WE Evidence Brainstorming

Below you will find each domain with their corresponding standards. Please ​Make a Copy of this
document​ and rename using your building code. Then use this document to brainstorm possible
evidence, where it is currently located, and the person who will be responsible for uploading it to the
Google Drive. The items listed in purple are MUST HAVES for your folder.

Domain 1: The capacity of leadership to ensure an institution’s progress toward

Leadership Capacity its stated objectives is an essential element of organizational
effectiveness. An institution’s leadership capacity includes the
fidelity and commitment to its purpose and direction, the
effectiveness of governance and leadership to enable the institution
to realize its stated objectives, the ability to engage and involve
stakeholders in meaningful and productive ways, and the capacity to
implement strategies that improve learner and educator
performance.

Possible Evidence Location Person Responsible

1.1 The system commits Vision and purpose statement

to a purpose statement P2/PBIS- 5th Year
that defines beliefs about Positivity Project
teaching and learning, SIP
including the ROARS Matrix
expectations for learners. Engaging Students with Poverty
in Mind book study
Teacher Evaluation Program
and Samples
Development of GT Program
TAT Process
GT Purpose Statement
GT Book Club

1.2 Stakeholders PTO Meeting agenda and

collectively demonstrate minutes
actions to ensure the Coffee with the Principal
achievement of the Powerpoints
system’s PTO bulletin board
purpose and desired Woodland Watch
outcomes for learners. Monday Memo
Staff Meeting Agenda
Woodland Warrior Awards
Classroom newsletters
2017-2018 Data meeting
responses
2018-2019 Data meeting
responses
 IRIP Sample
PBIS assemblies and
recognition
GT Parent Presentation
GT Application
Process-Teacher Nomination

1.3 The system engages 2017-2018 Data meeting

in a continuous responses
improvement process 2018-2019 Data meeting
that produces evidence, Common planning time folders
including SIP
measurable results of Common growth goal
improving student Reading support meetings
learning and professional agenda
practice. MAP scores
Running records
Behavior Referrals
Discipline Form
Online Lesson Plan template
created by teacher
Special Education Services
Progress Report

1.4 The governing Teacher Evaluation Program &

authority establishes and Samples
ensures adherence to Staff handbook
policies that are Norms for staff meetings
designed to Protocol sheet for data dialogue
support system meetings
effectiveness. 2017-2018 Data meeting
responses
2018-2019 Data meeting
Student handbook
Class
constitutions/expectations

1.5 The governing Staff Handbook

authority adheres to a Norms for Staff Meetings
code of ethics and AEA Contract
functions within defined School-Wide Attendance
roles and Initiative
responsibilities.

1.6 Leaders implement Teacher Evaluation Program &

staff supervision and Samples
evaluation processes to
improve professional
practice and
organizational
effectiveness.

1.7 Leaders implement School committees

operational processes Reading Data Meetings-agenda
and procedures to and data
ensure organizational 2017-2018 Data meeting
effectiveness in support responses
of teaching and learning. 2018-2019 Data meeting
Common Planning Logs
TAT

1.8 Leaders engage Woodland Watch

stakeholders to support Monday Memo
the achievement of the Coffee with the Principal
system’s purpose and PTO Meetings
direction. Facebook
Twitter
Kindergarten Round-Up
Presentation
Curriculum Night Presentation
GT Curriculum Night
Presentation
Art Instagram
Artsonia
Remind APP

1.9 The system provides IRIP samples

experiences that cultivate TAT
and improve leadership Positivity Project
effectiveness. PBIS
Dan Hickey Summitt
Teacher Labs
PBL
Data Position Job Description &
Contract Language
Grade Level led book talks

1.10 Leaders collect and Survey Monkey Reading

analyze a range of Program Classroom Teacher
feedback data from Feedback 2017
multiple stakeholder Survey Monkey Parent Survey
groups to 2017
inform decision-making PTO Minutes
that results in Coffee with the Principal
improvement. 2017-2018 Data meeting
responses

1.11 Leaders implement
a quality assurance
process for its institutions
to ensure system
effectiveness and
consistency
Domain 2: Learning
Capacity
Standard
2.1 Learners have
equitable opportunities to
develop skills and
achieve the content and
learning priorities
established by the
system.
2.2 The learning culture
promotes creativity,
innovation and
collaborative
problem-solving.
2018-2019 Data meeting
2018-2019 P2 Character
Strengths Calendar
Common Planning Data logs
Avondale 2020
TAT
Reading Intervention Process
2017-2018 Data meeting
responses
2018-2019 Data meeting
Observations
Weekly Lesson Plan Turn-In
Monday Memo
Woodland Watch
Classroom Newsletter
Professional Development
opportunities
Cross District Professional
Learning Opportunities
The impact of teaching and learning is the primary expectation of every system
and its institutions. The establishment of a learning culture built on high
expectations for learning, along with quality programs and services, which
include an analysis of results, are all key indicators of the system’s impact on
teaching and learning.
Possible Evidence Location Person Responsible
Master Schedule
Intervention Services (ELL,
Reading, Special Education)
GT
LC Reading & Writing, Math
Expressions, FOSS
Behavior Interventionist
Schedule and Referral Form
P2
PBL (unit plan year 1 and 2)
P2 and PBL board presentation
Club Brochure
STEM Night
 Future Problem Solvers

2.3 The learning culture P2

develops learners’ PBL
attitudes, beliefs and PBIS Classroom Poster
skills needed for ROARS Matrix
success. Data Notebooks/Growth
Conversations with students
“Bee a Reader” Summer
Program
2nd Grade Growth Chart

2.4 The system has a P2 Scope and Sequence

formal structure to PBIS- ROARS Matrix
ensure learners develop Leadership Team
positive relationships Behavior Interventionist Small
with and have Group
adults/peers that support Bridge Buddies
their educational OU Med Students
experiences.

2.5 Educators implement LC Reading and Writing

a curriculum that is Math Expressions
based on high FOSS
expectations and PBL Rubric
prepares learners Social Studies
for their next levels. Khan Academy

2.6 The system Teacher Evaluation Program &

implements a process to Samples
ensure the curriculum is Foss
aligned to standards and Math Expressions
best practices. Social Studies
Teacher Labs
Professional Development
OU Sessions for Teachers
(Nick Lauer Seesaw,
Kindergarten reading Tanya
Christ, etc.)
Learning Targets
PBL Grant Outline (Standards
are Highlighted Areas)

2.7 Instruction is Teacher Evaluation Program &

monitored and adjusted Samples
to meet individual TAT
learners’ needs and the Interventions
system’s learning IRIPS
expectations. Khan Academy
 I&E time-Master Schedule
Raz-Kids
Differentiation PD
MAP
Moby Max
504
Flexible Grouping

2.8 The system provides 3rd/4th Career Day (2018)

programs and services Small Business Day
for learners’ educational Club Brochure
future and career
planning.

2.9 The system TAT

implements processes to Special Education Services
identify and address the ELL Services
specialized needs of Reading Intervention Services
learners. GT Application-Teacher
Nomination

2.10 Learning progress is Common Planning Meetings

reliably assessed and Reading Intervention Data
consistently and clearly Meetings
communicated. IRIP
Report Cards
Parent Sign-In @ conferences
Data Binders
Special Ed. Progress Report

2.11 Educators gather, 2017-2018 Data meeting

analyze, and use responses
formative and summative 2018-2019 Data meeting
data that lead to Reading Intervention Data
demonstrable Meetings
improvement of student MAP Scores
learning. Illuminate

2.12 The system 2017-2018 Data meeting

implements a process to responses
continuously assess its 2018-2019 Data meeting
programs and Avondale 2020
organizational Common Planning Time
conditions to improve Reading Invention Meetings
student learning. TAT
Staff meetings
 5D & informal observations
Monthly Data Dialogues
Domain 3: Resource
Capacity
Standard
3.1 The system plans and
delivers professional
learning to improve the
learning environment,
learner achievement, and
the system’s effectiveness.
3.2 The system’s
professional learning
structure and expectations
promote collaboration and
collegiality to improve
learner performance and
organizational effectiveness.
3.3 The system provides
induction, mentoring, and
coaching programs that
ensure all staff members
have the knowledge and
skills to improve student
performance and
organizational effectiveness.
3.4 The system attracts and
retains qualified personnel
who support the system’s
purpose and direction.
The use and distribution of resources align and support the needs of the
system and institutions served. Systems ensure that resources are aligned
with its stated purpose and direction and distributed equitably so that the
needs of the system are adequately and effectively addressed. The
utilization of resources includes support for professional learning for all
staff. The system examines the allocation and use of resources to ensure
appropriate levels of funding, sustainability, and system effectiveness.
Possible Evidence Location Person Responsible
FOSS PD
Avondale 2020
Differentiation Book Study
Gifted Student Book Study
Sign-In Sheets for PDs
(2015-present)
PD Calendars
Grade Level Common
Planning Dialogues
Positivity Project
Teacher Labs
Cultures of Thinking PD
(Teacher Lab)
Differentiation Book Study
LC Reading and Writing
FOSS PD
P2 Scavenger Hunt
Staff meeting norms
ROARS matrix
NTIP
Common Grade Level
Planning Time
New Teacher Labs
Woodland Warrior Award
Social Committee
Treat Trolley
3.5 The system integrates Khan Academy
digital resources into Illuminate
teaching, learning, and MiStar
operations to improve 5 D/ Pivot
professional practice, NWEA MAP
student performance, and Computer Lab Schedule/
organizational effectiveness Laptop Sign Out
RAZ Kids
Think Central
Tablets
FOSS online
Positivity Project
Powerpoints
GT Skype a Scientist

3.6 The system provides Math Expressions

access to information Foss
resources and materials to LC Reading and Writing
support the curriculum, Fountas and Pinnell
programs, and needs of LLI
students, staff, and the Read Well
system.

3.7 The system Avondale 2020

demonstrates strategic SIP
resource management that PTO Budget
includes long-range AEF Grants
planning and use of
resources in support of the
system’s purpose and
direction.

3.8 The system allocates Avondale 2020

human, material, and fiscal Behavior Interventionist Job
resources in alignment with Description
the system’s identified
needs and priorities to
improve student
performance and
organizational
effectiveness