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IDR Assessment of Schoolwide Achievement in Aligning Resources
Look at Resources and Align Them with the Instructional Focus
Explanation: The fifth essential element for Whole School Improvement is to look at resources - human, time, monetary - and align them with the instructional focus.
The school's level of accomplishment in identifying an instructional focus will be assessed in the following indicators (areas):
1. Integration of Funds Funds, regardless of source, are put together to meet both the schools' student performance goals and the needs of the professional learning community.2. Uses of Teaching Personnel The degree to which specialists, resource teachers, specially trained teachers, etc. are effectively used to meet the school's student performance goals.
3. Alignment The degree to which the budget supports the school's instructional focus.
4. Time and Support The degree to which the structure and schedule of the school day support the school's instructional objectives and learning goals.
Accomplishment in each indicator will be scored as follows:
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Level 1 = Little or No Accomplishment |
Level 2 = Some Accomplishment |
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Level 3 = Substantial Accomplishment |
Level 4 = Outstanding Accomplishment |
(cllick on each indicator below for more information)
Expectations for Planning of Aligning Resources
- Planning allocates resources to maximize individualized instruction for each student in the school
- Planning reexamines resources and makes flexible and multifaceted use of resources in terms of budget, materials, and staff.
- An all-funds approach to budgeting that shows an alignment with instructional focus, best practices, and school’s student performance goals.
Expectations for Implementation of Aligning Resources
- Resources are used to provide adequate protected, structured time for teachers to reflect and team together (e.g. LASW)
- Ongoing discussions of funding and staff allocations reflect the expectation that all resources are available to improve student performance..
- There is a conscious, intentional commitment to maximizing the use of time and scheduling to meet learning needs (of both students and staff)
- Constituents are knowledgeable about use of school resources and able to explain their use in relation to student performance goals.
The following evidence must be included in each school's portfolio addressing their accomplishment in Aligning Resources with the Instructional Focus:
- Budget
- Planning and Development Time, Class Schedules
- Minutes of Common Planning Time
Integration of Funds Funds, regardless of source, are put together to meet both the schools' student performance goals and the needs of the professional learning community.
Questions to Answer for the Visiting Team
The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 5:
1. What are the different funding sources? How are they managed? Are resources being put together to address school;s goals?2. How are the Title I and other external funds used within the school?
Outcome Rubrics for Ranking School Accomplishment
Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #5:
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Accomplishment (Level 1) |
(Level 2) |
Accomplishment (Level 3) |
Accomplishment (Level 4) |
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There is little or no integration of funds to meet both the schools’ student performance goals and the needs of the professional learning community. |
Some of the funds are put together to meet both the schools’ student performance goals and the needs of the professional learning community |
Funds, regardless of source, are put together to meet both the schools’ student performance goals and the needs of the professional learning community |
The school creatively uses all funds, regardless of source, to maximize efforts to achieve both the schools’ student performance goals and the needs of the professional learning community |
Questions to Answer for the Visiting Team
The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 5:
1. How did the school determine the learning needs of its students? Are there any groups of students from whom learning needs have not been identified or for whom no support services are being provided?2. How are these needs being addressed? Are specialists, resource teachers, specially trained teachers, etc. beng used coherently and effectively to meet the student performance goals?
3. What is the pattern of students entering or exiting from Bilingual Education and Special Education? What is the pattern of movement across Lau steps in Bilingual Education or across prototypes within Special Education?
Outcome Rubrics for Ranking School Accomplishment
Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #5:
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Accomplishment (Level 1) |
(Level 2) |
Accomplishment (Level 3) |
Accomplishment (Level 4) |
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The specialists, resource teachers, specially trained teachers, etc. are not used effectively to meet the schools’ student performance goals. |
The specialists, resource teachers, specially trained teachers, etc. are used somewhat effectively to meet the schools’ student performance goals but more could be done. |
There is a coherent and effective use of specialists, resource teachers, specially trained teachers, etc. to meet the schools’ student performance goals. |
Specialists, resource teachers, specially trained teachers, etc. are used to full advantage to meet the schools’ student performance goals. Teachers actively network and share strategies |
Questions to Answer for the Visiting Team
The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 5:
1. How were decisions regarding the city budget and outside sources of funding made - who were involved?2. What evidence is there that the allocated portions of the budget support the school's instructional focus?
Outcome Rubrics for Ranking School Accomplishment
Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #5:
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Accomplishment (Level 1) |
(Level 2) |
Accomplishment (Level 3) |
Accomplishment (Level 4) |
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The school’s instructional focus is not the driving force behind how decisions are made to channel money and resources |
Some of the money and other resources are channeled towards supporting the school’s instructional focus. |
The budget supports the school’s instructional focus. |
The budget supports the school’s instructional focus, and the school additionally attracts outside funding for focused instructional expansion.. |
Questions to Answer for the Visiting Team
The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 5:
1. What evidence is there that the allocation of time is designed to maximize instructional time and academic engagement time?2. Are interruptions during key instructional activities kept to a minimum?
3. What evidence is there that the schedule is flexible enough to accomodate the need for more time in core academic subjects for some students?
4. What evidence is there that sufficient time is allocated and utilized for team meetings?
5. What evidence is there that the teams and individual teachers have sufficient access to additional expertise when needed?
6. What evidence is there that there are within class groupings practices to support individual student learning?
7. How does the work of the specialists support the instructional focus of the school as a whole?
Outcome Rubrics for Ranking School Accomplishment
Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential #5:
Time and Support
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Accomplishment (Level 1) |
(Level 2) |
Accomplishment (Level 3) |
Accomplishment (Level 4) |
Essential 6
