XV. School Level Indicators
1. Safe, Orderly, and Supportive Environment

     The school has programs and practices in place that provide students, parents, and staff with a sense of safety, order, and support.

2. Student Efficacy and Agency

     The school has programs and practices in place that help students develop efficacy and agency

3. Inspiration

     The school has programs and practices in place that are designed to inspire students by providing opportunities for self-actualization and connection to something greater than self.

4. Personal Projects

     The school employs programs and practices that allow students to engage in projects of their own design.

5. Instruction and Teacher Development

     The school has an instructional model that is used to provide feedback to teachers regarding their status and growth on specific pedagogical skills.

6. Blended Instruction

     The school procures online resources and engages teachers in activities that help them develop online resources for score 2.0, 3.0, and 4.0 levels on proficiency scales.

7. Cumulative Review

     The school has programs and practices in place that ensure students continually review and revise critical content and practice various forms of assessment relative to that content.

8. Knowledge Maps

     The school ensures that students use Knowledge Maps as tools to comprehend various types of texts and write various types of texts.

9. Measurement Topics and Proficiency Scales

     The school has well-articulated measurement topics with accompanying proficiency scales  for essential academic content.

10. Cognitive and Metacognitive Skills

     The school has well-articulated measurement topics and accompanying proficiency scales for cognitive and metacognitive skills that are systematically taught and assessed throughout the curriculum.

11. Vocabulary

     The school has programs and practices in place to ensure that all students have a working knowledge of Tier I, Tier II, and Tier III vocabulary.

12. Explicit Goals for Students’ Status and Growth

     The school has explicit goals for students’ status and growth at the individual student level and at the whole school level.

13. Assessment

     The school has an assessment system that ensures the use of reliable and valid classroom assessments that measure each student’s status and growth on specific measurement topics.

14. Reporting and Grading

     The school has a reporting and grading system that depicts both status and growth for individual students and allows for students to be working  at multiple levels across different subject areas.

15. Collective Responsibility

     The school has programs and practices in place that ensure teachers collectively provide students with instruction, support, and assessment on measurement topics regardless of whether students are assigned to them as a class.

16. Flexible Scheduling

     The school employs scheduling practices that allow students to receive instruction, support, and evaluation on measurement topics at any level and in any subject area.

 
References

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     Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guildford Press.

 

     Capstone project. (2016, March 23). In S. Abbott (Ed.), The glossary of education reform for journalists, parents, and community                     members. Accessed at http://edglossary.org/capstone-project on August 9, 2016.

 

     Enright, R.D. (2001). Forgiveness is a choice: A step-by-step process for resolving anger and restoring hope. Washington, DC:                       American Psychological Association.

 

 

     Froh, J.J., & Bono, G. (2012, November 19). How to foster gratitude in schools. Accessed at                                                            http://greatergood.berkeley.edu/article/item/how_to_foster_gratitude_in_schools on July 7, 2016.

 

     Gassin, E.A., Enright, R.D., & Knutson, J. A. (2005). Bringing peace to the central city: Forgiveness education in Milwaukee. Theory Into       Practice, 44(4), 319-328.

 

     Jennings, P.A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. New York: W.W. Norton.

 

     Kirp, D.L. (2014, January 12). Meditation transforms roughest San Francisco schools. San Francisco Chronicle. Accessed at          www.sfgate.com/opinion/openforum/article/Meditation-transforms-roughest-San-Francisco-5136942.php on July 7, 2016.

 

     Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD.

 

     Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research.

 

     Marzano, R.J. (2010). Teaching basic and advanced vocabulary: A framework for direct instruction. Boston: Heinle-Cengage.

 

     Marzano, R.J. (2018). Making Classroom Assessments Reliable and Valid. Bloomington, IN: Marzano Research.

 

     Marzano, R.J., Heflebower, T., Hoegh, J. K., Warrick, P., & Grift, G. (with Hecker, L., & Wills, J.). (2016). Collaborative teams that                       transform schools: The next step in PLCs. Bloomingtion, IN: Marzano Research.

 

     Marzano, R. J., Norford J.S., Finn, M., & Finn, D. (2017). A Handbook for Personalized Competency-Based Education. Bloomington, IN:       Marzano Research.

 

     Marzano, R.J., Norford J.S., & Ruyle, x. (2018) The New Art and Science of Classroom Assessment. Bloomington, IN: Marzano Research.

 

     Wiseman, T. (1996). A concept analysis of empathy. Journal of Advanced Nursing, 23, 1162-1167.

 

     Zakrzewski, V. (2013, November 19). Gratitude activities for the classroom. Accessed at                                     http://greatergood.berkeley.edu/article/item/gratitude_activities_for_the_classroom on July 7, 2016.

©Robert J Marzano

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