Van-Far R-I Staff Survey
10 Step to Building an Effective School
Heart of Missouri RPDC
Systems are in place for grading,
reporting absences and discipline
referrals, scheduling, setting up
planning times, enrolling students,
completing needed MOSIS…
4.00
The building has developed and
utilizes various plans to guide its
overall efforts
Step 1 Results
7-12 Avg
Dist Avg
3.50
3.00
2.50
Multiple data sources are used as a
basis for the analysis process
2.00
1.50
1.00
The building uses updated
programs and technology for
various systems.
0.50
0.00
A variety of data types are used as
a basis for the analysis process
The PD Committee collects data
related to the needs of the
building, creates a prioritized
listing, and arranges for PD related
to the needs.
Systems are in place for
communicating with parents,
teachers, and community.
Professional development is high
quality, continuous, on-going, and
site-based.
PK-6 avg
Step 2 Results
7-12 avg
The building leader involves
stakeholders in a comprehensive
assessment of the school’s strengths
and weaknesses.
4.00
The building leader attends teacher
training sessions and actively
participates.
3.50
3.00
Dist Avg
The building leader develops a
leadership team with a variety of
skills and perspectives.
2.50
2.00
The building leader organizes
aligned, on-going training which
builds teacher proficiency and
student learning.
The building leader tactfully
engages in difficult conversations
with all stakeholders (teachers,
students, parents, colleagues).
The building leader skillfully uses a
variety of means to routinely
communicate with all stakeholders.
1.50
1.00
0.50
0.00
PK-6 avg
The building leader collaborates
with the leadership team to monitor
the school improvement plan and
the work of the collaborative teams,
for school-wide decision making,
and for modeling of structures and…
The building leader encourages and
supports teachers to hold leadership
roles throughout the building.
The building leader consistently
communicates high expectations of
learning for ALL (students and
adults) throughout the school.
Step 3 Results
School culture exhibits a high
level of mutual respect, trust,
collegiality and a “we are all in
this together and all kids can
learn” attitude.
The school offers opportunities
for all staff to be involved in
leadership role.
3.50
3.00
2.50
7-12 avg
Dist avg
The school provides training in
collaborative skills.
2.00
1.50
Staff’s work is guided by the 4
Corollary Questions.
1.00
0.50
Processes, time allowances and
resources are in place to allow for
collaboration.
0.00
The school incorporates
collaborative practices that
enable teams and the whole
school to be continuous learners.
The school’s daily activities are
aligned with their vision and
mission statements.
PK-6 avg
Teachers, administrators and
other stakeholders work
collaboratively to analyze all
types of data.
Staff members engage in ongoing collaborative work and
regularly use the 7 norms of
collaboration.
Step 4 Results
A routine system/protocol for
collaboration exists to examine
data to make changes in
instructional practices related to
student behavior.
An effective plan is in place for
monitoring and overseeing
students during transition, in the
halls, cafeteria and other times
outside of normal school hours and
in a variety of settings.
3.50
3.00
2.50
7-12 avg
Dist avg
Building Principal is active in
supporting a collaborative effort to
define and support a behavior
system.
2.00
1.50
A system is developed to track and
monitor behavioral data
1.00
0.50
0.00
Behavioral violations are defined
and a system of consistent
response is implemented.
Teachers and staff actively
recognize students for meeting
expectations on an ongoing basis.
PK-6 avg
A building-based leadership team
has been established to develop a
universal approach to behavior
instruction.
Staff have identified and agreed to
five or fewer broad behavioral
expectations.
Active teaching of universal rules,
processes and routines occurs
throughout the year.
Step 5 Results
PK-6 avg
7-12 avg
Periodic universal screening is used to
determine students who are at risk OR
who are lagging behind their peer group
in regard to social or behavioral
expectations or norms.
To ensure learning is happening for ALL
3.50
Fidelity checks are conducted to ensure
students, research-based instructional
3.00
interventions, instructional programs and
strategies are used to teach social and
strategies are being implemented as
behavioral issues. Additionally,
2.50
intended.
engagement techniques and
2.00
differentiated instruction are practiced…
1.50
Tier placement and/or interventions are
“directives” not “options” for the purpose
of diminishing the numbers at the higher
Tier levels.
Results of interventions are monitored
frequently and changes to interventions,
Tier placement, and assessments are
made as needed based on testing data.
Immediate, appropriate interventions and
frequent progress monitoring is being
used in Tier 3.
1.00
0.50
0.00
A building-based team has been
established and actively facilitates the
identification of appropriate interventions
and progress monitors students needing
additional support.
Functional behavior assessments, both
formal and informal, are used to gather
behavior related data.
Immediate, appropriate interventions and
frequent progress monitoring is being
used in Tier 2.
Dist avg
Step 6 Results
A school has a defined mission
and vision where “learning for
all” is the focus.
4.00
The four corollary questions
are the framework for
collaborative conversations:
3.50
3.00
2.50
2.00
7-12 Avg
Dist Avg
A school has agreed upon
Collective Commitments
which define teacher behavior
in relation to their vision and
focus for learning.
1.50
A data protocol is routinely
used by collaborative teams as
they examine and monitor
student data and *SMART
goal data.
1.00
0.50
0.00
Essential learner outcomes are
identified by teacher teams for
each subject and grade level.
Essential learner outcomes are
“unwrapped” to include:
student-friendly language,
prior learning targets, rigor
level, assessment and…
Data from SMART goals are
routinely examined by
collaborative teams.
Collaborative teams use data
from their Essential Learning
Outcome Assessments to
establish SMART goals to help
increase and monitor learning.
PK-6 Avg
Step 7 Results
Quality, up-to-date (reviewed and
revised within the last five years)
written curriculum is used with
A variety of research-based
fidelity
Reporting practices, that including
instructional
strategies, delivery
3.50
grading, reflect fairness, accuracy,
systems (including technology),
3.00
and are informative.
and practices are used in ALL
classrooms in the teaching…
There is evidence that descriptive
2.50
feedback is consistently given to
Effective teacher planning for
2.00
students and students self-assess
instruction/assessment is evident
and set goals.
1.50
PK-6 Avg
7-12 Avg
Dist Avg
1.00
Formative assessment is used as a
tool to improve student learning
and improve instruction.
All educators understand the
similarities and differences
between formative and summative
assessments, including form and
purpose.
Fidelity checks are conducted to
ensure interventions, instructional
programs and strategies are being
implemented asInstructional
intended. activities and
formative assessments address
varied levels of cognitive processes
0.50
0.00
Teachers use varied settings,
group sizes, and structures in their
daily teaching.
Teachers have extensive
knowledge of content, and it is
evident in their instructional
practices.
Instruction is differentiated and
based on varied needs of diverse
learners.
A research-based sequential
process is used to teach new
information to students.
Step 8 Results
Periodic universal screening is used to
determine students who are at risk
OR who are lagging behind their
academic peer group and/or the
standard level of performance.
3.50
Fidelity checks for implementation of
accommodations, modifications
and/or interventions are conducted
3.00
2.50
2.00
Tier placement and accommodations,
modifications and/or interventions
are “directives” not “options” for the
purpose of diminishing numbers at
higher Tier levels.
Results of interventions are
monitored frequently and changes to
interventions, Tier placement, and
assessments are made as needed
based on testing data.
Immediate, appropriate interventions
and frequent progress monitoring is
used in Tier 3 in a systematic manner.
1.50
1.00
0.50
0.00
PK-6 Avg
7-12 Avg
Dist Avg
To ensure learning is happening for
ALL students, research-based
instructional strategies, engagement
techniques, differentiated instruction,
and extra supports are given as
needed in all core classes (Tier 1)
A building-based team has been
established and actively facilitates the
identification of appropriate
interventions and progress monitors
students needing additional support.
A systematic process is utilized to
determine and gather additional
academic information needed
including diagnostic assessments.
Immediate, appropriate interventions
and frequent progress monitoring is
used in Tier 2 in a systematic manner.
Step 9 Results
PK-6 Avg
7-12 Avg
Step 9 Dist Avg
Summative common assessments are
created in a collaborative manner and used to
determine whether or not students have
mastered a predetermined set of curricular
goals and/or objectives.
The district’s summative assessments are
3.50
Teachers have been trained and use an
quality in nature. They have internal
3.00
agreed upon consistent method to score
alignment*, use clear-concise language, are
rigorous, contain a balance of question types
common and benchmark assessments.
2.50
and measure all levels of cognitive processes.
2.00
A variety of report types and results from
Teachers work in collaborative teams to do
1.50
state-level and district-level tests are
“error
analysis” on summative assessments
1.00
analyzed by teachers, and results are used to
to determine areas of instructional need.
make needed changes.
0.50
0.00
Teachers are trained in the administration of
large-scale, district-level standardized tests.
Student progress on summative assessments
is tracked and monitored using a systematic
approach.
State-level and district-level large scale
Summative assessments are aligned to and
assessments are administered according to
measure progress towards the State’s
specified guidelines and in a standardized
standards and the Grade-Level or CourseLevel Expectations.
manner.
Results yielded from summative assessments
are varied and used. They shed light as to
whether or not students have mastered the
standards, GLEs, CLEs, and curricular goals.
Step 10 Results
After learning, students are
encouraged to use reflection. (i.e.
What worked well? What might be
done differently next time? How
did my effort affect my
achievement?)
3.50
Fidelity checks are built into the
implementation of programs,
processes, etc.
3.00
2.50
2.00
1.50
To gain new knowledge and
insight, the staff uses the process of
action research as a basis for
inquiry. (What do I want to learn?
What resources do I need to
consult? What did I learn about the
topic? How might I share my new
knowledge with others?)
0.50
0.00
After teaching lessons or a unit, or
at the end of the school term,
teachers use reflection for personal
growth. (i.e. What worked well?
What didn’t work well? Why? What
could be done differently next
time?)
The building administrator uses
reflection periodically to determine
what is working and not working
and why.
During teacher or staff evaluation,
reflection is used as a tool for
personal growth and learning.
To solve problems, the building
utilizes the process of action
research. (e.g. Uses data to identify
school problems, creates and
implements an action plan, collects
and analyzes data, uses and shares
the results, and makes instructional
decisions to impr
7-12 Avg
Step 10 Dist Avg
1.00
To determine impact of a practice
on student learning, teachers
develop a measure or method to
determine impact.
PK-6 Avg