Stubbs CSR PDF

Delaware Department of Education
Comprehensive Success Review

District: Christina
School: Stubbs Elementary School
Review Date: November 6, 2014
I. Leadership
Criteria
Comments:
All stakeholders
The school leadership
There is little or no
(school leadership,
and faculty know,
knows and understands
evidence of a clear
faculty, parents and
understand and
the mission and vision of
and consistent
students) of the school
communicate the
the school.
understanding of the
know, understand and
mission and vision of
mission and vision
communicate the
the school.
by school leadership.
mission and vision of
the school.
Strengths:
CSR team observed evidence that a cohesive mission drives all school activities.
All stakeholders communicated the school mission.
CSR team members felt the school mission is not overly wordy, which helps convey meaningful intent.
Teachers reported that the existence of a consistent mission through leadership changes helped them to continue to work
toward common goals during transition times.
Challenges:
School mission has not been revised since new principal has taken leadership of the school.
Recommendations:
Utilize Priority planning process to revisit and potentially refocus the school mission.
Revised August 2013
AND
AND
1. Mission
and Vision
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Leadership team
includes parents and
community
representation.
The leadership team
ensures that the
School Success Plan is
data-driven and
provides sustained
support.
Comments:
Leadership team
represents a crosssection of the school.
Success Plan is
focused on improving
student achievement.
Time and resources
are made available
for the leadership
team to work on the
Success Plan.
The leadership team
monitors progress in
achieving goals.
AND
2.
Leadership
for school
success

AND
District: Christina

A designated school
leadership team assists in
the development and
actively participates in the
implementation of the
School Success Plan.
There is no clearly
designated school
leadership team
involvement in the
developing or
implementing of the
School Success Plan.
Strengths:
CSR team noted evidence that school staff and parents are engaged in ongoing conversations related to School Success.
Teachers report that the school leadership team is representative of the school staff, community and parents.
Teachers report having input into the School Success Plan.
Challenges:
Lack of evidence of a clear process for the creation, implementation and monitoring of School Success Plan.
Lack of evidence of the role parents, community and staff play in the SSP process.
Recommendations:
Document the School Success Plan process (meetings, development, monitoring) and the role of each stakeholder group.
Ensure monitoring of the plan according to the timeline for this school year.
Revised August 2013
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demonstrates
knowledge and
expertise
implementing the
DPAS II process with
fidelity.
consistently facilitates
and/or participates in
PLCs, walkthroughs
and other activities
focused on improving
instruction and
increasing student
achievement.
Revised August 2013

implements the
DPASII process.
participates in some
PLCs, walkthroughs
and other activities
that support
instruction.
AND
3.
Instructional
Leadership

AND
District: Christina

provides instructional
support and focuses on
improving student
achievement.
The school
leadership provides
no instructional
support.
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District: Christina
Revised August 2013
AND
4. Policies,
procedures
and
structures
Strengths:
School has access to Data Service Center (DSC) for DPAS II and walkthrough data entry.
Assistant principal utilizes DSC to record walkthrough data.
Teachers report weekly walkthroughs occur in their classrooms.
Teachers report that DPAS II goal setting occurred according to State expectations.
Assistant Principal attends PLCs on a regular basis and facilitates with district coaches.
District leadership supports PLC processes through facilitation and attendance.
Challenges:
Lack of evidence of consistent collection of documented walkthrough data.
Lack of evidence of teachers on DPASII Expectations/IIPs despite the observed need for increased rigor during CSR
walkthroughs.
Recommendations:
Ensure consistent use of DSC or another process to organize walkthrough data for the purposes of analyzing trend data and
ensuring that all teachers receive meaningful feedback.
Complete a skill/will analysis of all teachers and identify those who need the most instructional or classroom management
support.
As the DPAS II process is implemented this school year, utilize the tools (Expectations and IIPs) to increase instructional
effectiveness.
Use walkthrough process and PLCs to focus on increasing rigorous instruction.
School leadership
School leadership
School leadership
School leadership does
ensures that
directs all school
ensures that school
not ensure that school
Professional Learning
activities be focused
policies and procedures
policies are focused on
Community (PLC)
on improving student
are focused on
improving student
time within the school
achievement.
improving student
achievement.
day is used to focus on
achievement.
School leadership
School leadership does
curriculum,
ensures that school
School leadership
not ensure that school
instruction and
operations and
ensures that school
structures are aligned
assessment.
resources are
structures are aligned
with district/school
implemented in
with district/school
policies.
alignment with
policies and
district/school policies
procedures.
and procedures.
AND
Comments:
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District: Christina
Revised August 2013
AND
5. School
leadership
decisions
Strengths:
Teachers noted several changes since the principal arrived, for example: school cleanliness has been addressed; male teachers
have been recruited to balance the ratio of teachers; ISS process has been revisited to better serve students in their classroom
setting.
There is evidence of a reduction of OSS as a result of changes in school policies related to discipline (R&R implementation has
been implemented to encourage self-regulation).
New dismissal to after school programs have been adopted to ensure student safety and attendance at these interventions.
Classroom schedules, student work and applicable standards are posted outside classrooms and expectations were set by
principal regarding the process for posting student work.
There is evidence of targeted attendance and tardiness monitoring with follow up by the guidance counselor and parent liaison.
School schedule clearly identifies whole group, small group and intervention times for reading and math.
Resources have been used to post a banner outside the school stating the importance of attendance and being on time.
DreamBox was implemented (program shows grade level and standard covered). There is also a wall designated in the school
to celebrate the students who have completed the most DreamBox units.
PLC documentation indicates focus on student achievement.
Challenges:
Science and social studies instruction is identified on the school schedule but not always adhered to.
Recommendations:
Ensure that the posted schedule is followed for all content areas.
The school building
The school building
The school
The school building leaders
leaders decisions are
leaders decisions are
building leaders
decisions are not focused on
collaborative.
data-informed, using
decisions are
data from a variety of
focused on
The school leader
sources.
improving
employs a systematic
student
process for decision
achievement.
making.
AND
Comments
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District: Christina
Comments:
Ask for
evidenceHeather
Revised August 2013
AND
6.
Monitoring
processes
Strengths:
CSR team noted Is it best for kids? posted around the school (driving decision making).
Teachers reported that the leadership team members serve as a two-way communication with grade level teams (for input).
School Success Plan, PD plan and PLC minutes provide examples of data-driven decision making.
Principal reported that decision making processes are collaborative and reinforced the two-way communication aspect between
leadership team and grade level teams.
Principal also reports using emails to solicit input from staff.
CSR team noted reports from teachers and leaders that there is understanding about why decisions were made about staffing
and changes in grade levels.
Challenges:
Recommendations:
The School Success

The process of
The school leadership has not
Plan monitoring
monitors the timely
evaluating the
implemented a school
process is ongoing
implementation of
effectiveness of
monitoring process to evaluate
and systematic.
school success
the School
the effectiveness of the School
strategies as outlined
Success Plan is
Success Plan on improving
in
the
School
Success
conducted
a
makes adjustments to
Plan.
minimum of two
plans as appropriate.
times per year.
Strengths:
District has a process to ensure quarterly monitoring of School Success Plans.
Challenges:
Lack of evidence of a clear process for the implementation and monitoring of School Success Plan.
Lack of evidence of the role parents, community and staff play in the SSP monitoring process.
Recommendations:
Document the School Success Plan process (meetings, development, monitoring) and the role of each stakeholder group.
Ensure monitoring of the plan according to the timeline for this school year.
AND
Comments:
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District: Christina
II. Budget and Resources
Comments:
The school funds are

matched to the
priorities set in the
schools Success Plan.
Budget development
includes input from
the community and
students (if age and
situation appropriate).
The fiscal plan is
amended using a
systematic process,
based on data analysis,
as needed.
The school makes
timely expenditure of
all federal, State and
local funds.
The school uses relevant

data/information,
including student
academic achievement to
prioritize and align its use
of funds to school needs,
district Success Plan and
district/State/grant
requirements and
mandates.
Staff and parents are
included in the
development of the school
budget.
The school funds are
allocated and expended on
human resources,
materials and activities
related to schools Success
Plan.
AND
1. School
funding and
fiscal
management is
targeted toward
program
success with
emphasis on
identified
subgroups and
grade levels
and aligned
with the School
Success Plan
AND
Criteria
The school targets

funds towards
identified
subgroups and
grade levels based
on student
performance.
Staff is included in
the development of
the school budget.
After fixed costs are

considered, school
funds are allocated
based on minimal
consideration of
school and student
needs and
school/district
priorities.
Strengths:
District oversees the process by which schools spend funds aligned with the School Success Plan.
Staff provides input into budget purchases and teachers report they receive items that are matched to student need.
Expenditures match professional development that is identified as a need.
Challenges:
Lack of evidence of the involvement of all stakeholders into the budgeting process.
Recommendations:
Document and communicate the process by which budget expenditures are made.
Revised August 2013
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District: Christina
Comments:
Common planning
Time resources allocated
The school
The school allows
time is provided in
are on-going, sustained
provides time
success planning and
ways that support
and provide for mentoring.
resources for
professional
teacher collaboration
collaborative
development to occur
Time resources allocated
on increasing student
success
planning
only during teacher
are on-going, sustained
academic
and professional
planning time or after
and provide for
achievement.
development.
school hours.
Professional Learning
School Leadership
Professional
Communities.
demonstrates support
development is not
for collaboration
systematic or
among teachers across
collaborative.
classrooms and grade
levels.
Strengths:
There is evidence of a coordinated schedule that dictates time designated for core instruction and intervention.
Common planning time is made available to teachers.
Time is designated for PLCs to allow for common planning across grade levels (vertical and horizontal).
RTI cyclical data review is provided.
Challenges:
Recommendations:
Revised August 2013
AND
AND
2. Time
Management
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District: Christina
III. Teacher and Student Class Assignment
The process of assigning

teachers is understood by all
stakeholders.
Decisions on teacher
assignments include
evidence of teacher
effectiveness based on
AND
1.
Assignment
of teachers to
classes
AND
Criteria
The process for

assigning teachers to
classes is based on
teacher certification
and experience.
The process for

assigning teachers to
classes is based only
on schedules and
teacher preference.
Revised August 2013
AND
Strengths:
There is evidence of teacher movement between grade levels with the intent of best serving students with effective grade level
teams. It is clear that staff understands the decisions made about assignments.
All teachers are highly qualified in the building.
Challenges:
Transition of staff to new teams impacts group collaboration at the grade level.
There is a learning curve for new grade level teacher assignments.
Recommendations:
Incorporate additional monitoring of teachers who have moved grade levels.
Provide support to teachers who are learning a new grade level curriculum.
2.
The assignment
Teacher quality,
In order to help students
The process for
Assignment
process is school-wide
experience and
meet academic achievement
assigning students to
of students to
and includes
equitable access is
standards, class and
classes and
classes based
consultation between
considered in matching
intervention assignments
interventions is
on teachers
teachers, parents,
teachers to student class
consider teacher
based on schedules,
qualifications
pupil resource
assignments and
qualifications, staff
available staff and
and student
providers, and the
intervention needs.
availability and student
class-size policies.
needs
student (if age
needs as well as schedules
Student assignment
The process does not
applicable).
and class-size policies.
process is systematic
include input from
The process includes input
and understood by all
teachers, parents,
stakeholders.
from teachers, parents,
pupil resource
pupil resource providers,
provider, or the
and the student (if age
student (if
applicable).
applicable).
AND
Comments:
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District: Christina
Comments:
Strengths:
Classroom teachers, administrators and leadership team all gave input into student placement.
Parent input is also considered in student placement.
District expectation is that highest qualified teachers are serving the neediest students during regular classroom instruction and
RTI; paraprofessionals work with Tier I or II students.
Challenges:
CSR team noted lack of evidence of consultation among all stakeholders in the assignment process.
Recommendations:
Ensure the process includes all applicable stakeholders and that all stakeholders understand the process.
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District: Christina
IV. Curriculum and Instruction
Revised August 2013
The curriculum is
implemented with
fidelity.
The school faculty and
staff have developed
Curriculum, Instruction
and Assessment (CIA)
exemplars.
The principal ensures
that professional
development focused on
standards is ongoing.
The curriculum is aligned

to standards both vertically
and horizontally in an
ongoing editing process.
The school faculty has
access to copies of shared
instructional units, lessons
and classroom
assessments.
The principal ensures all
school personnel, including
the principal and new
school personnel, have
participated in professional
development on the
standards and aligned
curriculum.
AND
1. Curriculum
alignment
with Common
Core State
Standards
(e.g. grade
level
expectations,
performance
standards,
benchmarks,
etc.)
AND
Criteria
The
school
has
impleme
nted a
curricul
um
aligned
to State
and
Commo
n Core
State
Standard
s and all
faculty
have
received
copies of
it.
The school has not

implemented a
written curriculum
related to State and
Common Core State
Standards.
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District: Christina
Revised August 2013
AND
2. Access to
highly
effective
standardsbased
instruction,
grade level
appropriate
Strengths:
PLC agendas and minutes reflected a focus on CCSS and agenda items were selected based on data.
School provided evidence of a district-generated curriculum aligned to the standards.
Teachers reported aligning lessons and assessments (vertically and horizontally) to the CCSS during PLC time and in
district-wide content chair meetings.
Teachers reported that administrators ensure they are implementing the curriculum and professional development on the
expected timeline through the walkthrough process.
CSR team noted ELA and Math lesson exemplars available to teachers.
PD agendas reflect all staff participating in recent professional development on the standards.
Challenges:
CSR team observed little Science and no Social Studies instruction during the review.
Recommendations:
Ensure that the posted schedule is followed for all content areas.
Students receive instruction
The school faculty
The school faculty
The school faculty
strategically designed to
and staff ensure all
and staff provide
and staff provide
help them reach advanced
students receive high
access to grade level
access to grade level
levels of achievement.
levels of instruction
instruction aligned to
instruction.
utilizing multiple
State and Common
All school faculty members
strategies designed to
Core State Standards.
deliver high levels of
help them achieve
The cognitive demand
instruction.
proficiency.
of instruction is low.
Instruction is differentiated
by content, product and/or
process.
AND
Comments:
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District: Christina
Revised August 2013
AND
Strengths:
CSR team noted attempts to group students based on need and to differentiate instruction.
Challenges:
CSR team observed rigorous content at or above grade level 17% overall; differentiated instruction was observed in 24% of
school wide walkthroughs.
Rigorous content at or above grade level was observed in 13.7% of ELA lessons observed.
Low levels of research-based writing strategies (4%) and research based reading strategies (16 %) were observed across
classrooms.
CSR team noted a difference in student performance expectations across Kindergarten classrooms.
Recommendations:
Utilize peer observation or PLC time for teachers to share best practices related to differentiation, cognitive demand and
delivering instruction that is rigorous and grade-level appropriate.
Implement PD related to small-group instruction in ELA (Denise Brosius).
3.
Professional development is
The school ensures
Curriculum content
Curriculum content
Scientifically
on-going and sustained.
all educators receive
and school
and school
research-based Scientifically researchprofessional
implemented
implemented
strategies
development in
instructional
instructional
based instructional
scientifically
strategies are
strategies are not
strategies are consistently
research-based
supported by
supported by
implemented across grade
instructional
scientifically-based
research.
levels and content areas.
strategies.
research.
AND
Comments:
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District: Christina
Comments:
Strengths:
CSR team walkthroughs revealed low levels of lecturing (16% school wide).
Teachers were observed facilitating or coaching students in 51% of CSR walkthroughs.
During Math instruction, CSR team observed targeted specific feedback to students in 62% of Math walkthroughs.
Small group instruction was observed in 72% of the ELA RTI walkthroughs; in 59% of the Math RTI walkthroughs.
CSR team observed teachers frequently checking for student understanding (53% of school wide walkthroughs).
There is evidence of ongoing professional development on research-based strategies for all staff.
Teachers and administrators reported that professional development is reinforced through the PLC process.
Teachers report that administrators follow up on implementation of expected strategies through the walkthrough and DPAS
process.
Challenges:
Low levels of research-based writing strategies (4% of school wide walkthroughs) and research based reading strategies (16
%) were observed across classrooms.
CSR team observed varying levels of implementation of scientifically research-based strategies across classrooms.
There is little evidence of documented written feedback to teachers after walkthroughs.
Recommendations:
Apply and refine the skills learned in PLC related to modeling and lesson practice to classroom instruction.
Create a plan to utilize peer observation to conduct lesson studies of effective implementation of research-based instructional
strategies.
Document walkthrough feedback and analyze trends to identify necessary individual or school wide professional
development related to research-based strategies.
Consider sharing walkthrough trends related to research based instructional strategies in the staff newsletter or
announcements.
Revised August 2013
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Comments
The school implements

response to intervention
collaboration in a frequent,
ongoing cyclical process.
The school creates

time for all personnel
to collaborate and
analyze data in order
to develop or modify
strategies so all
students master the
standards.
AND
4. Strategies
for students
who are at risk
or do not
master
standards

AND
District: Christina
The school is in
compliance and
implements the
response to
intervention State
regulations.
All personnel
responsible for
implementing
response to
intervention have
received training and
understand State
response to
intervention
regulations.
Little or no evidence
of compliance with
the State response to
intervention
regulation exists.
Strengths:
CSR team observed ELA RTI and Math RTI instruction delivered according to schedule.
PLCs meet on a regular schedule and analyze student data.
RTI binder showed evidence of frequent cyclical review of student data and regrouping.
Interviewees reported that before and after school programs are offered for students identified as at-risk; data analysis of
individual progress takes place related to the extra-time intervention programs.
Challenges:
During CSR walkthroughs, ELA RTI instruction included the use of drill/worksheets in 84% of classrooms and 53% of Math
RTI.
Recommendations:
During PLC time, identify meaningful activities for independent student groups during RtI.
Create more opportunities for student interaction with technology to enhance student learning during intervention and regular
instruction.
Incorporate more opportunities for independent reading and writing (research-based) activities.
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District: Christina
Comments:
Revised August 2013
AND
All instructional materials

All instructional
All students are
Not all students are
are scientifically researchmaterials are aligned
provided with
provided with
based, up-to-date (usually
with grade level
instructional
instructional
less than 5 years for
standards.
materials.
materials.
technology) and are aligned
with Common Core State
Standards.
Strengths:
Up to date technology is available in classrooms.
Interviews and classroom observations revealed that up to date instructional materials aligned to the standards are available in
all classrooms.
CSR team noted that teachers are using appropriate, research-based supplemental materials and administration monitors the
process of identifying these materials.
Challenges:
Recommendations:
AND
5. Access to
instructional
materials (e.g.
textbooks,
software,
manipulatives)
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District: Christina
V. Assessment and Accountability

Criteria
Comments:
Strengths:
There is evidence that the school implements district-provided classroom assessments (these were rated exemplars by
the state).
Teacher committee (Content Chairs) develops the district classroom assessments.
CSR team noted evidence of progress monitoring.
CSR team noted some formative assessment in classrooms.
Teachers enter data into DSC (district monitors this process).
Challenges:
CSR team did not see evidence in the classroom that assessment results are used to guide instruction.
Recommendations:
Use assessment results to guide instruction and improve student achievement (example: Cold read passages to use
assessment as a teaching tool after used; apply formative assessment results, exit tickets for example, to lesson plans).
Use pre-assessment to adapt instructional plans.
Revised August 2013
State, district and

classroom assessment
results are used in a
systematic
combination to guide
instruction in a
manner appropriate to
their purpose.
Classroom
assessments are
aligned to the district
curriculum and State
and Common Core
State Standards.
AND
AND
1. Quality
assessments aligned
to State and
Common Core
State Standards
State and district

required assessment
are administered in the
school.
State required
assessments are the
only assessments
administered in the
school.
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District: Christina
Comments:
Strengths:
There is evidence that during PLC time, teachers frequently disaggregate classroom assessment data.
Some teachers report daily planning with partner teachers to ensure alignment to the standards and for grade level
consistency.
Challenges:
CSR team observed differentiation in 24% of classroom walkthroughs across all content areas.
CSR team did not observe evidence of consistent effective planning to meet the needs of all students.
Recommendations:
Utilize formative and pre assessments and disaggregate student data to then inform differentiated instruction.
Focus some PLC time to collaborate on the creation of differentiated activities to include opportunities for reading
responses (beyond worksheets).
All teachers in all
Standards-based
There is evidence of
There is no
content areas utilize
grading procedures
standards-based
evidence of
standards-based
are implemented, but
grading procedures in
standards-based
grading procedures
inconsistently used
classrooms.
grading
that support student
across classrooms.
procedures.
achievement of
standards.
Revised August 2013
Unit/lesson plans are

aligned to the State and
Common Core State
Standards and address
student needs based on
assessment results.
Unit/lesson plans
are not aligned to
the State and
Common Core
State Standards or
address student
needs based on
assessment results.
AND
AND
3. Standards-based
grading procedures
Assessment results
data is disaggregated
to inform unit/lesson
planning.
AND
AND
2. Unit/lesson
planning based on
student results
Individual student
assessment results are
analyzed and the data
used to inform
differentiated
activities identified in
unit/lesson plans.
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District: Christina
Comments:
Revised August 2013
AND
4. Accommodations
Strengths:
The school adheres to the districts standards based grading policy.
The district report cards align with the standards based grading policy and are differentiated by grade bands.
The CSR team noted documentation to support the use of writing, math and cold read rubrics.
The district has created rubrics for all content areas that teachers are expected to utilize.
Challenges:
The use of worksheets in classrooms does not allow for the use of standards based grading.
Recommendations:
Adapt instructional activities and assessments to reflect the rigor learning outcomes and standards (ex: responding to
text instead of filling in a worksheet; using writing and response to reading journals; etc.).
Personnel trained in
Each student receives
Assessment
Assessment
the proper use of
the assessment
accommodations are
accommodations
assessment
accommodations as
provided on State
are provided on
accommodations
specified in his/her
assessments consistent
State assessments
administer the
IEP.
with State policy.
consistent with
accommodations in a
State policy.
Assessment
manner consistent
accommodations are
with State policies and
provided in the
procedures.
students classroom
instruction and
assessment.
Strengths:
Teachers report being invited to IEP meetings.
Special education teachers give regular education teachers the student IEPs.
Teachers report that IEP accommodations are delivered during assessments.
CSR team observed IEPs with accommodations listed.
Principal reported monitoring teacher implementation of accommodations in classroom instruction through
conversations with teachers about IEPs.
Challenges:
Transitioning to Smarter Balanced accommodations.
Recommendations:
Provide professional development for staff administering Smarter Balanced assessments.
AND
Comments:
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Comments:
N/A
Revised August 2013
Alternate assessments
do not exceed the
district cap for
participation.
Personnel trained in
the proper
procedures
administer the
alternate assessment.
AND
5. Alternate
assessments

AND
District: Christina
Alternate assessments
are provided to
students with
significant cognitive
impairments as
specified by each
students IEP.
Alternate
assessments are
provided to
students based on
teacher
recommendation.
The school exceeds
the district cap for
participation in
alternate
assessments
without
documentation of
mitigating
circumstances
(e.g., special center
program).
Strengths:
Challenges:
Recommendations:
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Comments:
Revised August 2013
All assessment results

are reported in
multiple formats and
languages as
appropriate.
School reporting
makes the connection
between assessment
results and
instructional priorities
transparent.
District and school

reported to parents
and the community.
School reporting is
timely for making
data-driven
decisions.
All assessment results
are clearly linked to
achievement
standards.
AND
6. Assessment
reporting

AND
District: Christina
Individual student
reported to educators
and parents.
District and school
reported to educators.
Individual student
assessment results
are reported to the
educators.
Strengths:
Teachers report utilizing iTracker to communicate data within district.
Teachers report that parents have access to STAR reading and STAR math data and DreamBox data.
DreamBox data is available in Spanish.
There is a school assessment handbook and it is available in English and Spanish.
School communicates assessment results at the beginning of the year Open House.
School reported assessment data to parents and community at a recent Priority meeting.
Challenges:
Recommendations:
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Comments:
N/A
Revised August 2013
All accountability
results are reported in
multiple formats and
languages as
appropriate.
School reporting
makes the connection
between
accountability results
and school success
goals transparent.
Strengths:
Challenges:
Recommendations:
All accountability
results are
communicated in a
timely manner and in
compliance with
district, State and
federal law.
AND
7. Accountability
reporting

AND
District: Christina
School accountability
rating results are
reported to educators,
parents and the
community.
School
accountability
rating results are
reported to
educators.
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District: Christina
VI. Professional Development
Revised August 2013
The school
professional
development plan
is developed with
input from all
stakeholder
groups and
administered by
the school
leadership.
The school
professional
development plan
includes goals
identified for
individual teacher,
paraprofessional
and school
administrator
professional
development
needs based on
evaluations, DPAS
recommendations
and trends in
student
achievement.
The school professional

development plan is
identified through data
analysis of trends in
student achievement and
other indicators relevant
to student learning,
school success goals,
State and Common Core
State Standards and
district/school
curriculum, instruction
and assessment
initiatives.
All paraprofessionals
and school
administrators
participate in school
wide professional
development as outlined
in the school plan.
AND
1. Professional
development
plan based on
identified
needs
AND
Criteria
The school
professional
development plan
is focused on
student
achievement
results.
All teachers
participate in
school wide
professional
development.
The school
professional
development plan
addresses school
wide professional
development needs.

development is unrelated
to student achievement
results.
Not all teachers participate
in school wide
professional development.
No evidence of a school
professional development
plan.
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District: Christina
Revised August 2013
AND
2.
Scientifically
research-based
instructional
strategies
Strengths:
School Success Plan outlines school professional development for the school year and makes a link between data and
professional development selected.
The school surveys staff at the beginning and end of the year related to individual professional development needs.
Teacher reported that professional development needs are also identified through DPASII reviews and district mandates.
Teachers reported that the work of PLCs is viewed as professional development and is often differentiated based on the
needs of individual PLCs.
Leadership team also has input into professional development suggestions.
School uses DSC to survey teacher feedback on professional development sessions.
Teachers report that all school staff attends professional development.
Challenges:
Lack of evidence of teachers with DPASII Expectations/IIPs despite the observed need for increased rigor during CSR
walk throughs.
Recommendations:
As the DPAS II process is implemented this school year, utilize the tools (Expectations and IIPs) to increase instructional
effectiveness through the identification of individual needs.
School leadership
The school
ensures that all
development addresses
professional
development is unrelated to
school personnel
adult learning styles.
development is
scientifically researchreceive high
based on
based classroom
Professional
quality
scientifically
instructional strategies.
development is approved
professional
research-based
based on criteria which
development.
classroom
include a research basis,
instructional
identified need, student
strategies.
achievement results and
links to standards.
AND
Comments:
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District: Christina
AND
3. School
provides
professional
development
through
Professional
Learning
Communities
Comments:
Strengths:
Professional development agendas and PD outlined in the School Success Plan reflect several research-based strategies and
alignment to school needs based on data.
Teachers have the opportunity to choose PD sessions to attend on some PD days; teachers can also request individual
professional development they feel they need.
Challenges:
Recommendations:
The school
PLCs establish common
PLCs focus on
PLCs are unrelated to
evaluates the
goals related to
Curriculum,
Curriculum, Instruction or
effectiveness and
Curriculum, Instruction
Instruction or
Assessment.
implementation of
and Assessment and
Assessment.
Professional
work together to achieve
Learning
those goals.
Communities.
AND
Comments:
Strengths:
Teachers view PLC time as professional development.
Teachers complete surveys on the effectiveness of PLCs.
Teachers analyze data during PLC time and utilize it to determine grouping and plan for instruction.
CSR interviews reported that PLC work is driven by assessment data and that PLC time is spent equally on Curriculum,
Instruction and Assessment.
PLC agendas are determined by school leadership team, results of individual coaching and instructional leader.
Challenges:
Lack of evidence of consistent implementation of the professional development received during PLCs.
Recommendations:
Increase the application of the professional development received during PLCs.
Revised August 2013
25 of 39

The school provides

administrative, budget and
resource support for
ongoing professional
development through
coaching and mentoring.
AND
The school
evaluates the
effectiveness and
implementation of
coaching and
mentoring.

The school
provides planned
follow-up support
for professional
development.
The school does not

provide follow-up support
for professional
development.
Strengths:
Teachers report that mentoring is provided by experienced teachers to less experienced teachers.
There is evidence of a 4 year mentoring cycle for new teachers.
District specialists and instructional coach provide coaching to teachers identified by administrators through individual
walkthrough data.
Instructional coach meets with teacher and administrator to discuss effectiveness of coaching.
There is a formal report process for requesting and documenting district specialist coaching.
Challenges:
Lack of evidence that DPAS II process is tied to identifying individual needs related to coaching.
Recommendations:
Use DPAS II process to identify teachers who need coaching and mentoring and provide resources to address the desired
skills. Ensure follow-up to assess effectiveness of coaching.
Create a formal process to document and assess the impact of instructional coaching on teacher practice.
The school
The school
The school shares
The school shares required
evaluates the
provides
required State, school
assessment results with
effectiveness and
professional
and classroom
teachers.
implementation of
development that
assessment results with
professional
increases
teachers and provides
development on
knowledge and
professional
analyzing
use of data
development to increase
assessment data.
analysis over
understanding through
time to inform
data analysis.
instruction and
improve student
achievement.
Revised August 2013
AND
5. Data
analysis of the
State, school
and classroom
assessment
AND
4. School
provides
professional
development
through
coaching and
mentoring
Comments:

AND
District: Christina
26 of 39

District: Christina
Comments:
Revised August 2013
AND
6. Use of
assessment
data to
evaluate the
impact of
professional
development
Strengths:
School requested data coach support and provides monthly PD during PLC time.
There is evidence of the use of data to inform ELA and Math RTI grouping needs to determine who works with which
students.
Challenges:
Implementation of the professional development received and applying data analysis to classroom practice.
Recommendations:
Plan for the use of more formative assessments to inform classroom instruction.
Develop a process to evaluate the effectiveness of the implementation of PD on data analysis.
The school
The school
The school uses some
The school does not use
implements a
analyzes the
assessment data to
assessment data to
systematic process
impact of
evaluate the impact of
evaluate the impact of
to analyze and
professional
professional
professional development.
adjust the school
development in
development.
professional
relation to State,
development plan.
school,
classroom
assessment and
observation data.
Strengths:
Recent school professional development session reflects the analysis of data with data coach.
The progress monitoring process for RTI has recently been used to determine if professional development related to reading
intervention is effective.
School plans to use end of cycle process with Math RTI to evaluate professional development as well.
Challenges:
Lack of evidence of formal collection of walkthrough data to analyze implementation of PD.
Recommendations:
Use the same process of evaluating the effectiveness of RTI instruction to apply to regular classroom instruction and
analyze the impact of PD
Communicate expected practices for implementation, formally collect and analyze walkthrough data related to
implementation of PD and provide specific feedback regarding the implementation.
Provide support or expectations as the need is identified through the process above.
AND
Comments:
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District: Christina
VII. School Environment

Criteria
Comments:
Awareness and
Awareness and
The school
There is no
expectations
expectations
communicates
evidence that the
communicated to the
communicated to
awareness and
school
community.
parents.
expectations among
communicates
teachers and students
awareness of or
The school
The school has high
for meeting State and
expectations for
communicates high
expectations and
Common Core State
meeting State and
expectations and
meets the needs of all
Standards.
Common Core
provides additional
students.
State Standards.
academic and nonacademic support as
needed.
Strengths
Teachers and parents report many avenues (calls, agendas, etc.) to communicate academic expectations and achievements
to parents.
School hosted CCSS night to inform parents about expectations for student achievement.
The school is focused on monitoring attendance and tardiness and communicating with parents to reduce this.
Teachers report they communicate Knowledge for College message to all students.
School hosted a career day and identified adult role models
School posts expectation for Be Smart, Be On Time on outside banner.
Teachers and district staff set high expectations by personally mentoring students.
Challenges:
Ensuring that parents and students understand why the standards are important and how they translate into adult success.
Meeting the needs of all students through differentiated instruction and multiple strategies.
Continually communicating the message of high expectations because of transiency.
Recommendations:
Provide instruction that meets the needs of all students.
Conduct onboarding process for every new student and family to explain the high expectations for students at Stubbs
Partner with other schools in the district/city to ensure high expectations are communicated to all students.
Revised August 2013
AND
AND
1. High
expectations for
student mastery
of State and
Common Core
State Standards
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District: Christina
Comments:
Strengths:
There is evidence of individual (DPAS II) goal setting with all teachers.
The principal stated that he sets high expectations for staff and staff confirm that he reinforces these expectations.
The groundwork has been established for a collaborative culture around instructional improvement.
Procedural expectations (posting of standards, behavioral expectations, uniform, I Can statements, etc.) have been set,
monitored and consistently implemented.
Challenges:
Lack of evidence that high expectations for rigorous classroom instruction are measured and followed up on by both
school leaders.
Recommendations:
Building leaders should identify and communicate expectations and a monitoring process related to rigorous classroom
instruction to impact student achievement.
The school values,
The school publicly
The school
The school does
acknowledges and
celebrates student
acknowledges and
not recognize or
publicly celebrates
academic and nonvalues student
celebrate success.
parent and community
academic success.
academic and nonsuccess.
academic success.
The school publicly
The school
celebrates teacher,
staff and principal
acknowledges and
success.
values teacher, staff
and principal success.
Revised August 2013
The school has high

expectations for
teacher and principal
performance.
The school does

not demonstrate
high expectations
for teacher and
principal
performance.
AND
AND
3. Celebration of
success
The school
implements
professional growth
plans for all teachers
and administrators
that address growth
needed to become
highly effective.
AND
AND
2. High
expectations for
teacher and
principal
performance
The school consistently

communicates to all
stakeholders high
expectations for teacher,
staff and principal
performance.
29 of 39

District: Christina
Comments:
Strengths:
Academic celebrations include: Student of the month, awards assemblies, DreamBox celebration for units completed.
Nonacademic celebrations include: PBS rewards and reward assemblies; morning announcement shout-outs.
Staff are recognized for implementing PBS rewards (PAWS).
School often submits celebrations to district website.
School celebrates staff with food and gift cards.
CSR team observed a sense of family among staff members.
There is evidence that the school celebrates mentors.
Challenges:
The principal reported a desire to increase the number of public celebrations of success by all stakeholders.
Recommendations:
Find more ways to publicly celebrate student and staff success within the school community.
Revised August 2013
30 of 39

The school safety plan is

implemented and
monitored by school
leadership.
The school safety

plan is created
through collaborative
efforts with all
stakeholders,
including community,
parents, principals,
teachers,
paraprofessionals,
counselors, nurses,
cafeteria supervisors,
custodians, school
bus drivers and
students.
AND
4. Safe and
healthy learning
environments

AND
District: Christina
Comments:

and enforces policies
and procedures that
create a safe, healthy
and orderly school
environment, including
classroom and bus
safety.
Discipline policies and
procedures are
implemented to ensure a
safe school environment
including classroom and
bus safety.
School environment
policies and procedures
conducive to learning
are shared with
teachers, staff and
students.
The school has a written
safety plan.
There are no
policies or
procedures in
place or
enforced to
provide a safe
environment.
Strengths:
The school has implemented a policy for doors to remain locked at all times.
There is a written school safety plan.
School has implemented specific behavior expectations to ensure a safe environment.
A new lead custodian was hired to focus on building cleanliness.
There is evidence of monthly safety drills.
Challenges:
Recommendations:
Revised August 2013
31 of 39

Systemic policies and

procedures for
intervention, prevention
and intervention of
inappropriate behaviors
are implemented.
Professional
development addresses
tiered supports and
interventions.
Revised August 2013
The school policies

and procedures
provide for tiered
student assistance,
counseling and
referral.
Professional
development
activities focused on
behavior are based
on identified
strengths and needs.
Staff uses multiple
data sources to
evaluate and inform
practices to promote
pro-social behavior
and prevent problem
behaviors.
AND
5. Promoting
positive
behavior,
preventing
problem
behaviors and
supporting
students with
behavior
concerns

AND
District: Christina
The school policies and

procedures provide for
referral of students with
inappropriate behaviors
in school, classrooms
and on school buses.
Staff participates in
professional
development activities
focused on school-wide
supports and
interventions.
The school actively and
routinely teaches and
reinforces self-discipline
and responsibility in the
school, classrooms and
on school buses.
There is no
evidence of
school policies
and procedures
regarding
disciplinary
actions for
students with
inappropriate
behaviors.
32 of 39

District: Christina
Comments:
Strengths:
There is evidence that the school implements PBS with fidelity.
School recently focused on Anti-Bullying and is communicating the message Be a Buddy, Not a Bully.
There was a recent bully awareness assembly.
School staff includes Psychologist, Counselor, Family Crisis Therapist, Community School Manager and ED to support
behavior needs of students.
R&R to help students self-regulate in the classroom environments.
ISS room is used for short-term intervention when needed.
The RTI process is considered whole child support in this school (team looks at behavior as well as academic data).
There is evidence that the school implements three types of behavior plans: check in; point cards; FBAs.
There is evidence that teachers received training within the past year related to behavior expectations and interventions.
Students report that Mr. Brown is a role model and provides expectations for positive behavior.
Challenges:
Recommendations:
Revised August 2013
33 of 39


systemic policies and
procedures for
identification, prevention
and intervention of
social-emotional needs.
The school reinforces
self-identification and
coping for socialemotional needs.
Comments:
The school policies

and procedures
provide for tiered
student assistance,
counseling and
referral.
Staff is trained in
triggers,
interventions and
response to students
social-emotional
needs.
The school has
policies and
procedures to assist
students and families
needing resources.
AND
6. Support for
students social,
emotional/mental
health needs

AND
District: Christina

social-emotional needs.
The school actively and
consistently teaches selfidentification and coping
for social-emotional
needs.
There is no
evidence that the
school is
identifying
students with
social-emotional
needs.
Strengths:
The school partnered with Delaware Guidance and Brandywine Counseling to provide support to students in need of
counseling services.
School staff includes Psychologist, Counselor, Family Crisis Therapist, Community School Manager and ED support the
needs of students.
School staff reported mentoring of individual students.
Evidence that there is an upcoming parent night to help parents connect with community resources and support their
students social emotional needs.
Evidence of emotional support classrooms to support the needs of some students.
Whole Child RTI book included evidence of individual behavior plans based on student strengths and needs and triggers.
Handbook for referral of student social emotional needs was provided to CSR team.
Challenges:
Recommendations:
Revised August 2013
34 of 39

Comments:
Systemic policies and

procedures are
implemented for
identification, prevention
and intervention related
to students physical
health, nutrition and
physical activity needs.
The school has policies
and procedures to
support physical health,
nutrition and physical
activity needs outside of
school hours.
Student assistance is
tiered in response to
individual health,
nutrition and physical
activity needs.
The school has
policies and
procedures to assist
students and families
needing resources.
The school routinely
reinforces positive
physical health,
nutritional practices
and the benefits of
physical activity.
AND
7. Support for
students
physical health,
nutrition and
physical activity
needs

AND
District: Christina

physical health concerns
and supporting student
nutritional and physical
activity practices.
The school teaches
positive physical health
and nutritional practices
and the benefits of
physical activity.
There is no
evidence of
school policies
and procedures
regarding
students with
physical health
concerns or
positive
nutritional or
physical activity
practices.
Strengths:
Resources have been allocated to support families in need (Laundry vouchers, food pantry, housing assistance, behavior
management strategies, weekend backpack program).
School participates in Healthy Snacks program, students receive an additional snack and dinner at after school program.
Universal free breakfast and lunch are provided.
There is a basketball program once per week with an ex-NFL player that has generated huge interest from students.
Girls on the Run and Zumba classes are available to families.
A student reported the existence of track team and staff reported an upcoming 5K.
Challenges:
CSR team did not observe opportunities for student movement during instructional time.
Recommendations:
Consider re-implementing Take 10 program or brain breaks through SmartBoard applications.
Revised August 2013
35 of 39

District: Christina
VIII. Parents and Community
Comments:
Parent and community

members are involved in
assessing student and
budget priorities,
monitoring of School
Success Plan
implementation, and the
implementation of the
State and Common Core
State Standards.
Parent and
community members
are involved in
aspects of the school
success process.
The school ensures
representation or
input from parent and
community members
who represent or are
knowledgeable of the
various student
subgroup
characteristics and
school community
demographics.
AND
1. Parent and
community
involvement in
school success
process
AND
Criteria
The school has active

parent and community
involvement in the
school success process.
There is little or
no evidence that
the school has
parent and
community
involvement in
the school
success process.
Strengths:
Courses are offered to parents and additional resources are being offered by family crisis counselor and community school
manager as outlined in the School Success Plan.
Student achievement data is presented at PAC meetings.
Parent meetings have been held recently and include the presentation of information on CCSS.
Challenges:
Lack of evidence of parent and community involvement in the creation, implementation and monitoring of the School
Success Process.
Recommendations:
Implement a clearly defined process and a systematic plan to increase parent and community involvement in the School
Success Process.
Revised August 2013
36 of 39

Revised August 2013
The school provides ongoing training for

parents and uses a
variety of means to
actively engage parents
in supporting student
learning.
The school reports
progress and results of
school plans and
programs to parents and
seeks feedback.
The school
encourages
meaningful two-way
communication with
all parents in a
language they most
easily understand.
The school notifies
and recruits all
parents and supports
parent volunteerism
in activities that
support student
learning.
AND
2. Parent
communication
and involvement

AND
District: Christina

and procedures that
encourage parent
involvement in the
school and provide
access to information
and involvement
opportunities relevant to
student learning.
The school
communicates with all
parents using various
methods.
There is little or
no evidence that
the school
encourages
parent
involvement or
communicates
with parents.
37 of 39

District: Christina
Comments:
Strengths:
Parent Advisory Council (PAC) meetings give opportunities for parents to give input into school processes.
Evidence of parent mentor and community partnerships to increase student achievement were communicated through
interview process.
A parent resource center is provided at the school and there is evidence that parents utilize the resources available.
Teachers communicate with parents via agenda books and positive calls home. They also visit families at home at the
beginning of the year.
Parent meetings have been held and parent nights include information on CCSS.
Evidence that ongoing training for parents has been developed to support the whole development of the children in this
school.
Resources have been allocated to support families in need (Laundry vouchers, food pantry, housing assistance, behavior
management strategies).
Translations are provided for families that need those services.
There is evidence of parent recruitment for volunteer opportunities in the monthly family engagement reports.
Parent University is offered by the district to families.
Parents were very positive about school in parent focus groups (CSR) and report a shift in teacher focus and interest in
each childs well-being and academic achievement.
CSR team observed evidence that parents are present at school regularly (CSR focus group, Priority meeting, family
resource room meeting).
Challenges:
Maintaining relationships with families in spite of transiency.
Recommendations:
Continue to support families with all of the avenues listed above.
Revised August 2013
38 of 39

Comments:
The school provides ongoing training for

community members
and uses a variety of
means to actively
engage community
members in supporting
student learning.
The school reports
progress and results of
school plan and
programs to the
community and seeks
feedback.
The school provides

access to information
and involvement
opportunities
relevant to student
learning.
The school
encourages
meaningful two-way
communication with
the community in a
language they most
easily understand.
The school notifies
and recruits
community members.
AND
3. Community
communication
and involvement

AND
District: Christina

and procedures that
encourage community
involvement in the
school.
The school
communicates with the
community using
various methods.
The school encourages
community volunteerism
in activities that support
student learning.
There is little or
no evidence that
the school
encourages
community
involvement or
communication.
Strengths:
School partnership with East Side Community School.
Evidence of community partnerships to increase student achievement were communicated through interview process (two
law firms, 21 Century Grant, Hospital, over 30 others).
The school has 48 Big Brothers Big Sisters partnerships; involvement with Boy Scouts, Girl Scouts; implements UD
Champions program, Character Education, North Bay; etc.
Grace Methodist Church provides financial support, baked goods and mentors to students.
Food Bank partnership exists.
Saturday basketball league takes place at school.
PAC also engages community members.
Challenges:
Matching up all the resources with all the needs.
Recommendations:
Revised August 2013
39 of 39
Classroom Walk-through Summary

Stubbs Elementary School
All Content Areas
Summary
Total Number
of
Observations % Observed
November 6, 2014
Beginning
Teacher Action
lecturing
facilitating/coaching students
modeling with guided practice
providing targeted, specific feedback
instructing small-group (i.e., direct instruction; not monitoring cooperative or clustered
groups)
working with individual students
interacting positively with students
follows posted schedule for classroom instruction
Middle
End
Total
7
27
13
18
13
35
27
24
4
13
6
13
24
75
46
55
146
146
146
146
16.4%
51.4%
31.5%
37.7%
22
7
42
30
19
16
53
44
12
9
21
23
53
32
116
97
146
146
146
146
36.3%
21.9%
79.5%
66.4%
13
11
21
8
3
8
24
14
16
8
2
12
10
10
4
8
1
6
47
35
41
24
6
26
146
146
146
146
146
146
32.2%
24.0%
28.1%
16.4%
4.1%
17.8%
22
21
51
146
34.9%
12
15
13
15
20
8
20
22
2
3
3
12
34
26
36
49
146
146
146
146
23.3%
17.8%
24.7%
33.6%
12
2
6
27
6
20
3
4
28
21
9
2
1
19
3
41
7
6
74
30
146
146
54
146
146
28.1%
4.8%
11.1%
50.7%
20.5%
11
21
10
42
146
28.8%
3
4
2
5
1
3
6
12
146
146
4.1%
8.2%
Evidence of emphasis on Delaware Content Standards

posting student-friendly learning outcomes (e.g., essential question, learning maps, active
word wall, daily agenda)
frequent checking for student understanding of planned learning
43
27
53
32
25
19
121
78
146
146
82.9%
53.4%
providing rigorous content at or above grade level based on Common Core State Standards
10
26
146
17.8%
46
23
46
26
23
13
115
62
146
146
78.8%
42.5%
11
21
39
146
26.7%
40
42
41
42
22
23
103
107
146
146
70.5%
73.3%
54
64
28
146
146
Instructional Techniques
asking open-ended questions that require critical and evaluative thinking (i.e., higher order
thinking questions with wait time; not fact based questions)
differentiating instruction through process, content, and /or product
sequencing of instruction shows progression from simple to complex
engaging students using research-based reading strategies
engaging students using research-based writing strategies
activities and assessments reflect the rigor of the learning outcomes/standards
Instructional Resources
using technology to enhance instruction (students engage in the use of technology)
using technology to provide greater access to the curriculum (teacher use of Smart
Board,Redcat, etc.
using technology for a variety of purposes
using manipulatives to reinforce and enhance instruction
district provided materials observed in use
Student Actions/Activities
forming and revising questions/explanations
making presentations
participating in bell ringer/warm-up activity
participating in drill/worksheet/text seat work
participating in project/problem-based work/hands-on activity
working collaboratively with other(s) (i.e., students engaged in small cooperative group
learning)
Evidence of emphasis on integration
applying skills and/or content learned in other classes
making cross-curricular connections
Classroom Environment
content and grade appropriate student work displayed in and/or outside the classroom
student exemplars and rubrics relevant to current work posted
interacting with print-rich environment (e.g., word walls, bulletin boards, books, signs,
charts, student learning maps, essential questions)
organizing for student learning (e.g., time effective procedures and preparation and effective
classroom design)
classroom management conducive to learning
Total Observations

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Stubbs CSR PDF

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Delaware Department of Education

Comprehensive Success Review

School: Stubbs Elementary School

Review Date: November 6, 2014

Revised August 2013

Delaware Department of Education

School: Stubbs Elementary School

Review Date: November 6, 2014

Revised August 2013

Delaware Department of Education

The school leadership

Revised August 2013

The school leadership

School: Stubbs Elementary School

Review Date: November 6, 2014

Delaware Department of Education

Revised August 2013

Review Date: November 6, 2014

School: Stubbs Elementary School

Delaware Department of Education

Revised August 2013

Review Date: November 6, 2014

School: Stubbs Elementary School

Delaware Department of Education

Revised August 2013

Review Date: November 6, 2014

The School Success

School: Stubbs Elementary School

Delaware Department of Education

School: Stubbs Elementary School

Review Date: November 6, 2014

II. Budget and Resources

The school funds are

The school uses relevant

The school targets

After fixed costs are

Revised August 2013

Delaware Department of Education

Review Date: November 6, 2014

Revised August 2013

School: Stubbs Elementary School

Delaware Department of Education

School: Stubbs Elementary School

Review Date: November 6, 2014

III. Teacher and Student Class Assignment

The process of assigning

The process for

The process for

Revised August 2013

Delaware Department of Education

School: Stubbs Elementary School

Review Date: November 6, 2014

Revised August 2013

Delaware Department of Education

School: Stubbs Elementary School

Review Date: November 6, 2014

IV. Curriculum and Instruction

Revised August 2013

The curriculum is aligned

The school has not

Delaware Department of Education

Revised August 2013