Dingle Instructional Performance & School Culture Scorecard Project

Why a Scorecard

To focus parents/guardians and the community on what we can do to help Dingle that is positive and high impact.

Renowned education researcher John Hattie said, "most public discourse on education is about things with low impact." This scorecard project lists the things Dingle must do to reach it's new destination, "All Scholars At or Above Grade Level", in a manner that parents/guardians and the community can understand. The project includes methods to assess the scorecard, perform a gap analysis, prioritize improvements, and request high impact support from the community.

Similar to effective "Community Science"

This article talks about using community science to detect and drive solutions to environmental problems. The scorecard project applies a similar strategy to education.

"Involving community members in monitoring can be a first step toward building capacity for under- or unfunded programs to undertake the kind of large-scale monitoring required to manage the most significant invasions (Johnson et al. 2020). In addition, involvement of community scientists in identifying the arrival of new invasive species or managing ongoing invasions can allow for rapid response, effective monitoring and increased public support for management actions. The application of community science to address invasive species has been shown to be successful for management of plants and pests (e.g., Gallo and Waitt 2011; Meentemeyer et al. 2015)."

http://calag.ucanr.edu/archive/?article=ca.2021a0006

Scorecard, Destination, and Plan Documents

• Dingle's Destination (graphic, "All Scholars At or Above Grade Level")

• Dingle's Path to it's Destination (the Five Keys)

• Dingle's Scorecard Folder (clarifies the path) <<--- PUBLISHED VERSIONS

• Map Dingle's Scorecard to its 2021-2022 SPSA (the SPSA describes funding priorities)

• Quarterly Action Plan Example (when Student Culture and Data-Driven Instruction are priorities)

Rubrics (folder)

• Data-Driven Instruction Rubric

• Instructional Leader (Non-Principal) Rubric

• Instructional Leader (Principal) Rubric

• Parent Culture Rubric

• Staff Culture Rubric

• Student Culture Rubric

• Teacher Collaboration, Practice, and Feedback Rubric

• Teacher Professional Development Rubric

• Teacher Materials Rubric

• Time Rubric

• Dual Language and Immersion Teacher Assessment Rubrics by the University of Minnesota

• CalSCHLS downloadable surveys recommended by the California Department of Education

Training

• Parent Culture Book Club (draft content)

• Example Parent Communications by Uncommon Schools

Designing the Scorecard

1. Set Big Picture: <-- these should not (or only rarely) change once established

   • Define Dingle's Destination

   • Define Dingle's Path to it's Destination (the Five Keys)

   • CLARIFY DINGLE'S PATH IN THE SCORECARD (the components of the Five Keys, including the rubrics

Use the Scorecard

1. Prior to Academic Year (planning in April-June):

   • PRIORITIZE SCORECARD COMPONENTS (write priorities in scorecard) <-- if changed over the summer

   • PLAN 1-2 SCORECARD COMPONENTS EACH QUARTER (write plan in scorecard)

   • SCORECARD COMMUNICATION to make all stakeholders aware of the scorecard and what Dingle will be working on this quarter/year

2. Before or Start of Each Quarter from the Plan:

   • Assess Scorecard Components Using Rubrics

   • Complete a Gap Analysis and Prioritize <-- immediately after assessment

     • Start Funding Requests <-- requests sent to district, placed in SPSA, outside groups, and/or sent to Dingle Community PTA (if needed)

     • Start Volunteering Requests <-- requests sent to district, outside groups, and/or sent to Dingle Community PTA

   • Create Weekly Plans <-- bite-size changes, this can be for staff-only though communicate issues parents are concerned about

3. Monthly:

   • SCORECARD COMMUNICATION TO SCHOOL SITE COUNCIL <-- affects school-wide; share progress, blockers, changes, budget concerns

   • SCORECARD COMMUNICATION TO PARENTS/GUARDIANS <-- how it affects scholars, opportunity to coach community (if applicable)

   • SCORECARD COMMUNICATION TO PTA <-- opportunities for celebrations (including staff) and increasing support/addressing resource gaps

4. End of Quarter:

   • Reassess Scorecard Component(s) <-- the ones worked on

   • UPDATE SCORECARD with assessment scores, comments, key gaps identified, and revised plan (high level)

5. End of Year SPSA

   • USE SCORECARD assessments, gap analysis, big priorities, and funding allocations to inform SPSA

History

Fall 2022 - updated the scorecard with the prior year's state test scores; due to lack of school performance data started a dashboard project for interim data

January-June 2022 - updating the scorecard regularly (status updates, plus locating and drafting rubrics)

November-December 2021 - drafted a 1-page scorecard version

November 2021 - found Uncommon Schools' 1-page dashboard version

September 2021 - drafted email summary version (given to Principal Valencia)

August-October 2021 - drafted the booklet version (given to Principal Valencia)

June-August 2021 - drafted the poster version (given to a few parents and teachers)

On-going since 2021 - at many Dingle School Site Council meetings requesting (1) a parent-friendly report on Dingle's performance and (2) a plan for improvement that parents understand. Prior to starting the scorecard read "I Got Schooled" (Five Keys) and read multiple teacher, principal, and principal manager training books by Uncommon Schools to get clarity on the Five Keys.

Comparison Surveys and Rubrics Dingle Uses/Has Used

• January 2022 ELAC rubric and rubric assessment results.

• 2021 "I Got Schooled Staff Survey" Results and Flyer

• 2021 (Feb) School Site Council Needs Assessment (brainstorming session format)

• Sample Compact Survey Results (Nov 2021) and a Review of the Compact