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Evidence of recommendation implementation

All adults use a variety of strategies to communicate to students high expectations for college and career.

Schoolwide communications keep students and parents informed about high expectations.

Grade-level standards and standards-based reporting are explained in school newsletters, Web pages, and to parents at meetings, through progress reports, e-mails, and phone calls.

Hallways and classrooms feature examples of high-quality student writing, math, science, history, and creative projects with meaningful teacher commentary.

Teachers work together to choose exemplars of student work that demonstrate grade-level proficiency.

There is observable evidence that instructional commentary and timely feedback from teachers are not unique to some classrooms, but an expectation for all classrooms.

Teachers post daily/weekly agendas in classrooms and on a Web pages; students use personal planners to stay organized.

When asked, students and teachers can explain how the lessons or activities in which they are engaged will help them meet targeted standard(s).

All students can explain what they must know and be able to do to meet the performance level required of the standard(s).

Exemplars of previous student work with teacher commentary are posted in the classroom so that students know the expectations for quality work.

There is observable evidence in student portfolios that students have received timely and meaningful feedback (“instructional commentary”) from their teacher that will assist them with revising their work.

Students can explain how they use teacher feedback to revise their work until it meets or exceeds the proficient level.

The campus has a high-quality library/media room and homework lab where students receive daily tutoring and have access before, during, and after school.

Administrators, teachers, and counselors can explain independently the school’s numerous coordinated strategies to help each student achieve grade-level proficiency and academic literacy.

There is evidence that the teachers scaffold the lessons with visuals, mind maps, graphic organizers, academic vocabulary, and other preparatory organizers.

There is an articulated schoolwide plan to provide additional time and help each student learn when he or she cannot meet expectations and keep up with the rigorous curriculum.

Intervention opportunities are accessible to every student during and beyond the school day.

There is evidence from portfolios, pacing guides, and lesson plans that all teachers in a department are covering the breadth, depth, and rigor of grade-level standards.

Teachers use current instructional materials adopted by the State Board of Education as the foundation for grade-level curriculum.

Each student is provided with the materials necessary to complete high-quality work.

Each classroom posts the day’s standard(s) on the board, and the lesson reflects the grade-level rigor expected of the standard.

Rubrics for evaluating student performance levels are clearly visible and aligned to both the assignment and the standards.