Continuous+Improvement+Planning+(CIP)+Rubric

== =I. Commitment, Planning, Organization= =II. Gathering and Analyzing Data=
 * =  ||= **Ineffective (1)*** ||= **Effective (3)*** ||= **Most Effective (5)*** ||= **Comments** ||
 * **Awareness** || Few staff members display knowledge and understanding of continuous improvement planning (CIP) || Many staff members know about the purpose and procedures of CIP. || All or nearly all staff members know and understand the purpose and procedures of CIP. ||  ||
 * **Commitment** || Few staff members support continuous improvement planning. || Many staff members support continuous improvement planning. || All or nearly all staff support continuous improvement planning. ||  ||
 * **Roles and Responsibilities** || Few staff understand or support the leadership structure of the CIP process. || Many staff understand and support the leadership structure of the CIP process. || all or nearly all staff understand and support the leadership structure of the CIP process. ||  ||
 * **Committee Composition** || Membership of steering committee lacks rationale for selection, is not representative of all groups, or consists of volunteers only. || Steering committee membership is representative of staff and administration. || All groups are represented in the committee structure, including (when appropriate) community and student body. ||  ||
 * **Timeline** || The timeline identifies only the end of the 5-year cycle and the external team visit. || The timeline also identifies dates for significant events and activities of the CIP process. || The timeline identifies specific dates for completion of each phase or activity. ||  ||
 * **Mission Statement Development** || Few staff members and no community members participate in the development of the mission statement. || Many staff members and some community members participate in the development of the mission statement. || All staff members and many community members participate in the development of the mission statement. ||  ||
 * **Leadership** || Steering committee meets irregularly and exerts little or no control over process. || Steering committee meets on a regular schedule and reports progress to administration. || Steering committee meets on a regular schedule, coordinates and monitors improvement activities, and keeps all staff members informed. ||  ||
 * Numbers are relevant to each row, but are not intended to be averaged for an overall score for the improvement process.
 * =  ||= **Ineffective (1)*** ||= **Effective (3)*** ||= **Most Effective (5)*** ||= **Comments** ||
 * **Community Data** || The profile committee collects no community information or collects irrelevant and unorganized community information and does not relate it to the CIP process. || The profile committee collects, organizes, and presents community information relevant to the CIP process. || The profile committee collects, organizes and clearly presents community information, with an analysis of the relation of that information to the CIP process. ||  ||
 * **Student Demographic Data** || The school profile contains little or no student demographic data. || The school profile contains longitudinal demographic data, including projections for future enrollments, and an analysis of the trends. || The school profile contains comprehensive, disaggregated, and longitudinal demographic data including subject enrollment trends and an analysis of the data. ||  ||
 * **Student Performance Data** || The collection of student performance data meets state and federal requirements but lack analysis (or bases analysis based on minimal data). || Multiple sources of longitudinal performance data (NRT, CRT, classroom assessments, etc.) are clearly organized, disaggregated where appropriate, graphically displayed and at least superficially analyzed. || In addition to a comprehensive collection and clear presentation of performance data collected over time, the school profile contains a thoughtful analysis of the implications drawn from that data. ||  ||
 * **Data Collection and Reporting Process** || The school profile contains limited or irrelevant data collected irregularly from a few sources and lacks organization. || Data collection is an ongoing process drawing from many sources. Information is clearly organized and graphically displayed. || The data collection process is comprehensive, continuous, and focused on trend data. Results are appropriately disaggregated, clearly presented, and thoroughly analyzed. ||  ||
 * **Data Display** || Display of data is unclear, unexplained, and difficult to interpret. || Data is displayed in clearly labeled graphs and charts. || Data is displayed in clearly labeled graphs and charts accompanied by an explanatory narrative. ||  ||
 * **Use of Data for Decision-making** || School profile data appears unrelated to school improvement decisions. || School profile data is analyzed and is generally used to guide goal selection. || The school prepares a description of its strengths and needs based on the school profile. A process of applying these conclusions to decision-making and goal setting is documented. Further diagnostic data needs (if any) are identified. ||  ||

=III. Target Area Goals= =IV. The Action Plan=
 * || **Ineffective (1)*** || **Effective (3)*** || **Most Effective (5)*** || **Comments** ||
 * **Use of Data in Goal Selection** || The school makes no connections between the school profile and the goals selected. || The school makes connections between profile data and each goal, although the connection may be implied rather than expressed. || The school makes clear, logical, and expressed connections between data in the school profile and the goals selected. ||  ||
 * **Focus** || No goals focus on student performance, and goals are unrelated to the mission statement. || At least one goal focuses on student performance and is at least broadly supportive of the school's mission. || All performance goals clearly focus on student performance and support the mission statement. ||  ||
 * **Scope and Impact** || Performance goals refer to some, not all students, and/or their achievement would do little to improve learning and performance for most students. || Performance goals refer to all students, and their achievement would positively affect learning for many students. || Performance goals clearly refer to all students, and their achievement would significantly improve learning and performance for all students. ||  ||
 * **Measurability** || The school cannot determine goal achievement because the goals res on "soft" data such as teacher opinion, because only one measure of students performance provides the rationale, or because baseline levels of performance have not been established. || The school can determine goal achievement because most goals are measurable and rest on multiple sources of data that serve as baseline levels. || The school can clearly determine goal achievement because baseline levels of student performance from at least three sources support all students performance goals. ||  ||
 * **Goal Statements** || Goal statements lack a growth verb, are jargon-filled, or are ambiguous. || Goal statements contain a growth verb, are clearly worded and unambiguous. || Goal statements are clear to all readers, and staff understands the intent or "essence" of each goal. ||  ||
 * || **Ineffective (1)*** || **Effective (3)*** || **Most Effective (5)*** || **Comments** ||
 * **Staff Involvement** || Few staff members participate in preparing or are aware of the action plan. || Many staff members participate in developing the action plan or are informed of progress. || All staff participate in or are regularly informed about the development of the action plan. ||  ||
 * **Selection of Improvement Strategies** || Strategies are based on suggestions of a few staff members. || Strategies are selected based on thoughtful review or study of resource materials, workshop participation, local learning teams, etc. || All or representative staff review or study potential improvement strategies and participate in selecting those with most potential for improving student learning. ||  ||
 * **Strategies/Interventions** || Few strategies align with goals or are differentiated to meet specific needs of subgroups. || All strategies align with the general intent of the goal, and some are differentiated to meet specific needs of identified subgroups. || All strategies align with the goal and are tailored to the specific needs of identified subgroups. ||  ||
 * **Resources** || The action plan does not clearly identify needed resources or align them with goals. || The action plan identifies needed resources and aligns them with most goals in the initial years of the improvement cycle. || The action plan identifies and aligns specific resources with each goal throughout the improvement cycle. ||  ||
 * **Responsibilities** || The action plan assigns no responsibilities or authority to use allocated resources. || The action plan assigns responsibilities and authority to groups of staff members. || The action plan clearly assigns responsibilities, expectations and authority among individuals and groups. ||  ||
 * **Staff development** || The action plan includes limited staff development; staff members are expected to seek their own professional development in relation to goals. || The action plan includes a staff development plan related to goals. || The action plan includes immediate and long-range staff development for goals and strategies at the knowledge and skill level with follow-up activities as necessary. ||  ||
 * **Evidence of Success** || The action plan does not establish evidence of success or limits that evidence to a single source, such as NRT scores. || The action plan establishes evidence of success based on results of multiple assessments of student performance compared to baseline data. || The action plan establishes evidence of success based on results of multiple assessments disaggregated to measure achievement of identified subgroups compared to baseline data. ||  ||

=V. Implement and Monitor the Action Plan= =VI. Review and Update the Action Plan=
 * || **Ineffective (1)*** || **Effective (3)*** || **Most Effective (5)*** || **Comments** ||
 * **Implementation Leadership** || Few staff understand the leadership structure for the implementation phase or are unsure of administrative support for implementation decisions. || Many staff understand the leadership structure for implementation and assume administrative support of implementation decisions. || All staff understand the leadership structure, which consists of the steering committee, working through target area goal committees with the support of the administration. ||  ||
 * **Time Managment** || The school calendar provides little or no time for staff members to plan and monitor implementation || The school calendar includes planned times for those charged with implementing and monitoring the action plan. || The school calendar provides time for reflection, discussion, and adjustment of strategies; for review of student work; and for necessary staff development. ||  ||
 * **Data Collection** || The school collects no formative data during implementation. || The school collects annual NRT and CRT results as formative data. || The school collects formative data following a planned data collection schedule using multiple sources of performance data, including classroom assessment, NRT, and CRT results. ||  ||
 * **Monitoring the Implementation** || The steering committee pays little or no attention to how strategies are being implemented. || The steering committee periodically receives information from staff to determine success of implementation. || Teh steering committee regularly receives information from staff and on the basis of that information adjusts the action plan as necessary. ||  ||
 * || **Ineffective (1)*** || **Effective (3)*** || **Most Effective (5)** || **Comments** ||
 * **Assessment of Results** || The school does not assess formative or cumulative results of the improvement process. || The school assesses cumulative results of the process by comparing performance results with baseline data. || The school regularly assesses formative results and prepares a report of cumulative results including a graphic display of pre- and post-results and a brief but insightful narrative description of progress. ||  ||
 * **Analysis of Results** || The school prepares no analysis of results. || The school prepares a description of changes from baseline performance levels. || The school compares pre- and post-performance levels, reports the results graphically and clearly, disaggregates results when appropriate, and organizes the information to assist in planning for the next cycle. ||  ||
 * **Use of Results** || The school reports the obvious results (performance comparisons) to the board and the public but takes no further action. || The school reports the results of the improvement process, reviews results and prepares commendations for goals in the next improvement cycle. || The school reports the results of the improvement process, reviews the results, recognizes and celebrates successes and analyzes causes of unsatisfactory results. This analysis leads to recommendations for the steering and action plan committees in the next cycle. ||  ||