b) Benchmark Assessment

a) Develop a School Excellence Plan for your principal mentor?s school with implications for continuous school improvement. Having clear knowledge of what needs to be improved upon within the school begins with a critical analysis of the school through the eyes of a school leader. There are three primary sections to this assignment: Section One: School Profile and Current State of School; Section Two: Desired State of School; and Section Three: Suggested Improvement Plan, as outlined below. Drafts of Sections One and Two are due in Modules 4 and 5, respectively. The instructor will provide commentary on these drafts. The drafts will then be revised for inclusion in the final benchmark assessment.
(1) Section One: School Profile and Current State of School
(a) Including the information from and expanding on the Strategic Plan developed in EDA 575, describe the school profile.

(i) Community demographics
1. Location (rural, suburban, city)
2. Support structures
3. Facilities description
(ii) Student enrollment demographics
1. Gender
2. Ethnicity
(iii) Staffing demographics
1. Gender
2. Ethnicity
3. Positional
4. Highly qualified status
5. Ethnic comparison of teachers
6. Experience levels
(iv) Aggregate achievement levels
1. Core subject achievement status
2. Subgroup breakdown of adequate yearly progress (AYP)
(b) Current State of the School
(i) Data collection efforts
1. How does the school collect data?
2. What types of data does your school collect?
3. How does your school use data in past assessment analysis and on a real-time basis to determine the degree the teaching and learning is effective?
(ii) Student achievement
1. What are the types of markers used to assess student achievement?
2. How frequently are these markers measured?
3. How does the school utilize this information in the instruction cycle?
(iii) Community and parental engagement
1. What types of programs are in place to engage stakeholders in dialogue, and what are the weaknesses and strengths of the current programs?
2. What recommendations have been made for better engagement?
(iv) Curriculum
1. How is curriculum aligned to the assessments and through the transition points (e.g., from elementary to middle school, from middle school to high school, from high school to colleges and universities)?
(v) School?s use of time and space
1. Types of instructional settings are in use?
a. Alternative instructional settings (e.g., night school, block, modified block, alternative schedules).
b. The use of alternative calendars and joint use of facilities by community education, community colleges, etc.
(vi) Technology usage
1. The nature and type of technology in place for staff use, for student use, and for administration of programs.
2. The degree and method used to integrate technology into teaching and learning.
(vii) Types and sources of assessment
1. How do teachers gather daily evidence of student learning?
2. How does the school gather information on the effectiveness of teaching?
3. How does the district gather information to measure student achievement against state standards and national standards?
(viii) Instructional practice
1. Methods in place to provide general education, special education, alternative education.
(ix) Collaboration among faculty
1. The use of teaming in the content level.
2. The use of teaming of teachers with the same set of students in common.
3. Interactions with special education teachers.
4. Support for at-risk students.
(x) Professional development
1. Type and nature of professional development.
2. Is the school on a systematic program for all staff?
3. Is each staff member required to meet certain minimum requirements for continued employment, certification, and to meet No Child Left Behind (NCLB) highly qualified status?
(xi) Governance
1. Types of governance used (e.g., site-based, traditional).
2. School leadership.
a. School organizational structure.
b. Nature of the leadership involvement at the district level to determine types and nature of programming, curriculum, and budget.
(xii) Health and safety issues.
1. Types and nature of the campus climate program (e.g., safety, discipline).
(xiii) School improvement plan or process.
1. What accreditation programs does the school subscribe to?
2. What process is used to review and revise school improvement plan or programs?
3. What are some other issues pertinent to your school, such as scheduling and discipline?
(c) Your material should be presented in an essay of 750-1,000 words. Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.
(d) Submit the assignment to the instructor by the end of Module 4.
(2) Section Two: Desired State of School
(a) Taking the view that there is no school so perfect it cannot be improved upon; develop Section Two of the Organizational and Leadership Assessment and School Excellence Plan. Using the information you have obtained from the principal mentor and information from Section One: School Profile and Current State, write a 500?750 word essay in which you justify what is going well in the school and where there is evidence that indicates gaps or needs for improvement. These may be outcomes or goals the school has already identified, or they may be outcomes or goals that students have identified as needing attention to bring the school to a desirable state.
(b) Include data where appropriate and available, and a discussion of the assumptions and limitations due to incomplete or unavailable information, and justify your stance.
(c) Where it is possible to do so, relate your assessments in the various categories to the ISLLC standards.
(d) Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.
(e) Submit the assignment to the instructor by the end of Module 5.
(3) Section Three: Suggested Improvement Plan
(a) In the real world, a plan of this nature would be an interactive process involving multiple stakeholders. For the purpose of this exercise, assume that, as an administrative leader, you are bringing together information from faculty and community to provide a final draft as a starting point for further discussion.
(b) Choose one or more areas that you have determined need improvement. Write a Suggested Improvement Plan (1,750-2,000 words) in which you incorporate the use of as many sources of data as possible/appropriate and:
(i) Build around the ISLLC standards.
(ii) Reference the literature describing best practices.
(iii) Assess the role of the principal as leader and stakeholder.
(iv) Describe the roles of other faculty and community members.
(v) Include the desired organizational outcomes or goals.
(vi) Note additional questions to be researched or addressed later.
(vii) Identify data to be collected and how it will be collected.
(viii) Discuss how and when data will be analyzed.
(ix) Discuss implementation plans.
(x) Analyze community barriers.
(xi) Describe ways to facilitate progress toward school improvement.
(xii) Note potential costs (estimate or address in the same way).
(xiii) Analyze how the proposed change will ultimately affect student learning.
(c) Discuss your plan with your mentor principal and seek feedback. Revise as necessary.
b) Compile the final School Excellence Plan (Benchmark Assessment):
(1) Review the comments made by your course instructor on the drafts of Sections One and Two. Revise these two sections and combine them with Section Three (without their respective introductions and conclusions).
(2) Write a reflection on the value of this assignment to you as a principal candidate.
(3) Create an introduction, conclusion, and title page for the project as a whole.
(4) Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is required. Cite in-text and in the References section.
c) Submit the assignment to the instructor by the end of Module 8. The finished product should include Section One, Section Two, Section Three, your reflection component, an introduction, a conclusion, and a title page.
d) Additionally, submit the assignment in TaskStream. Attach a copy of the Action Inquiry assignment for storage purposes only. Directions for submitting to TaskStream can be found on the College of Education?s page in the Student Success Center.

Scoring Tool/Guide (Rubric)
In Search of the Holy Grail: Developing a School Excellence Plan

Criteria 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent
Addressing the ISLLC Standards (15%)
Standard 1 Function A:
Collaboratively developing and implementing a shared vision and mission Fails to develop and implement a school-wide vision and mission. Develops a limited school-wide vision and mission that includes high standards of learning, but without collaboration. Demonstrates the ability to support and sustain a school-wide vision that includes high standards of learning Ensures all stakeholders are engaged in the process of development and implementation. Ensures that the mission and vision are communicated to all stakeholders and utilized to guide daily activities.
Standard 1
Function D:
Promoting continuous and sustainable improvement Fails to demonstrates skill or ability to
support and sustain continuous school improvement. Demonstrates inadequate skill or ability to
support and sustain continuous school improvement. Generally promotes continuous and sustainable school improvement. Advances organizational effectiveness through engagement and empowerment of staff in the improvement process.** Creates a climate that values a continuous and sustainable process for organizational self-evaluation and reflection.

Standard 1
Function E:
Monitoring and evaluating progress and revising plans
Fails to monitor or evaluate progress in school improvement or to revise plans. Monitors progress, though does not use data gleaned to revise plans as necessary. Evaluates progress and revises plans to encourage effective use of data.** Utilizes both formative and summative data to make informed decisions about plan revision. Identifies and engages stakeholders in the plan revision process.
School Excellence Plan (75%)
School Profile and Current State of School ( Section One) Data is incomplete; most of the requirements stated in the assignment?s criteria are omitted Data is incomplete or omits some requirements stated in the assignment?s criteria. Major points are not clear and/or unpersuasive. Data is adequate and meets the requirements stated in the assignment?s criteria. Major points are addressed Data is comprehensive and accurate; definitions are stated clearly. Major points are stated clearly and are supported. Data is comprehensive, accurate, and persuasive; definitions are stated clearly. Major points are stated clearly and are well supported.
Desired State of School (Section Two) Evaluation of the positives and areas for improvement is incomplete and omits most of the requirements stated in the assignment?s criteria.
Discussion of the assumptions and limitations is not present.
Assessments related to ISSLC standards are not discussed. Evaluation of the positives and areas for improvement is incomplete or omits some requirements stated in the assignment?s criteria.
Discussion of the assumptions and limitations doesn?t address all stated criteria.
Assessments related to ISSLC standards are inconsistently discussed. Evaluation of the positives and areas for improvement is adequate and meets the requirements stated in the assignment?s criteria. Major points are addressed.
Discussion of the assumptions and limitations is adequate. Assessments related to ISSLC standards are appropriately discussed Evaluation of the positives and areas for improvement is comprehensive and accurate; definitions are stated clearly. Major points are stated clearly and are supported. Discussion of the assumptions and limitations is coherent and logical. Assessments related to ISSLC standards are clearly and coherently discussed.
Evaluation of the positives and areas for improvement is comprehensive, accurate, and persuasive; definitions are stated clearly. Major points are stated clearly and are well supported.
Discussion of the assumptions and limitations is coherent, logical, and demonstrates higher order thinking.
Assessments related to ISSLC standards are discussed clearly and coherently and successfully engage the reader.
Suggested Improvement Plan(Section 3) Fails to develop a plan for school improvement. Plan is created but is illogical; does not include a goal that is measurable and attainable. Develops a plan with attainable goals. Plan is descriptive and includes details and supported explanations. Plan is highly justified. Sequence of presentation reflects clear relationship or organization of ideas. Information is clearly defined, related, and well-integrated to meet and exceed assignment or personal interests.
Supporting Components: Reflection, Introduction, Conclusion, and Title Page Supporting components are not present. Supporting components are missing and/or incomplete. Supporting components are present Supporting components are detailed and comprehensive. Supporting components are detailed and comprehensive. Reflection indicates a thorough understanding of the personal value of the assignment to the principal candidate.
Critical Thinking Suggested Improvement Plan is merely inherited with little original thought; unclear or simplistic. Plan presents guidance for informed decision-making for continuous school improvement, though inconsistently and with some gaps. Plan demonstrates original thought regarding its composition and ability to inform decision making.