Principal Name: / Date:
School:

Criterion 8: Closing the Gap: Demonstrating commitment to closing the achievement gap.

8.1 Identifies barriers to achievement and knows how to close resulting gaps

PROFICIENT / EXAMPLES as proficient / DISTINGUISHED
Identifies learning gaps early
Evidence: / For example:
Traditional sources such as WELPA, IEP, district assessments, state assessments, portfolios and performance-based assessments. / Is proficient AND focuses attention of school community on the goal of closing gaps
Evidence:
Demonstrates complete knowledge and understanding of the existence of gaps
Evidence: / For example: Communication gaps, cultural clashes, Ell plans, teacher preparation in multiculturism, language acquisition, ELL Instructional Strategies, Title I plans, ELL plans, BSSP, Indistar, CEE data, HSPE, EOC, MSP, AIM, Performance tasks, etc. / Systematically challenges the status quo by leading change, based on data, resulting in beneficial outcomes
Evidence:
Accepts responsibility for impacting these gaps
Evidence / For example: Parent involvement, Indistar plan principal statement, principal’s newsletter, culturally responsive support, program articulation, host a series of community conversations,identify specific community groups and increase opportunities
for communicating concerns related to student achievement,self-assessment, reflection, and coordinated action to learn together. / Builds capacity among community to support the effort to close gaps
Evidence:
Identifies and addresses barriers to closing gaps
Evidence: / For example: Communication gaps, cultural clashes, Ell plans, teacher preparation in multi culturism, language acquisition, ELL Instructional Strategies, Title I plans, ELL plans, BSSP, Indistar, CEE data, HSPE, EOC, MSP, AIM, Performance tasks. Each gap has identified barrier(s) and a plan to overcome each barrier.

8.2 Demonstrates a commitment to close the achievement gap

PROFICIENT / EXAMPLES as proficient / DISTINGUISHED
Achievement data is accessible to all members of the school community including non-English speaking parents
Evidence: / For example:
Achievement data is posted throughout the school and presented to families/community in a variety of venues (e.g., parent nights, principal’s newsletter). The achievement data is available in English in Spanish. / Is proficient AND successfully keeps the work of closing gaps at the forefront of intention for staff and community members
Evidence:
Constructs plan with specific strategies to impact gaps
Evidence: / For example:
For each achievement gap, one or more specific strategies are identified which are designed to eliminate the achievement gap. For example, if there is an achievement gap in reading between migrant students and all other students, there would be one or more strategies listed that are designed to eliminate that gap. / Assumes responsibility for closing gaps
Evidence:
Communicates, monitors and adjusts efforts to effectively make progress toward reducing gaps
Evidence:
/ For example:
Examples of communiques re the school’s efforts to eliminating the gap.
Examples of how the principal monitors the efforts to eliminate the achievement gap.
Examples of how a plan(s) has been adjusted in order to more effectively address the achievement gap. / Builds capacity in staff members and others to advance learning for students
Evidence:
Models and builds the capacity of school personnel to be culturally competent and to implement socially just practices
Evidence: / For example:
Examples of professional development that is designed to enable staff to be culturally competent and to implement socially just practices.
Examples that demonstrates there is a clear definition of “culturally competent” and “socially just practices.” Evidence that staff understand and can apply those two concepts. / Has deep knowledge and understanding of the nature of gaps that exist at the level of group and at the level of individual students who are not reaching full learning potential
Evidence:
Demonstrates improvement in closing identified gaps
Evidence: / For example: Evidence of frequent data analysis using diagnostic assessment that provides teachers with a clear portrait of individual students strength’s and weakness, and opportunities to reflect, discuss, collaborate and learn new instructional strategies to support assessment results.Evidence that a gap(s) has been closed.

8.3 Provides evidence of growth in student learning

PROFICIENT / EXAMPLES as proficient / DISTINGUISHED
Achievement data from multiple sources or data points show evidence of improving student growth toward the district’s learning goals
Evidence: / For example: / Achievement data from multiple sources or data points show evidence of consistent growth toward the district’s learning goals
Evidence:
The average achievement of the student population improved as does the achievement of each subgroup of students identified as needing improvement
Evidence: / For example: / There is consistent record of improved student achievement, on multiple indicators, with identified subgroups of students
Evidence:
Principal/Assistant Principal COMMENTS, if applicable:
Evaluator COMMENTS, if applicable:
GOAL RATING / ACHIEVEMENT RATING
Principal/Assistant Principal: / Signature: / Date:
Evaluator: / Signature: / Date:

9/19/2018