Search Articles by Standards and Indicators

This form allows you to search the resource guide for strategies and background pertaining to the SISI standards and indicators. For more information please visit the Standards & Indicators for School Improvement page on the KDE Web site. We have also included an SISI reference below to assist you in your search.

Please enter an SISI number from the list below (% returns all).

SISI Search:
1.1a - Aligned with academic expectation, core content, program of studies 1.1b - Discussions among schools regarding curriculum standards 1.1c - Discussions among schools to eliminate overlaps, close gaps 1.1d - Vertical communication w/focus on key transition points 1.1e - Links to continuing education, life and career options 1.1f - Process to monitor, evaluate and review curriculum 1.1g - Common academic core for all students 2.1a - Classroom assessments are frequent, rigorous, aligned 2.1b - Teachers collaborate in design of assessment, aligned 2.1c - Students can articulate the expectations, know requirements 2.1d - Test scores used to identify gaps 2.1e - Multiple assessments provide feedback on learning 2.1f - Performance standards communicated and observable 2.1g - CATS coordination - building and district 2.1h - Student work analyzed 3.1a - Varied instructional strategies used in all classrooms 3.1b - Instructional strategies/activities aligned with goals 3.1c - Strategies monitored/aligned to address learning styles 3.1d - Teachers demonstrate content knowledge 3.1e - Teachers incorporate technology in classrooms 3.1f - Sufficient resources available 3.1g - Teacher collaboration to review student work 3.1h - Homework is frequent, monitored and tied to instructional practice 4.1a - Leadership support for safe, orderly environment 4.1b - Leadership beliefs and practices for high achievement 4.1c - Teacher beliefs and practices for high achievement 4.1d - Teachers and non-teaching staff involved in decision making 4.1e - Teachers accept their role in student success/failure 4.1f - Effective assignment and use of staff strengths 4.1g - Teachers communicate student progress with parents 4.1h - Teachers care about kids and inspire their best efforts 4.1i - Multiple communication strategies used to disseminate info 4.1j - Student achievement valued and publicly celebrated 4.1k - Equity and diversity valued and supported 5.1a - Families and communities active partners 5.1b - All students have access to all curriculum 5.1c - School provides organizational structure 5.1d - Student instructional assistance outside of classroom 5.1e - Accurate student record keeping system 6.1a - Long term professional growth plans 6.1b - Building capacity with on-going PD 6.1c - Staff development aligned with student performance goals 6.1d - School improvement goals connected to student learning goals 6.1e - PD ongoing and job imbedded 6.1f - PD aligned to analysis of test data 6.2a - School has clearly defined evaluation process 6.2b - Leadership provides sufficient PD resources 6.2c - Evaluations and growth plans effectively used 6.2d - Evaluation process meets or exceeds statutes 6.2e - Instructional leadership needs addressed 6.2f - Leadership provides evaluation follow-up and support 7.1a - Leadership developed shared vision 7.1b - Leadership decisions are collaborative, data driven, performance 7.1c - Leadership personal PD plan focused on effective skills 7.1d - Leadership disaggregates data 7.1e - Leadership provides access to curriculum and data 7.1f - Leadership maximizes time effectiveness 7.1g - Leadership provides resources, monitors progress, removes barriers to learning 7.1h - Leadership ensures safe and effective learning 7.1i - Leadership ensures necessary SBDM policies 7.1j - SBDM has intentional focus on student academic performance 7.1k - Leader has skills in academic performance, learning environment, efficiency 8.1a - Maximizes organization and resources for achievement 8.1b - Master schedule provides all students access 8.1c - Staffing based on student needs 8.1d - Staff 's efficient use of time to maximize learning 8.1e - Team vertical and horizontal planning focused on improvement plan 8.1f - Schedule aligned with student learning needs 8.2a - Resources used, equitable 8.2b - Discretionary funds allocated on data based needs 8.2c - Funds aligned with CSIP goals 8.2d - State/Federal funds allocated with CSIP goals and data needs 9.1a - Collaborative process 9.2a - Planning process involves collecting, managing and analyzing data 9.2b - Uses data for school improvement planning 9.3a - Plans reflect research /expectations for learning and are reviewed by team 9.3b - Staff analysis student learning needs 9.3c - Desired learning results are defined 9.4a - Data used to determine strengths and limitations 9.4b - School goals are defined 9.5a - School improvement action steps aligned with goals and objectives 9.5b - Plan identifies resources, timelines & person responsible 9.5c - Process to effectively evaluate plan 9.5d - Plan aligned with mission, beliefs, school profile, desired results 9.6a - Plan implemented as developed 9.6b - Evaluate degree of student learning set by plan 9.6c - Evaluate student performance according to plan 9.6d - Evidence to sustain the commitment to continuous improvement

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KDE Standards & Indicators for School Improvement

Standard 1 - Academic Performance - Curriculum

Rigorous, intentional and aligned…

• 1.1a - Aligned with academic expectation, core content, program of studies
• 1.1b - Discussions among schools regarding curriculum standards
• 1.1c - Discussions among schools to eliminate overlaps, close gaps
• 1.1d - Vertical communication w/focus on key transition points
• 1.1e - Links to continuing education, life and career options
• 1.1f - Process to monitor, evaluate and review curriculum
• 1.1g - Common academic core for all students

Standard 2 - Academic Performance - Classroom Evaluation/Assessment

Multiple Evaluation and Assessment Strategies…

• 2.1a - Classroom assessments are frequent, rigorous, aligned
• 2.1b - Teachers collaborate in design of assessment, aligned
• 2.1c - Students can articulate the expectations, know requirements
• 2.1d - Test scores used to identify gaps
• 2.1e - Multiple assessments provide feedback on learning
• 2.1f - Performance standards communicated and observable
• 2.1g - CATS coordination - building and district
• 2.1h - Student work analyzed

Standard 3 - Academic Performance - Instruction

Instructional Program Engages All Students…

• 3.1a - Varied instructional strategies used in all classrooms
• 3.1b - Instructional strategies/activities aligned with goals
• 3.1c - Strategies monitored/aligned to address learning styles
• 3.1d - Teachers demonstrate content knowledge
• 3.1e - Teachers incorporate technology in classrooms
• 3.1f - Sufficient resources available
• 3.1g - Teacher collaboration to review student work
• 3.1h - Homework is frequent, monitored and tied to instructional practice

Standard 4 - Learning Environment - School Culture

Effective Learning Community with Climate…

• 4.1a - Leadership support for safe, orderly environment
• 4.1b - Leadership beliefs and practices for high achievement
• 4.1c - Teacher beliefs and practices for high achievement
• 4.1d - Teachers and non-teaching staff involved in decision making
• 4.1e - Teachers accept their role in student success/failure
• 4.1f - Effective assignment and use of staff strengths
• 4.1g - Teachers communicate student progress with parents
• 4.1h - Teachers care about kids and inspire their best efforts
• 4.1i - Multiple communication strategies used to disseminate info
• 4.1j - Student achievement valued and publicly celebrated
• 4.1k - Equity and diversity valued and supported

Standard 5 - Learning Environment - Student, Family and Community Support

School Works with Families/Community to Remove Barriers…

• 5.1a - Families and communities active partners
• 5.1b - All students have access to all curriculum
• 5.1c - School provides organizational structure
• 5.1d - Student instructional assistance outside of classroom
• 5.1e - Accurate student record keeping system

Standard 6 - Learning Environment - Professional Growth, Development and Evaluation

Researched-based, Professional Development and Performance Evaluation to Improve Teaching and Learning

• Professional Development
  • 6.1a - Long term professional growth plans
  • 6.1b - Building capacity with on-going PD
  • 6.1c - Staff development aligned with student performance goals
  • 6.1d - School improvement goals connected to student learning goals
  • 6.1e - PD ongoing and job imbedded
  • 6.1f - PD aligned to analysis of test data
    
• Professional Growth and Evaluation
  • 6.2a - School has clearly defined evaluation process
  • 6.2b - Leadership provides sufficient PD resources
  • 6.2c - Evaluations and growth plans effectively used
  • 6.2d - Evaluation process meets or exceeds statutes
  • 6.2e - Instructional leadership needs addressed
  • 6.2f - Leadership provides evaluation follow-up and support

Standard 7 - Efficiency - Leadership

Instructional Decisions Focus On Support for Teaching/Learning, Organizational Direction, High Performance Expectations, Learning Culture, and Developing Leadership Capacity

• 7.1a - Leadership developed shared vision
• 7.1b - Leadership decisions are collaborative, data driven, performance
• 7.1c - Leadership personal PD plan focused on effective skills
• 7.1d - Leadership disaggregates data
• 7.1e - Leadership provides access to curriculum and data
• 7.1f - Leadership maximizes time effectiveness
• 7.1g - Leadership provides resources, monitors progress, removes barriers to learning
• 7.1h - Leadership ensures safe and effective learning
• 7.1i - Leadership ensures necessary SBDM policies
• 7.1j - SBDM has intentional focus on student academic performance
• 7.1k - Leader has skills in academic performance, learning environment, efficiency

Standard 8 - Efficiency - Organizational Structure and Resources

Organization Maximizes Time, Space, Resources…

• Organization of the School
  • 8.1a - Maximizes organization and resources for achievement
  • 8.1b - Master schedule provides all students access
  • 8.1c - Staffing based on student needs
  • 8.1d - Staff 's efficient use of time to maximize learning
  • 8.1e - Team vertical and horizontal planning focused on improvement plan
  • 8.1f - Schedule aligned with student learning needs
    
• Resource Allocation and Integration
  • 8.2a - Resources used, equitable
  • 8.2b - Discretionary funds allocated on data based needs
  • 8.2c - Funds aligned with CSIP goals
  • 8.2d - State/Federal funds allocated with CSIP goals and data needs

Standard 9 - Efficiency - Comprehensive and Effective Planning

School Improvement Plan…

• Defining the School's Vision, Mission, Beliefs
  • 9.1a - Collaborative process
    
• Development of the Profile
  • 9.2a - Planning process involves collecting, managing and analyzing data
  • 9.2b - Uses data for school improvement planning
    
• Defining Desired Results for Student Learning
  • 9.3a - Plans reflect research /expectations for learning and are reviewed by team
  • 9.3b - Staff analysis student learning needs
  • 9.3c - Desired learning results are defined
    
• Analyzing Instructional and Organizational Effectiveness
  • 9.4a - Data used to determine strengths and limitations
  • 9.4b - School goals are defined
    
• Development of the Improvement Plan
  • 9.5a - School improvement action steps aligned with goals and objectives
  • 9.5b - Plan identifies resources, timelines & person responsible
  • 9.5c - Process to effectively evaluate plan
  • 9.5d - Plan aligned with mission, beliefs, school profile, desired results
    
• Implementation and Documentation
  • 9.6a - Plan implemented as developed
  • 9.6b - Evaluate degree of student learning set by plan
  • 9.6c - Evaluate student performance according to plan
  • 9.6d - Evidence to sustain the commitment to continuous improvement

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