Foundations of a Standards-Based Education system For support on building standards-based education capacity. | - The organization ensures all students master all required academic standards.
- The organization has effective processes and procedures for continuous improvement of instruction and curriculum
- The organization uses implementation science to support continuous improvement of instruction and curriculum
| - How does the organization monitor student mastery of standards in each content area?
- What are the processes for unpacking and understanding academic standards?
- How are improvement cycles designed and implemented in each content area?
- How is continuous improvement of instruction and curriculum supported in each content area?
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Leadership Teams For support on building leadership team capacity. | - Educator teams are linked across the system (for example, grade level or subject, school, district)
- Leadership teams focus on 3 functions:
- ensure implementation of effective instructional practices;
- engage the community; and
- foster an environment that supports adults to improve instruction and curriculum.
- Fidelity, program, and outcome data are collected and used to inform actions and decisions.
- Teams lead a process of continuous improvement of instruction and curriculum.
| - What selection process is in place?
- How are teams linked and communication feedback provided?
- How are the teams designed to support changes in instructional practices?
- What processes do teams have in place to reflect on and review implementation of effective instructional practices?
- How does the leadership team interact with internal and external stakeholders?
- How does the process itself get reviewed?
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Shared Understanding of Academic Standards For support on building policies and plan capacity. | - Learning progressions across grades are understood by all educators in each content area.
- All educators understand the knowledge, skills, and rigor in the standards and benchmarks for each content area and grade level.
- Interdisciplinary connections are made across content areas.
| - What process is in place to engage educators in examining learning progressions of the standards and benchmarks?
- What process is in place to examine the knowledge, skills, and rigor of the standards within each content area?
- What process is in place to examine the knowledge, skills, and rigor of the benchmarks within each grade level?
- How are educators supported to understand and identify interdisciplinary connections across content areas?
- How do educators in one content area connect with other content areas to identify common concepts?
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Policies and Plans For support on building policies and plan capacity. | - Policies are regularly reviewed to evaluate the effectiveness of support of a Standard Based Education System.
- Policies and plans support all students to be career and college ready.
- Policies support equity across the education system.
- Communication and engagement plans are in place for effective communication and involvement of all key internal and external stakeholders.
| - What process is in place to review policies that impact implementation of a standards based education system?
- Are all stakeholders engaged, and to what degree?
- Is the student demographic represented by the existing stakeholders?
- How are policies and plans communicated to all stakeholders?
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Professional Learning System For support on building leadership team capacity. | - Professional learning is:
- grounded in a set of professional learning standards.
- Based on research about effective professional learning.
- Leaders have expertise in facilitating adult learning and ensure that supporting conditions for professional learning are in place.
- Professional Learning Communities focus on changes in instructional practices to improve student learning and results.
- The system is regularly monitored to ensure it is having the desired impact.
| - Does the system support the collaborative learning of all staff?
- How is instructional coaching structured and supported?
- How is professional learning sustained and connected throughout the year?
- What data is collected about professional learning, and how is it used?
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Data System For support on building data system capacity. | - Processes are in place for regular data identification, collection, analysis, and decision-making to support continuous improvement.
- Outcome, fidelity, and process data are all used regularly by leadership teams to make decisions about implementation support.
- Data are clearly displayed and communicated to internal and external stakeholders.
| - How are data identified and collected?
- How are data used?
- How are staff trained on collecting and using data?
- How are fidelity, outcome, and process data used to inform and improve supports for educators?
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System of Support for Learners | - Multi-tiered systems of support (MTSS) are in place for
- effective core instruction,
- differentiation,
- intervention, and
- enrichment
- to ensure all students meet all academic standards.
| - What tools are used for screening to identify students in need of supplemental and intensive interventions or enrichment?
- What processes are in place for MTSS to support effective core instruction, differentiation, enrichment and intervention?
- How are staff trained in those processes?
- How is the MTSS process communicated to all stakeholders?
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Instructional Practices with Curriculum to meet Academic Standards For support on building instruction and curriculum, Instruction Preparation, Curriculum Preparation, Instruction and Curriculum Process. | - Effective instructional practices are selected in response to identified needs.
- Curriculum is developed to support effective instructional practices and to meet all academic standards.
- Leadership teams have processes and systems in place to support continuous improvement of instruction and curriculum.
| - How are instructional practices selected?
- How is the implementation of effective instructional practices monitored and supported in each content area?
- How does the process for developing curriculum ensure that instructional practices are aligned and standards are mastered?
- How is achievement of standards assessed and monitored in each content area?
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