academic review evaluation tools · 2019-04-12 · virginia department of education academic review...

Virginia Department of Education

Academic Review

Evaluation Tools

Office of School Quality Updated 8/23/2018

Table of Contents

Division Alignment and Basic Components Evaluation Tool ........................................................ 2

Directions .................................................................................................................................... 3

Division: Category & Indicators Score Report ........................................................................... 4

Division Indicator Averaging Worksheet ................................................................................... 7

*Division Leadership Basic Components Evaluation Tool ........................................................ 8

Division Curriculum Guide Alignment and Basic Components Evaluation Tool ...................... 9

*Division Professional Development Evaluation Tool............................................................. 14

Division Achievement Gap Evaluation Tool ............................................................................ 15

School Alignment and Basic Components Evaluation Tool ........................................................ 20

Directions .................................................................................................................................. 21

School Category & Indicators Score Report ............................................................................. 22

School Indicator Averaging Worksheet .................................................................................... 25

*School Leadership Basic Components Evaluation Tool ......................................................... 27

*School Lesson Plan Evaluation Tool ...................................................................................... 28

*School Lesson Observation Evaluation Tool .......................................................................... 32

Master Schedule Evaluation Tool ............................................................................................. 36

School Assessment Alignment and Basic Components Evaluation Tool ................................. 37

School Data Analysis Basic Components Evaluation Tool ...................................................... 39

*School Professional Development Evaluation Tool ............................................................... 40

School Achievement Gap Evaluation Tool............................................................................... 41

2 | D i v i s i o n A l i g n m e n t a n d B a s i c C o m p o n e n t s E v a l u a t i o n T o o l

V i r g i n i a D e p a r t m e n t o f E d u c a t i o n

O f f i c e o f S c h o o l Q u a l i t y

Division Alignment and Basic Components

Evaluation Tool




Directions

1. Collect the evidence required for each category (Leadership, Written Curriculum,

Professional Development, and Achievement Gap) as listed on the Category & Indicators Score

Report.

2. Review each artifact using the tool listed on the Category & Indicators Score Report.

3. Record each score in the appropriate box on the Indicator Averaging Worksheet and then find

the arithmetic mean/average for each Indicator.

4. Record the average score for each Indicator on the Category & Indicators Score Report.




Division: Category & Indicators Score Report

Category

Evidence and

Number of

Artifacts

Required

Tool to

Evaluate Indicators Score/Average

*Support:

Leadership

Division

teacher

evaluation

handbook (1)

Division

teacher

evaluation

monitoring

schedule (past

2 years)

Additional

documents that

provide

evidence of

feedback to

administrators

regarding their

feedback to

teachers

*Leadership

Basic

Component

Evaluation Tool

Division provides guidance to administrators regarding

expectations for monitoring the written and taught

curriculum, and providing feedback to teachers; division

monitors school-level compliance monitoring the written and

taught curriculum, and providing feedback to teachers.

Note: A cumulative score is determined after examining a

preponderance of evidence for the Leadership category.

*Required Tool




Category

Evidence and

Number of

Artifacts

Required

Tool to

Evaluate Indicators

Score/

Average

Written

Curriculum

Curriculum

guides (3 unit

minimum

AND at least

1 unit

minimum per

unaccredited

subject per

grade level)

Curriculum

Guide Alignment

and Basic

Components

Evaluation Tool

The curriculum maps, guides, and unit plans are strongly

aligned with the state standards’ Curriculum Framework Essential

Knowledge and Skills in both content and cognitive levels.

The sequence and pacing of curriculum maps, guides, and unit

plans considers state standards’ Curriculum Framework Essential

Knowledge and Skills and state assessment Blueprints to provide

realistic pacing for content mastery of necessary knowledge and

skills.

The suggested learning experiences in the curriculum guides and

unit plans provide a variety of suggestions but allow for flexibility

in implementation, include suggestions for differentiation,

demonstrate an understanding of the needs of the age group, and

help make learning relevant for students.

The written curriculum includes multiple assessment strategies

and instruments that are aligned with adequate content coverage,

fair, and provide consistent results across all subgroups.

The resources available (including time, scheduling, personnel,

and materials) support the full implementation of the curriculum.

*Support:

Professional

Development

Professional

development

guidelines for

schools (1)

Professional

development

plan for

division (past

2 years)

*Professional

Development

Basic

Component

Evaluation Tool

The division works collaboratively with the school to support,

monitor, provide feedback on professional development activities

that are aligned with the state standards’ Curriculum Framework

Essential Knowledge and Skills and connect teaching to student

learning outcomes.


preponderance of evidence for the Professional Development

category.




Achievement

Gap

See pages 18-

19 for a list of

potential

artifacts

**Division

Achievement

Gap Evaluation

Tool

The division provides a plan with high academic expectations

for all students, using diagnostic information and student learning

data to develop expectations that emphasize differentiated

instruction. The division makes efforts to recruit and retain

effective teachers to serve schools with high numbers of minority

students, economically disadvantaged students, and/or students

with disabilities. The division maintains a system to ensure

equitable allocation and distribution of resources based on

school and student needs.

*Required Tool




Division Indicator Averaging Worksheet

Directions: Review each artifact using the tool listed on the Category & Indicators Score Worksheet Report and record each score

here. Then find the arithmetic mean/average for each Indicator.

Note: Refer to the Category & Indicators Score Worksheet Report for the number of artifacts required for each Indicator. Not all

columns for Artifacts will or must be used.

Artifacts

Curriculum

Category Indicators

Sco

re/

Aver

age

*Support: Leadership

(Score)

Guidance &

Monitoring

Written Alignment

Written Sequence/Pacing

Written Learning Experiences

Written Assessment

Written Resources

*Support:

Professional

Development (Score)

Collaboration &

Connection to

Outcomes

Achievement Gap Academic Support

Achievement Gap

Equitable Allocation

& Distribution of

Effective Teachers

Achievement Gap Equitable Allocation &

Distribution of

Resources

*Required Tool




*Division Leadership Basic Components Evaluation Tool

Evidence for: Leadership

To be used with: Division Teacher Evaluation Handbook, Division Teacher Monitoring Schedule, School Summative Evaluation and

Teacher Observation Schedules, documents that provide evidence of feedback to administrators regarding their feedback to teachers

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)

Functional Implementation

(2 points)

All criteria must be met in order to achieve a

score of Functional Implementation

Full Implementation

(3 points) Meets ALL criteria for

Functional

Implementation and at

least one of the

following…

Our

Score

*Support:

Leadership

0 or 1 elements

for Functional

Implementation

are present

2 elements for

Functional

Implementation

are present

Provides guidance to school

administrators regarding expectations

for monitoring the written, taught,

and tested curriculum

Monitors compliance in

implementing the written, taught, and

tested curriculum

Provides feedback to school

administrators on implementing the

written, taught, and tested curriculum

Provides and

encourages

specific

opportunities for

teachers to engage

in self- or peer-

evaluation as part

of the evaluation

process




Division Curriculum Guide Alignment and Basic Components Evaluation

Tool Evidence for: Written Curriculum

For use with: Curriculum Guides, Unit Plans, Pacing Guides, Concept Maps, etc.

Resources Needed for Analysis: Standards of Learning Curriculum Framework and Blueprint

Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Alignment

with/of

Standards and

Objectives

0 or 1 elements

of Functional

Implementation

are present

2 elements of

Functional

Implementation

are present

Aligns with Standards of Learning

and Curriculum Framework

Essential Knowledge and Skills in

both content and cognitive level

Indicates how the unit is relevant to

other grade levels, content areas,

and/or real life

Aligns Suggested Learning

Experiences, Assessments, and

Resources with state standards’

Curriculum Framework Essential

Knowledge and Skills’ content and

cognitive levels

Aligns

horizontally by

including

complementary

standards in

other subject

areas (cross-

curricular)

Aligns vertically

by including

other standards

in same subject

across multiple

grade levels

Is the artifact at or above Functional Implementation for

Alignment? If not, STOP. Overall score for all other basic

components is No Implementation.




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Sequence/

Pacing

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

of Functional

Implementation

are present

2 elements of

Functional

Implementation

are present

Aligns with state assessment

Blueprint to help inform number of

learning experiences per standard

Allows concepts to “build” upon

one another

Provides realistic pacing for content

mastery

Uses classroom-

driven data from

previous years to

help inform

appropriate

amount of time

for knowledge

and skills for

each standard

Includes optimal

pacing

suggestions but

includes room

for flexibility

based on student

needs




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Student

Learning

Experiences

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

of Functional

Implementation

present

2 or 3 elements of

Functional

Implementation

present

Provides a variety of specific

learning experience suggestions but

allows for flexibility in

implementation

Demonstrates an understanding of

students’ intellectual, social,

emotional, and physical

development

Links present content with past and

future learning experiences, other

subject areas, and/or real world

experiences and applications

Uses evidence-based instructional

strategies

Includes at least

one model lesson

per unit

Includes

suggestions for

differentiation of

learning

experiences to

meet students’

needs




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Assessments

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

for Functional

Implementation

are present

2 or 3 elements for

Functional

Implementation

are present

Includes multiple assessment

strategies and instruments that are

valid and appropriate for the

content, cognitive level, and student

population

Includes opportunities for formal

and informal assessment, as well as

formative and summative

assessments

Includes assessment scoring guides

and/or rubrics

Gives examples for how to use

assessments to guide future

instruction

Includes

diagnostic pre-

assessments that

can be used to

develop

expectations for

students, to

differentiate

instruction, and

to document

learning

Addresses

multiple learning

styles and

includes

suggestions for

differentiation

Uses a blend of

traditional

assessments and

performance

assessments




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Supporting

Resources

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 elements of

Functional

Implementation

are present

1 element of

Functional

Implementation is

present

Provides a variety of aligned

resource materials in addition to the

textbook that meaningfully enhance

student learning

Includes resources that encourage

higher-level thinking

Includes specific

resources used to

differentiate for

students’ needs




*Division Professional Development Evaluation Tool

Evidence for: Professional Development

To be used with: Division- and school-level professional development procedures and plans (Include a variety of documents that

evidence monitoring and feedback)

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

*Support:

Professional

Development

0 or 1 elements

for Functional

Implementation

are present

2 or 3 elements

for Functional

Implementation

are present

Creates a plan for appropriate

professional development that

connects teaching to student learning

outcomes, including focusing on

student subgroups as appropriate

Provides support and opportunities

for teachers to effectively implement

learning from professional

development

Monitors whether and how

professional development learning is

used in classrooms

Provides feedback to teachers on

their use of professional development

learning through an explicit focus on

student learning outcomes

Uses data,

including relevant

student subgroup

data, to determine

appropriate

professional

development,

monitor its

effectiveness, and

determine next

steps

Differentiates

professional

development

based on teachers’

needs



O f f i c e o f S c h o o l I m p r o v e m e n t

Division Achievement Gap Evaluation Tool

To be used with: (Examples) Division strategic plan, school improvement plans, division leadership team meeting minutes, division

professional development plan, division family or community communications, walkthrough data, data meeting presentations or

handouts, leadership communication to staff, division staff handbook, division student handbook, social media communications,

division written curriculum

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation



and at least one of the

following…

Our

Score

Academic

Support

0 or 1 elements

for Functional

Implementation

are present

2 elements for

Functional

Implementation

are present

Provides a plan with high academic

expectations for all students and

communicates the plan to

stakeholders

Provides expectations about

outcomes of student learning and

about student learning processes,

such as (but not limited to) hard

work, using strategies, and

persistence

Uses accurate diagnostic information

and student learning data to develop

division-level program expectations

and professional development that

emphasizes differentiated instruction

Provides

professional

development on

possible cultural

assumptions that

negatively affect at-

risk students

Promotes a

combination of

direct instruction,

stimulating learning

activities, and/or

instruction

integrated among

content areas as

appropriate




To be used with: (Examples) Division and/or school teaching assignments, websites, recruitment fair presentations, professional

development schedules or sign in sheets, teacher leadership program plans or agendas, chart of 1st, 2

nd, and 3

rd year teacher

placements, retention plan

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

Equitable

Allocation

and

Distribution

of Effective

Teachers

0 or 1 elements

for Functional

Implementation

are present

2 elements for

Functional

Implementation

are present

Makes efforts to recruit effective

teachers

Ensures that a disproportionate

number of new or struggling teachers

are not assigned to schools with high

numbers of minority students,

economically disadvantaged students,

and/or students with disabilities

Provides a retention plan to retain

effective teachers to serve schools

with high numbers of minority

students, economically disadvantaged

students, and/or students with

disabilities

Provides

differentiated

professional

development for

teachers in schools

with high numbers of

minority students,

economically

disadvantaged

students, and/or

students with

disabilities

(including, but not

limited to, cultural

competence and

academic strategies)




To be used with: (Examples) Textbook or other materials inventories, teacher funding requests, technology inventories, technology

professional development agendas or sign in sheets

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

Equitable

Allocation and

Distribution of

Resources

0 elements for

Functional

Implementation

are present

1 element for

Functional

Implementation is

present

Maintains a system to ensure equitable

allocation and distribution of resources

based on school and student needs

(including, but not limited to, funding,

facilities, technology, textbooks, and

supplies)

Promotes a system in which students

who do not have access to academic

materials at home are still able to

complete their work as successfully as

students who do have access

Provides resources to help schools

develop proactive management systems

that reward positive behavior and

implements consequences fairly and

consistently

Provides resources for school-

community partnerships and provides

evidence of setting and meeting goals for

these partnerships

Provides resources for student

knowledge gaps related to Standards of

Learning while incorporating higher-

level, appropriately challenging work for

students

Evaluates the extent to

which division

resources positively

impact student

outcomes

Provides resources for

ongoing and

intentional

opportunities for

vocabulary

development within

the context of

standards being

studied and

authentically measures

student vocabulary

progress




Division Achievement Gap Artifact List

Component Indicator Potential Artifacts

Aca

dem

ic S

up

port



communicates the plan to stakeholders

❏ Division Strategic Plan

❏ Division Strategic Plan community presentations, press releases, social media

announcements

Provides expectations not just on outcomes

of student learning, but also processes, such

as (but not limited to) hard work, using

strategies, and persistence

❏ Written curriculum

❏ Professional development plans and offerings

Uses accurate diagnostic information and

student learning data to develop division-

level program expectations that emphasize

differentiated instruction

❏ Student learning data

❏ Meeting notes

❏ Program goals and plans for implementation, monitoring, and evaluation

Eq

uit

ab

le A

lloca

tion

an

d

Dis

trib

uti

on

of

Eff

ecti

ve

Tea

cher

s

Makes efforts to recruit effective teachers ❏ Recruitment plan

❏ Recruitment posters, advertisements, social media posts

Ensures that a disproportionate number of

new or struggling teachers are not assigned

to schools with high numbers of minority

students, economically disadvantaged

students, and/or students with disabilities

❏ Hiring list

❏ Staffing meeting notes

❏ Staff reports

Provides a retention plan to retain effective

teachers to serve schools with high numbers

of minority students, economically

disadvantaged students, and/or students

with disabilities

❏ Retention plans

❏ Stipends, bonuses, or incentive plans





Eq

uit

ab

le A

lloca

tion

an

d D

istr

ibu

tion

of

Res

ou

rces

Maintains a system to ensure equitable

allocation and distribution of resources based

on school and student needs (including, but

not limited to, funding, facilities, textbooks,

and supplies)

❏ Material and supply inventories

❏ Technology inventory

❏ Material and technology request forms

Promotes a system in which students who do

not have access to academic materials at home

are still able to complete their work as

successfully as students who do have access

❏ Supply request forms for parents

❏ Schedule of before and after school library hours schedule for students to use

internet/computers

❏ Before/after school tutoring programs or homework clubs

❏ Communications about school supply distributions from community

organizations

Provides resources to help schools develop

proactive management systems that reward

positive behavior and implements

consequences fairly and consistently

❏ Online resource bank on how to build positive behavior supports

❏ Professional development plans

❏ School behavior plan expectations and communications

Provides resources for school-community

partnerships and provides evidence of setting

and meeting goals for these partnerships

❏ School-community partnership memoranda

❏ Press release or social media communication

❏ Community-partnership plans

Provides resources for student knowledge

gaps related to Standards of Learning while

incorporating higher-level, appropriately

challenging work for students

❏ Division written curriculum

❏ Division lesson planning expectations

❏ Professional development plans

20 | S c h o o l A l i g n m e n t a n d B a s i c C o m p o n e n t s E v a l u a t i o n T o o l



School Alignment and Basic Components

Evaluation Tool




Directions

1. Collect the evidence required for each category (Leadership, Taught Curriculum, Tested

Curriculum, Professional Development, and Achievement Gap) as listed on the Category &

Indicators Score Report.

2. Review each artifact using the tool listed on the Category & Indicators Score Report.

3. Record each score in the appropriate box on the Indicator Averaging Worksheet and then find

the arithmetic mean/average for each Indicator.

4. Record the average score for each Indicator on the Category & Indicators Score Report.




School Category & Indicators Score Report

Category

Evidence and

Number of

Artifacts

Required

Tool to

Evaluate Indicators

Score/

Average

*Support:

Leadership

Summative

evaluation and

teacher observation

schedule (1)

Additional

documents that

provide evidence of

feedback to teachers

*Leadership

Basic

Component

Evaluation Tool

Principal provides guidance and feedback to teachers regarding

expectations for implementing the written and taught

curriculum.


preponderance of evidence for the Leadership category.

*Taught

Curriculum

Lesson plans (at

least 3 per

unaccredited

subject at each

grade level)

*Lesson Plan

Alignment and

Basic

Component

Evaluation Tool

The lessons plans and taught lessons are strongly aligned with the

state standards’ Curriculum Framework Essential Knowledge

and Skills in both content and cognitive levels.

The sequence and pacing of lessons provides realistic pacing for

content mastery of necessary knowledge and skills.

Lesson

observations for

Current Year (at

least 2 per

unaccredited

subject at each

grade level for

the current year) *Note: Lesson

observations for

previous year may

also be provided.

*Note: This is a

review of a

completed

observation tool.

*Lesson

Observation

Alignment and

Basic

Component

Evaluation Tool

The suggested learning experiences in the lessons provide

students with opportunities to develop or enhance knowledge and

skills, incorporate higher-level thinking, address misconceptions

and gaps in prior learning, use a variety of effective instructional

strategies and resources, and differentiate learning experiences to

meet students’ needs

Lessons include short-term formative assessment, either formal or

informal, and use this formative assessment(s) to inform, guide,

and adjust students’ learning throughout the lesson

Lessons includes a variety of resource materials that

meaningfully enhance student learning and encourage higher-level




Category

Evidence and

Number of

Artifacts

Required

Tool to

Evaluate Indicators

Score/

Average

Master Schedule Master Schedule

Tool

thinking; master schedule includes adequate personnel to teach

necessary sections of courses for all interested students and allots

adequate time for courses as outlined by the Virginia Department

of Education.

Tested

Curriculum

Local assessment

(3 minimum

AND at least 1

per unaccredited

subject per grade

level)

Assessment

Alignment and

Basic

Components

Evaluation Tool

The local assessment is aligned with the Standards of Learning

and Curriculum Framework Essential Knowledge and Skills

and contains a sufficient number of items to assess mastery of

that standard.

The local assessment attempts to be a fair assessment of student

learning and to yield consistent results.

Local assessment

Data Analysis (1

per unaccredited

area per grade

level)

Data Analysis

Basic

Components

Evaluation Tool

*Support:

Professional

Development

Professional

development

plan for school

(past 2 years)

Variety of

documents that

evidence

monitoring and

feedback

*Professional

Development

Basic

Component

Evaluation Tool

The principal provides relevant opportunities for teachers to gain

new skills—including opportunities to experiment, practice, and

obtain these skills though monitoring, reflecting, and connecting

teaching to student learning outcomes.


preponderance of evidence for the Professional Development

category.




Category

Evidence and

Number of

Artifacts

Required

Tool to

Evaluate Indicators

Score/

Average

Achievement

Gap

See pages 46-49

for a list of

potential artifacts

*School

Achievement

Gap Evaluation

Tool

The school provides a plan with high academic expectations

for all students, using diagnostic information and student learning

data to develop expectations that emphasize differentiated

instruction. The school has systems in place to reward positive

behaviors and to foster family and community engagement.

The school provides experiences for all students to learn and

apply appropriate academic and technical knowledge related

to college, careers, and life. The school maintains a system to

ensure equitable allocation and distribution of resources based

on school and student needs.

*Required Tool




School Indicator Averaging Worksheet

Directions: Review each artifact using the tool listed on the Category & Indicators Score Worksheet Report and record each score

here. Then find the arithmetic mean/average for each Indicator.

Note: Refer to the Category & Indicators Score Worksheet Report for the number of artifacts required for each Indicator. Not all

columns for Artifacts will or must be used.

Artifacts

Curriculum

Category Indicators

Sco

re/

Aver

age

*Support:

Leadership (Score)

Guidance &

Feedback

*Taught Alignment

Taught Sequence/Pacing

Taught Learning Experiences

Taught Assessment

Taught Supporting Resources

Tested Alignment & Content

Coverage

Tested Consistency &

Fairness

*Support:

Professional

Development (Score)

Opportunities &

Connections to

Outcomes

Achievement Gap Academic Support

Achievement Gap Social & Emotional

Support

Achievement Gap College, Career, &

Life Readiness




Achievement Gap Family &Community

Engagement

Achievement Gap Equitable Allocation

& Distribution of

Resources

*Required Tool




*School Leadership Basic Components Evaluation Tool

Evidence for: Leadership

To be used with: School Summative Evaluation and Teacher Observation Schedules, documents that provide evidence of feedback to

teachers

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Support:

Leadership

0 or 1 elements

for Functional

Implementation

are present

2 elements for

Functional

Implementation

are present

Provides guidance to teachers

regarding expectations for monitoring

the written, taught, and tested

curriculum

Monitors compliance in


tested curriculum



tested curriculum

Provides and

encourages

specific

opportunities for

teachers to engage

in self- or peer-

evaluation as part

of the evaluation

process




*School Lesson Plan Evaluation Tool

Evidence for: Taught Curriculum

For use with: Lesson plans

*Required Tool

Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)

All criteria must be met in order to achieve a score

of Functional Implementation

Full

Implementation


Functional


least one of the

following…

Our

Score

Alignment

with/of

Standards

and

Objectives

0 or 1 elements

of Functional

Implementation

are present

2 or 3 elements

of Functional

Implementation

are present

Aligns with Standards of Learning and


Knowledge and Skills in both content

and cognitive level (evidence of

standard unpacked)

Indicates how the unit is relevant to

other grade levels, content areas, and/or

real life

Outlines objective (includes the

behaviors students will exhibit to show

learning and the conditions under which

the students will exhibit those behaviors)

Outlines the criteria used to determine

whether learners have met the objective

Includes multiple

cognitive levels

up to or greater

than the standard

itself







Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Sequence/

Pacing of

Student

Learning

Experiences

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

of Functional

Implementation

are present

2 elements of

Functional

Implementation

are present

Activates prior knowledge in an opening

experience that engages students

Summarizes the knowledge and skills

developed or enhanced through learning

experiences as closure

Plans time realistically for pacing,

content, and transitions

Supports

instructional

method in a

purposeful way

(e.g., inquiry

lessons may be

structured

differently than

role-play lessons)

Provides for

transitions and

connections

between learning

experiences




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Quality of

Student

Learning

Experiences

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0-2 elements of

Functional

Implementation

are present

3-5 elements of

Functional

Implementation

are present

Provides students with opportunities to

develop or enhance knowledge and skills

with specific connections to state

standards’ Curriculum Framework

Essential Knowledge and Skills and/or

objectives

Incorporates higher-level thinking

Addresses possible misconceptions and

potential gaps in prior learning

Uses a variety of effective instructional

strategies and resources

Uses previous student learning data to

differentiate instruction to meet

students’ needs

Uses best practices for pedagogy and

developmental needs of students

Encourages

students to take

responsibility for

their own

learning




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Assessment

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

of Functional

Implementation

are present

2 elements of

Functional

Implementation

are present

Includes short-term formative

assessment, either formal or informal

(including evidence of planned questions

at the appropriate level)

Uses formative assessment(s) to inform,

guide, and adjust students’ learning

throughout the lesson

Provides students with learning

experiences that support knowledge and

skills needed to be successful on

summative assessment

Includes

opportunities for

students to assess

their own

knowledge,

skills, or products

gained through

the lesson

Supporting

Resources

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 elements of

Functional

Implementation

are present

1 element of

Functional

Implementation

is present

Provides a variety of aligned resource

materials in addition to the textbook that

meaningfully enhance student learning



Includes specific

resources used to

differentiate for

students’ needs




*School Lesson Observation Evaluation Tool

NOTE: This tool is designed for use with the documentation of a formal observation. It DOES NOT represent documentation

of a classroom observation completed during the academic review.


For use with: Teacher observations (formal)

*Required Tool

Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Alignment

with/of

Standards

and

Objectives

0 or 1 elements

of Functional

Implementation

are present

*If no

observations

were conducted,

the level for the

artifact is No

Implementation-

0 points

2 or 3 elements of

Functional

Implementation

are present

Facilitates learning experiences that

align with the Standards of Learning

and Curriculum Framework Essential


and cognitive level

Indicates how the lesson is relevant to

other grade levels, content areas, and/or

real life

Communicates objective to students

(includes the behaviors students will

exhibit to show learning and the

conditions under which the students will

exhibit those behaviors)

Communicates to students the criteria

used to determine whether learners have

met the objective

Includes multiple

cognitive levels up

to or greater than

the standard itself

Makes connections

between lesson and

personal relevance

to students lives’ in

a meaningful way







Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Sequence/

Pacing of

Student

Learning

Experiences

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 or 1 elements

of Functional

Implementation

are present

2 or 3 elements

for Functional

Implementation

are present

Activates prior knowledge in an

opening experience that engages

students

Transitions efficiently between

learning experiences

Draws clear connections between

learning experiences

Summarizes the current lesson’s

learning experiences as closure to

lesson

Encourages

students to draw

connections

between past and

present learning

experiences




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Quality of

Student

Learning

Experiences

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0-3 elements of

Functional

Implementation

are present

4 or 5 elements of

Functional

Implementation

are present

Provides students with opportunities

to develop or enhance knowledge

and skills with specific connections

to state standards’ Curriculum

Framework Essential Knowledge

and Skills and/or objective

Incorporates higher-level thinking

Addresses misconceptions and gaps

in prior learning

Uses a variety of effective

instructional strategies and resources

Reflects best practices for pedagogy

and developmental needs of students

Demonstrates an accurate

knowledge of the subject matter and

skills relevant to the subject area

taught

Provides

opportunities for

students to take

responsibility for

their own learning

Uses student

learning data to

differentiate

instruction to meet

students needs as

appropriate




Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Assessment

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 elements of

Functional

Implementation

are present

1 element of

Functional

Implementation is

present

Includes short-term formative

assessment, either formal or

informal (including evidence of

planned questions at the appropriate

level)

Uses formative assessment(s) to

inform, guide, and adjust students’

learning throughout the lesson

Includes

opportunities for

students to assess

their own

knowledge or

skills gained

through the lesson

Supporting

Resources

Note that

alignment with

standards is

essential for

Functional

Implementation;

this is assessed in

the first

component

0 elements of

Functional

Implementation

are present

1 element of

Functional

Implementation is

present

Includes a variety of aligned

resource materials in addition to the

textbook that meaningfully enhance

student learning



Include specific

resources used to

differentiate for

students’ needs




Master Schedule Evaluation Tool


To be used with: Master Schedule

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)

Full Implementation


Functional


least one of the

following…

Our

Score

Supporting

Resources

0 or 1 elements

for Functional

Implementation

are present

2 or 3 elements

for Functional

Implementation

are present

Includes all courses required by the

Virginia Department of Education

Includes adequate personnel to teach

necessary sections of courses for all

interested students

Allots adequate time for courses as

outlined by the Virginia Department

of Education

Allots adequate time for all teachers

to plan individually and in horizontal

collaborative groups

Allots time for

teachers to meet

in vertical

collaborative

groups




School Assessment Alignment and Basic Components Evaluation Tool

Evidence for: Tested Curriculum

For use with: Teacher-made local assessments (i.e., common unit assessments, formative assessments)

Resources: Standards of Learning Curriculum Framework and Blueprint

Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Alignment &

Content

Coverage

0 or 1 elements

of Functional

Implementation

are present

2 elements of

Functional

Implementation

are present

Aligns with Standards of Learning

and Curriculum Framework Essential


and cognitive level

Aligns with objectives from

individual lessons

Contains sufficient items to assess

student mastery of state standards’


Knowledge and Skills and objectives

for the unit or lessons taught

Uses the content

and cognitive level

of each standard in

order to determine

the most meaningful

item type to

measure student

attainment of each

standard (e.g.,

selected response,

constructed

response,

performance

assessment)

Uses a plan (such as

a table of

specifications) to

develop

assessments for the unit







Basic

Components

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full

Implementation


Functional


least one of the

following…

Our

Score

Consistency &

Fairness

Note that alignment

with standards is

essential for

Functional

Implementation;

this is assessed in

the first component

0 or 1 elements

of Functional

Implementation

are present

2 or 3 elements

of Functional

Implementation

are present

Provides clear directions for each

portion of the assessment

Contains no errors that impede

students’ abilities to respond to items

Uses a clean format that does not

impede students’ abilities to respond

to items

Includes scoring guide that promotes

intra-rater and inter-rater reliability

for items

Includes teacher

guides and

procedures for

giving

assessments to

increase inter-

rater reliability




School Data Analysis Basic Components Evaluation Tool

Evidence for: Tested Curriculum

To be used with: Data Analysis of a Given Test

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Alignment &

Content

Coverage

0-2 elements for

Functional

Implementation

are present

3 or 4 elements

for Functional

Implementation

are present

Provides information on the most

frequently mastered and the most

frequently missed content

Makes inferences as to why content

was frequently mastered or missed

Provides information on which

students scored exceptionally high,

which scored exceptionally low, and

which students were in “the bubble”

(barely failed/barely passed),

including disaggregating by

subgroups as defined by the Virginia

Department of Education

Makes inferences as to why students

are in each category

Uses inferences about content and

students to create a plan for future

instruction

Provides

information on the

most frequently

mastered and the

most frequently

missed cognitive

levels, makes

inferences as to

why this cognitive

level was

frequently

mastered or

missed, and uses

inferences to

create a plan for

future instruction




*School Professional Development Evaluation Tool

Evidence for: Professional Development

To be used with: Division- and school-level professional development procedures and plans (Include a variety of documents that

evidence monitoring and feedback)

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

*Support:

Professional

Development

0 or 1 elements

for Functional

Implementation

are present

2 or 3 elements

for Functional

Implementation

are present

Creates a plan for appropriate

professional development that

connects teaching to student learning

outcomes, including focusing on

student subgroups as appropriate

Provides support and opportunities

for teachers to effectively implement

learning from professional

development

Monitors whether and how

professional development learning is

used in classrooms


their use of professional development

learning through an explicit focus on

student learning outcomes

Uses data,

including relevant

student subgroup

data, to determine

appropriate

professional

development,

monitor its

effectiveness, and

determine next

steps

Differentiates

professional

development

based on teachers’

needs




School Achievement Gap Evaluation Tool

Evidence for: School Achievement Gap

To be used with: (Examples) School improvement plans, school improvement meeting minutes, staff professional development plan,

family or community communications, teacher lesson plans, lesson observations, walkthrough data, data meeting presentations or

handouts, leadership communication to staff, staff handbook, student handbook

*Required Tool

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

Academic

Support

0-2 elements for

Functional

Implementation are

present

3 or 4 elements for

Functional

Implementation are

present





student learning data to develop

differentiated instruction and make timely

adjustments to learning arrangements

Delivers instruction to address students’

knowledge and skill gaps while also

providing grade-level appropriate skills

Provides on-going and intentional

opportunities for vocabulary development

within the context of Standards of Learning

being studied and authentically measures

student vocabulary progress

Provides expectations about outcomes of

student learning and about student learning

processes, such as (but not limited to) hard

work, using strategies, and persistence

Reviews lessons for

possible cultural

assumptions that

negatively affect at-risk

students

Uses a combination of

direct instruction,

stimulating learning

activities, and/or

instruction integrated

among content areas as

appropriate




To be used with: (Examples) Student behavior matrices, professional development sign in sheets and agendas, classroom

observations, student interest surveys, student goal-setting sheets, behavior plans, student handbooks, staff handbooks, social media

posts, student surveys, student data, etc.

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

Social and

Emotional

Support

0 or 1 elements

for Functional

Implementation

are present

2 elements for

Functional

Implementation

are present

Communicates high behavioral


provides evidence of helping students

remain focused on meeting those

expectations

Makes continual efforts to learn

about students’ lives outside of

school and provides support, where

appropriate, for challenges

Develops proactive management

systems that reward positive behavior

and implements consequences fairly

and consistently

Uses restorative

practices for

student incidents

whenever possible

Infuses explicit and

ongoing instruction

on social emotional

learning into the

curriculum




To be used with: (Examples) Lesson plans, lesson observations, Career Fair agendas or sign in sheets, service learning projects,

performance assessments, counseling schedules/initiatives/programs, family engagement initiatives/programs, community engagement

activities, academic and career portfolio/plan, division written, taught, and assessed curricula

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

College,

Career, and

Life

Readiness

0-2 elements for

Functional

Implementation

are present

3-5 elements for

Functional

Implementation

are present

Provides experiences for all students

to learn and apply appropriate

academic and technical knowledge

related to college, careers, and life

Teaches productive workplace skills,

qualities, and behaviors

Emphasizes the value of community

engagement and civic responsibility

Provides opportunities for career

exploration and development of pre-

career attitudes and skills

Infuses the 5 Cs (critical thinking,

creative thinking, collaboration,

communication, and citizenship) into

the written, taught, and assessed

curriculum

Creates academic and career plans for

students (long-term plans for college

and/or careers)

Provides

opportunities for

service learning




To be used with: (Examples) Newsletters, social media posts, websites, family surveys, Family Engagement specialist plans, family

activity event sign in sheets, student progress reports, student conference reports, contact logs, parent meetings, school-to-home

communication, parent/teacher meetings, student handbooks

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation




following…

Our

Score

Family and

Community

Engagement

0 or 1 elements

for Functional

Implementation

are present

2 or 3 elements

for Functional

Implementation

are present

Uses multiple and frequent forms of

school-to-home and home-to-school

communications

Provides regular communications that

include a balance of positive

information and feedback for student

improvement

Uses multiple methods to help

families learn about home

environments that support student

learning

Works with community partners to

provide learning opportunities and

resources for students (such as, but

not limited to, mentoring, tutoring,

peer support networks, and providing

role models) and provides evidence

of setting and meeting goals for these

partnerships

Provides guidance

and learning

resources for parent

and community

learning




To be used with: (Examples) Textbook or other materials inventories, teacher funding requests, technology inventories, technology

professional development agendas or sign in sheets

Basic

Component

No

Implementation

(0 points)

Limited

Implementation

(1 point)


(2 points)



Full Implementation


Functional


least one of the

following…

Our

Score

Equitable

Allocation

and

Distribution

of Resources

0 elements for

Functional

Implementation

are present

1 element for

Functional

Implementation

is present

Develops and maintains a system to

ensure equitable allocation and

distribution of resources based on

student needs (including, but not

limited to, materials, technology,

supplies, services)

Promotes a system in which students

who do not have access to academic

materials at home are still able to

complete their work as successfully

as students who do have access

Works to close the

digital divide for

students without

access to

appropriate

academic

technology




School Achievement Gap Artifact List

Component Indicator Potential Artifacts A

cad

emic

Su

pp

ort




❏ School Improvement Plan

❏ Parent letter outlining school goals

❏ Staff meeting agendas that review the plan

❏ Community partners meeting agenda that includes reviewing the school goals


student learning data to develop

differentiated instruction and make timely

adjustments to learning arrangements

❏ Assessment data including common assessments, running records, DRA, PALS,

and student groups as a result of the data

❏ Professional learning community (PLC) agenda showing data discussion and

outcome

Delivers instruction to address students’

knowledge and skill gaps while also

providing grade-level appropriate skills

❏ Remediation schedule in addition to the regular instruction

❏ After school tutoring schedule/plan

Provides ongoing and intentional

opportunities for vocabulary development

within the context of Standards of Learning

being studied and authentically measures

student vocabulary progress

❏ Lesson plans for vocabulary instruction in language arts

❏ Lesson plans for vocabulary instruction in other subjects including resource

classes

Provides feedback not just on outcomes of

student learning, but also processes, such as

(but not limited to) hard work, using

strategies, and persistence

❏ Student data binders

❏ Student goal-setting papers

❏ Feedback conference sample





Soci

al

an

d E

moti

on

al

Su

pp

ort

Communicates high behavioral expectations

for all students and provides evidence of

helping students remain focused on meeting

those expectations

❏ Positive Behavior Intervention and Support Behavior matrix

❏ Behavior goal-setting sheet

❏ Behavior expectation lesson plans

Makes continual efforts to learn about

students’ lives outside of school and

provides support, where appropriate, for

challenges

❏ Questionnaire for families

❏ Agenda for parent workshops

❏ Flier with tips for parents

Develops proactive management systems

that reward positive behavior and

implements consequences fairly and

consistently

❏ Behavior tracking system

❏ Flowchart for discipline offenses





Coll

ege,

Caree

r, a

nd

Lif

e R

ead

ines

s Provides experiences for all students to

learn and apply appropriate academic and

technical knowledge related to college,

careers, and life

❏ Performance assessment or project-based learning assessment data

❏ Science fair brochure and photographs

Teaches productive workplace skills,

qualities, and behaviors

❏ Lesson plans

Emphasizes the value of community

engagement and civic responsibility ❏ Student Government Election ballots and advertisements

❏ Mock election ballots for national, state and local elections

❏ Student letters to government representatives

❏ Service learning project rubric; photographs of students participating in a

service learning project

❏ After school clubs (such as the Kiwanis Kids) meeting dates and agendas

Provides opportunities for career

exploration and development of pre-career

attitudes and skills

❏ Career day agenda

❏ Project rubric for researching a career or college

Infuses the 5 Cs (critical thinking, creative

thinking, collaboration, communication,

and citizenship) into the written, taught,

and assessed curriculum

❏ Lesson plans

❏ Rubrics and student work samples

Creates long-term plans for college and/or

careers with students

❏ Goal-setting forms

❏ Project rubric for researching a career or college





Fam

ily a

nd

Com

mu

nit

y E

ngagem

ent

Uses multiple and frequent forms of school-

to-home and home-to-school

communications

❏ Pictures of the school’s Twitter or Facebook feed

❏ Informational fliers sent home

❏ Picture of the school website

❏ Copy of automated call messages

Provides regular communications that

include a balance of positive information

and feedback for student improvement

❏ Parent communication log from teachers

Uses multiple methods to help families

establish home environments that support

student learning

❏ Brochure or flier for a parent workshop

❏ List of educational materials families can check out from the school to use at

home

Works with community partners to provide

learning opportunities and resources for

students (such as, but not limited to,

mentoring, tutoring, peer support networks,

and providing role models) and provides

evidence of setting and meeting goals for

these partnerships

❏ Brochure for military or faith-based community partner tutoring program

❏ Brochure or application for a mentor program

❏ Individual student goal forms for tutoring or mentoring programs

Eq

uit

ab

le A

lloca

tion

an

d D

istr

ibu

tion

of

Res

ou

rces

Develops and maintains a system to ensure

equitable allocation and distribution of

resources based on student needs (including,

but not limited to, materials, technology,

supplies)

❏ Material inventory including their assignments and rationale

Promotes a system in which students who

do not have access to academic materials at

home are still able to complete their work as

successfully as students who do have access

❏ Supply request forms for parents

❏ Schedule of before and after school library hours schedule for students to use

internet/computers

academic review evaluation tools · 2019-04-12 · virginia department of education academic review...

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