APPENDIX J
The Nebraska Framework A Handbook for Continuous Improvement in Nebraska Schools
Continuous Improvement Technical Assistance Rubric
The Continuous Improvement Technical Assistance Rubric** is based upon the following seven standards:
1. Vision and Purpose
2. Governance and Leadership
3. Teaching and learning
4. Documenting and Using Results
5. Resource and Support Systems
6. Stakeholder Communications and Relationships
7. Commitment to Continuous Improvement
By examining the individual components of the educational system that the standards describe, the school develops a
comprehensive look at themselves as a whole.
These seven standards may be used to guide the continuous improvement process. The completion of this rubric by individual
stakeholders or district-wide participants will generate rich and formative discussion about the school’s continuous improvement
process.
Using the rating scale of “Not Evident,” “Emerging,” “Operational,” and “Highly Functional” for each standard provides the school
with a baseline in which to assess their progress. A “Highly Functional” rating in all standards should be the school’s goal.
It is an option for the external visitation team to complete this rubric as part of the visit and provide their ratings and insights for
comparison to the school’s ratings.
**As adapted from NSSE National Study of School Evaluation Research
APPENDIX J
2
STANDARD
NOT EVIDENT
EMERGING
OPERATIONAL
HIGHLY FUNCTIONAL
VISION AND PURPOSE
Not Evident
Emerging
Operational
Highly Functional
Stakeholders (students, staff, parents
and community) are not collaborating in
the development, communication, and
support of the vision and purpose.
The school district has little or no
evidence that expectations for student
learning are aligned with the school
district’s vision with little support by
school district personnel and external
stakeholders.
Expectations for all students learning do
not serve as the focus for assessing
student performance and school district
effectiveness.
The school district’s vision has little
influence on allocations of time and
human, material, and fiscal resources.
Stakeholders (students, staff, parents
and community) are beginning to
collaborate in the development,
communication, and support of the
vision and purpose.
The school district has begun the
process of engaging its stakeholders to
commit to a shared purpose and
direction.
The school district is developing
expectations for student learning
aligned with the school district’s vision
that is supported by school district
personnel and external stakeholders.
These expectations will serve as the
focus for assessing student
performance and school district
effectiveness but the process is not fully
in place.
The school district’s vision has some
influence on allocations of time and
human, material, and fiscal resources.
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.
Stakeholders (students, staff, parent and
community) are highly engaged in the
development, communication, and support
of the vision and purpose.
The school district has achieved a wide
commitment by all groups of stakeholders 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 fully
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
Not Evident
Emerging
Operational
Highly Functional
The school district has leaders who have
not established or are currently
establishing processes to develop the
school district’s vision and improvement
efforts.
The leaders’ process of allocating
resources provides little support to
implement curricular and co-curricular
programs that enable students to
achieve expectations for their learning.
Leaders do not encourage or promote
collaboration and shared responsibility
for school district improvement among
stakeholders.
The school district’s policies, procedures,
and organizational conditions have little
influence and impact on equity of
learning opportunities and support for
innovation.
The school district has leaders who
have established processes to develop
the school district’s vision and
improvement efforts.
The leaders allocate resources to
implement curricular and co-curricular
programs that enable students to
achieve expectations for their learning.
Leaders allow collaboration and shared
responsibility for school district
improvement among stakeholders.
The school district’s policies,
procedures, and organizational
conditions attempt to create equity of
learning opportunities and support for
innovation, but implementation of
these processes and conditions is
sporadic, and results are varied.
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.
The leaders provide stakeholders meaningful
roles in the decision-making process that
promote a culture of participation,
responsibility, and ownership that facilitates
exemplary performance from all staff and
students.
The school district has leaders who are
advocates for the school district’s vision and
improvement efforts.
The leaders provide direction, lend support,
and systematically allocate resources for
systemic and sustainable implementation of
curricular and co-curricular programs that
enable students to achieve expectations for
their learning.
Leaders ensure collaboration and shared
responsibility for school district improvement
among stakeholders with clearly defined
expectations for each stakeholder group.
The school district’s policies, procedures, and
organizational conditions ensure equity of
learning opportunities and support for
innovation and are deeply embedded in the
way the school district functions.
APPENDIX J
3
TEACHING AND
LEARNING
Not Evident
Emerging
Operational
Highly Functional
The school district implements a
curriculum based on expectations for all
students learning that has not been fully
aligned with the requisite knowledge,
skills, and attitudes.
The school district demonstrates little or
no evidence of alignment between the
curriculum and instructional practices.
Teachers use instructional practices that
reflect little engagement of all students
in the learning process.
Teachers provide few opportunities for
all students to apply their knowledge
and skills to real world situations.
Teachers give all students limited
feedback to improve their performance.
The school district implements a
curriculum based on expectations for all
students learning that provides
opportunities for most students to
acquire requisite knowledge, skills, and
attitudes.
The school district demonstrates some
evidence of alignment between the
curriculum and instructional practices,
but implementation is not systematic
across the school district.
Teachers use instructional practices
that actively engage all students in the
learning process.
Teachers provide limited opportunities
for all students to apply their
knowledge and skills to real world
situations.
Teachers give all students random or
periodic feedback to improve their
performance.
Curriculum is aligned and articulated
with Nebraska or locally approved
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.
Curriculum is aligned and articulated with
Nebraska or locally approved standards at all
grade levels.
The school district aligns and implements a
curriculum based on clear and measurable
expectations for student learning in all
content areas that provides multiple
opportunities for all students to acquire
requisite knowledge, skills, and attitudes.
The school district has a formalized process
to align instructional practices with the
curriculum and demonstrates results through
systemic and sustainable implementation
across the school district.
Teachers use proven, research-based,
instructional practices that actively engage
students in the learning process and
encourage all students to take ownership of
their learning.
Teachers consistently provide opportunities
for all students to apply their knowledge and
skills to real world situations.
Teachers give all students frequent feedback
using a variety of methods to improve their
performance.
DOCUMENTING AND
USING RESULTS
Not Evident
Emerging
Operational
Highly Functional
The school district is currently using
assessments that are not aligned with
student expectations or has no balanced
assessment system based on clearly
defined performance measures.
There is limited capability to assess
student performance on expectations for
student learning, evaluate the
effectiveness of curriculum and
instruction, and determine interventions
to improve student performance.
The assessments do not yield 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
individual students and all groups of
students.
The school district is currently using
assessments that have limited
alignment with student expectations
and/or is developing a balanced
assessment system based on clearly
defined performance measures and
plans to administer the assessments in
the near future.
The assessment system has some ability
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 will yield some
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.
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.
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, including multiple
measures of individual student achievement
that assess higher order thinking skills and
are of adequate technical quality.
The assessment system is used to assess
student performance on expectations for
student learning, evaluate the effectiveness
of curriculum and instruction, design and
improve instructional strategies and
practices, and determine interventions to
improve and enhance student performance.
The assessment system which includes
comparison and trend data (e.g. national,
state, and local 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
individual students and all groups of
students.
APPENDIX J
4
RESOURCE AND
SUPPORT SYSTEMS
Not Evident
Emerging
Operational
Highly Functional
The school district allocates minimal
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 does not
systematically employ and allocate staff
members who are qualified for their
assignments.
The school district provides limited
learning opportunities for staff to
improve their effectiveness, including
both professional and support staff.
There is little or no evidence that the
school district integrates resources and
support systems and to achieve
common goals.
The school district allocates limited
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 generally employs
and allocates staff members who are
qualified for their assignments.
The school district provides learning
opportunities for most staff to improve
their effectiveness, including both
professional and support staff.
There is some evidence that the school
district integrates resources and
support systems to achieve common
goals.
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.
The school district allocates human, material,
and fiscal resources to implement a
curriculum that enables students to achieve
and exceed expectations for student learning,
to meet special needs of all students, and to
comply with applicable regulations.
The school district systematically employs
and allocates staff members who are well
qualified for their assignments in all content
areas.
The school district provides and fully
supports ongoing, job-embedded learning
opportunities for all staff to improve their
effectiveness, including both professional and
support staff.
There is evidence that the school district fully
integrates resources and support systems to
achieve common goals.
STAKEHOLDER
COMMUNICATIONS
AND RELATIONSHIPS
Not Evident
Emerging
Operational
Highly Functional
The school district has little
communication with, commitment to,
and support of stakeholders.
School district personnel seek few
opportunities for collaboration and
shared leadership among stakeholders
to help students learn and advance
improvement efforts.
The school district demonstrates little
or no participation by stakeholder
groups.
The school district has begun the
process to gain the understanding of,
commitment to, and support of
stakeholders.
School district personnel are seeking
opportunities for collaboration and
shared leadership among stakeholders
to help students learn and advance
improvement efforts.
The school district can demonstrate
some participation by stakeholder
groups.
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.
The school district has the understanding of,
commitment to, and support of all
stakeholders.
School district personnel actively promote
and provide regular, systematic opportunities
for collaboration and shared leadership
among all stakeholders to help students learn
and advance improvement efforts.
The school district can demonstrate a high
level of meaningful participation by
stakeholder groups.
COMMITMENT TO
CONTINUOUS
IMPROVEMENT
Not Evident
Emerging
Operational
Highly Functional
The school district has not developed a
collaborative and ongoing process for
improvement that aligns the functions
of the school district with the
expectations for student learning.
The school district cannot demonstrate
progress in improving student
performance and school district
effectiveness.
New improvement efforts are not
informed by the results of earlier efforts
through reflection and assessment of
the improvement process.
The school district is developing a
collaborative and ongoing process for
improvement that aligns the functions
of the school district with the
expectations for student learning.
Improvement efforts are being
developed, but the school district
cannot yet demonstrate progress in
improving student performance and
school district effectiveness.
New improvement efforts are
somewhat informed by the results of
earlier efforts through reflection and
assessment of the improvement
process.
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.
The school district fully implements a
collaborative and ongoing process for
improvement that aligns all functions of the
school district with the expectations for
student learning.
Improvement efforts are systemic, sustained,
and fully embedded, and the school district
demonstrates significant progress in
improving student performance and school
district effectiveness.
New improvement efforts are clearly
informed by the documented results of
earlier efforts through reflection and
assessment of a highly sustained, continuous
process of improvement.
Adapted from NSSE (National Study of School Evaluation) research