Theme: College and Career Readiness Curriculum & Expectations
Organization Level: School
Critical elements: Expectations for student learning are high and are made clear. They are faithful to the district/system’s college and career readiness mission. Schools’ goals, priorities, and resources are aligned to prepare all students for mastery of subjects. Materials and instructional approaches are selected based on evidence of effectiveness.
Practice: Develop a collaborative school community that fosters a college-bound mindset, scholarship, and self-directed learning for achievement at the highest levels.

Go Back to Previous Page
CriteriaLess Effective PracticesSuccess Factors for Meeting State StandardsSuccess Factors for College and Career Readiness
Fidelity to Mission

The schools program for student learning is implemented with varying degrees of fidelity, depth, and consistency across grades and subjects.

The school implements the district/systems program for student mastery of state standards with fidelity, depth, and consistency.

School leaders and staff members are fully committed to and embrace the district/systems mission of high fidelity implementation of college and career ready program across all aspects of the schools culture.

Consistency of Effective Instructional Practices

Textbooks or purchased instructional programs drive the academic program. Unit and lesson planning rely heavily on the materials available to determine the scope and sequence of learning.

Student mastery of standards drives the academic program. School leaders and teachers select, create, modify, and organize materials and instruction to meet the district/systems learning goals for students.

Preparing students for college and careers drive the academic program. Materials and instructional approaches are implemented and evaluated based on their effectiveness at achieving the district/systems goals for college and career readiness.

Efficiency & Urgency

Competing priorities pull school resources in multiple directions; decisions regarding use of monies or time are often made without due consideration of long-term goals.

School resources, including the budget, teacher hours, and student time are allocated and prioritized in accordance with the district/systems goals for student achievement.

School resources of time and money are maximized for long-term goals of college and career readiness; resources are organized with efficiencyeven urgencyto meet students needs.

Mission-Driven Goals

The schools goals are not based on concrete student achievement data. School improvement plans tend to be vague, difficult to measure, and fail to guide a schools implementation. Adoption of goals does not lead to meaningful changes in the program or allocation of resources.

The schools annual and long-term goals are informed by student achievement data. Improvement plans are explicit, measurable, and focused on student mastery of standards. School activities and resources are prioritized accordingly.

The schools goals are tied to its college and career readiness mission. Short- and long-term goals are based on in-depth knowledge of student performance against college and career readiness indicators and include specific and measurable gains for all student groups.

P: 916-498-8980