2011-2012 School Culture Rubric

2011-2012 School Culture Rubric

Campus: Date:

SCHOOL-WIDE SYSTEMS / Advanced / Proficient / Working Towards / Needs Improvement
Breakfast /

BB and breakfasts set out at 7:00 by custodian
Teacher monitors are on time and are actively monitoring
Room is silent
95% of students are doing Brain Breakfast or independent reading without reminder
100% of students are seated or moving with permission
90% of students have arrived 5 minutes prior to Circle
Transition to Circle is quiet and quick
HW collection system runs seamlessly and requires no management from school leaders
Systems guarantee that students leave eating area clean

BB and breakfasts set out at 7:00 by custodian
Teacher monitors are on time and are mostly actively monitoring
Room is silent
90% of students are doing Brain Breakfast or independent reading without reminder
90% of students are seated or moving with permission
85% of students have arrived 5minutes prior to Circle
Transition to Circle is quiet and quick
HW collection system runs seamlessly and requires no management from school leaders
Systems guarantee that students leave eating area clean

BB and breakfasts are not yet set out upon student arrival at 7:00
Teacher monitors are late and/or not actively monitoring
Frequent reminders must be made to keep the room silent
80% of students are doing Brain Breakfast or independent reading without reminder
A significant number of students are moving about the cafeteria without permission
80% of students have arrived 5minutes prior to Circle
Transition to Circle is inefficient
HW collection system requires management from school leaders
Some students clean up in eating area, but cafeteria is left somewhat messy

BB and breakfasts are not yet set out upon student arrival at 7:00
Teacher monitors are late and are not actively monitoring
Frequent reminders must be made to keep the room silent
Less than 80% of students are doing Brain Breakfast or independent reading without reminder
A significant number of students are moving without permission
Less than 80% of students have arrived 5 minutes prior to Circle
Transition to Circle is inefficient requiring correction from teachers and school leaders
HW collection system is not in place
Cafeteria is left messy

Community Circle /

Circle is organized such that all students can see and actively participate in circle activities.
All circle topics address core values, college, or community needs.
All students are silent and tracking the speaker.
Students are engaged and participate enthusiastically.
Leader encourages student participation through relevant questions and/or student presentation.
Leader provides opportunity for teachers to present or give input.
All transitions within circles are silent, smooth, and efficient.
Leader always models taxonomy techniques (cold call, CFU, positive framing)

Circle is organized such that almost all students can see and actively participate in circle activities.
Almost all circle topics address core values, college, or community needs.
95% of students are silent and tracking the speaker.
Students are engaged and participate.
Leader encourages student participation through relevant questions and/or student presentation.
Leader provides opportunity for teachers to present or give input.
Transitions within circles are mostly silent, smooth, and efficient.
Leader consistently models taxonomy techniques (cold call, CFU, positive framing)

Circle is somewhat unorganized such that some students are unable to see and participate in circle activities.
Circle topics may not be connected to core values, college, or community needs.
There are some side conversations and not all students are tracking the speaker.
Students participate begrudgingly.
Leader does not encourage student participation with questions or student presentation.
Leader infrequently opens the floor for other adult voices.
Transitions within circle can be noisy or take too long.

Leader occassionally models taxonomy techniques (cold call, CFU, positive framing)

Circle is poorly organized, limiting students’ ability to see and participate in circle activities.
Circle topics are not connected to core values, college, or community needs.
Side conversations disrupt the flow of Circle
Students do not participate.
Other adults do not participate.
Transitions within circle are almost always noisy and take too long.

Leader does not model taxonomy techniques (cold call, CFU, positive framing)

SCHOOL-WIDE SYSTEMS / Advanced / Proficient / Working Towards / Needs Improvement
Leader Tone /

Leaders are always upbeat, motivational, and inspiring.
Positive Framing: leaders narrate the positive student behaviors (rather than calling out the negative) and use praise, challenge and aspiration to motivate the students
Leaders are attentive to every detail in school and address those that are out of place immediately.
Leaders carry themselves with confidence and authority so that students are keenly aware of their presence.

Leaders are most often upbeat, motivational, and inspiring with occasional moments of ineffective tone, language or delivery.
Positive Framing: leaders almost always narrate the positive student behaviors (only rarely calling out the negative) and use praise, challenge and aspiration to motivate the students
Leaders are attentive to most details in school and address those that are out of place quickly.
Leaders carry themselves with confidence and authority so that students are aware of their presence.

Leaders seem overwhelmed or aloof and only make occasional attempts at being motivated and inspiring
Leaders narrate negative rather than positive behaviors.
Leaders are inconsistent with recognizing details and/or addressing those quickly.
Acts of student misbehavior occur within the presence of the principal.

Leaders seem overwhelmed, aloof, and does not make occasional attempts at being motivated and inspiring.
Leaders are mostly negative in their interactions with students and teachers
Leaders do not recognize details and/or do not address those quickly.
Acts of student misbehavior occur within the presence of the principal.

Lunch /

Lunches are set up beforehand by custodian.
Lunch lines are highly organized Teacher monitor completes lunch tracking system
Lunch is served within 10 min
Students are seated during lunch according to grade level.
Transition to clean up and dismissal occur with little to no teacher intervention
Students are engaged in polite conversation at a reasonable tone
Students wipe tables, clean up the floor.
Student leaders monitor that clean-up is complete
Students respond immediately to hand clap signaling the end of lunch
Dismissal is complete within 5 min.
ES/MS: No movement without permission.
ES/MS: Teachers are on time for pick-up from lunch
ES/MS: Dismissal is silent.

Lunches are set up beforehand by custodian.
Lunch lines are organized with minimal disruptions
Teacher monitor completes lunch tracking system
Lunch is served within 10 min
Students are seated during lunch according to grade level.
Transition to clean up and dismissal occur with little to no teacher intervention
Students are engaged in polite conversation at a reasonable tone
Students wipe tables, clean up the floor.
Student leaders and teachers monitor that clean-up is complete.
Students respond to hand clap signaling the end of lunch
Dismissal is complete within 5 min.
ES/MS: No movement without permission.
ES/MS: Teachers are on time for pick-up from lunch
ES/MS: Dismissal is silent.

Lunch is not yet set up when students arrive
Lines are disorganized, making lunch tracking difficult
Teacher monitors sometimes complete lunch tracking system
Teachers and leaders have to give frequent reminders for clean-up
Students need frequent reminders to be silent during clean-up/dismissal
Student conversation is either loud or happens at inappropriate times
Hand clap must be repeated in order for students to respond.
After dismissal the cafeteria requires cleaning
Dismissal is complete within 10 minutes.
ES/MS: There is an excess of student movement during lunch
ES/MS: Teachers arrive late for student pick-up
ES/MS: Dismissal is quiet, but not silent.

Lunch is not yet set up when students arrive
Lines are disorganized, making lunch tracking difficult
Teacher monitor do not complete lunch tracking system
Students do not clean up on their own
Students need frequent reminders to be silent during clean-up/dismissal
Students do not respond to the hand clap with silence and tracking.
After dismissal the cafeteria requires cleaning
Tone of lunch is loud or students are engaged in inappropriate discussions
ES/MS: There is an excess of student movement during lunch
ES/MS: Teachers arrive late for student pick-up
ES/MS:Dismissal is loud

SCHOOL-WIDE SYSTEMS / Advanced / Proficient / Working Towards / Needs Improvement
Check-Out Dismissal /

ES/MS: Students will have materials ready for checkout before they enter the classroom. 90% of students are reading independently without adult instruction.
ES/MS: Students are silent in the hallway and in the classroom without adult instruction.
There are no students in hallways after dismissal.
ES/MS: All teachers walk their detention/study hall students silently to the proper room; all teachers walk the remaining students silently to the exit. Students do not need reminders.
Outside building teacher supervisor is present on time and creates pleasant but not silent environment for 15 mins. (not DTMS) Students do not require correction.
Students outside are not running or touching one another
Students must respond immediately to hand clap or other instruction.
Transition back into building is silent without correction.
Students begin homework automatically.
Atmosphere is quiet and businesslike.

ES/MS: Students have materials ready for checkout without prompting as soon as they enter the classroom.
ES/MS: Students are silent in the hallway and during the checkout process.
There are few students in hallways after dismissal.
ES/MS: All teachers walk their detention/study hall students silently to the proper room; all teachers walk the remaining students silently to the exit.
Outside building teacher supervisor is present on time who creates pleasant but not silent environment for 15 mins. (not DTMS)
Students outside are not running or touching one another
Students must respond immediately to hand clap or other instruction.
Transition back into building is silent.
Students begin homework automatically.
Atmosphere is quiet and businesslike.

ES/MS: Students need teacher prompting to get materials out for checkout
ES/MS: Students have some side conversations during checkout process.
There are many students in hallways after dismissal.
ES/MS: Some teachers walk their detention/study hall students silently to the proper room; some walk the remaining students silently to the exit.
Outside building teacher supervisor is sometimes late and and/or creates a loose environment for 15 mins. (not DTMS)
Some students outside are running or touching one another.
Students do not respond immediately to hand clap or other instruction the first time they are given.
Transition back into building is quiet, but not silent.
Students begin homework with teacher/leader instructions.
Atmosphere is somewhat noisy.

ES/MS: Students need multiple teacher prompts to get materials out for checkout
ES/MS: Students have numerous side conversations during checkout process.
There are many students in hallways after dismissal.
ES/MS: Few teachers walk their detention/study hall students silently to the proper room; few walk the remaining students silently to the exit.
Outside building teacher supervisor is often late and and/or creates a loose environment for 15 mins. (not DTMS)
Many students outside are running or touching one another.
Students do not respond immediately to hand clap or other instruction the first time they are given and/or respond disrespectfully.
Transition back into building is noisy.
Students begin homework with multiple reminders of teacher/leader instructions.
Atmosphere is noisy.

SCHOOL-WIDE SYSTEMS / Advanced / Proficient / Working Towards / Needs Improvement
Student Discipline System (Paycheck/
PRIDE /Check Sheet) /

Teachers give dollars for appropriate reasons, at appropriate times
Dollars taken away appropriately (not extremely; not beyond -5) and consistently
A paycheck monitor has been established for every homeroom who is consistently accurate and honest
Student dollar amounts/paycheck detention are posted weekly
A system of tracking paycheck from week to week is in place
Paycheck data is made available to teachers
A system of incentives and rewards has been established for high paycheck earners that is consistently implemented
NOTE: Use a different tool for elementary

Teachers give dollars for appropriate reasons, at appropriate times
Dollars taken away appropriately (not extremely; not beyond -5) and consistently
A paycheck monitor has been established for every homeroom who is consistently accurate and honest
Student dollar amounts/paycheck detention are posted weekly
A system of tracking paycheck from week to week is in place
A system of incentives and rewards has been established for high paycheck earners

Teachers give dollars indiscriminately or as a tool for bribing students into compliance
Dollars taken away inappropriately or dollar amounts are extreme
Teachers rely solely on the paycheck system for management
A paycheck monitor has been established for every homeroom
Frequent errors in paycheck deductions occur
Student dollar amounts/paycheck detention are posted on an inconsistent basis
No system of tracking paycheck amounts has been implemented
No system for paycheck rewards and incentives has been implemented

Teachers give dollars indiscriminately or as a tool for bribing students into compliance or teachers do not give dollars, using the paycheck solely as a punitive measure
Dollars taken away inappropriately or dollar amounts are extreme
Teachers rely solely on the paycheck system for management
Paycheck monitors are not consistent from week
Frequent errors in paycheck deductions occur
Student dollar amounts/paycheck detention are not posted
No system of tracking paycheck amounts has been implemented
No system for paycheck rewards

Dress Code /

100% Shirts tucked in
100% uniform belts, shoes, pants, dresses
100% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS
100% No extras (coats, non-uniform sweaters, etc.)
Uniform discrepancies are identified and acted upon

95% Shirts tucked in
95% uniform belts, shoes, pants, dresses
95% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS
95% No extras (coats, non-uniform sweaters, etc.)
Uniform discrepancies are identified and acted upon

90% Shirts tucked in
90% uniform belts, shoes, pants, dresses
90% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS
90% No extras (coats, non-uniform sweaters, etc.)
Uniform discrepancies are identified and not acted upon

Less than 90% Shirts tucked in
Less than 90% uniform belts, shoes, pants, dresses
Less than 90% Student jewelry tucked in; no bracelets and small earrings (size of quarter or less)—not DTMS
Less than 90% No extras (coats, non-uniform sweaters, etc.)
Uniform discrepancies are not identified

Common Spaces / Common Spaces:

Bulletin boards are attractive and promote student learning and the school’s mission
Bulletin boards are updated (student work is no more 3 – 4 weeks old)
Clutter-free: bags, coats and other objects have a designated place

/ Common Spaces:

Bulletin boards are filled and promote student learning and the school’s mission
Mostly Clutter-free: almost all bags, coats and other objects have a designated place

/ Common Spaces:

Bulletin boards are inconsistently used to promote student learning/mission
Somewhat cluttered: some bags, coats and other objects do not have a designated place

/ Common Spaces:

Bulletin boards are inconsistently used to promote student learning/mission
Somewhat cluttered: some bags, coats and other objects do not have a designated place

TEACHER PROFICIENCIES / Advanced / Proficient / Working Towards / Needs Improvement
Positive Framing and Teacher Tone /

90-100% of teachers are upbeat, positive, motivated, and inspiring in the classroom.
The general tone of classroom is efficient, respectful and positive.
Frequently narrates positive student behaviors (rather than calling out the negative) and uses praise, challenge and talking aspiration to motivate the students.

75-90% of teachers are upbeat, positive, motivated, and inspiring in the classroom.
The general tone of the classroom is efficient, respectful and positive.
Narrates positive student behaviors (rather than calling out the negative) and uses praise, challenge and talking aspiration to motivate the students.

60-75% of teachers are upbeat, positive, motivated, and inspiring in the classroom.
The general tone of the classroom is inconsistent in efficiency, respectfulness, and positivity.
Does not use positive framing OR Narrates negative student behaviors as often as positive, or teacher does not use positive framing inconsistently using praise, challenge or aspiration to motivate students.

Most teachers are uninspiring and/or negative in the classroom
The general tone of classroom is inefficient and/or negative.
Does not use positive framing, and does not work to motivate students.

Student Joy & Engagement /

Students seem to be joyful and excited to be in school
90-100% of students are engaged in classroom activities.

Older students internalize and model behavioral expectations without teacher supervision.
100% of students exhibit STARS or professional posture

Most students seem to be joyful and excited to be in school
80-90% of students are engaged in classroom activities.

Older students internalize and model behavioral expectations with minimal teacher supervision.
90% of students exhibit STARS or professional posture

While many students seem joyful, there are notable instances of student arguments and/or lack of joy
70-80% of students are engaged in classroom activities.

The older students have not internalized behavioral expectations and are resistant to those expectations.
70% of students exhibit STARS or professional posture

Students generally seem disinterested in school
Less than 70% of students are engaged in classroom activities.

The older students have not internalized behavioral expectations and are more resistant to those expectations than younger students
Less than 70% of students exhibit STARS or professional posture