School Based Monitoring and Support: High Schools
Board Goals
Goal 1: The Percent of All Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 52.7% in June 2022 to 67% in June 2026.
Goal 2: The Percent of Black Male Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 29.5% in June 2022 to 67% in June 2026.
Goal 3: The Percent of Black Male Eleventh Grade Students Proficient on the ISASP Mathematics Assessment
Will Increase From 17.7% in June 2022 to 45% in June 2026.
SEL - Panorama Monitoring
100% of schools will have a 2% increase from the previous fall in "Student-Teacher Relationships" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "Self-Efficacy" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Climate" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Climate" on the Fall Teacher Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Safety" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Student-Teacher Relationships" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Self-Efficacy" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "School Climate" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "School Climate" on the Spring Teacher Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Student-Teacher Relationships" on the Fall Student Panorama Survey.
Goal 1: The Percent of All Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 52.7% in June 2022 to 67% in June 2026.
Goal 2: The Percent of Black Male Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 29.5% in June 2022 to 67% in June 2026.
Goal 3: The Percent of Black Male Eleventh Grade Students Proficient on the ISASP Mathematics Assessment
Will Increase From 17.7% in June 2022 to 45% in June 2026.
SEL - Panorama Monitoring
100% of schools will have a 2% increase from the previous fall in "Student-Teacher Relationships" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "Self-Efficacy" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Climate" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Climate" on the Fall Teacher Panorama Survey.
100% of schools will have a 2% increase from the previous fall in "School Safety" on the Fall Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Student-Teacher Relationships" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Self-Efficacy" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "School Climate" on the Spring Student Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "School Climate" on the Spring Teacher Panorama Survey.
100% of schools will have a 2% increase from the previous spring in "Student-Teacher Relationships" on the Fall Student Panorama Survey.
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Description:
High quality curriculum is aligned, rigorous, incorporates research-based features, and includes equitable and responsive teaching practices that raise students' self-worth and affirms their developing identities. |
Aligned Anti-Racist Findings:
Anti-racist curriculum, inclusive history, and/or alternatives to standardized testing. More student voice in curriculum and learning. |
Desired State By Year (Objectives)
2022 - 2023
1A. Full implementation in 100% of Alg I, Alg II, Geometry classrooms, IM curriculum: all design principles are in place and curriculum materials are used as intended.
Monitoring
October: 50% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
January: 60% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
April: 70% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
End of Year: 80% of observations (ALL teachers represented in data set) will reach level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
Monitoring
October: 50% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
January: 60% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
April: 70% of observations (ALL teachers represented in data set) will reach a level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
End of Year: 80% of observations (ALL teachers represented in data set) will reach level 3 (Implementing) or level 4 (Integrating) on C1.2 on the Curriculum Walkthrough Form for IM.
Monitoring Tools
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Description:
Students receive grade-appropriate assignments, strong instruction, deep engagement and teachers with high expectations. |
Aligned Anti-Racist Findings:
Changes to the system driven by community, parents, and students, with a reduction in hierarchical decision making. Build trust across stakeholder groups. |
Desired State By Year (Objectives)
2022 - 2023
3A. All students have access to grade level core instruction.
Monitoring
October: 100% of schools will know the number of students staffed and exited from Special education programming and set a goal.
End of Year: 100% of schools will meet the goal for reducing the number of students staffed into and increasing the number of students exited from Special education programming
3B. All Students have equitable access to meaningful learning and opportunities to demonstrate understanding
Monitoring
October: 60% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
January: 70% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
April: 75% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
End of year: 80% of of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
Monitoring
October: 100% of schools will know the number of students staffed and exited from Special education programming and set a goal.
End of Year: 100% of schools will meet the goal for reducing the number of students staffed into and increasing the number of students exited from Special education programming
3B. All Students have equitable access to meaningful learning and opportunities to demonstrate understanding
Monitoring
October: 60% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
January: 70% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
April: 75% of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
End of year: 80% of of IM Walkthrough responses for C2.2 (Equitable Access) is “Implementing” or “Integrating” in the 45 days leading up to the walkthrough
(Component of 1B)
Monitoring Tools
Curriculum and Access Resources
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Description:
Data literacy is the ability to transform data from a variety of sources (assessments, grades, attendance, behavior, surveys) into actionable information to guide decisions. Core skills include collaborative inquiry, equity, and building trust. |
Aligned Anti-Racist Findings:
Changes to the system driven by community, parents, and students, with a reduction in hierarchical decision making. Build trust across stakeholder groups. |
Desired State By Year (Objectives)
2022-2023
2A. Schools build consensus on the need for data-based decision making and engage their staff in a meaningful cadence and process for collaborative inquiry and data-based decision making.
Monitoring
January:
Schools score a 2/Operationalizing on Item A-1 (Leadership Capacity and Collaboration) from the Data Literacy Outcome Rubric
AND
Schools score a 1/Emerging on Item A-II (Infrastructure) from the Data Literacy Outcome Rubric
End of year:
Schools score a 3/Optimizing on Item A-I (Leadership Capacity and Collaboration) from the Data Literacy Outcome Rubric
AND
Schools score a 2/Operationalizing on Item A-II (Infrastructure) from the Data Literacy Outcome Rubric
2B. Schools have an action plan with clear action steps for accountability and meaningful implementation indicators of success and schools measure and verify their action plan indicators of success at least quarterly.
Monitoring
January:
Schools score a 2/Operationalizing on Item B-I (Goal Setting and Action Planning) from the Data Literacy Outcome Rubric
AND
Schools score a 1/Emerging on Item B-II (Continuous Improvement) from the Data Literacy Outcome Rubric
End of Year:
Schools score a 3/Optimizing on Item B-I (Goal Setting and Action Planning) from the Data Literacy Outcome Rubric
AND
Schools score a 2/Operationalizing on Item B-II (Continuous Improvement) from the Data Literacy Outcome Rubric
Monitoring
January:
Schools score a 2/Operationalizing on Item A-1 (Leadership Capacity and Collaboration) from the Data Literacy Outcome Rubric
AND
Schools score a 1/Emerging on Item A-II (Infrastructure) from the Data Literacy Outcome Rubric
End of year:
Schools score a 3/Optimizing on Item A-I (Leadership Capacity and Collaboration) from the Data Literacy Outcome Rubric
AND
Schools score a 2/Operationalizing on Item A-II (Infrastructure) from the Data Literacy Outcome Rubric
2B. Schools have an action plan with clear action steps for accountability and meaningful implementation indicators of success and schools measure and verify their action plan indicators of success at least quarterly.
Monitoring
January:
Schools score a 2/Operationalizing on Item B-I (Goal Setting and Action Planning) from the Data Literacy Outcome Rubric
AND
Schools score a 1/Emerging on Item B-II (Continuous Improvement) from the Data Literacy Outcome Rubric
End of Year:
Schools score a 3/Optimizing on Item B-I (Goal Setting and Action Planning) from the Data Literacy Outcome Rubric
AND
Schools score a 2/Operationalizing on Item B-II (Continuous Improvement) from the Data Literacy Outcome Rubric
Data Literacy Monitoring Tools
Data Literacy Resources
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Description:
Setting conditions, developing social and emotional skills to create equitable working and learning experiences for stakeholders within the school community. |
Aligned Anti-Racist Findings:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice. To accomplish that we must:
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Desired State by Year (Objectives)
2022 - 2023
4. All schools implement transformative SEL
Monitoring
October: Phase 1 schools will score themselves as at least “Developing” on 30% (3 items) of the items on the SEL School Inventory
January: Phase 1 schools will score themselves as at least “Developing” on 60% (6 items) of the items on the SEL School Inventory
April: Phase 1 schools score themselves as at least “Developing” on 80% (8 items) of the items on the SEL School Inventory
End of Year: Phase 1 schools will score themselves as at least “Developing” on 100% (10 items) of the items on the SEL School Inventory
Monitoring
October: Phase 1 schools will score themselves as at least “Developing” on 30% (3 items) of the items on the SEL School Inventory
January: Phase 1 schools will score themselves as at least “Developing” on 60% (6 items) of the items on the SEL School Inventory
April: Phase 1 schools score themselves as at least “Developing” on 80% (8 items) of the items on the SEL School Inventory
End of Year: Phase 1 schools will score themselves as at least “Developing” on 100% (10 items) of the items on the SEL School Inventory
Monitoring Tools
Social Emotional Learning Resources
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Description:
Learning will happen when all needs are met. |
Aligned Anti-Racist Finding:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice. Re-evaluate and reduce presence of SROs and instead focus resources on counselors and student supports. |
Desired State by Year (Objectives)
2022-2023
5. All students and families have access to healthy food, health services, and supportive services through internal and external partnerships and programs
Monitoring
October: 1. Schools will have an average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the October meeting.
2. School leaders are aware of what percent of their students are eating breakfast and lunch
January: Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the End of the Year meeting.
April: Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the February meeting.
End of Year:
1. Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the End of the Year meeting.
2. Notecatcher discussion on percentage of students eating breakfast and lunch and wellness plan fidelity
Monitoring
October: 1. Schools will have an average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the October meeting.
2. School leaders are aware of what percent of their students are eating breakfast and lunch
January: Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the End of the Year meeting.
April: Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the February meeting.
End of Year:
1. Schools will have average "closed ticket" response time of less than three days, based on data from the Student Support Form in the quarter leading up to the End of the Year meeting.
2. Notecatcher discussion on percentage of students eating breakfast and lunch and wellness plan fidelity
Health & Well-being Monitoring Tools
Health & Well-being Resources
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Description:
Provide students with a sense of belonging with opportunities within and beyond the school day. Create space for students, families and community to have shared voice and influence at the decision-making table. Ensure each student has a strong relationship with at least one adult in their building. |
Aligned Anti-Racist Findings:
Changes to the system driven by community, parents, and students, with a reduction in hierarchical decision making. Build trust across stakeholder groups. |
Desired State by Year (Objectives)
2022-2023
6A. Schools will utilize a system to access the voices of families, community, staff, and students that represent their school to build a culture that empowers all and create the space for belonging and a feeling of being valued.
Monitoring
October:
60% of staff utilize Teacher-to-Parent messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Has evidence of planning for School Advisory Council (Notecatcher discussion question)
January:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have had one School Advisory Council Meeting
April:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have monthly School Advisory Council Meeting
End of Year:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have monthly meetings of a School Advisory Council and have a plan for monthly meetings for the 2023-2024 school year
6B. Students in transition years (9th) experience strong engagement and community in all buildings.
Monitoring
October 40% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
January: 45% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
April: 55% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
End of Year: 60% or more of students in transitional years (5th) have engaged in community partnerships or district sponsored activities.
6C. All students experience strong engagement and community in all buildings.
Monitoring
October: 38%* or more of students have engaged in community partnerships or district sponsored activities.
January: 46%* or more of students have engaged in community partnerships or district sponsored activities.
April: 52%* or more of students have engaged in community partnerships or district sponsored activities.
End of Year: 57%* or more of students have engaged in community partnerships or district sponsored activities.
*Virtual Campus has alternate cut points
Monitoring
October:
60% of staff utilize Teacher-to-Parent messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Has evidence of planning for School Advisory Council (Notecatcher discussion question)
January:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have had one School Advisory Council Meeting
April:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have monthly School Advisory Council Meeting
End of Year:
60% of staff utilize two-way messaging in Snap Connect in the 30 days prior to the check in
AND
60% of staff utilizing the posting function in Snap Connect in the 30 days prior to the check in
AND
Schools have monthly meetings of a School Advisory Council and have a plan for monthly meetings for the 2023-2024 school year
6B. Students in transition years (9th) experience strong engagement and community in all buildings.
Monitoring
October 40% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
January: 45% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
April: 55% or more of students in transitional years (9th) have engaged in community partnerships or district sponsored activities.
End of Year: 60% or more of students in transitional years (5th) have engaged in community partnerships or district sponsored activities.
6C. All students experience strong engagement and community in all buildings.
Monitoring
October: 38%* or more of students have engaged in community partnerships or district sponsored activities.
January: 46%* or more of students have engaged in community partnerships or district sponsored activities.
April: 52%* or more of students have engaged in community partnerships or district sponsored activities.
End of Year: 57%* or more of students have engaged in community partnerships or district sponsored activities.
*Virtual Campus has alternate cut points
Engagement & Community Building Monitoring Tools
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Activities and Partnerships Dashboard
(All Students) |
Activities and Partnerships Dashboard
(Schoolwide Proportionality) |
Engagement & Community Building Resources
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Description:
All stakeholders have the right to participate within a school community that values, prepares, provides and responds to physical, mental, emotional, and social safety. |
Aligned Anti-Racist Findings:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice. (monitored in SEL lever) Re-evaluate and reduce presence of SROs and instead focus resources on counselors and student supports. (Monitored here) This lever specifically address equity by ensuring procedures and protocols are developed and implemented with fidelity across all campus, ensuring safety is a collective commitment and a community supported result. |
Desired State by Year (Objectives)
2022-2023
7. Schools implement the districtwide safety framework with fidelity.
Monitoring
Pre-service/August: Schools score at the highest rating (3) on all measures on the Safety Fidelity Self- Assessment (45 points)
End of Year: Schools score at the highest rating (3) on all measures on the Safety Fidelity Self- Assessment (45 points)
Monitoring
Pre-service/August: Schools score at the highest rating (3) on all measures on the Safety Fidelity Self- Assessment (45 points)
End of Year: Schools score at the highest rating (3) on all measures on the Safety Fidelity Self- Assessment (45 points)
