CIP+Staff+Survey

Using the Nebraska Frameworks rubric, in 2010-2011 the staff rated Cody-Kilgore Unified Schools **Operational** on all Standards. The Operational indicators are displayed below. Click here to view the entire rubric.

Vision and Purpose
 * Stakeholders (students, staff, parents and community) are collaborating in the development, communication, and support of the vision and purpose.
 * The school district has committed to a shared purpose and direction.
 * The school district has clearly defined expectations for student learning aligned with the school district’s vision that is supported by school district personnel and external stakeholders.
 * These expectations serve as the focus for assessing student performance and school district effectiveness.
 * The school district’s vision guides allocations of time and human, material, and fiscal resources.

Governance and Leadership
 * The school district has leaders who are advocates for the school district’s vision and improvement efforts.
 * The leaders provide direction and systematically allocate resources to implement curricular and co‐curricular programs that enable students to achieve expectations for their learning.
 * Leaders encourage collaboration and shared responsibility for school district improvement among stakeholders.
 * The school district’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
 * While these processes and conditions are being implemented, the implementation is not systemic across the school district, and the results are varied.

Teaching and Learning
 * Curriculum is aligned and articulated with Nebraska or locally approve standards at all grade levels.
 * The school district aligns and implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes.
 * The school district demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the school district.
 * Teachers use proven instructional practices that actively engage all students in the learning process.
 * Teachers provide frequent opportunities for all students to apply their knowledge and skills to real world situations.
 * Teachers give all students regular feedback to improve their performance.

Documenting and Using Results
 * The school district uses a balanced assessment system which includes national, state, and local assessments, based on clearly defined performance measures that yield valid and reliable results.
 * The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance.
 * The assessment system includes comparison and trend data through summative and formative processes, yields timely and accurate information that is meaningful and useful to school district leaders, teachers, and other stakeholders in understanding student performance, school district effectiveness, and the results of improvement efforts for all individual students and all groups of students.

Resource and Support Systems
 * The school district allocates human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations.
 * The school district systematically employs and allocates staff members who are well qualified for their assignments.
 * The school district provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff.
 * There is evidence that the school district integrates resources and support systems to achieve common goals.

Stakeholder Communications and Relationships
 * The school district has the understanding of, commitment to, and support of stakeholders.
 * School district personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.
 * The school district can demonstrate active participation by some stakeholder groups.

Commitment to Continuous Improvement
 * The school district implements a collaborative and ongoing process for improvement that aligns most functions of the school district with the expectations for student learning.
 * Improvement efforts are sustained and the school district demonstrates progress in improving student performance and school district effectiveness.
 * New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.