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.
