment plan

is focused onstudentachievementresults.

All teachersparticipate inschool wide

professionaldevelopment.

The schoolprofessionaldevelopment planaddresses schoolwide professionaldevelopment needs.


development is unrelatedto student achievement

results. Not all teachers participate

in school wideprofessional development.

No evidence of a schoolprofessional developmentplan.


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School Success Plan outlines school professional development for the school year and makes a link between data andprofessional development selected.

The school surveys staff at the beginning and end of the year related to individual professional development needs.

Teacher reported that professional development needs are also identified through DPASII reviews and district mandates.

Teachers reported that the work of PLCs is viewed as professional development and is often differentiated based on the

needs of individual PLCs. Leadership team also has input into professional development suggestions.

School uses DSC to survey teacher feedback on professional development sessions.

Teachers report that all school staff attends professional development.

Challenges:

Lack of evidence of teachers with DPASII Expectations/IIPs despite the observed need for increased rigor during CSRwalk throughs.

Recommendations:

As the DPAS II process is implemented this school year, utilize the tools (Expectations and IIPs) to increase instructional

effectiveness through the identification of individual needs.

2.Scientificallyresearch-basedinstructionalstrategies

School leadership

ensures that allschool personnel

receive highquality


AND


development addressesadult learning styles.

Professionaldevelopment is approved

based on criteria whichinclude a research basis,identified need, studentachievement results and

links to standards.

AND

The school

professionaldevelopment is

based onscientifically

research-basedclassroominstructional

strategies.


development is unrelated toscientifically research-

based classroominstructional strategies.


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Professional development agendas and PD outlined in the School Success Plan reflect several research-based strategies andalignment to school needs based on data.

Teachers have the opportunity to choose PD sessions to attend on some PD days; teachers can also request individualprofessional development they feel they need.

Challenges:

Recommendations:

3. SchoolprovidesprofessionaldevelopmentthroughProfessional

LearningCommunities

The school

evaluates theeffectiveness and

implementation ofProfessionalLearningCommunities.

AND

PLCs establish common

goals related toCurriculum, Instruction

and Assessment andwork together to achievethose goals.

AND

PLCsfocus on

Curriculum,Instruction or

Assessment.

PLCs are unrelated to

Curriculum, Instruction orAssessment.


Teachers view PLC time as professional development.

Teachers complete surveys on the effectiveness of PLCs.

Teachers analyze data during PLC time and utilize it to determine grouping and plan for instruction.

CSR interviews reported that PLC work is driven by assessment data and that PLC time is spent equally on Curriculum,Instruction and Assessment.

PLC agendas are determined by school leadership team, results of individual coaching and instructional leader.

Challenges:

Lack of evidence of consistent implementation of the professional development received during PLCs.Recommendations:

Increase the application of the professional development received during PLCs.


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4. Schoolprovidesprofessionaldevelopmentthroughcoaching and

mentoring

The school

evaluates theeffectiveness and

implementation ofcoaching and

mentoring.

AND

The school provides

administrative, budget andresource supportfor

ongoing professionaldevelopment through

coaching and mentoring.

AND

The school

provides plannedfollow-up support

for professionaldevelopment.

The school does notprovide follow-up supportfor professional

development.


Teachers report that mentoring is provided by experienced teachers to less experienced teachers.

There is evidence of a 4 year mentoring cycle for new teachers.

District specialists and instructional coach provide coaching to teachers identified by administrators through individual

walkthrough data.

Instructional coach meets with teacher and administrator to discuss effectiveness of coaching.

There is a formal report process for requesting and documenting district specialist coaching.Challenges:

Lack of evidence that DPAS II process is tied to identifying individual needs related to coaching.Recommendations:

Use DPAS II process to identify teachers who need coaching and mentoring and provide resources to address the desired

skills. Ensure follow-up to assess effectiveness of coaching.

Create a formal process to document and assess the impact of instructional coaching on teacher practice.

5. Data

analysis of theState, schooland classroom

assessment

The school

evaluates theeffectiveness andimplementation of

professionaldevelopment onanalyzingassessment data.

AND

The school

providesprofessionaldevelopment thatincreasesknowledge anduse of dataanalysis overtime to informinstruction and

improve studentachievement.

AND

The school shares

required State, schooland classroomassessment resultswithteachers andprovides

professionaldevelopment to increaseunderstanding throughdata analysis.

The school shares required

assessment results withteachers.


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School requested data coach support and provides monthly PD during PLC time.

There is evidence of the use of data to inform ELA and Math RTI grouping needs to determine who works with which

students.Challenges:

Implementation of the professional development received and applying data analysis to classroom practice.

Recommendations: Plan for the use of more formative assessments to inform classroom instruction.

Develop a process to evaluate the effectiveness of the implementation of PD on data analysis.

6. Use ofassessmentdata to

evaluate theimpact of

professionaldevelopment

The schoolimplements a

systematic processto analyzeandadjust the school

professional

development plan.

AND

The schoolanalyzes theimpact of

professionaldevelopmentinrelation to State,

school,classroomassessment and

observation data.

AND

The school usessomeassessment data toevaluate the impact of


The school does not useassessment data toevaluate the impact of

professional development.


Recent school professional development session reflects the analysis of data with data coach.

The progress monitoring process for RTI has recently been used to determine if professional development related to readingintervention is effective.

School plans to use end of cycle process with Math RTI to evaluate professional development as well.

Challenges:

Lack of evidence of formal collection of walkthrough data to analyze implementation of PD.Recommendations:

Use the same process of evaluating the effectiveness of RTI instruction to apply to regular classroom instruction andanalyze the impact of PD

Communicate expected practices for implementation, formally collect and analyze walkthrough data related to

implementation of PD and provide specific feedback regarding the implementation.

Provide support or expectations as the need is identified through the process above.


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VII. School Environment

Criteria

1. Highexpectations forstudent masteryof State andCommon CoreState Standards

Awareness andexpectations

communicated to thecommunity.

The school

communicates highexpectations and

provides additional

academic and non-academicsupportasneeded.

A

ND

Awareness andexpectations

communicated toparents.

The school has high

expectations andmeets the needs of all

students.

A

ND

The schoolcommunicates

awareness andexpectations amongteachers and students

for meeting State andCommon Core StateStandards.

There is noevidence that the

schoolcommunicatesawareness of or

expectations formeeting State andCommon CoreState Standards.

Comments: Strengths

Teachers and parents report many avenues (calls, agendas, etc.) to communicate academic expectations and achievements

to parents.

School hosted CCSS night to inform parents about expectations for student achievement.

The school is focused on monitoring attendance and tardiness and communicating with parents to reduce this.

Teachers report they communicate Knowledge for College message to all students.

School hosted a career day and identified adult role models

School posts expectation for Be Smart, Be On Timeon outside banner.

Teachers and district staff set high expectations by personally mentoring students.Challenges:

Ensuring that parents and students understand why the standards are important and how they translate into adult success.

Meeting the needs of all students through differentiated instruction and multiple strategies.

Continually communicating the message of high expectations because of transiency.

Recommendations:

Provide instruction that meets the needs of all students.

Conduct onboarding process for every new student and family to explain the high expectations for students at Stubbs

Partner with other schools in the district/city to ensure high expectations are communicated to all students.


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2. Highexpectations forteacher and

principalperformance

The school consistently

communicates to allstakeholdershigh

expectations for teacher,staffand principal

performance.

AND

The school

implementsprofessional growth

plansfor all teachersand administrators

that address growth

needed to becomehighly effective.

AND

The schoolhashighexpectations forteacher and principal

performance.

The school doesnot demonstratehigh expectations

for teacher andprincipal

performance.


There is evidence of individual (DPAS II) goal setting with all teachers.

The principal stated that he sets high expectations for staff and staff confirm that he reinforces these expectations.

The groundwork has been established for a collaborative culture around instructional improvement.

Procedural expectations (posting of standards, behavioral expectations, uniform, I Can statements, etc.) have been set,

monitored and consistently implemented.Challenges:

Lack of evidence that high expectations for rigorous classroom instruction are measured and followed up on by bothschool leaders.

Recommendations:

Building leaders should identify and communicate expectations and a monitoring process related to rigorous classroominstruction to impact student achievement.

3. Celebration of

success

The school values,

acknowledges andpublicly celebratesparent and community

success.

A

ND

The schoolpublicly

celebrates studentacademic and non-academic success.

The schoolpubliclycelebrates teacher,staff and principalsuccess.

A

ND

The school

acknowledges andvalues studentacademic and non-

academic success.

The schoolacknowledges andvalues teacher, staffand principal success.

The school does

not recognize orcelebrate success.


30/40






Academic celebrations include: Student of the month, awards assemblies, DreamBox celebration for units completed.

Nonacademic celebrations include: PBS rewards and reward assemblies; morning announcement shout-outs.

Staff are recognized for implementing PBS rewards (PAWS).

School often submits celebrations to district website.

School celebrates staff with food and gift cards.

CSR team observed a sense of family among staff members. There is evidence that the school celebrates mentors.

Challenges:

The principal reported a desire to increase the number of public celebrations of success by all stakeholders.

Recommendations:

Find more ways to publicly celebrate student and staff success within the school community.


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4. Safe andhealthy learningenvironments

The school safety plan is

implemented andmonitored by school

leadership.

AND

The school safetyplanis createdthrough collaborative

efforts with allstakeholders,

including community,

parents, principals,teachers,paraprofessionals,counselors, nurses,cafeteria supervisors,custodians, schoolbus drivers and

students.

AND

The school implements

and enforcespoliciesand procedures that

create a safe, healthyand orderly school

environment, including

classroom and bussafety.

Discipline policies and

procedures areimplemented to ensure a

safe school environmentincluding classroom andbus safety.

School environmentpolicies and proceduresconducive to learningare shared withteachers, staff and

students.

The school has a written

safety plan.

There are nopolicies orprocedures in

place orenforced to

provide a safe

environment.


The school has implemented a policy for doors to remain locked at all times.

There is a written school safety plan.

School has implemented specific behavior expectations to ensure a safe environment.

A new lead custodian was hired to focus on building cleanliness.

There is evidence of monthly safety drills.

Challenges:

Recommendations:


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5. Promotingpositivebehavior,preventingproblembehaviors and

supportingstudents withbehavior

concerns

Systemicpolicies andproceduresforintervention, prevention

and intervention ofinappropriate behaviors

are implemented.

Professionaldevelopment addressestiered supports andinterventions.

AND

The school policiesand procedures

provide fortiered

student assistance,counseling and

referral.

Professionaldevelopmentactivities focused on

behaviorare basedon identified

strengths and needs.

Staff uses multipledata sources toevaluate and inform

practices to promotepro-social behaviorand prevent problembehaviors.

AND

The school policies andproceduresprovide forreferralof students with

inappropriate behaviorsin school, classrooms

and on school buses.

Staff participates inprofessionaldevelopment activities

focused on school-widesupports and

interventions.

The school actively androutinely teaches andreinforces self-disciplineand responsibility in the

school, classrooms andon school buses.

There is noevidence ofschool policies

and proceduresregarding

disciplinary

actions forstudents withinappropriate

behaviors.


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There is evidence that the school implements PBS with fidelity.

School recently focused on Anti-Bullying and is communicating the message Be a Buddy, Not a Bully.

There was a recent bully awareness assembly.

School staff includes Psychologist, Counselor, Family Crisis Therapist, Community School Manager and ED to support

behavior needs of students.

R&R to help students self-regulate in the classroom environments. ISS room is used for short-term intervention when needed.

The RTI process is considered whole child support in this school (team looks at behavior as well as academic data).

There is evidence that the school implements three types of behavior plans: check in; point cards; FBAs.

There is evidence that teachers received training within the past year related to behavior expectations and interventions.

Students report that Mr. Brown is a role model and provides expectations for positive behavior.

Challenges:

Recommendations:


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6. Support forstudents social,emotional/mentalhealth needs

The school implements

systemic policies andprocedures for

identification, preventionand intervention of

social-emotional needs.

The school reinforcesself-identification andcoping for social-emotional needs.

AND

The school policiesand procedures

provide for tiered

student assistance,counseling and

referral.

Staff is trained intriggers,interventions and

response to studentssocial-emotional

needs.

The school haspolicies andprocedures to assiststudents and familiesneeding resources.

AND

The school policies andproceduresprovide forreferralof students with

social-emotional needs.

The school actively andconsistently teaches self-

identification and copingfor social-emotionalneeds.

There is noevidence that theschool is

identifyingstudents with

social-emotional

needs.


The school partnered with Delaware Guidance and Brandywine Counseling to provide support to students in need ofcounseling services.

School staff includes Psychologist, Counselor, Family Crisis Therapist, Community School Manager and ED support theneeds of students.

School staff reported mentoring of individual students.

Evidence that there is an upcoming parent night to help parents connect with community resources and support theirstudentssocial emotional needs.

Evidence of emotional support classrooms to support the needs of some students.

Whole Child RTI book included evidence of individual behavior plans based on student strengths and needs and triggers.

Handbook for referral of student social emotional needs was provided to CSR team.

Challenges:

Recommendations:


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7. Support forstudents

physical health,nutrition and

physical activityneeds

Systemic policies and

procedures areimplemented for

identification, preventionand intervention related

to students physical

health, nutrition andphysical activity needs.

The school has policiesand procedures tosupport physical health,

nutrition and physicalactivity needsoutside of

school hours.

AND

Student assistance istiered in response toindividual health,

nutrition and physicalactivity needs.

The school has

policies andprocedures to assiststudents and families

needing resources.

The school routinely

reinforcespositivephysical health,nutritional practicesand the benefits of

physical activity.

AND

The school policies andproceduresprovide forreferral of students with

physical health concernsand supporting student

nutritional and physical

activity practices. The school teaches

positive physical health

and nutritional practicesand the benefits of

physical activity.

There is noevidence ofschool policies

and proceduresregarding

students with

physical healthconcerns orpositivenutritional or

physical activitypractices.


Resources have been allocated to support families in need (Laundry vouchers, food pantry, housing assistance, behavior

management strategies, weekend backpack program).

School participates in Healthy Snacks program, students receive an additional snack and dinner at after school program.

Universal free breakfast and lunch are provided.

There is a basketball program once per week with an ex-NFL player that has generated huge interest from students. Girls on the Run and Zumba classes are available to families.

A student reported the existence of track team and staff reported an upcoming 5K.Challenges:

CSR team did not observe opportunities for student movement during instructional time.

Recommendations:

Consider re-implementing Take 10 program or brain breaks through SmartBoard applications.


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VIII. Parents and Community

Criteria

1. Parent andcommunityinvolvement inschool success

process

Parent and community

members are involved inassessing student and

budget priorities,monitoring of SchoolSuccess Planimplementation, and theimplementation of theState and Common CoreState Standards.

AND

Parent and

community membersare involved in

aspects of the schoolsuccess process.

The school ensuresrepresentation or

input from parent andcommunity memberswho represent or are

knowledgeable of thevarious student

subgroupcharacteristics and

school community

demographics.

AND

The school has active

parent and communityinvolvement in the

school success process.

There is little or

no evidence thatthe school has

parent andcommunityinvolvement inthe schoolsuccess process.


Courses are offered to parents and additional resources are being offered by family crisis counselor and community schoolmanager as outlined in the School Success Plan.

Student achievement data is presented at PAC meetings. Parent meetings have been held recently and include the presentation of information on CCSS.Challenges:

Lack of evidence of parent and community involvement in the creation, implementation and monitoring of the SchoolSuccess Process.

Recommendations:

Implement a clearly defined process and a systematic plan to increase parent and community involvement in the SchoolSuccess Process.


37/40





2. Parentcommunicationand involvement

The school provideson-

going training forparents and uses a

variety of means toactively engage parents

in supporting student

learning. The school reports

progress and results of

school plans andprograms to parents and

seeks feedback.

AND

The school

encouragesmeaningful two-way

communication withall parents in a

language they most

easily understand. The school notifies

and recruits all

parents and supportsparent volunteerism

in activities thatsupport studentlearning.

AND

The school haspolicies

and procedures thatencourage parent

involvement in theschool andprovide

access to information

and involvementopportunities relevant tostudent learning.

The schoolcommunicates with all

parents using variousmethods.

There is little orno evidence thatthe school

encouragesparent

involvement or

communicateswith parents.


38/40






Parent Advisory Council (PAC) meetings give opportunities for parents to give input into school processes.

Evidence of parent mentor and community partnerships to increase student achievement were communicated through

interview process.

A parent resource center is provided at the school and there is evidence that parents utilize the resources available.

Teachers communicate with parents via agenda books and positive calls home. They also visit families at home at the

beginning of the year. Parent meetings have been held and parent nights include information on CCSS.

Evidence that ongoing training for parents has been developed to support the whole development of the children in thisschool.

Resources have been allocated to support families in need (Laundry vouchers, food pantry, housing assistance, behavior

management strategies).

Translations are provided for families that need those services.

There is evidence of parent recruitment for volunteer opportunities in the monthly family engagement reports.

Parent University is offered by the district to families.

Parents were very positive about school in parent focus groups (CSR) and report a shift in teacher focus and interest ineach childs well-being and academic achievement.

CSR team observed evidence that parents are present at school regularly (CSR focus group, Priority meeting, family

resource room meeting).Challenges:

Maintaining relationships with families in spite of transiency.

Recommendations: Continue to support families with all of the avenues listed above.


39/40





3. Communitycommunicationand involvement

The school provides on-

goingtraining forcommunity members

and uses a variety ofmeans to actively

engage community

members in supportingstudent learning.

The school reports

progress and results ofschool plan and

programs to thecommunity and seeks

feedback.

AND

The schoolprovides

access to informationand involvement

opportunitiesrelevant to student

learning.

The schoolencouragesmeaningful two-way

communication withthe community in a

language they mosteasily understand.

The school notifies

and recruitscommunity members.

AND

The school has policies

and proceduresthatencourage community

involvement in theschool.

The school

communicates with thecommunity usingvarious methods.

The school encouragescommunity volunteerismin activities that support

student learning.

There is little orno evidence thatthe school

encouragescommunity

involvement or

communication.


School partnership with East Side Community School.

Evidence of community partnerships to increase student achievement were communicated through interview process (twolaw firms, 21 Century Grant, Hospital, over 30 others).

The school has 48 Big Brothers Big Sisters partnerships; involvement with Boy Scouts, Girl Scouts; implements UD

Champions program, Character Education, North Bay; etc.

Grace Methodist Church provides financial support, baked goods and mentors to students.

Food Bank partnership exists.

Saturday basketball league takes place at school.

PAC also engages community members.

Challenges:

Matching up all the resources with all the needs.

Recommendations:


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Classroom Walk-through Summary All Content Areas Summary

Stubbs Elementary School November 6, 2014

Beginning Middle End Total

Total Number

of

Observations % Observed

Teacher Action

lecturing 7 13 4 24 146 16.4%

facilitating/coaching students 27 35 13 75 146 51.4%

modeling with guided practice 13 27 6 46 146 31.5%

providing targeted, specific feedback 18 24 13 55 146 37.7%

instructing small-group (i.e., direct instruction; not monitoring cooperative or clustered

groups) 22 19 12 53 146 36.3%

working with individual students 7 16 9 32 146 21.9%

interacting positively with students 42 53 21 116 146 79.5%

follows posted schedule for classroom instruction 30 44 23 97 146 66.4%

Instructional Techniques

asking open-ended questions that require critical and evaluative thinking (i.e., higher order

thinking questions with wait time; not fact based questions) 13 24 10 47 146 32.2%

differentiating instruction through process, content, and /or product 11 14 10 35 146 24.0%

sequencing of instruction shows progression from simple to complex 21 16 4 41 146 28.1%

engaging students using research-based reading strategies 8 8 8 24 146 16.4%

engaging students using research-based writing strategies 3 2 1 6 146 4.1%

activities and assessments reflect the rigor of the learning outcomes/standards 8 12 6 26 146 17.8%

Instructional Resources

using technology to enhance instruction (students engage in the use of technology) 22 21 8 51 146 34.9%

using technology to provide greater access to the curriculum (teacher use of Smart

Board,Redcat, etc. 12 20 2 34 146 23.3%

using technology for a variety of purposes 15 8 3 26 146 17.8%

using manipulatives to reinforce and enhance instruction 13 20 3 36 146 24.7%

district provided materials observed in use 15 22 12 49 146 33.6%

Student Actions/Activities

forming and revising questions/explanations 12 20 9 41 146 28.1%

making presentations 2 3 2 7 146 4.8%

participating in bell ringer/warm-up activity 6 4 1 6 54 11.1%

participating in drill/worksheet/text seat work 27 28 19 74 146 50.7%

participating in project/problem-based work/hands-on activity 6 21 3 30 146 20.5%

working collaboratively with other(s) (i.e., students engaged in small cooperative group

learning) 11 21 10 42 146 28.8%

Evidence of emphasis on integration

applying skills and/or content learned in other classes 3 2 1 6 146 4.1%

making cross-curricular connections 4 5 3 12 146 8.2%

Evidence of emphasis on Delaware Content Standardsposting student-friendly learning outcomes (e.g., essential question, learning maps, active

word wall, daily agenda) 43 53 25 121 146 82.9%

frequent checking for student understanding of planned learning 27 32 19 78 146 53.4%

providing rigorous content at or above grade level based on Common Core State Standards 7 10 9 26 146 17.8%

Classroom Environment

content and grade appropriate student work displayed in and/or outside the classroom 46 46 23 115 146 78.8%

student exemplars and rubrics relevantto current work posted 23 26 13 62 146 42.5%

interactingwith print-rich environment (e.g., word walls, bulletin boards, books, signs,

charts, student learning maps, essential questions) 11 21 7 39 146 26.7%

organizing for student learning (e.g., time effective procedures and preparation and effective

classroom design) 40 41 22 103 146 70.5%

classroom management conducive to learning 42 42 23 107 146 73.3%

Total Observations 54 64 28 146 146

Documents

Stubbs CSR.pdf