Assessment Tools |
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Organizational Self-Assessment
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Organizational Academic Rigor and Support |
Non-Use |
Preparation |
Management |
Embedded |
Renewal |
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No present actions are taking place. |
There are definite plans to begin using this strategy. |
Changes are being made to better organize this innovative strategy. |
There is an established pattern of use and changes are being made to increase the impact on student/ college readiness. |
More effective alternatives are being sought to establish use of this strategy. |
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The school has established a rigorous core curriculum. |
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Challenging coursework options (advanced placement, honors, and International Baccalaureate) are open to all students. |
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All students are required to complete a challenging curriculum to graduate. |
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The curriculum is relevant and accessible to students with different backgrounds, interests, capacities, and career goals. |
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Postsecondary partnerships offer college-level learning opportunities for students. |
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The school’s teaching staff is competent to deliver a challenging curriculum. |
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Teachers are oriented and prepared to meet student needs. |
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School supports are in place to ensure teacher success. |
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Personalized learning environments have been established that allow all teachers to know their students well to and operate in a more collegial manner. |
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The school is characterized by a welcoming, caring, and positive atmosphere. |
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The school has mechanisms to ascertain student needs and track student progress. |
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Multiple mechanisms exist to provide struggling students with extra academic support. |
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Students receive post-secondary planning and application support. |
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The school provides postsecondary counseling services. |
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The school facilitates postsecondary connections. |
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The school provides orientation to families to promote postsecondary education. |
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Organizational Self-Assessment Tools:
High Expectations | Using Data | Academic Support | Social Support | P-16 Alignment
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