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Mike McMahon AUSD

Inquiry and Action

San Diego City Schools Process for Accountability Review (PAR)

In 1997 the San Diego City Schools Board of Education approved A District Accountability System for Improving Student Achievement. The system monitored student performance at each school, helping to identify school and student needs, and provided support to schools in improving achievement for all students. Schools successful in improving student achievement were rewarded. Schools that didn’t meet improvement targets received support and intervention from the district in order to improve student performance.

In the first phase of analysis, or “first cut,” in the spring of 1998, each school within the San Diego City Schools received data on student performance that included results from standardized tests, portfolios and exhibitions of student work, report-card grades, and other indicators of student learning. The reports, which included information on the performance of student subgroups, were intended to give schools a clear picture of how students were performing and to provide suggestions to improve student learning and achievement. This student-performance data served as a baseline for each school. From this baseline school-improvement targets were set and progress monitored over time to assess school success.

For those schools that were meeting their student-performance targets, the district provided awards and recognition. Schools not meeting their improvement targets were designated as “Needs Review” and, in a second phase of analysis, or “second cut,” participated in a review process: the Process for Accountability Review, or p ar. The review consisted of two components: an internal review and an external review. During an internal review, the school staff had an opportunity to emphasize and build on strengths and identify and analyze the issues affecting student learning. Additionally and equally important, the school assessed whether it was receiving adequate support from parents, the district, and the community to meet the improvement targets.

The external review was conducted by a team of teachers, school administrators and other district staff, parents, students, and community members. The external review was intended to clarify issues raised by the internal review and to identify other possible challenges facing the school. Additionally, the team examined whether the school staff, district staff, community members, students, and parents had all met their responsibilities in the education of students at the school.

During the school year 1997–1998, the district piloted the review process, releasing information from three years of results from standardized tests, report cards, and advanced placement course completion for high school students. A total of twenty schools with low performance or a decline in student performance over the past three years were identified as “Needs Review” and participated in a PAR. Once the process was completed, feedback was obtained and changes in the process and in the review tools were made based on observations and recommendations by teams and school participants.

In the school year 2000–2001, schools were scheduled to formally analyze student performance data against previously set improvement targets, and, if necessary, go through the review process using a revised version of the p ar rubrics, which are reproduced in the following pages. The revised rubrics were to serve as the lens through which schools themselves and the review teams assessed the schools.

The first set of PAR rubrics were designed to help a school improvement team address three critical questions, or focus areas, as part of a selfstudy process:

Why is school performance the way it is?
What is the whole picture? (Is there more to know about performance than the “first cut” indicates?)
What are you doing to enable students to make progress?

Each row of the rubrics contains a description of varying levels of performance in a particular area, from 4, or highest, to 1, or lowest. San Diego’s District Accountability System also held stakeholders in public education accountable to each other for improving student achievement; roles and responsibilities were defined for each stakeholder group. The second set of PAR rubrics, (along with definitions of roles and responsibilities for each stakeholder), were designed to help external reviewers assess how well three of these groups – principals, teachers, and school-site classified support staff – were fulfilling their responsibilities in schools needing review.

The criterion, or focus, of the rubrics for assessing stakeholder roles and responsibilities was:

Demonstrate accountability for student achievement.

The rubrics for San Diego’s PAR are organized as follows:

School Self-Study Rubric
Principal Roles and Responsibilities Rubric
Teacher Roles and Responsibilities Rubric
School-Site Classified Support Staff Roles and Responsibilities Rubric

Process for Accountability Review (PAR)

School Self Study Rubric

Principal: Stakeholder Roles and Responsibilities

Be accountable for student achievement through:

Effectively utilizing all site resources to improve student achievement.
Ensuring that Annual Action Plan is focused on needs of school and based on a needs assessment and other relevant data.
Actively participating in the writing and revision of the Annual Action Plan.
Ensuring that all site staff consistently implement the Accountability System.
Providing staff, parents, and community with a process for ongoing participation in planning, reviewing, and implementing the Annual Action Plan.
Working with assistant superintendent and governance team to implement and monitor the expanded Annual Action Plan as reflected in the p ar Team report.
Providing regular and direct communication to students, families, and community regarding the school's mission, goals, parent involvement policy, Annual Action Plan, discipline plan, and ways to support improved student achievement.
Creating an effective learning climate that supports staff to learn, practice, and implement a variety of effective teaching strategies; and a high-quality curriculum that addresses student needs and enables students to meet or exceed district standards.
Creating a welcoming environment for students, families, and community members.
Creating a safe and positive learning environment with a consistent application of the site discipline plan and district policy.
Ensuring policies and procedures are implemented in a fair, equitable and consistent manner within site resources.
Demonstrating knowledge of current educational research, ideas and practices.
Ensuring all stakeholders have the opportunity to be involved in (or are represented in) the site decision-making process.
Ensuring equitable learning opportunities for all stakeholders to enable them to fulfill their roles in site-based decision making.
Providing equitable learning opportunities for parents to receive appropriate training to support student learning.
Committing to the home-school compact with teachers, parents, students, and district.
Advocating for public education.

Process for Accountability Review (PAR)

Principal Roles and Responsibilities Rubric

Highest	High	Low	Lowest
Consistently ensures that all site staff implement the Accountability System (e.g., ensuring all site staff receive training in the implementation of the system and are made aware of their roles and responsibilities; keeping staff informed as system is refined, etc.).	Ensures that all site staff implement the Accountability System (e.g., ensuring all site staff receive training in the implementation of the system and are made aware of their roles and responsibilities; keeping staff informed as system is refined, etc.).	Occasionally ensures that all site staff implement the Accountability System (e.g., ensuring all site staff receive training in the implementation of the system and are made aware of their roles and responsibilities; keeping staff informed as system is refined, etc.).	Seldom ensures that all site staff implement the Accountability System (e.g., ensuring all site staff receive training in the implementation of the system and are made aware of their roles and responsibilities; keeping staff informed as system is refined, etc.).
Participates in all aspects of the Annual Action Plan process (e.g., the writing of the plan, ensures focus is on school needs; the revising of the plan; the implementing and monitoring of the plan, etc.).	Participates in most aspects of the Annual Action Plan process (e.g., the writing of the plan, ensures focus is on school needs; the revising of the plan; the implementing and monitoring of the plan, etc.).	Participates in some aspects of the Annual Action Plan process (e.g., the writing of the plan, ensures focus is on school needs; the revising of the plan; the implementing and monitoring of the plan, etc.).	Participates in little or no aspects of the Annual Action Plan process (e.g., the writing of the plan, ensures focus is on school needs; the revising of the plan; the implementing and monitoring of the plan, etc.).
Consistently works cooperatively with assistant superintendent, governance team, and school staff to implement and monitor the expanded Annual Action Plan as reflected in the PAR Team report.	Usually works cooperatively with assistant superintendent, governance team, and school staff to implement and monitor the expanded Annual Action Plan as reflected in the PAR Team report.	Sometimes works cooperatively with assistant superintendent, governance team, and school staff to implement and monitor the expanded Annual Action Plan as reflected in the PAR Team report.	Rarely works cooperatively with assistant superintendent, governance team, and school staff to implement and monitor the expanded Annual Action Plan as reflected in the PAR Team report.
Consistently demonstrates knowledge of current educational research, ideas, and practices.	Demonstrates knowledge of current educational research, ideas, and practices.	Occasionally demonstrates knowledge of current educational research, ideas, and practices.	Seldom demonstrates knowledge of current educational research, ideas, and practices.
Consistently fosters a climate that supports staff to learn, practice, and implement a variety of effective teaching strategies that address student needs (e.g., providing release time, seeking out professional development opportunities, promoting collegial interaction, encouraging staff to take risks and try out new teaching strategies, etc.).	Usually fosters a climate that supports staff to learn, practice, and implement a variety of effective teaching strategies that address student needs (e.g., providing release time, seeking out professional development opportunities, promoting collegial interaction, encouraging staff to take risks and try out new teaching strategies, etc.).	Sometimes fosters a climate that supports staff to learn, practice, and implement a variety of effective teaching strategies that address student needs (e.g., providing release time, seeking out professional development opportunities, promoting collegial interaction, encouraging staff to take risks and try out new teaching strategies, etc.).	Rarely fosters a climate that supports staff to learn, practice, and implement a variety of effective teaching strategies that address student needs (e.g., providing release time, seeking out professional development opportunities, promoting collegial interaction, encouraging staff to take risks and try out new teaching strategies, etc.).
Consistently creates a welcoming, safe, and positive environment for students, families, and community members (e.g., works to maintain a clean and orderly campus, models courteous and friendly behavior, consistently applies the site discipline plan, etc.).	Creates a welcoming, safe, and positive environment for students, families, and community members (e.g., works to maintain a clean and orderly campus, models courteous and friendly behavior, consistently applies the site discipline plan, etc.).	Sometimes creates a welcoming, safe, and positive environment for students, families, and community members (e.g., works to maintain a clean and orderly campus, models courteous and friendly behavior, consistently applies the site discipline plan, etc.).	Seldom creates a welcoming, safe, and positive environment for students, families, and community members (e.g., works to maintain a clean and orderly campus, models courteous and friendly behavior, consistently applies the site discipline plan, etc.).
Consistently provides regular and direct communication to students, families, and community regarding school issues (e.g., mission and goals, Annual Action Plan, discipline plan, etc.).	Provides regular and direct communication to students, families, and community regarding school issues (e.g., mission and goals, Annual Action Plan, discipline plan, etc.).	Sometimes provides regular and direct communication to students, families, and community regarding school issues (e.g., mission and goals, Annual Action Plan, discipline plan, etc.).	Rarely provides regular and direct communication to students, families, and community regarding school issues (e.g., mission and goals, Annual Action Plan, discipline plan, etc.).
Consistently ensures that policies and procedures are implemented in a fair, equitable, and consistent manner within site resources.	Usually ensures that policies and procedures are implemented in a fair, equitable, and consistent manner within site resources.	Sometimes ensures that policies and procedures are implemented in a fair, equitable, and consistent manner within site resources.	Rarely ensures that policies and procedures are implemented in a fair, equitable, and consistent manner within site resources.
Consistently ensures that all stakeholders have representation selected by their constituents on site decision-making groups, and that those representatives have the opportunity to be involved in effective training.	Usually ensures that all stakeholders have representation selected by their constituents on site decisionmaking groups, and that those representatives have the opportunity to be involved in effective training.	Sometimes ensures that all stakeholders have representation selected by their constituents on site decision-making groups, and that those representatives have the opportunity to be involved in effective training.	Rarely ensures that all stakeholders have representation selected by their constituents on site decision-making groups, and that those representatives have the opportunity to be involved in effective training.
Consistently provides equitable opportunities for parents to receive appropriate training to support student learning.	Provides equitable opportunities for parents to receive appropriate training to support student learning.	Sometimes provides equitable opportunities for parents to receive appropriate training to support student learning.	Seldom provides equitable opportunities for parents to receive appropriate training to support student learning.
Consistently demonstrates commitment to the homeschool compact with teachers, parents, students, and district (e.g., communicating its importance to all stakeholders, fulfilling responsibilities specified in the compact, and recognizing those who fulfill responsibilities).	Usually demonstrates commitment to the home-school compact with teachers, parents, students, and district (e.g., communicating its importance to all stakeholders, fulfilling responsibilities specified in the compact, and recognizing those who fulfill responsibilities).	Sometimes demonstrates commitment to the homeschool compact with teachers, parents, students, and district (e.g., communicating its importance to all stakeholders, fulfilling responsibilities specified in the compact, and recognizing those who fulfill responsibilities).	Rarely demonstrates commitment to the homeschool compact with teachers, parents, students, and district (e.g., communicating its importance to all stakeholders, fulfilling responsibilities specified in the compact, and recognizing those who fulfill responsibilities).
Consistently advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Frequently advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Occasionally advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Seldom advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).

Teacher: Stakeholder Roles and Responsibilities

Be accountable for student achievement through:

Setting high expectations and providing equitable opportunities for all students to achieve.
Providing enriching academic programs based on standards.
Demonstrating knowledge of current educational research, ideas, and practices.
Meeting individual student needs by using a variety of appropriate, effective teaching strategies and resources.
Providing timely feedback on student assignments.
Maintaining a positive and safe atmosphere consistent with the site discipline plan and district policy.
Helping to create a welcoming environment for students, families, and community members.
Participating in developing, implementing, and monitoring of the comprehensive site planning process (including Annual Action Plan).
Advocating for student non-academic needs.
Actively participating in site decision making.
Actively participating in professional growth.
Maintaining two-way communications with home.
Providing opportunities for parents to volunteer and participate in classroom activities.
Committing to the home-school compact with parents, students, school administrator( s), and district.
Promoting the school throughout the community.
Advocating for public education.

Process for Accountability Review (PAR)

Teacher Roles and Responsibilities Rubric

Highest	High	Low	Lowest
All teachers set high expectations, provide equitable opportunities for all students to achieve, and provide timely feedback to students.	Most teachers set high expectations, provide equitable opportunities for all students to achieve, and provide timely feedback to students.	Some teachers set high expectations, provide equitable opportunities for all students to achieve, and provide timely feedback to students.	Few or no teachers set high expectations, provide equitable opportunities for all students to achieve, and provide timely feedback to students.
All teachers provide enriching, standards-based academic programs which meet individual student needs by using a variety of appropriate, effective teaching strategies and resources.	Most teachers provide enriching, standards-based academic programs which meet individual student needs by using a variety of appropriate, effective teaching strategies and resources.	Some teachers provide enriching, standards-based academic programs which meet individual student needs by using a variety of appropriate, effective teaching strategies and resources.	Few or no teachers provide enriching, standards-based academic programs which meet individual student needs by using a variety of appropriate, effective teaching strategies and resources.
All teachers consistently demonstrate knowledge of current educational research, ideas, and practices.	Most teachers consistently demonstrate knowledge of current educational research, ideas, and practices.	Some teachers consistently demonstrate knowledge of current educational research, ideas, and practices.	Few or no teachers consistently demonstrate knowledge of current educational research, ideas, and practices.
All teachers actively participate in professional growth opportunities on-site or offcampus, implement new strategies learned in the classroom, share strategies with colleagues, etc.	Most teachers actively participate in professional growth opportunities on-site or off-campus, implement new strategies learned in the classroom, share strategies with colleagues, etc.	Some teachers actively participate in professional growth opportunities on-site or off-campus, implement new strategies learned in the classroom, share strategies with colleagues, etc.	Few or no teachers actively participate in professional growth opportunities on-site or off-campus, implement new strategies learned in the classroom, share strategies with colleagues, etc.
All teachers actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives; keeping informed about decisions made by the group(s) and supporting those decisions; etc.	Most teachers actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives; keeping informed about decisions made by the group(s) and supporting those decisions; etc.	Some teachers actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives; keeping informed about decisions made by the group(s) and supporting those decisions; etc.	Few or no teachers actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives; keeping informed about decisions made by the group(s) and supporting those decisions; etc.
All teachers participate in the comprehensive site planning process through analyzing data to identify school needs and through developing, implementing, monitoring, and evaluating the Annual Action Plan.	Most teachers participate in the comprehensive site planning process through analyzing data to identify school needs and through developing, implementing, monitoring, and evaluating the Annual Action Plan.	Some teachers participate in the comprehensive site planning process through analyzing data to identify school needs and through developing, implementing, monitoring, and evaluating the Annual Action Plan.	Few or no teachers participate in the comprehensive site planning process through analyzing data to identify school needs and through developing, implementing, monitoring, and evaluating the Annual Action Plan.
All teachers maintain a positive and safe atmosphere based on the site discipline plan (e.g., ensuring all students and parents are aware of the plan; consistently adhering to school rules and procedures; regularly following up on disciplinary actions, etc.).	Most teachers maintain a positive and safe atmosphere based on the site discipline plan (e.g., ensuring all students and parents are aware of the plan; consistently adhering to school rules and procedures; regularly following up on disciplinary actions, etc.).	Some teachers maintain a positive and safe atmosphere based on the site discipline plan (e.g., ensuring all students and parents are aware of the plan; consistently adhering to school rules and procedures; regularly following up on disciplinary actions, etc.).	Few or no teachers maintain a positive and safe atmosphere based on the site discipline plan (e.g., ensuring all students and parents are aware of the plan; consistently adhering to school rules and procedures; regularly following up on disciplinary actions, etc.).
All teachers advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Most teachers advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Some teachers advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Few or no teachers advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).
All teachers maintain open communications with home (e.g., regularly contacting parents about positive behaviors as well as those that need improvement, responding in a timely manner to parental calls and concerns, meeting with parents individually upon request, etc.).	Most teachers maintain open communications with home (e.g., regularly contacting parents about positive behaviors as well as those that need improvement, responding in a timely manner to parental calls and concerns, meeting with parents individually upon request, etc.).	Some teachers maintain open communications with home (e.g., regularly contacting parents about positive behaviors as well as those that need improvement, responding In a timely manner to parental calls and concerns, meeting with parents individually upon request, etc.).	Few or no teachers maintain open communications with home (e.g., regularly contacting parents about positive behaviors as well as those that need improvement, responding in a timely manner to parental calls and concerns, meeting with parents individually upon request, etc.).
All teachers help to create a welcoming environment for students, families, and community and provide opportunities for parents to volunteer and participate in classroom activities.	Most teachers help to create a welcoming environment for students, families, and community and provide opportunities for parents to volunteer and participate in classroom activities.	Some teachers help to create a welcoming environment for students, families, and community and provide opportunities for parents to volunteer and participate in classroom activities.	Few or no teachers help to create a welcoming environment for students, families, and community and provide opportunities for parents to volunteer and participate in classroom activities.
All teachers demonstrate commitment to the homeschool compact with parents, students, administrators, and district (e.g., communicating its importance to students and parents, fulfilling responsibilities specified in the compact, encouraging students to fulfill their responsibilities and recognizing those who do so, etc.).	Most teachers demonstrate commitment to the homeschool compact with parents, students, administrators, and district (e.g., communicating its importance to students and parents, fulfilling responsibilities specified in the compact, encouraging students to fulfill their responsibilities and recognizing those who do so, etc.).	Some teachers demonstrate commitment to the home-school compact with parents, students, administrators, and district (e.g., communicating its importance to students and parents, fulfilling responsibilities specified in the compact, encouraging students to fulfill their responsibilities and recognizing those who do so, etc.).	Few or no teachers demonstrate commitment to the home-school compact with parents, students, administrators, and district (e.g., communicating its importance to students and parents, fulfilling responsibilities specified in the compact, encouraging students to fulfill their responsibilities and recognizing those who do so, etc.).
Consistently advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Frequently advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Occasionally advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).	Seldom advocates for public education (e.g., meeting with parent and community groups, attending community functions, fostering positive public relations both in person and through media, publicly acknowledging successes, etc.).

School-Site Classified Support Staff: Stakeholder Roles and Responsibilities

Be accountable for student achievement through:

Maintaining high expectations for student achievement through helping students and staff.
Maintaining a positive and safe atmosphere consistent with the site discipline plan and district policy.
Helping to create a welcoming environment for students, families, and community members.
Participating in developing, implementing, and monitoring of the comprehensive site planning process (including Annual Action Plan).
Advocating for student non-academic needs.
Actively participating in decision making.v
Actively participating in professional growth.
Maintaining open communications with home, as appropriate.
Promoting the school throughout the community.
Advocating for public education.

Process for Accountability Review (PAR)

School-Site Classified Support Staff Roles and Responsibilities Rubric

Highest	High	Low	Lowest
All school-site classified staff maintain high expectations for students and help students achieve those expectations (e.g., encouraging students, acknowledging successes, supporting teachers, etc.).	Most school-site classified staff maintain high expectations for students and help students achieve those expectations (e.g., encouraging students, acknowledging successes, supporting teachers, etc.).	Some school-site classified staff maintain high expectations for students and help students achieve those expectations (e.g., encouraging students, acknowledging successes, supporting teachers, etc.).	Few or no school-site classified staff maintain high expectations for students and help students achieve those expectations (e.g., encouraging students, acknowledging successes, supporting teachers, etc.).
All school-site classified staff members maintain a positive and safe atmosphere based on the site discipline plan (e.g., demonstrate knowledge of the plan, consistently ensure that students adhere to school rules and procedures; etc.).	Most school-site classified staff members maintain a positive and safe atmosphere based on the site discipline plan (e.g., demonstrate knowledge of the plan, consistently ensure that students adhere to school rules and procedures; etc.).	Some school-site classified staff members maintain a positive and safe atmosphere based on the site discipline plan (e.g., demonstrate knowledge of the plan, consistently ensure that students adhere to school rules and procedures; etc.).	Few or no school-site classified staff members maintain a positive and safe atmosphere based on the site discipline plan (e.g., demonstrate knowledge of the plan, consistently ensure that students adhere to school rules and procedures; etc.).
All school-site classified staff help to create a welcoming environment for students, families, and community members (e.g., greet visitors in a courteous and friendly manner, keep work areas and school grounds clean and orderly, work collaboratively with others, etc.).	Most school-site classified staff help to create a welcoming environment for students, families, and community members (e.g., greet visitors in a courteous and friendly manner, keep work areas and school grounds clean and orderly, work collaboratively with others, etc.).	Some school-site classified staff help to create a welcoming environment for students, families, and community members (e.g., greet visitors in a courteous and friendly manner, keep work areas and school grounds clean and orderly, work collaboratively with others, etc.).	Few or no school-site classified staff help to create a welcoming environment for students, families, and community members (e.g., greet visitors in a courteous and friendly manner, keep work areas and school grounds clean and orderly, work collaboratively with others, etc.).
All school-site classified staff actively participate in professional growth opportunities on-site or offcampus, attend job-alike meetings, share information with peers, etc.	Most school-site classified staff actively participate in professional growth opportunities on-site or offcampus, attend job-alike meetings, share information with peers, etc.	Some school-site classified staff actively participate in professional growth opportunities on-site or offcampus, attend job-alike meetings, share information with peers, etc.	Few or no school-site classified staff actively participate in professional growth opportunities on-site or offcampus, attend job-alike meetings, share information with peers, etc.
All school-site classified staff actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives, keeping informed about decisions made by the group(s) and supporting those decisions, etc.).	Most school-site classified staff actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives, keeping informed about decisions made by the group(s) and supporting those decisions, etc.).	Some school-site classified staff actively participate in site declsion making (e.g., serving on a governing group or making concerns known to representatives, keeping informed about decisions made by the group(s) and supporting those decisions, etc.).	Few or no school-site classified staff actively participate in site decision making (e.g., serving on a governing group or making concerns known to representatives, keeping informed about decisions made by the group(s) and supporting those decisions, etc.).
All school-site classified staff participate in the comprehensive site planning process (e.g., providing input into needs assessment, joining plan development committees, monitoring the Annual Action Plan through participation on the SSC/SGT, etc.).	Most school-site classified staff participate in the comprehensive site planning process (e.g., providing input into needs assessment, joining plan development committees, monitoring the Annual Action Plan through participation on the SSC/SGT, etc.).	Some school-site classified staff participate in the comprehensive site planning process (e.g., providing input into needs assessment, joining plan development committees, monitoring the Annual Action Plan through participation on the SSC/SGT, etc.).	Few or no school-site classified staff participate in the comprehensive site planning process (e.g., providing input into needs assessment, joining plan development committees, monitoring the Annual Action Plan through participation on the SSC/SGT, etc.).
All school-site classified staff advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Most school-site classified staff advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Some school-site classified staff advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).	Few or no school-site classified staff advocate for student non-academic needs (e.g., seeking out resources and support, referring students to site consultation teams, referring students and parents to appropriate health and social service agencies, etc.).
All school-site classified staff maintain open communications with home (e.g., demonstrating courteous and helpful behavior in parental contacts, responding in a timely manner to parental calls and concerns, etc.).	Most school-site classified staff maintain open communications with home (e.g., demonstrating courteous and helpful behavior in parental contacts, responding in a timely manner to parental calls and concerns, etc.).	Some school-site classified staff maintain open communications with home (e.g., demonstrating courteous and helpful behavior In parental contacts, responding in a timely manner to parental calls and concerns, etc.).	Few or no school-site classified staff maintain open communications with home (e.g., demonstrating courteous and helpful behavior in parental contacts, responding in a timely manner to parental calls and concerns, etc.).
All school-site classified staff advocate for public education (e.g., meet with parent and community groups, attend school/community functions, foster positive public relations both in person and through media, publicly acknowledge successes, etc.).	Most school-site classified staff advocate for public education (e.g., meet with parent and community groups, attend school/community functions, foster positive public relations both in person and through media, publicly acknowledge successes, etc.).	Some school-site classified staff advocate for public education (e.g., meet with parent and community groups, attend school/community functions, foster positive public relations both in person and through media, publicly acknowledge successes, etc.).	Few or no school-site classified staff advocate for public education (e.g., meet with parent and community groups, attend school/community functions, foster positive public relations both in person and through media, publicly acknowledge successes, etc.).

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Send mail to mikemcmahonausd@yahoo.com with questions or comments about this web site.
Last modified: November 29, 2004

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.

Inquiry and Action

Process for Accountability Review (PAR)

School Self Study Rubric

Principal: Stakeholder Roles and Responsibilities

Process for Accountability Review (PAR)

Principal Roles and Responsibilities Rubric

Teacher: Stakeholder Roles and Responsibilities

Process for Accountability Review (PAR)

Teacher Roles and Responsibilities Rubric

School-Site Classified Support Staff: Stakeholder Roles and Responsibilities

Process for Accountability Review (PAR)

School-Site Classified Support Staff Roles and Responsibilities Rubric

Send mail to mikemcmahonausd@yahoo.com with questions or comments about this web site. Last modified: November 29, 2004

Send mail to mikemcmahonausd@yahoo.com with questions or comments about this web site.
Last modified: November 29, 2004