STW Scoring Rubric With Numbers 08

Scoring Rubric for New Jersey Schools to Watch Applications
Academic Excellence: High quality middle schools offer high quality classes. They challenge all students to use their minds well. All means ALL.
Dimensions of Academic Excellence: (1) high expectations for all students; (2) alignment of instruction and curriculum to state standards; (3) depth and
real-world, connected learning; (4) variety of challenging and engaging learning activities; (5) variety of assessments; (6) time and flexible scheduling; (7) supports for students; and (8) professional development based on student learning needs.
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Application provides very CONVINCING and STRONG Evidence to Support Its Case
School fully and completely addresses all eight dimensions. None are omitted or slighted. 1. Application fully describes the programs offered, and provides many pertinent examples and considerable detail to support its ratings on the self-assessment dimensions. 2. Data thoroughly support assertions. Strong and convincing case is made. 3. School provides outstanding evidence that it offers a high-quality, state standards-aligned curriculum in all core subjects to all students. (All means all.) Electives support academic skill development. 4. Students are frequently assessed with a variety of assessments (including district benchmarks). Timely and meaningful feedback is provided to students. Instruction is highly informed, modified, extended and differentiated on the basis of student need across the school. 5. School focuses on rigorous teaching and learning. It creates an environment in which students are engaged, excited, challenged to think critically, and provided with many formal and organized opportunities to improve and enrich skills. 6. Teachers frequently collaborate in teams to evaluate student work, design interdisciplinary lessons, and professionally reflect on those practices that accelerate student achievement.
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Application provides fairly SUBSTANTIAL Evidence to Support Its Case
Schools application substantially considers each of the eight dimensions. 1. Application substantially describes the programs offered. Examples may focus on particular aspects of the schools program. School supports its ratings on the selfassessment. 2. Data substantially support assertions. 3. School provides substantial evidence that it offers a high-quality, standards-aligned curriculum in all core subjects to most students. Electives may support academic skill development. 4. Students are assessed on a regular basis primarily with classroom assessments, feedback is provided to students, and instruction may be modified, extended and differentiated on the basis of student need in individual classrooms. 5. Most teachers are focused on rigorous teaching and learning and work at creating an environment in which students are challenged to think critically and are provided with informal opportunities to improve and enrich their skills. 6. Teachers may be teamed and occasionally collaborate to evaluate student work, to design lessons, and to professionally reflect on those practices that accelerate student achievement.
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Application provides generally ADEQUATE Evidence to Support Its Case
School discusses the eight dimensions in general terms. 1. Application generally describes the programs offered at the school and provides some details and examples. 2. Data somewhat support assertions. 3. School provides adequate evidence that it offers a standards-aligned curriculum to most students but not all students have full access to the core curriculum or to all elective classes. 4. Students may be assessed on a periodic basis with summative classroom assessments. Feedback provided to students may not be consistent across the school. 5. Teachers most often work independently of one another and approach instruction, assessment, and student achievement from autonomous classroom perspectives. 6. Some teachers are focused on teaching and learning and work at creating a classroom environment in which students may be challenged to think critically and may be provided with opportunities to improve and enrich their skills. 7. Teachers may informally collaborate to evaluate student work, design lessons, and reflect on practice but it is not routine for all teachers.
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Application provides MINIMAL or WEAK Evidence to Support Its Case
School discusses only some of the eight dimensions. 1. Application minimally describes the programs offered at the school. Important details may be missing. Application may not be responsive to the NJSTW Self-Study dimensions. 2. Data may be missing or does not support assertions. 3. School provides minimal evidence that it offers a grade-level, standardsaligned curriculum, instruction, and assessment in the core content areas to all of its students. Not all students have access to the core curriculum or elective classes. 4. It is not evident that teachers are focused on teaching and learning or that students are challenged to think critically and are provided with opportunities to improve and enrich their skills. 5. There is minimal or no evidence that teachers work collaboratively to improve student achievement.
Developmental Responsiveness: Respect for students needs and interests.
High-performing middle schools understand students of this age. They know what it is like to be a young adolescent; and they respond readily and well to students needs and concerns. Dimensions of Developmental Responsiveness: (1) personalized for all students; (2) access to comprehensive services; (3) teachers who excite
learning; (4) socially significant and relevant to students interests; (5) connections across disciplines; (6) exploration; (7) student voice and available adults; (8) alliances with families; (9) citizenship and service; and, (10) co-curricular activities (e.g., teams, clubs, exploratory and service opportunities).
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School fully and completely addresses all ten dimensions. None are omitted or slighted. 1. Application fully describes the programs offered, and provides many pertinent examples and considerable detail to support its ratings on the self-assessment dimensions. 2. Data thoroughly support assertions. Strong and convincing case is made. 3. School provides outstanding evidence that it respects and builds programs upon the developmental needs of young adolescents. 4. School creates personalized environment to meet the needs of each student. Small learning communities create close, stable relationships between adults and groups of students. 5. Every student has an adult advocate he/she can turn to. 6. Physical, social, and emotional considerations strongly influence instructional practice and exploratory course development.
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School substantially considers each of the ten dimensions. 1. Application substantially describes the programs offered. Examples may focus on particular aspects of the schools program. School supports its ratings on the selfassessment. 2. Data substantially support assertions. 3. School provides substantial evidence that it respects and builds its programs upon the developmental needs of young adolescents. 4. The school works at creating a personalized environment to meet the needs of students. 5. Most students have an adult advocate that he or she can turn to. 6. Physical, social, and emotional considerations generally influence instructional practice and exploratory course development.
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School discusses the ten dimensions in general terms. 1. Application generally describes the programs offered at the school and provides some details and examples. 2. Data somewhat support assertions. 3. School provides adequate evidence that it builds programs upon the developmental needs of young adolescents. 4. Some teachers create individualized, personalized environments within their own classrooms. 5. Some students have an adult advocate. 6. Physical, social, and emotional considerations may influence instructional practice and exploratory course development.
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School discusses only some of the ten dimensions 1. Application minimally describes the programs offered at the school. Important details may be missing. Application may not be responsive to the NJSTW Self-Study dimensions. 2. Data may be missing or does not support assertions. 3. School provides minimal evidence that it builds programs upon the developmental needs of young adolescents. 4. A personalized environment and small learning community is not evident or is minimized by other considerations. 5. Students do not have a formal or informal system of connecting with a caring adult.
Developmental Responsiveness: Respect for students needs and interests.
High-performing middle schools understand students of this age. They know what it is like to be a young adolescent; and they respond readily and well to students needs and concerns. Dimensions of Developmental Responsiveness: (1) personalized for all students; (2) access to comprehensive services; (3) teachers who excite
learning; (4) socially significant and relevant to students interests; (5) connections across disciplines; (6) exploration; (7) student voice and available adults; (8) alliances with families; (9) citizenship and service; and, (10) co-curricular activities (e.g., teams, clubs, exploratory and service opportunities).
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School fully and completely addresses all ten dimensions. None are omitted or slighted. 7. Most teachers seek to foster student curiosity and creativity. 8. Many opportunities for student voice, service, exploration, additional assistance, and co-curricular activities at the school. 9. All parents are welcome at the school. Most parents consider themselves partners in their childs learning. They are offered opportunities for involvement beyond fundraising. Most are vigorously involved at some level. 10. School provides access to comprehensive and coordinated array of services to foster healthy physical, social, emotional, and intellectual development.
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School substantially considers each of the ten dimensions. 7. Many teachers seek to foster student curiosity and creativity. 8. There are formal or informal opportunities for student voice, service, exploration, additional assistance, and co-curricular activities at the school. 9. Parents are welcomed at the school and encouraged to partner in their childs learning. They are offered opportunities for levels of involvement beyond fundraising and many are involved at various levels. 10. The school provides access to services to foster healthy physical, social, emotional, and intellectual development.
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School discusses the ten dimensions in general terms. 7. There may be limited formal or informal opportunities for student voice, service, exploration, additional assistance, and co-curricular activities at the school. 8. It is not evident that the school actively welcomes or engages parents as partners in their childs learning. Small groups of parents may participate in school governance and assist with special projects. 9. The school provides some access to services that foster healthy physical, social, emotional, and intellectual development.
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School discusses only some of the ten dimensions. 6. There are minimal or no opportunities for student voice, service, exploration, additional assistance, and co-curricular activities at the school. 7. It is not evident that the school actively welcomes or engages parents as partners in their childs learning. Few if any parents participate in a meaningful capacity. 8. The school provides minimal services to students that foster healthy physical, social, emotional, and intellectual development.
Social Equity: Equal access to a high quality education. All students get high quality teachers and successfully complete challenging
classes. If they need help to succeed, they get it as soon as they need it. There are no low-level programs.
Dimensions of Social Equity: (1) no tracking access to all; (2) varied approaches to learning; (3) adapts to meet student needs; (4) equal access to all
challenging classes; (5) students cultures valued; (6) student voice valued; (7) parent participation; (8) reward system; (9) faculty diversity; and (10) fairness and progressive discipline including suspension data.
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School fully and completely addresses all ten dimensions. None are omitted or slighted. 1. School provides outstanding evidence that there is equal access to a high quality education for all students (e.g., boys, girls, English language learners, students with disabilities, gifted students). 2. All students have classroom teachers of the highest professional quality. Some teachers have advanced degrees or credentials such as National Board Certification. 3. Resources are equitably allocated and distributed. 4. Faculty and administrators expect highquality work from all students and are committed to helping each student produce it. 5. Students needing extra help are identified and provided with appropriate interventions such as tutoring, mentoring, or after school classes. 6. Cultural and linguistic diversity is respected and incorporated into the schools culture.
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School substantially considers each of the ten dimensions. 1. School provides substantial evidence of equal access to a high quality education for most students. 2. Most students have classroom teachers of the highest professional quality. 3. School works at equitably allocating and distributing resources. 4. Faculty and administrators generally expect high-quality work from most students and provide opportunities for students to produce it. 5. Students needing extra help are identified and provided with assistance opportunities such as tutoring, mentoring, or after school classes. 6. Cultural and linguistic diversity is respected and showcased.
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School discusses the ten dimensions in general terms. 1. School provides adequate evidence of access to a high quality education for some of its students. 2. Generally, students have classroom teachers that are credentialed. 3. Allocation and distribution of resources may not be equitable. 4. Faculty and administrators may not expect high-quality work from every student. 5. Specialized opportunities or supports may be available for students at the ends of the spectrum of learners (e.g. students with disabilities or gifted students) but not for all students. 6. Students needing extra help may only be offered limited assistance. 7. Cultural and linguistic diversity is acknowledged but is limited to holidays and special occasions.
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School discusses only some of the ten dimensions. 1. School provides minimal evidence that all students have access to high quality classes and teachers. 2. Allocation and distribution of resources may not be equitable. Classrooms may be organized haphazardly. Criteria for placement may not be consistent or equitable. 3. Faculty and administrators do not expect high-quality work from every student. 4. There may not be a school-wide system of discipline with fair and clear rules of behavior and equitable consequences. 5. Some subpopulations may have needs that go unmet or that are not recognized. Review of schools longitudinal achievement data shows that significant groups of students may not be progressing at the rate that they need to.
Social Equity: Equal access to a high quality education. All students get high quality teachers and successfully complete challenging
classes. If they need help to succeed, they get it as soon as they need it. There are no low-level programs.
Dimensions of Social Equity: (1) no tracking access to all; (2) varied approaches to learning; (3) adapts to meet student needs; (4) equal access to all
challenging classes; (5) students cultures valued; (6) student voice valued; (7) parent participation; (8) reward system; (9) faculty diversity; and (10) fairness and progressive discipline including suspension data.
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School fully and completely addresses all ten dimensions. None are omitted or slighted. 7. Classrooms are organized heterogeneously and there are no lowlevel programs into which students are tracked. 8. The school continually works to adapt and modify its curriculum and programs to better meet the learning needs of students. 9. All students are recognized for both cognitive and non-cognitive achievement. 10. The school-wide system of discipline and rules is clear, fair, and equitably administered. 11. A review of the suspension/expulsion data raises no concerns and needs no further clarification.
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School substantially considers each of the ten dimensions. 7. Classrooms are generally organized heterogeneously. There are no low-level programs into which students are tracked. 8. The school works to adapt and modify its curriculum and programs to meet the learning needs of students. 9. Students are recognized for cognitive and non-cognitive achievement. 10. The school-wide system of discipline and rules is clear, fair, and equitably administered. 11. A review of the suspension / expulsion data raises no significant concerns, but there may be need for further clarification in regard to either the data or the underlying policies.
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School discusses the ten dimensions in general terms. 8. Classrooms may be organized heterogeneously or homogeneously, and sometimes classes may be organized depending on subgroup needs. The school may separate students into distinctive teams or learning groups based on their ability. 9. Students are recognized primarily for cognitive achievement. 10. The school-wide system of discipline and rules may not always be clear, fair, or equitably administered. 11. A review of the suspension / expulsion data may raise some concerns. There also may be need for further clarification in regard to either the data provided or the underlying policies.
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School discusses only some of the ten dimensions. 6. The school may track students and thus limit opportunity for students to move upward into higher tracks. 7. School may have large differences across subgroups in its suspension and/or expulsion data. 8. Students who need help may have to wait long periods of time before they get it. Students with disabilities may not be fully integrated into regular mainstream program. English language learners may not be fully represented in the most rigorous (honors) classes. 9. Student achievement in any domain is not recognized or celebrated. 10. A review of the schools pattern of suspensions or expulsion raises concerns whether some groups of students are treated in a different manner than are other groups of students.
Organization Structure and Process: Support for improvement. High-performing middle schools are communities where
people are learning all the time.
Organizational Structure/Process:
(1) shared vision; (2) leadership responsibility; (3) learning is community norm; (4) high-quality professional development; (5) connection to system; (6) self-accountability; (7) will to overcome barriers; (8) connections to colleges/universities; and (9) involves all stakeholders.
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School fully and completely addresses all nine dimensions. None are omitted or slighted.
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Schools application substantially considers each of the nine dimensions.
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Application discusses the nine dimensions in general terms.
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Application discusses only some of the nine dimensions.
School fully involves all stakeholder groups in the self-assessment process. 1. School provides outstanding and convincing evidence that the school and its district are organized to grow and sustain adolescent learning and achievement. The school is a high-performing community where everyone is learning all the time, not just students, but teachers, parents, and administrators. A common vision of what a high performing school is and does drives school change. Shared and sustained leadership of all stakeholders propels the school forward and preserves its institutional memory and purpose. Everyone knows what the plan and vision is and works toward that end. The school sets high standards for itself and continually strives for improvement. The stakeholders (district, school, parents, and community) hold themselves accountable for students success.
Many stakeholders involved in the selfassessment, but insufficient evidence to judge whether all groups were involved. 1. School provides substantial evidence that it is organized to grow and sustain adolescent learning and achievement. The school is a high-performing community where learning for everyone is highly valued. A common vision of the school is substantially reflected in the schools programs. Shared leadership of many stakeholders moves the school forward and helps to preserve its institutional memory and purpose. Stakeholders generally understand the plan and vision of the school and use them as the basis for improvement. The school sets high standards for itself and strives for improvement. The school holds itself accountable for students success.
Only the leadership team is involved in selfassessment, not the whole school community. 1. School provides adequate evidence that it is somewhat organized to grow and sustain adolescent learning and achievement. The school attempts to be a learning community. A common vision of the school may not be evident or be the visibly embraced basis for change and improvement. Leadership is limited to a few key stakeholders. The school may set high standards for itself, but may fall short because of limited participation of stakeholder groups. The school does not necessarily hold itself accountable for students success and may cite barriers as reasons.
Unsure who was involved in the selfevaluation process or how they were involved. 1. School provides minimal or weak evidence that it is organized to grow and sustain adolescent learning and achievement. The schools learning community is limited and there may be a noncollaborative or competitive culture. There is little evidence that a common vision exists or is understood by stakeholders. The school may set unrealistically high standards for itself and does not provide evidence that there is a structured path to reach its goals. Leadership turnover at the school may be high. The school does not necessarily hold itself accountable for students success and may cite barriers and many reasons why students cannot and do not achieve.
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Organization Structure and Process: Support for improvement. High-performing middle schools are communities where
people are learning all the time.
Organizational Structure/Process:
(1) shared vision; (2) leadership responsibility; (3) learning is community norm; (4) high-quality professional development; (5) connection to system; (6) self-accountability; (7) will to overcome barriers; (8) connections to colleges/universities; and (9) involves all stakeholders.
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School fully and completely addresses all nine dimensions. None are omitted or slighted. School fully involves all stakeholder groups in the self-assessment process. 6. The school and district collect, analyze and use data (from classroom assessment to state assessment) as well as researchbased practices as a basis for decision making and resource allocation. The school has strong established structures and collaborative processes in place to continue ongoing improvement. The school is supported well by its district.
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Schools application substantially considers each of the nine dimensions. Many stakeholders involved in the selfassessment, but insufficient evidence to judge whether all groups were involved. 6. The school works on collecting, analyzing and using data (from classroom assessment to state assessment) for decision-making. The school has substantial processes in place to continue the ongoing improvement. The school may or may not be well supported by its district office, and it works diligently to adjust and compensate for resources and support that may not be equitably allocated.
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Application discusses the nine dimensions in general terms. Only the leadership team is involved in selfassessment, not the whole school community. 5. The school may collect data but it may not effectively use data to analyze problems and develop data-driven decisions. The school has adequate processes in place to inch the school forward in the improvement process. The school may or may not be well supported by its district office, and it may or may not work effectively to adjust and compensate for the lack of resources and support.
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Application discusses only some of the nine dimensions. Unsure who was involved in the selfevaluation process or how they were involved. 6. The school gives little evidence that it collects and effectively uses data for decision-making. There is no or minimal evidence that there are processes and structures in place to affect change either at the school or district office.
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Evidence of Continuing Progress Data History: High-quality middle schools back up their claims to excellence by
demonstrating a long-term pattern of continuing progress for all groups of students.
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1. School provides strong and convincing evidence that it has a long-term history of increasing achievement for all of its students, including English language learners, students with disabilities, both gender groups, and all ethnic subpopulations. There is evidence that the number of students in the Proficient and Advanced Proficient levels has been increasing, with a consistent upward trajectory of performance or a high-level of sustained achievement. Evidence is provided that the achievement gap between subgroups has been steadily declining over time. Evidence is provided that the school understands and implements programs and practices that will continue to support improvement for all students and that the school continuously uses data to assess programs, instructional practices, and curricula and makes necessary adjustments. 1.
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School provides substantial evidence that school has a long-term history of increasing achievement for most of its students, including English language learners, students with disabilities, both gender groups, and all ethnic subpopulations. There is evidence that the number of students in the Proficient and Advanced levels has been increasing. Evidence is also provided that the achievement gap between subgroups has been declining over time. Evidence is provided that the school understands and implements programs and practices that will continue to support improvement for all students and that the school uses data to assess programs, instructional practices, and curricula. 1.
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School provides adequate evidence that the school has had a positive pattern of increasing achievement over the last three years. There is evidence that the proportion of students in the Partially Proficient levels has been steadily declining. There is also evidence that the proportion of students in the Proficient and Advanced levels has either remained static or has been increasing. Evidence is also provided for some growth for most subgroups, but the achievement gap between subgroups may or may not be closing. The school occasionally uses data to assess programs, instructional practices, and curricula. 1.
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Application lacks sufficient detail to determine the achievement history of the school. Review of the schools achievement data shows a long-term pattern of limited growth or inconsistent results. The school cannot or did not explain variations in student performance. Certain subgroups may not be progressing and a significant number of students consistently perform at the Partially Proficient level. The achievement gap has remained stagnant or actually increased. The school does not use data to assess programs and adjust instructional practices.
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Evidence of Continuing Progress Data History: High-quality middle schools back up their claims to excellence by
demonstrating a long-term pattern of continuing progress for all groups of students.
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5. The school uses multiple measures, formative and summative, to determine student learning. The school provides a comprehensive standards-based education that addresses all core content areas. It does not limit access to the music, art, physical education, or other subject areas to those students who need assistance; rather, it recognizes that these content areas can support student learning in unique ways. The school sees a clear link between student achievement and the well-being of the whole child and deliberately designs programs and services to address needs that will support student success. 5.
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Evidence of students learning is limited to standardized tests and state assessment data only. The school provides a comprehensive standards-based education that addresses all core content areas. It recognizes that art, music, physical education, and other subjects can support student learning in unique ways but occasionally pulls students from these classes for remediation or assistance. The school recognizes a link between student achievement and the well-being of the whole child and provides some programs and services to address needs that will support student success. 5. 6.
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Evidence of student learning is limited to state assessment data only. The school provides a comprehensive standards-based education that addresses all core content areas but routinely pulls students from art, music, physical education, and other subjects for remediation or assistance. The school provides some programs and services to address student achievement but does not link them with the needs of the whole child. 5.
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Teachers are not aware of student performance outcomes and use assessment inconsistently. The school provides a comprehensive standards-based education that addresses all core content areas but students requiring remediation or assistance in math or language arts literacy are not enrolled in art, music, physical education and other classes. The school does not provide evidence of any connections between the needs of the whole child and student achievement. Programs and services are disorganized and not connected to need.
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Foci for Schools Future Work: Schools To Watch is a process of becoming better; not a state of being perfect.
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School fully involves all stakeholders in the NJSTW process. 1. School provides convincing and strong evidence that it has a well-developed plan to guide its further work. The narrative paints a clear picture of the school and clearly articulates the ideal statewhere it would like to be. The narrative actively addresses all areas of weakness identified through the NJSTW self-study process and describes how the school will work towards improving these weaknesses. The application is both well-grounded in current realities and far-reaching in its aims. The plan convincingly describes how the school will, over time, create a highquality, student-oriented, standardsaligned, state-of-the-art learning environment. The application provides outstanding evidence that the school has the capacity to carry out its plan. The school and its district have the will and the desire to carry the plan to completion. The school may have included ways that it can share its successes with other New Jersey middle-grade schools.
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Many stakeholders involved in the NJSTW process, but insufficient evidence to judge whether "all" were involved. 1. School provides substantial evidence that it has a plan to guide its further work. The application provides a clear picture of the school at this time. 2. The narrative actively addresses most areas of weakness identified through the NJSTW self-study process and describes how the school will work towards improving these weaknesses. The school provides evidence that it could finalize a plan within a few weeks if efforts were focused in that direction. 3. The application substantially describes how the school will, over time, create a high-quality, student-oriented, standardsaligned, state-of-the-art learning environment. 4. The application provides substantial evidence that the school has the capacity to carry out its plan. The school and its district have the will and the desire to carry the plan to completion.
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Only Leadership Team is involved in NJSTW process, not the whole school community. 1. School provides adequate evidence that the school has a general notion about where it wants to go in the future. The narrative generally addresses some areas of weakness identified through the NJSTW self-study. Interim targets or final outcomes may not be fully developed or clearly articulated. The plan generally explains how the school will, over time, create a highquality, student-oriented, standardsaligned, state-of-the-art learning environment. There is evidence that the school may continue to make progress in the next three to five years. The application provides adequate evidence that the school may have the capacity to carry out its plan but that additional support must be provided.
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Reader is unsure who is involved in the NJSTW process or how they were involved. 1. The application lacks sufficient detail to determine where the school is headed in the near future or who was involved in developing the application materials. The narrative does not address key issues and does not provide a clear picture of the school and its mission. There is no evidence of support and commitment from the district, local Board of Education, or community.
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STW Scoring Rubric With Numbers 08

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Scoring Rubric for New Jersey Schools to Watch Applications

Developmental Responsiveness: Respect for students needs and interests.

Developmental Responsiveness: Respect for students needs and interests.

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