As STEM-focused education has been initiated in schools across the United States, some educators are now promoting STEAM (Science, Technology, Engineering, the Arts and Mathematics). The Arts, in this case, can refer not only to creative arts, but also English language arts, liberal arts/social studies, and physical arts/physical education. The focus is on developing the skills of creativity, critical thinking, organization, and real-world application across all content areas.

Part 1: Instructional Tools Chart

Instructional tools are very important when it comes to both engagement and to help with developmental growth. Using the “Instructional Tools Chart,” create a descriptive list of five instructional tools that you would consider using in your field experience classroom to enhance STEM/STEAM.

Part 2: Reflection

In a 250-500 word reflection, highlight how the integration of all content areas creates a stronger foundation for learning. Briefly describe how STEM and STEAM differ from one another, and your personal stance on whether you prefer the use of STEM, STEAM, or both in K-3 education, explaining how the learning environment and individual student needs affect your choice.  Reflecting back on the previously created lesson plans you wrote for this course, how would you envision incorporating technology tools and literacy into them?

Support your findings with 2-3 scholarly resources.

Submit the Instructional Tools Chart and the reflection as one submission.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Performance Standards Worksheet for Schools

The Performance Standards Worksheet contains all the Cognia™ Performance Standards and related Key Concepts. It was designed to help you prepare for your Accreditation Engagement Review by helping you to organize and document your evidences and artifacts around the Standards. It is not a required document and you are not required to share it with your Accreditation Engagement Review Team; however,

· It will help you organize your collective thoughts, documentation, and information sources.

· It can provide the team with introductory information about your institution. You can even submit it in workspace™ if you wish.

· It can help you with your Improvement Journey .

 

Each Cognia Performance Standard is defined by five or more Key Concept statements representing the elements of the i3 Rubric. The elements are as follows: Engagement (EN), Implementation (IM), Results (RE), Sustainability (SU) and Embeddedness (EM). The i3 Rubric is a change management tool that can help you determine how your improvement initiatives are progressing. The Accreditation Engagement Review Team will use the i3 Rubric to evaluate the degree to which your institution meets the Cognia Performance Standards

 

You might find it helpful to turn the Key Concept statements into questions. For example, read the first Key Concept in Standard 1.1 below:

· “The institution provides opportunities for representative internal and external stakeholder groups to build a commitment to the institution’s purpose statement.”

You might rephrase that as:

· “How do we provide opportunities for representative internal and external stakeholder groups to build a commitment to our purpose statement?”

 

Beside each Key Concept is a placeholder for you to add evidences and artifacts about your institution related to the Key Concept. Answering the questions contained can help to guide your discussion with key stakeholders. In addition, you may want to ask the following:

· What are our practices and procedures?

· How do we know how we are doing?

· What documentation do we have?

· Who (e.g. students, teachers, parents, etc.) can speak to this statement?

 

In your notes, you may want to:

· describe your processes and practices

· reference documents you will provide in your workspace

· identify stakeholder groups with whom the Accreditation Team could talk

· provide “look fors” the Team might see during observations.

 

Completion of this document, if you choose to do it, will work best if you break it into small “chunks.” You may want to have different small groups or committees review and respond to different sections or certain Standards. If you use it as a running record of your Improvement Journey, keep a copy posted where people can access it, add to it, update it, and make changes.

 

Do not create documents or other information just to list in this document! If you have difficulty identifying any information for a Key Concept (or you simply do not want to), don’t worry about it; just leave it blank. Please keep your notes concise and targeted directly to the Key Concept statements. Also, do not worry about rating yourself at the highest levels, even if you plan to give the document to the Accreditation Team. The Team will appreciate your candidness and transparency, and your rating will not affect how the Accreditation Team rates the Standards.

 

The Cognia Glossary of Terms and the School and System Evidence Guide are helpful documents as you begin to engage your stakeholders in completing the Performance Standards Worksheet.

 

If you like, you can use the “Rating” column to rate your institution from 1 to 4 (see the scale below). Make sure the information you provide supports your rating. And please keep in mind that, while the Engagement Review Team will review your ratings if you provide them, they are not required to concur with your ratings.

 

Key Concept Rating Scale
Score	In support of the degree to which our institution meets this Key Concept:
1	we have little or no information, and/or we do not engage in this activity.
2	we have some information, and/or we engage in this activity minimally.
3	we have high-quality information, and/or we partially engage in this activity.
4	we have multiple sources of high-quality information, and/or we fully engage in this activity.

 

 

Here’s a sample of what you could include in your descriptions.

 

1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff use documented standard operating procedures (SOPs) and practices related to the policy and general organizational operational processes	Teacher, Student, and Parent Handbooks document SOP’s. Human Resources Manual, Security and Crisis Management Plan, Technology Plan all document procedures.	4
IM	SOPs are implemented, monitored and adjusted to ensure effective and efficient operations	Teachers, parents, and students all sign the Handbooks. Every year we update/adjust the handbooks, Security Plan and Technology Plan.	2
RE	Data are analyzed and used to evaluate effectiveness and inform the review and revision of SOPs	We do not have data to support the effectiveness of the handbooks or Security and Technology plans.	1
SU	Longitudinal data and evidence from the analysis of SOPs show growth and improvement in effective and efficient implementation of routine operations	Perhaps yearly surveys would guide the discussions on these when we update them (consider as part of Continuous Improvement Plan Goal)	1
EM	All staff consistently hold each other accountable to the adherence and application of SOPs to ensure effective and efficient routine operations	Routines and SOP’s are in place and staff routinely follow them. Improving data collection on SOP’s might drive more improvement.	2

 

 

1.1	The institution commits to a purpose statement that defines beliefs about teaching and learning, including the expectations for learners.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	The institution provides opportunities for representative internal and external stakeholder groups to build a commitment to the institution’s purpose statement
IM	The institution implements a systematic process to review, communicate, monitor, and build commitment to its purpose statement
RE	Purpose statement contains identified and measurable expectations for learners based on shared beliefs about teaching and learning Data are collected, analyzed and used to monitor measurable expectations for learners contained in the purpose statement
SU	Longitudinal results are analyzed to assess growth and improvement in the measurable learner expectations contained in the purpose statement over time
EM	Beliefs stated in the purpose statement are demonstrated in behaviors and decision-making
1.2	Stakeholders collectively demonstrate actions to ensure the achievement of the institution’s purpose and desired outcomes for learning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Actions demonstrated by all representative internal and external stakeholder groups to achieve the purpose
IM	Implementation of specific actions and decisions aligned to the institution’s purpose
RE	Process to collect, analyze and use data related to the achievement of the purpose
SU	Longitudinal results are analyzed to assess changes in and improvements of the actions implemented to achieve the institution’s purpose
EM	Intentional alignment of actions to the institution’s purpose evident throughout the institution
1.3	The institution engages in a continuous improvement process that produces evidence, including measurable results of improving student learning and professional practice.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Engagement of internal stakeholders in a data-driven and collaborative process for continuous improvement
IM	Development of a continuous improvement plan that contains specific goals, strategies, activities and measures based on identified needs from the review of multiple forms of data, including student achievement, perception, experience, and organizational data Defined processes for implementation, monitoring, and revision of the continuous improvement plan based on the analysis and use of data
RE	Ongoing collection, analysis, and use of data to measure results and outcomes related to the goals Results of the continuous improvement process consistently and clearly communicated to all representative internal and external stakeholder groups
SU	Longitudinal results are analyzed to assess results and outcomes of the goals in the continuous improvement plan to show progress over time
EM	Ongoing commitment to the success of the continuous improvement plan is evident throughout the institution
1.4	The governing authority establishes and ensures adherence to policies that are designed to support institutional effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Governing authority and institution leadership engage in the ongoing and systematic development, review and revision of policies
IM	Process ensures ongoing and current compliance with all applicable laws and regulations and reflects best practice Governing authority holds itself accountable for committing to policies that ensure integrity, effective operations and improved student learning
RE	Process to collect and use evidence to monitor and ensure adherence to policies is implemented by the institution and used to inform revisions to policy or practices
SU	Longitudinal data and evidence show adherence to policy and effectiveness of policy review and revision processes over time
EM	Governing authority commits to the establishment and adherence to policies that promote the effective operations of the institution in improving student learning
1.5	The governing authority adheres to a code of ethics and functions within defined roles and responsibilities.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All governing authority members operate under a written code of ethics that identifies principles of conduct and ethical standards within the institution All governing authority members participate in ongoing professional learning (beyond statutory required trainings) to stay current and informed regarding applicable laws, regulations, and organizational best practices
IM	Policies clearly identify and actions support the legal and organizational roles and responsibilities of the governing authority Policies and practices provide institution leadership the autonomy for day-to-day operations of the institution
RE	Processes to collect and use evidence to evaluate the governing authority’s adherence to the code of ethics and roles and responsibilities
SU	Longitudinal data provide evidence of the governing authority’s ongoing adherence to the code of ethics and roles and responsibilities over time
EM	Decisions made by the governing authority consistently reflect actions aligned to the code of ethics and legal and organizational roles and responsibilities
1.6	Leaders implement staff supervision and evaluation processes to improve professional practice and organizational effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff members participate in the supervision and evaluation processes
IM	Supervision and evaluation processes for all staff members are documented, include specific criteria for quality performance, and provide ongoing feedback to improve professional practice Evaluators have the knowledge, expertise, and training to implement the supervision and evaluation processes with quality and fidelity
RE	Results of supervision and evaluation processes are analyzed and used to inform organizational professional practices and ensure student learning
SU	Analysis of longitudinal results provide evidence of the ongoing implementation and use of data from supervision and evaluation processes, improved professional practice and student learning
EM	Evaluation and supervision for the improvement of professional practice is a routine and expected practice within the organization
1.7	Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff use documented standard operating procedures (SOPs) and practices related to the policy and general organizational operational processes
IM	SOPs are implemented, monitored and adjusted to ensure effective and efficient operations
RE	Data are analyzed and used to evaluate effectiveness and inform the review and revision of SOPs
SU	Longitudinal data and evidence from the analysis of SOPs show growth and improvement in effective and efficient implementation of routine operations
EM	All staff consistently hold each other accountable to the adherence and application of SOPs to ensure effective and efficient routine operations
1.8	Leaders engage stakeholders to support the achievement of the institution’s purpose and direction.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	The institution regularly engages multiple internal and external stakeholder groups, including staff, students, parents, community members, and governmental and educational policy groups to support the achievement of the institution’s purpose Engagement of stakeholders includes opportunities that provide two-way communication and active and meaningful participation
IM	Engagement strategies result in measurable and active participation of all representative internal and external stakeholder groups
RE	Data are collected, analyzed and used to determine the effectiveness of stakeholder engagement strategies
SU	Longitudinal results of stakeholder engagement strategies indicate improvement and growth in the engagement of stakeholders to support the achievement of the institution’s purpose
EM	Active engagement of stakeholders is valued, supported and expected throughout the institution
1.9	The institution provides experiences that cultivate and improve leadership effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Opportunities to lead are provided for multiple stakeholders, including staff, students, and parents or community members
IM	Capacity for internal leadership is built through the implementation of formalized opportunities for ongoing modeling, coaching or leadership activities
RE	Data are collected, analyzed and used to monitor the effectiveness of leadership activities
SU	Longitudinal data and results are used to indicate improvements and growth in providing experiences for multiple stakeholder groups to lead
EM	A collaborative culture that includes opportunities for shared leadership is supported, developed and protected by leaders and other stakeholders
1.10	Leaders collect and analyze a range of feedback data from multiple stakeholder groups to inform decision-making that results in improvement.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Feedback is collected consistently and regularly from all representative internal and external stakeholder groups and reflects participation of the institution population and demographics
IM	Feedback collection methods ensure validity and reliability of the data and processes are implemented by internal stakeholders to review and analyze the data
RE	Analysis and use of feedback data inform the continuous improvement process, guide actions and decision-making and are used to measure stakeholder perceptions and beliefs
SU	Longitudinal feedback results are analyzed to examine trends in stakeholder perceptions and to indicate growth and improvement in those areas linked to goals and strategies in the continuous improvement process
EM	Stakeholders expect and respond to the institution’s practices to provide regular and consistent communication
2.1	Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the institution.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Personalized and equitable learning opportunities are provided for all learners to develop skills and achieve content and learning priorities
IM	Implementation of instructional strategies is monitored and adjusted to ensure all learners have personalized and equitable learning opportunities to develop skills and achieve content and learning priorities
RE	Data are collected, analyzed and used to measure results and improve equitable opportunities for learners to develop skills and achieve content and learning priorities eProve™ (eleot®) (A1, A2, B2, B3, D3, D4, E1)
SU	Longitudinal results are used to demonstrate growth and improvement in providing equitable opportunities for students to develop skills and achieve content and learning priorities
EM	Personalized and equitable learning opportunities are embedded and supported throughout the institution
2.2	The learning culture promotes creativity, innovation and collaborative problem-solving.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All learners engage in projects and inquiry-based activities across courses and subjects
IM	Educators implement specific actions and instructional activities to ensure learner engagement and development of creative, innovative, and problem-solving skills The institution executes processes to monitor the quality of the implementation of learning experiences that promote creativity, innovation and collaborative problem solving
RE	Data are collected, analyzed and used to measure the development of creativity, innovation and problem-solving of learners eProve™ (eleot®) (A4, B2, B4, D2, D4, G2, G3)
SU	Longitudinal results demonstrate growth and improvement in the development of creativity, innovation, and problem solving of learners
EM	Educators demonstrate shared beliefs about learner engagement and development of creative, innovative, and problem-solving skills in all courses and subjects
2.3	The learning culture develops learners’ attitudes, beliefs and skills needed for success.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All learners are provided opportunities to develop communication skills, dispositions toward learning, experiences that teach self-direction and monitoring of their own learning progress
IM	Implementation of instructional strategies provide numerous experiences for learners to develop communication skills, self-direction, and monitor their own learning progress
RE	Data are collected, analyzed and used to assess the learning culture of the institution and the effectiveness of actions implemented to develop learners’ attitudes, beliefs and skills needed for success eProve™ (eleot®) (D1, D4, E1, E2, E3, F1, G2, G3)
SU	Longitudinal data demonstrate improvements of the institution’s learning culture and the effectiveness of actions implemented in improving the development of learners’ attitudes, beliefs and skills needed for success
EM	Commitment to shared beliefs and actions for developing learners’ communication skills and dispositions toward learning are consistently practiced by all stakeholders throughout the institution
2.4	The institution has a formal structure to ensure learners develop positive relationships with and have adults/peers who support their educational experiences.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All learners interact with their adult advocate and peers for the purpose of developing relationships and having support for their educational experiences
IM	The institution implements and monitors a formal structure that has clearly defined activities, resources, and time for learners to develop positive relationships with adults and peers
RE	Data are collected, analyzed, and used to determine the effectiveness of the program to ensure learners develop positive relationships with adults and peers that support their educational experiences eProve™ (eleot®) (A3, A4, B5, C1, C3, C4, F1)
SU	Longitudinal data and evidence from the implementation of formal structures demonstrate learners’ improvements in the development of positive relationships with adults and peers that support their educational experiences
EM	Commitment to and consistent actions by staff and students related to the development of positive relationships occur throughout the institution
2.5	Educators implement a curriculum that is based on high expectations and prepares learners for their next levels.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All educators implement the curriculum developed and adopted by the institution
IM	Processes are used to monitor the quality and fidelity of the implementation of the adopted curriculum across the institution
RE	Data are collected, analyzed, and used to evaluate the quality and effectiveness of the curriculum to meet the institution’s learning expectations, and student preparedness for the next level and to provide data for potential revisions to the curriculum eProve™ (eleot®) (B2, B3, C3, E3)
SU	Longitudinal data and results provide evidence of the effectiveness of the implementation of the curriculum and the institution’s curriculum revision process
EM	All educators inherently understand, practice, and protect both the institution’s curriculum and commitment to its learning expectations
2.6	The institution implements a process to ensure the curriculum is aligned to standards and best practices.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All educators are engaged in a process to align curriculum to standards and best practice
IM	Systematic process is implemented to ensure the written curriculum is aligned to a recognized and rigorous set of standards and is implemented with quality and fidelity
RE	Data are collected, analyzed, and used to evaluate the curriculum to ensure the curriculum is aligned to expectations and results in learner achievement of the learning expectations eProve™ (eleot®) (B2, B3, C3, E3)
SU	Longitudinal data and evidence indicate ongoing implementation of a process to ensure the curriculum is aligned to standards and best practice and results in learner achievement of the learning expectations
EM	All instructional staff directly and indirectly responsible for the curriculum protect and hold each other accountable for its consistent application across all classrooms and content areas
2.7	Instruction is monitored and adjusted to meet individual learners’ needs and the institution’s learning expectations.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All educators are engaged in the monitoring and adjusting of instruction to meet individual learners’ needs and the institution’s learning expectations
IM	Processes are executed to monitor and adjust the implementation of instruction and ensure quality and fidelity of instructional practices to meet learners’ needs
RE	Data are collected and analyzed to identify improvements in student learning based on the use of data to monitor and adjust instruction eProve™ (eleot®) (A1, B2, C3)
SU	Longitudinal data from instructional monitoring processes demonstrate improvements to student learning and changes to instructional practices based on the use of data over time
EM	The use of data to meet the individual learner’s needs is actively supported and practiced by all educators
2.8	The institution provides programs and services for learners’ educational futures and career planning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All learners are engaged in programs and services to identify interests that will enable future educational and career planning
IM	Implementation and monitoring of formal programs and services to support educational/career interests, student planning for success at the next level, and development of individual learner goals for educational and career planning
RE	Data are collected, analyzed and used to evaluate the effectiveness of programs and services for students’ educational futures and career planning in meeting learner needs eProve™ (eleot®) (C1, C3, D2, E1, G3)
SU	Longitudinal data and evidence show growth and improvement in students’ educational futures and career planning based on the implementation of quality programs and services
EM	Planning for educational futures and careers is embedded in programs and activities across all areas of the institution
2.9	The institution implements processes to identify and address the specialized needs of learners.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Educators are involved in the identification of students who might need specialized services, programs or resources
IM	The institution implements and coordinates programs, services, and resources to address learners’ needs in the social, emotional, developmental, and academic areas and monitors and adjusts to ensure quality implementation
RE	Data are collected, analyzed, and used to monitor and adjust services and to evaluate the effectiveness of programs and services in meeting the specialized needs of learners eProve™ (eleot®) (A1, A4, C3, E2)
SU	Longitudinal data and evidence show growth and improvement in meeting the specialized social, emotional, developmental, and academic needs of learners based on the implementation processes for identification and provision of services
EM	Staff demonstrate consistent commitment and aligned actions to meet the specialized social, emotional, developmental and academic needs of individual students across the institution
2.10	Learning progress is reliably assessed and consistently and clearly communicated.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All educators consistently and frequently communicate learning progress to appropriate stakeholders, including the learner, in clear and understandable language and formats
IM	Processes are executed to monitor the implementation of the common grading practices aligned to specific criteria that represent attainment of content knowledge and skills across all classrooms and programs
RE	Formative and summative data are collected, analyzed, and used to monitor learning progress and the implementation of the common grading practices across all classrooms and programs eProve™ (eleot®) (B3, E1, E3, E4)
SU	Longitudinal data and evidence demonstrate improvements in assessing and reporting learning based on the implementation of clear criteria, use of formative and summative data, and communication processes
EM	Educators consistently support and protect grading and assessment practices that represent attainment of content knowledge and skills across all classrooms and programs
2.11	Educators gather, analyze, and use formative and summative data that lead to demonstrable improvement of student learning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All educators are engaged in processes to use formative and summative data to improve student learning for individual and collective groups of students
IM	Processes are used by educators to monitor and verify learners’ progress toward meeting learning expectations and modify instruction to transform learning experiences for students
RE	Instructional staff analyze and use student learning data to monitor the effectiveness of changes in their instructional practices and improve and verify individual student progress toward meeting learning expectations
SU	Longitudinal data provide evidence of ongoing improvements to instructional practices and improvement in student learning based on data-driven changes to instructional practice
EM	Educators in all classrooms and instructional programs commit to and demonstrate their consistent use of data to verify learner progress and modify instructional practices to improve student learning
2.12	The institution implements a process to continuously assess its programs and organizational conditions to improve student learning.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Staff members are involved in the institution’s formalized cycle and timeline to evaluate all academic and organizational programs and services
IM	The institution implements formative evaluations (e.g., action research, program evaluation) to improve and refine its programs, practices, and organizational conditions that impact student learning
RE	Data from evaluations of programs and services are used to improve the quality and fidelity of the implementation of programs and services and inform decision-making regarding the effectiveness of the programs and services in improving student learning and organizational effectiveness Evaluation processes include ongoing and systemic analysis and use of trend and comparison data related to student learning and organizational programs and services
SU	Longitudinal results of the evaluation of programs and services demonstrate ongoing implementation of evaluations of multiple programs and services and evidence of the use of that data for decisions regarding programs and services
EM	The institution demonstrates actions of embodying a data-driven culture for decisions regarding academic and organizational programs and services
3.1	The institution plans and delivers professional learning to improve the learning environment, learner achievement, and the institution’s effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff participate in relevant and job-embedded professional learning to improve professional practice
IM	Professional learning activities are planned and delivered based on data-driven needs assessments and data aggregated from supervision and evaluation processes to improve student learning and organizational effectiveness The institution’s professional learning activities are monitored and adjusted to ensure staff have sufficient and quality opportunities to apply the intended learning
RE	Data are collected, analyzed, and used to assess the effectiveness of professional learning activities to improve professional practice, content and pedagogical knowledge, and organizational effectiveness
SU	Longitudinal results from the evaluation of professional learning activities indicate improvements to professional practice, content and pedagogical knowledge, and organizational effectiveness over time
EM	Relevant and job-embedded professional learning is an expectation and a regular practice across the institution and is supported with time and fiscal resources
3.2	The institution’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All professional staff participate in structured and ongoing collaborative learning communities
IM	Process to monitor the collaborative learning communities’ engagement in activities to analyze and use data to improve student learning and provide training, resources, and time
RE	Data are collected, analyzed, and used to monitor and assess the effectiveness of the collaborative learning structures to improve student learning and professional practice
SU	Longitudinal data and evidence show improvements in the effectiveness of collaborative learning communities and demonstrate improvements and growth in student learning and professional practice over time
EM	A culture of collaboration is established, promoted, and protected to improve learner performance and organizational effectiveness
3.3	The institution provides induction, mentoring, and coaching programs that ensure all staff members have the knowledge and skills to improve student performance and organizational effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	New staff and all other appropriate staff members participate and engage in structured and ongoing formal mentoring, induction, coaching and modeling programs, and opportunities
IM	Mentoring, induction, and instructional coaching activities are implemented and monitored to ensure quality and fidelity in achieving the purpose of the programs and activities in improving professional practice and student learning
RE	Data are collected, analyzed, and used to examine the impact of the mentoring, induction, and coaching programs on improving student learning and professional practice
SU	Longitudinal results demonstrate growth and improvements in student learning and professional practice based on the implementation of mentoring, induction, and coaching
EM	Support and guidance from mentors, coaches, peers, and/or leaders about observations, lesson plans, instructional delivery, student learning, and organizational norms is an embedded practice of the institution’s culture
3.4	The institution attracts and retains qualified personnel who support the institution’s purpose and direction.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Leaders engage in ongoing processes to identify staffing needs and retain qualified staff
IM	Formal processes are implemented to identify personnel needs, including an assessment of talent, qualifications and sufficient numbers to ensure learners’ needs are met Formal processes and actions are implemented and monitored to attract, recruit, and retain qualified personnel who meet the needs of the institution and the learners
RE	Data are collected, analyzed, and used to evaluate the effectiveness of processes implemented to recruit and retain qualified staff
SU	Longitudinal data and evidence indicate growth and improvements to the recruitment and retention of qualified staff based on the implementation of processes and strategies
EM	All staff commit and demonstrate actions related to building a culture that supports the recruitment and retention of qualified staff
3.5	The institution integrates digital resources into teaching, learning, and operations to improve professional practice, student performance, and organizational effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff are engaged in the integration and planning for the use of digital resources into teaching, learning, and operations
IM	Processes are implemented to ensure the use of digital resources are integrated into the teaching, learning and operations Processes are implemented to provide sufficient human, material, and fiscal support for the integration of digital resources into teaching, learning and operations Job-embedded training and support is implemented for all staff to use appropriate digital resources that are aligned to their role in the organization, with training monitored and adjusted as needed
RE	Data are collected, analyzed, and used to evaluate the use of digital resources for improving organizational effectiveness and student learning eProve™ (eleot®) (G1, G2, G3)
SU	Longitudinal data and evidence demonstrate the effective processes for operational practices and digital resources and results of the use of digital resources to improve teaching, learning, and/or operations
EM	All staff commit to and demonstrate actions to integrate digital resources throughout the institution to improve student learning and organizational effectiveness
3.6	The institution provides access to information resources and materials to support the curriculum, programs, and needs of students, staff, and the institution.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All students and staff access the institution’s information resources and materials that support their needs, interests, and the teaching and learning programs
IM	Implementation of processes to ensure the acquisition of resources and materials align to the curricular and instructional programs and support the needs of staff and students
RE	Data are collected, analyzed, and used to determine the effectiveness and quality use of the resources and materials provided to support institutional programs and guide decision-making regarding resources
SU	Longitudinal data and evidence demonstrate the ongoing quality and effectiveness of the use of resources and materials to support instruction and student and staff needs and interests
EM	A commitment to access and use quality resources and materials throughout the institution to support the curriculum, programs, and student and staff needs and interests
3.7	The institution demonstrates strategic resource management that includes long-range planning and use of resources in support of the institution’s purpose and direction.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	Leadership and representatives of other key stakeholder groups are engaged in the process of planning for strategic resource management
IM	Formal planning processes are developed for long-range resource management, including financial projections, enrollment projections and/or demographic shifts, and facility planning (including maintenance and upgrades to existing facilities) Processes to monitor the implementation of the long-range plans and revisions to long-range plans based on internal data or changes in external factors such as funding or demographics
RE	Data are collected, analyzed, and used to evaluate the implementation of the long-range plans in achieving desired results and contributing to the effective stewardship of institution resources
SU	Longitudinal data and evidence demonstrate the impact of implementation of long-range planning to effectively manage resources
EM	Leadership and the governing authority demonstrate their support for and belief in the institution’s purpose and long-range plans by committing to effectively manage and use its resources
3.8	The institution allocates human, material, and fiscal resources in alignment with the institution’s identified needs and priorities to improve student performance and organizational effectiveness.
i3	Key Concept (What are we looking for?)	Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)	Rating
EN	All staff have the opportunity to provide input into the identification of necessary resources that align with the institution’s goals and priorities
IM	Processes are executed with quality and fidelity to ensure human, material, and fiscal resources are aligned, allocated, and used based on identified needs and key priorities
RE	Data are collected, analyzed, and used to assess the impact of the use of resources in meeting the identified goals and key priorities of the continuous improvement plan to determine return on investment
SU	Longitudinal data and evidence demonstrate the impact of the use of resources on the achievement of the identified goals and key priorities of the continuous improvement plan
EM	Resource allocations are consistently aligned to the identified goals and key priorities of the institution and their use is strongly protected

 

© 2020 Cognia, Inc. All rights reserved.

 

 

Performance Standards Worksheet for Schools

3