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{"sheet":"C&I K-8","index":0,"n_rows":10,"n_cols":15,"rows_kept":10,"cut":false,"hidden":false,"merged":[[0,0,0,1]]}
["Curriculum and Instruction\nFramework Element",null,"Classroom/ School Observations","Teacher FG","Student FG","Parent/Family FG","Admin Interview","Teacher Survey","Student Survey","Parent/Family Survey","Document Review","Background Info","Notes on Evidence (highlight evidence sources used in ratings)","Rating (0-7) (blue elements only)","Main Element (blue)"]
["A","Curriculum is written and aligned so there are no gaps or unnecessary overlaps, and represents important and demanding understandings and processes.",{"$nulls":4},1.0,1.0,null,null,1.0,1.0,"Scope and Sequence documents have been created to assist with alignment. District leadership and teachers expressed curriculum is not yet fully developed, but there are plans and supports in place to continue this work. Learning objectives were posted throughout various classrooms in the building. Teacher focus groups and survey data identified a disconnect between grade levels in monitoring and evaluating curriculum. Teachers expressed a desire looking forward to have time to work with the grade levels immediately around them to identify gaps and evaluate curriculum. ",3.0,1.0]
["B","Instructional Planning is aligned to curriculum that is important and demanding (i.e., the WHAT).",3.0,2.0,null,null,null,1.0,null,null,1.0,3.0,"The district is working to align math K-12 and have a common resource K-8 in Envisions. Teacher surveys and focus groups indicate data is used to support instruction and groupings; however, teachers indicate this is an area of need for PD. There is no systematic process in place to consistently use data to influence student learning. There is a strong use of formative assessment. Teachers in primary grades expressed a desire to have more data points to evaluate student needs other than DIBELS. although they value this data they would like something to give them a more complete picture. NWEA/DIBELS data is important to the teachers and used in goal setting.",3.0,1.0]
["C","Instructional Planning is intentional, focused, engaging, and scaffolded, (i.e., the HOW).",null,2.0,2.0,null,null,1.0,1.0,null,2.0,2.0,"Classroom observation data shows instructional planning is focused throughout. Classroom observation data supports the wide use of whole group instruction and independent practice. A wide use of instructional strategies was not observed. Teachers seem to value the freedom to be able to select resources. Students were compliant, well behaved, and participated in the lesson and activities. Administration expressed engagement as a focus area, but engagement strategies were not observed.",3.5,1.0]
["D","Instructional Planning includes reflection on effectiveness of instruction. (the HOW)",null,1.0,null,null,1.0,1.0,null,null,null,1.0,"Teacher surveys, focus group data, and classroom observations show there are a variety of data sources available to teachers.  Currently, it is up to individual teachers or teams to use assessment data to influence practices and curriculum. Teacher focus groups and survey data indicate analyzing data is a PD need. Teacher focus groups indicated finding value in student exit tickets  and one on one conferencing to monitor instruction, but the use of those types of formative assessment was not observed.",2.0,1.0]
["E","Instructional Planning systems are in place to plan for and ensure instructional supports for specific learning needs.",2.0,2.0,3.0,null,1.0,1.0,1.0,2.0,null,1.0,"The MTSS system is in the early stages of development, but there appears to be a committment to it. Survey data shows a desire to learn how to support social and emotional needs in the classroom. Observations show a strong committment to PRIDE. There are areas in the school that support student ownership of effort and behavior. There is a reported lack of support for special populations (G/T, ELL) but teachers reported there is support to meet the ELD requirements.",3.0,1.0]
["F","Instructional Practice are demanding, important, and ensure transfer of learning.",1.0,null,2.0,null,null,null,2.0,null,null,1.0,"There is a committment to components of PBL, but there is not a consistent expectation to what componenets are required to be implemented. Scope and Sequence in math has been a focus, with other content areas being added byJanuary. Teacher survey and focus groups support the wide use of formative assessments during instruction. Cognitive demands on students were not observed. There were clear structures in place and teachers were observed actively engaged in monitoring student learning. ",4.0,1.0]
["G","Instructional Practices are engaging.",1.0,1.0,null,null,2.0,null,2.0,null,null,null,"Whole group instruction with independent practice were largely observed in classrooms.",3.0,1.0]
["H","Instructional Practice are focused.",1.0,null,1.0,null,null,2.0,2.0,null,null,2.0,"Learning targets/objectives were consistently observed throughout and referred to. Teacher focus groups referenced the use of rubrics. Goal setting was reported by teachers using NWEA/ DIBELS data. Evidence supporting student goal setting and reflection was observed throughout the building and referenced by students. ",5.0,1.0]
["I","Instructional practices are scaffolded.",1.0,2.0,2.0,null,null,1.0,1.0,1.0,null,2.0,"Scaffolded instruction was observed in a limited capacity. Teachers were actively engaged with the students providing immediate feedback in the moment. A variety of instructional practices and questioning strategies were not observed; however, opportunities exsist for students to be challenged or supported.",2.5,1.0]

{"sheet":"LCLD K-8","index":1,"n_rows":44,"n_cols":15,"rows_kept":44,"cut":false,"hidden":false,"merged":[[0,0,0,1]]}
["Learning Climate and Learning Dispositions Framework Element",null,"Classroom/ School Observations","Teacher FG","Student FG","Parent/Family FG","Admin Interview","Teacher Survey","Student Survey","Parent/Family Survey","Document Review","Background Info","Notes on Evidence (highlight evidence sources used in ratings)","Rating (0-7) (blue elements only)","Main Element"]
["A","Learning Climate is welcoming and positive ",1.0,2.0,2.0,null,1.0,1.0,1.0,1.0,null,null,null,4.0,1.0]
["A.1.","Adult relationships are consistently positive and respectful, and they serve as models for students.",2.0,2.0,null,null,null,1.0,2.0,null,null,null,"75% of adult relationships are consistently postive. Teachers observed in hallway greeting students. Teachers reported at least one person in each area greeting students. "]
["A.2.","Main office staff is welcoming, efficient, and friendly.",1.0,{"$nulls":6},1.0,null,null,"87% K-8. Most parents in parent focus groups said they feel welcome. "]
["A.3.","The school has created many opportunities for small learning environments and personalization.",1.0,2.0,{"$nulls":5},2.0,null,null,"Saw small group activities in most classes. Learning centers and many small groups observed working individually as well. Each child used a card in one class to identify their level for BOOST."]
["A.4.","The school demonstrates an inclusive culture of mutual trust, respect, and positive attitudes.",2.0,{"$nulls":4},1.0,1.0,1.0,null,null,"There is a chance for leadership opprotunities 71% of the staff fit this category. Parent survey 85%. Observed teachers asking for inupt from variety of students."]
["A.5.","There are multiple and varied school and district events in which students can be involved.",null,null,3.0,3.0,null,null,1.0,2.0]
["A.6.","Structures are in place so that each student is known well by at least one adult who helps to support and coordinate services that impact the students’ academic and personal success. ",null,null,2.0,null,1.0,null,2.0,null,null,null,"82% student survey. "]
["A.7.","Establishing positive and trusting adult/student relationships is a school priority.",null,2.0,2.0,null,1.0,null,2.0,2.0,null,null,"Students are well cared for at this school 74%. Trusting staff--79%. SFG--one student reported being bullied by staff and students. PFG--one parent reported not trusting staff or their response to bullying. Other parents reported being happy and safe.  PFG--suggested training for staff to handle behaviors, bullying, and support for SE learning."]
["A.8.","Student-to-student relationships are consistently positive and respectful.",{"$nulls":6},1.0,null,null,null,"45%. SFG supports this finding. Comments reflected the survey data. "]
["A.9.","Students attend school regularly.",2.0,{"$nulls":5},1.0,null,null,null,"No A.9 on student data.  Did not find attendance data. PFG reported it hard to make up work when absent due to the 4 day week."]
["B","Learning Climate is safe and accepting/inclusive",1.0,null,2.0,2.0,1.0,2.0,2.0,2.0,1.0,1.0,null,4.0,1.0]
["B.1.","School policies ensure a safe, orderly, and secure climate.",{"$nulls":5},2.0,2.0,2.0,1.0,1.0,"100% of the staff report this is the case. 92% Parent survey. Student 90% say know what's expected of them."]
["B.2.","Common areas are safe and accepting/inclusive (e.g., hallways, playground, gymnasium, parking lot).",1.0,null,null,2.0,null,2.0,2.0,2.0,null,null,"59% for students, very inviting school. Parent survey 85%/92%. Student survey 59%.  Disconnect between parents and students. PFG--mentioned most of their fears are just due to their own fears and society in general. We'd want to know more about the student report on safety. "]
["B.3.","Discipline, attendance, and crisis plans are comprehensive and reflect the needs of the school/district.",1.0,null,null,2.0,2.0,null,null,null,1.0,1.0,"Students report on the student survey inconsistency with discipline consequences across classrooms. Parent survey 43%.  PFG would focus support that.  Consider more communication efforts with parents and varying avenues of communication around safety plans."]
["B.4.","Visitors sign in and their movement is monitored.",1.0,{"$nulls":9},"Stickers given to parents and they were asked to sign in."]
["B.5.","The staff sets and enforces clear expectation for positive behaviors and interactions.",1.0,{"$nulls":6},2.0,null,null,"There was a weekly competition for postive behavior in the hallway where other teachers or staff could give classes a point. Weekly classes would have a chance to \"win\" Lucky the horse. "]
["B.6.","Systems are in place for proactive instruction to prevent and intervene with student acts of disrespect or aggression.",{"$nulls":4},1.0,null,null,null,1.0,1.0,"Teachers observed getting a student involved who was reluctant. Admin--doing a book study on resotrative justrice but need to improve upon their RTI process. "]
["B.7.","There are multiple opportunities for diverse groups of students to learn from and with each other; disaggregated groups of students are not isolated.",2.0,null,2.0,{"$nulls":7},"Isolated groups were present in the classroom observations. Project based learning groups were observed. SFG--being intentional on allowing all students, not just athletes be leaders in groups in academics."]
["C","Learning Climate is empowering",1.0,null,2.0,2.0,1.0,1.0,1.0,2.0,1.0,1.0,null,5.0,1.0]
["C.1.","School staff actively seek to identify and remove barriers to student engagement.",{"$nulls":5},2.0,{"$nulls":4},"Academic growth is 85%. "]
["C.2.","School pride is visible throughout the building.",1.0,{"$nulls":9},"Much school pride evidence noted: painted rocks, posters created by students, etc."]
["C.3.","School leadership and staff demonstrate the belief all students can learn at high levels.",1.0,null,2.0,2.0,null,2.0,2.0,2.0,null,null,"95% by staff. SFG--they didn't really get a chance to branch out where they wanted to go (self-directed learning). Worksheets asked specific questions about what we might know, but not \"what else\" we might know.  75% student survey. TFG--students weren't finding relevancy even though it's a focus. Suggested aligning curriculum, especially research-based.  PFG--supported that.  "]
["C.4.","There is a proactive system of instruction and intervention for behavior to ensure each student is a successful member of the school learning community Including behavior expectations that are well defined, articulated, taught, and reinforced.",2.0,{"$nulls":4},1.0,1.0,null,1.0,1.0,"70% students view that they want to know what they are working on. Posted window (dash marks),. Observed--students in classrooms on task and easily redirected."]
["C.5.","The school partners with students by listening to their perspectives and priorities, acting on their recommendations for change in the classroom and school, and by providing opportunities for student leadership in the classroom, school, and community.",null,null,1.0,null,null,null,1.0,null,null,null,"65% by students. SFG--again, students in leadership seemed to be students who were athletes.  "]
["C.6.","Staff are committed to developing relationships with the whole child. They are ready to help with the many challenges students face, to hold students accountable to high expectations, and to advise them about future goals and life after school.",{"$nulls":6},2.0,2.0,1.0,null,"78% and 50% by students. Parent surevey 89%.  Students 79% depending on someone. "]
["C.7.","Classrooms are student-centered, interactive, and engaging.",1.0,null,2.0,null,null,null,2.0,null,null,null,"62% students, 60% for teachers make it an exciting place to learn viewed by students. "]
["C.8.","High-quality and well-displayed student work is evident in hallways, display areas, or throughout the school.",1.0,{"$nulls":9},"SImilar work was observed displayed. Nothing that specifically showed high quality work."]
["C.9.","School events are well attended by the community; there are multiple and varied school and district events in which students can be involved.",null,null,2.0,2.0,1.0,{"$nulls":5},"PFG--mentioned those who attend school events are only parents, not community--they'd like to see more community buy in to schools. Parents say plenty of activities offered."]
["C.10","Students can identify at least one adult with whom they have a positive relationship.",{"$nulls":6},1.0,null,null,null,"82% by K-8 student survey"]
["D","Learning Dispositions: Mindset/Resilience. Students demonstrate a growth mindset and resilience.",2.0,2.0,{"$nulls":4},1.0,2.0,null,null,"79% and 58% as viewed by students",3.0,1.0]
["D.1.","Students persist with given challenging tasks and/or expectations.",2.0,2.0,{"$nulls":4},1.0,null,null,null,"Observed students becoming curious in discussions, then instead of giving time to come to their answer, teacher interjected answer. Some mentioned \"this is confusing\" and teacher continued teaching instead of stopping. "]
["D.2.","Students stay focused on learning task/activity.",2.0,{"$nulls":5},1.0,null,null,null,"Students seemed activly engaged in the majority of classes visted. Question: is it compliance or focus? "]
["D.3.","Students set goals based on advancing their learning rather than improving grades/scores.",null,2.0,{"$nulls":4},1.0,2.0,null,null,"TFG--talked about setting weekly goals with students but it's not consistent as reported by teachers and observed. Parent survey 63% about knowing what their children need to know.  Student survey over 70% talk about setting goals. "]
["E","Learning Dispositions: Engagement. Students exhibit a high degree of attention, curiosity, interest, optimism, and passion while they are learning. Participation is active and thoughtful prior to and during instruction.",1.0,{"$nulls":5},1.0,null,null,null,"66% and 60% school inspires me and I feel I belong - student view.  We gave a 4 because we were unable to observe curiousity.",4.0,1.0]
["E.1.","Students ask questions.",1.0,{"$nulls":5},1.0,null,null,null,"Student survey 71%. Observations--in small groups and whole group instruction students were asking questions. "]
["E.2.","Students are curious.",1.0,{"$nulls":5},1.0,null,null,null,"Students observed answering teacher questions but not asking their own.  Difficitult to observe."]
["E.3.","Students are absorbed in the lesson; they are in the \"flow.\"",1.0,{"$nulls":5},1.0,null,null,null,"This was observed in most of the classrooms. "]
["E.4.","Students actively participate in the lesson/learning activity.",1.0,{"$nulls":5},1.0,null,null,null,"This was observed in most of the classrooms. "]
["E.5.","Students are prepared for school/class (have done homework, bring resources they need, etc.).",1.0,{"$nulls":5},1.0,null,null,null,"Students observed being well prepared for class."]
["F","Learning Dispositions: Engagement. Students evaluate their current performance in relation to expectations for mastery (e.g., using rubrics, scoring guides, lesson objectives, examples, and exemplars to analyze and improve their work).",2.0,2.0,null,2.0,null,null,1.0,null,null,null,"Didn't observe conversations over success criteria",2.0,1.0]
["F.1.","Students are aware of the learning expectations.",2.0,2.0,{"$nulls":4},1.0,null,null,null,"Most students were aware of expectations and worked well within the expectaions"]
["F.2.","Students can describe their learning in relationship to the learning expectations.",2.0,2.0,null,2.0,null,null,1.0,null,null,null,"One class--student pulled out rubric when asked how they know if they're on the right track with their project."]
["F.3.","Students are able to articulate what they need to do next to improve. ",2.0,2.0,{"$nulls":4},1.0,null,null,null,"Didn't observe much. Disconnect between expectations and process"]

{"sheet":"CI 9-12","index":2,"n_rows":44,"n_cols":15,"rows_kept":44,"cut":false,"hidden":false,"merged":[[0,0,0,1]]}
["Learning Climate and Learning Dispositions Framework Element",null,"Classroom/ School Observations","Teacher FG","Student FG","Parent/Family FG","Admin Interview","Teacher Survey","Student Survey","Parent/Family Survey","Document Review","Background Info","Notes on Evidence (highlight evidence sources used in ratings)","Rating (0-7) (blue elements only)","Main Element"]
["A","Learning Climate is welcoming and positive ",1.0,2.0,2.0,3.0,1.0,1.0,1.0,1.0,null,null,"Group B feels that from the survey data there is a social emotional need in the high school.             Group G-H: There is a feeling they are on the right track, however, lacking a universal language throughout the district.",4.0,1.0]
["A.1.","Adult relationships are consistently positive and respectful, and they serve as models for students.",2.0,2.0,null,null,null,1.0,2.0,null,null,null,"Group G&H students felt they had one adult they could rely on. Teachers do not feel like there is a consistency in communication and connection in focus group, however 71% said there was."]
["A.2.","Main office staff is welcoming, efficient, and friendly.",1.0,{"$nulls":6},1.0]
["A.3.","The school has created many opportunities for small learning environments and personalization.",1.0,2.0,{"$nulls":5},2.0,null,null,"Group G&H student focus group felt they if they had an interest there would be opportunity to learn. Survey said 37% of students have choices about how to do their work in classes."]
["A.4.","The school demonstrates an inclusive culture of mutual trust, respect, and positive attitudes.",2.0,{"$nulls":4},1.0,1.0,1.0,null,null,"Group G&H focus group with students verbalized everyone was equal and trust each other, however, the other focus group did not feel inclusive and it should be diverse, had to be athlete or academically gifted to be included. Last names matter and very biased based on that.  Survey indicated more of lack of inclusion. Wide variety between staff and students. Did not observe outside classroom interaction or know if terminology is consistent. Teacher focus group indicated lack of student self-confident. Total differnce in students understanding that 4 yr college, junior and technical school is all a form of college. "]
["A.5.","There are multiple and varied school and district events in which students can be involved.",null,null,3.0,3.0,null,null,1.0,2.0,null,null,"G: Parents do not have the means to gain information or communicate effectively if they are non-english speakers"]
["A.6.","Structures are in place so that each student is known well by at least one adult who helps to support and coordinate services that impact the students’ academic and personal success. ",null,null,2.0,null,1.0,null,2.0]
["A.7.","Establishing positive and trusting adult/student relationships is a school priority.",null,2.0,2.0,null,1.0,null,2.0,2.0]
["A.8.","Student-to-student relationships are consistently positive and respectful.",{"$nulls":6},1.0]
["A.9.","Students attend school regularly.",2.0,{"$nulls":5},1.0]
["B","Learning Climate is safe and accepting/inclusive",1.0,null,2.0,2.0,1.0,2.0,2.0,2.0,1.0,1.0,"G: Both staff and students feel that the school should be more inclusive especially racially and social emotionally                Group G&H: We feel like inclusion is in the process but not there yet, however, the project based learning is successfully in practice.",4.0,1.0]
["B.1.","School policies ensure a safe, orderly, and secure climate.",{"$nulls":5},2.0,2.0,2.0,1.0,1.0,"Group G&H Students survey indicates 50% of students feel safe, however, all focus groups differed. Nervous and anxious, some indication about the situation today but not all."]
["B.2.","Common areas are safe and accepting/inclusive (e.g., hallways, playground, gymnasium, parking lot).",1.0,null,null,2.0,null,2.0,2.0,2.0]
["B.3.","Discipline, attendance, and crisis plans are comprehensive and reflect the needs of the school/district.",1.0,null,null,2.0,2.0,null,null,null,1.0,1.0,"Group G&H: evidence of committment",3.0]
["B.4.","Visitors sign in and their movement is monitored.",1.0,{"$nulls":9},"Group G&H: shown"]
["B.5.","The staff sets and enforces clear expectation for positive behaviors and interactions.",1.0,{"$nulls":6},2.0,null,null,"\n"]
["B.6.","Systems are in place for proactive instruction to prevent and intervene with student acts of disrespect or aggression.",{"$nulls":4},1.0,null,null,null,1.0,1.0,"Group G&H: de-escilation process in place - evidence of policy"]
["B.7.","There are multiple opportunities for diverse groups of students to learn from and with each other; disaggregated groups of students are not isolated.",2.0,null,2.0,{"$nulls":7},"Group G&H: project based learning is desired mode of learning and evidence in practice ",6.0]
["C","Learning Climate is empowering",1.0,null,2.0,2.0,1.0,1.0,1.0,2.0,1.0,1.0,"Student survey and focus groups indicated only one adult they have a positive relationship. This year there is a good increase in school involvement and attendence in all activities.  There is evidence of a plan for developing a discipline plan. ",3.0,1.0]
["C.1.","School staff actively seek to identify and remove barriers to student engagement.",{"$nulls":5},2.0]
["C.2.","School pride is visible throughout the building.",1.0,{"$nulls":9},"G: School pride is limited."]
["C.3.","School leadership and staff demonstrate the belief all students can learn at high levels.",1.0,null,2.0,2.0,null,2.0,2.0,2.0,null,null,"G: Students do not recognize leadership nor do they feel empowered in school. "]
["C.4.","There is a proactive system of instruction and intervention for behavior to ensure each student is a successful member of the school learning community Including behavior expectations that are well defined, articulated, taught, and reinforced.",2.0,{"$nulls":4},1.0,1.0,null,1.0,1.0]
["C.5.","The school partners with students by listening to their perspectives and priorities, acting on their recommendations for change in the classroom and school, and by providing opportunities for student leadership in the classroom, school, and community.",null,null,1.0,null,null,null,1.0]
["C.6.","Staff are committed to developing relationships with the whole child. They are ready to help with the many challenges students face, to hold students accountable to high expectations, and to advise them about future goals and life after school.",{"$nulls":6},2.0,2.0,1.0]
["C.7.","Classrooms are student-centered, interactive, and engaging.",1.0,null,2.0,null,null,null,2.0]
["C.8.","High-quality and well-displayed student work is evident in hallways, display areas, or throughout the school.",1.0,{"$nulls":9},"G: Student work visible."]
["C.9.","School events are well attended by the community; there are multiple and varied school and district events in which students can be involved.",null,null,2.0,2.0,1.0,{"$nulls":5},"Better this year"]
["C.10","Students can identify at least one adult with whom they have a positive relationship.",{"$nulls":6},1.0,null,null,null,"Only one adult..."]
["D","Learning Dispositions: Mindset/Resilience. Students demonstrate a growth mindset and resilience.",2.0,2.0,{"$nulls":4},1.0,2.0,null,null,"Group G:Female are more significantly confident than the males Group G-H: Focused on learning tasks demonstrated by some, not consistely observed.",4.0,1.0]
["D.1.","Students persist with given challenging tasks and/or expectations.",2.0,2.0,{"$nulls":4},1.0]
["D.2.","Students stay focused on learning task/activity.",2.0,{"$nulls":5},1.0]
["D.3.","Students set goals based on advancing their learning rather than improving grades/scores.",null,2.0,{"$nulls":4},1.0,2.0]
["E","Learning Dispositions: Engagement. Students exhibit a high degree of attention, curiosity, interest, optimism, and passion while they are learning. Participation is active and thoughtful prior to and during instruction.",1.0,{"$nulls":5},1.0,null,null,null,"G: Students freely ask question. Some students are highly engaged.  Group G-H: evidence of practice by some students but not consistently observed.",3.0,1.0]
["E.1.","Students ask questions.",1.0,{"$nulls":5},1.0]
["E.2.","Students are curious.",1.0,{"$nulls":5},1.0]
["E.3.","Students are absorbed in the lesson; they are in the \"flow.\"",1.0,{"$nulls":5},1.0]
["E.4.","Students actively participate in the lesson/learning activity.",1.0,{"$nulls":5},1.0]
["E.5.","Students are prepared for school/class (have done homework, bring resources they need, etc.).",1.0,{"$nulls":5},1.0]
["F","Learning Dispositions: Engagement. Students evaluate their current performance in relation to expectations for mastery (e.g., using rubrics, scoring guides, lesson objectives, examples, and exemplars to analyze and improve their work).",2.0,{"$nulls":5},1.0,null,null,null,"G: Not observed--no self-assessment in relation to mastery and goals   Group G-H: Student were able to explain what the expectation is. ",4.0,1.0]
["F.1.","Students are aware of the learning expectations.",2.0,{"$nulls":5},1.0]
["F.2.","Students can describe their learning in relationship to the learning expectations.",2.0,{"$nulls":5},1.0]
["F.3.","Students are able to articulate what they need to do next to improve. ",2.0,{"$nulls":5},1.0]

{"sheet":"LCLD 9-12","index":3,"n_rows":62,"n_cols":15,"rows_kept":62,"cut":false,"hidden":false,"merged":[[0,0,0,1]]}
["Curriculum and Instruction\nFramework Element",null,null,"Teacher FG","Student FG","Parent/Family FG","Admin Interview","Teacher Survey","Student Survey","Parent/Family Survey","Document Review","Background Info","Notes on Evidence (highlight evidence sources used in ratings)","Rating (0-7) (blue elements only)","Main Element (blue)"]
["A","Curriculum is written and aligned so there are no gaps or unnecessary overlaps, and represents important and demanding understandings and processes.",{"$nulls":4},1.0,1.0,null,null,1.0,1.0,null,1.0,1.0]
["A.1.","The curriculum is aligned to Colorado Academic Standards.",{"$nulls":4},1.0,2.0,null,null,1.0,1.0,"Standards were not evident in documents.  "]
["A.2.","The curriculum for each subject and grade level is documented, and accessible to all staff, families, students, leadership, and stakeholders.",{"$nulls":8},1.0,1.0,"Curriculum documents are accessible in the front offices.  This is in progress.  "]
["A.3.","The written curriculum ensures there are no gaps or unnecessary overlaps.",{"$nulls":8},1.0,null,"There was no evidence of curriculum alignment across grade levels.  "]
["A.4.","Teachers participate in vertical articulation (cross grade or content area) to ensure there are no gaps or unnecessary overlaps in curriculum.",{"$nulls":5},1.0,null,null,1.0,1.0,"No evidence of vertical articulation.  "]
["A.5.","The implemented curriculum has no gaps or unnecessary overlaps.",{"$nulls":5},2.0,null,null,1.0,null,"No evidence."]
[null,"Teachers participate in horizontal curriculum articulation (within grade level or department) to ensure consistency of implementation of curriculum.",{"$nulls":9},1.0,"No evidence"]
["A.7.","There is a systematic process to monitor and evaluate curriculum and instructional programs/resources using multiple data sources.",{"$nulls":9},1.0,"No evidence"]
["A.8.","The curriculum reflects connections across the content areas that demonstrate interdisciplinary learning.",{"$nulls":5},1.0,{"$nulls":4},"No evidence"]
["B","Instructional Planning is aligned to curriculum that is important and demanding (i.e., the WHAT).",3.0,2.0,null,null,null,1.0,null,null,1.0,3.0,null,2.0,1.0]
["B.1.","Teachers ensure instruction reflects concepts and skills at grade-level expectations. ",3.0,{"$nulls":7},2.0,null,"Evidence was found of grade level concepts and expectations."]
["B.2.","Teachers and school leadership analyze and understand the academic standards and expectations for their grade level and content.",{"$nulls":5},1.0,null,null,1.0,1.0,"Not observed but documentation suggest that a transistion is in place by 2020."]
["B.3.","Teachers intentionally design instruction with planned criteria to assess mastery.",{"$nulls":5},1.0,null,null,2.0,null,"No evidence"]
["B.4.","Teachers plan to engage students in understanding and owning learning objectives.",3.0,{"$nulls":4},1.0,null,null,2.0,null,"Students appeared to not have a grasp of learning objectives."]
["B.5.","Instructional planning utilizes Colorado Academic Standards.",3.0,{"$nulls":4},1.0,null,null,2.0,null,"Little evidence was observed."]
["B.6.","Teachers plan cognitively complex instruction that requires students to make meaning of the most important concepts and principles in a subject area. ",{"$nulls":5},1.0,null,null,3.0,null,"Not observable"]
["B.7.","Teachers use aligned curricular documents and other tools (curriculum maps, pacing guides) to guide instructional planning.",{"$nulls":5},1.0,null,null,2.0,null,"Pacing guides and curriculum maps are in progress."]
["B.8.","Teachers use student data and current performance levels when planning instruction.",null,2.0,null,null,null,1.0,null,null,null,3.0,"Little evidence was observed."]
["C","Instructional Planning is intentional, focused, engaging, and scaffolded, (i.e., the HOW).",null,2.0,2.0,null,null,1.0,1.0,null,2.0,2.0,null,2.0,1.0]
["C.1.","Teachers plan for an increasing succession of student responsibility by moving from modeling and structured practice to guided and independent practice.",null,null,2.0,null,null,1.0,1.0,null,2.0]
["C.2.","Instructional staff members plan for aligned, integrated, and research-based instruction that engages students cognitively and ensures students learn to mastery.",null,null,2.0,null,null,null,1.0]
["C.3.","Resources selected in planning are aligned to outcomes, and attend to varied interests, readiness levels and learning preferences.",null,2.0,null,null,null,1.0,null,null,null,2.0,"Did not observe differentiation"]
["C.4.","Teachers design lessons to provide opportunities for students performing at grade level and beyond to ensure learning is challenging, engaging, and sustained.",null,null,2.0,null,null,1.0,1.0,null,null,null,"Did not observe."]
["D","Instructional Planning includes reflection on effectiveness of instruction. (the HOW)",null,1.0,null,null,1.0,1.0,null,null,null,1.0,null,1.0,1.0]
["D.1.","Teachers or teacher teams analyze multiple sources of individual and disaggregated group data to analyze and identify student learning needs, evaluate the impact of classroom instruction, and plan instruction.",{"$nulls":5},1.0,null,null,null,2.0,"In Progress"]
["D.2.","Teachers use results of formal and informal assessments to monitor and adjust curriculum and instructional practices, and to identify and address group or individual needs.",null,1.0,null,null,null,1.0,null,null,null,2.0,"Data analysis team is utilized but it was unclear how the data was communicated back to the teachers to impact instruction.  "]
["D.3.","There is an assessment and data management/reporting system that provides ongoing documentation of student progress through multiple measures.",{"$nulls":4},1.0,1.0,null,null,null,1.0,"Data analysis team has been developed."]
["D.4.","Teachers use the district assessment and data management system to access multiple sources of data and assessment results to guide school, department, and grade-level decisions. ",{"$nulls":9},1.0,"Teachers did communicate the use of summative assessments but it was unclear how that was utilized for instruction.  "]
["E","Instructional Planning systems are in place to plan for and ensure instructional supports for specific learning needs.",2.0,2.0,3.0,null,1.0,1.0,1.0,2.0,null,1.0,null,1.0,1.0]
["E.1.","The school has a system of tiered support.",null,2.0,{"$nulls":7},1.0,"Not observed but is in progress"]
["E.2.","Teachers make use of the school/district system of tiered supports.",2.0,{"$nulls":4},1.0,{"$nulls":4},"Not observed but is in progress"]
["E.3.","The school implements a comprehensive and coherent approach to meet the needs of all students identified as Title I, SPED, ELL, GT.",null,2.0,null,null,null,1.0,null,2.0,null,1.0]
["E.4.","The district provides resources and programs before, during, and after school that ensure all students have the academic intervention and broader enrichment supports they need to be academically successful and engaged as a whole person.",null,null,3.0,null,1.0,2.0,null,2.0,null,1.0]
["E.5.","Teachers include or utilize support for students’ social and emotional needs as part of regular classroom practice.",2.0,{"$nulls":4},1.0,1.0,2.0]
["F","Instructional Practice are demanding, important, and ensure transfer of learning.",1.0,null,2.0,null,null,null,2.0,null,null,1.0,null,2.0,1.0]
["F.1.","There is a consistent, district-wide approach to math instruction that is evident across subject areas and demonstrated in classrooms throughout the district. ",1.0,{"$nulls":4},2.0,null,2.0,null,1.0,"Not observed."]
["F.2.","There is a consistent, district-wide approach to literacy instruction that is evident across subject areas and demonstrated in classrooms throughout the district.",1.0,{"$nulls":6},2.0,null,1.0,"Not observed."]
["F.3.","Teachers explicitly model and require students to use higher-level thinking, metacognition, and problem-solving skills.",1.0,null,2.0,null,null,null,2.0]
["F.4.","Teachers help students make relevant connections within and between disciplines.",1.0,null,2.0,null,null,null,2.0,null,null,null,"Not observed"]
["F.5.","Content presented is accurate and essential to the discipline.",1.0,{"$nulls":9},"Content was essential to the discipline"]
["F.6.","Teachers provide bell-to-bell instruction and implement classroom procedures that minimize interruptions and maximize instructional time.",1.0,{"$nulls":9},"Bell to bell instruction was not evident."]
["F.7.","Instruction invites students to construct meaning and participate in disciplined inquiry that has value beyond school.",1.0,null,2.0,null,null,null,2.0]
["F.8.","Teachers continually monitor and adjust instruction and content based on multiple checks for understanding and formative assessment (formal and informal).",{"$nulls":5},1.0]
["F.9.","Teachers use a variety of strategies to assess all students’ achievement of learning targets. ",1.0]
["G","Instructional Practices are engaging.",1.0,1.0,null,null,2.0,null,2.0,{"$nulls":4},1.0,1.0]
["G.1.","Teachers use strategies to ensure students are cognitively engaged (examples might include: problem-based learning, cooperative group learning, or independent practice).",1.0,1.0,null,null,2.0,null,2.0,null,null,null,"Students were compliant but not evident of engagment."]
["G.2.","Learning activities encourage student curiosity.",1.0,{"$nulls":5},2.0,null,null,null,"Not observed"]
["G.3.","Students are absorbed and in the \"flow\".",1.0,{"$nulls":9},"Students appeared to be compliant."]
["H","Instructional Practice are focused.",1.0,null,1.0,null,null,2.0,2.0,null,null,2.0,null,2.0,1.0]
["H.1.","Teachers ensure all students are consistently aware of learning expectations and purposes (e.g. discusses the purpose of the lesson, engages students in clarifying learning targets, shares exemplars/models, or provides rubrics/checklists).",1.0,{"$nulls":4},2.0,2.0,null,null,null,"50% of classroom observations had learning targets."]
["H.2.","Teachers build on students’ prior knowledge to help them learn new skills.",1.0,{"$nulls":5},2.0,null,null,null,"Prior knowledge was utilized to learn new skills."]
["H.3.","Teachers ask students to reflect on their learning.",1.0,null,1.0,null,null,null,2.0]
["H.4.","Teachers help students to articulate, set, reflect-on, and revise short- and long-term goals.",1.0,{"$nulls":5},2.0,null,null,3.0,"Not observed"]
["H.5.","Student behavioral expectations are explicitly taught, clearly understood, and consistently reinforced in classrooms.",1.0,{"$nulls":5},2.0,null,null,2.0]
["I","Instructional practices are scaffolded.",1.0,2.0,2.0,null,null,1.0,1.0,1.0,null,2.0,null,2.0,1.0]
["I.1.","Instructional staff uses modeling, demonstrations, and multiple examples to teach skills and strategies, and provides frequent opportunities for student practice and response.",1.0,{"$nulls":4},2.0,2.0,null,null,null,"Observed minimally"]
["I.2.","Teachers use instructional practices that meet the needs of a range of learners and are differentiated to meet the various needs and strengths of learners through different kinds of support or individualized instruction.",1.0,2.0,null,null,null,1.0,null,2.0,null,2.0,"Observed minimally"]
["I.3.","Teachers review learning strengths and challenges with students, re-teach as needed, and help students revise their work.",1.0,null,2.0,null,null,2.0,2.0,null,null,2.0,"Evidence does support the use of re-teaching.  "]
["I.4.","Teachers provide students with regular, specific, timely, and descriptive feedback to help improve their performance.",1.0,2.0,null,null,null,2.0,2.0,null,null,null,"Observed"]
["I.5.","Instructional staff uses developmentally, culturally, and linguistically appropriate strategies to meet the diverse needs of all students.",{"$nulls":5},1.0,1.0,1.0,null,null,"Not observed"]
["I.6.","Instructional staff adjust teaching so students are challenged.",1.0,null,2.0,null,null,null,2.0,2.0,null,null,"Observed minimally"]