Key Characteristic 1: Culture of Learning

STA NDA RD # 1
Leaders cultivate and sustain a culture that demonstrates respect,
fairness, equity, and inclusion, and is free from bias.

Elements Rubric
Leaders model the attributes and Level 4: Leaders consistently model the attributes and implement practices
implement practices that shape and that shape and sustain the desired institution culture, clearly setting expectations
sustain the desired institution culture, for all staff members. Leaders and professional staff members consistently
setting expectations for all staff implement ongoing practices, processes, and decision-making that embody the
members. values of respect, fairness, equity, and inclusion and are free from bias.

Leaders and professional staff Level 3: Leaders regularly model the attributes and implement practices that
members implement practices, shape and sustain the desired institution culture, clearly setting expectations for
processes, and decision making that all staff members. Leaders and professional staff members routinely implement
embody the values of respect, fairness, ongoing practices, processes, and decision-making that embody the values of
equity, and inclusion and are free from
respect, fairness, equity, and inclusion and are free from bias.
bias.
Level 2: Leaders occasionally model the attributes and implement practices that
shape and sustain the desired institution culture, clearly setting expectations for
Sample evidence all staff members. Leaders and professional staff members sometimes implement
ongoing practices, processes, and decision-making that embody the values of
• Analyzed stakeholder surveys
respect, fairness, equity, and inclusion and are free from bias.
that indicate perceptions
regarding equity Level 1: Leaders rarely model the attributes and implement practices that shape
and sustain the desired institution culture, clearly setting expectations for all staff
• Handbook indicating institution’s members. Leaders and professional staff members seldom implement ongoing
practices regarding equity, culture, practices, processes, and decision-making that embody the values of respect,
and expectations for stakeholders fairness, equity, and inclusion and are free from bias.

• Program evaluation and analyzed

feedback regarding institution’s
initiatives regarding respect,
culture, and bias-free environment
(such as an advisory program that
Important terms
emphasizes those aspects)
Equity: Access to resources and support based on individual need
• Site council information
that indicates stakeholder Bias: An inclination or preference either for or against an individual or group
that interferes with impartial judgment
representation and input into
decision making Culture: Generally, refers to the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and influence every
aspect of how an institution operates

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Key Characteristic 1: Culture of Learning
STANDARD #2
Learners’ well-being is at the heart of the institution’s guiding
principles such as mission, purpose, and beliefs.  

Elements Rubric
Staff members demonstrate Level 4: Staff members continually demonstrate commitment to learners’
commitment to learners’ academic and academic and non-academic needs and interests. The institution’s practices,
non-academic needs and interests. processes, and decisions are documented and regularly reviewed for consistency
with its stated values.
The institution’s practices, processes,
and decisions are documented, and Level 3: Staff members routinely demonstrate commitment to learners’
are consistent with and based on its academic and non-academic needs and interests. The institution’s practices,
stated values. processes, and decisions are documented, and are consistent with and based on
its stated values.

Sample evidence Level 2: Staff members occasionally demonstrate commitment to learners’

academic and non-academic needs and interests. The institution’s practices,
• Analyzed student surveys that
processes, and decisions are consistent with and based on its stated values.
indicate perceptions regarding
academic and non-academic Level 1: Staff members seldom demonstrate commitment to learners’ academic
support and non-academic needs and interests. The institution’s practices, processes,
and decisions may not be based on its stated values.
• Handbook indicating institution’s
practices regarding student
support systems

• Classroom observation data

indicating student engagement,
differentiation, and remediation of
content

• Extracurricular and co-curricular

participation and opportunities for
students

• Mission and vision statements

Important terms
and a documented process on the
creation and review of the content Educators: Professional staff who are responsible for all aspects of
the instructional program, including, but not limited to, content delivery,
assessment, and academic intervention

Well-being: Refers to the learner’s attitude, perspective, and satisfaction

with self, peers, adults, and experiences

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 1: Culture of Learning
STA NDA RD #3
Leaders actively engage stakeholders to support the institution’s
priorities and guiding principles that promote learners’ academic
growth and well-being.

Elements Rubric
Leaders establish and sustain Level 4: Leaders establish and sustain conditions that consistently result in
conditions that result in support support and active participation among stakeholders. Leaders consistently
and active participation among collaborate with stakeholders to advance identified priorities. Institutions
stakeholders. implement a formal process to choose areas of focus based on analyzed data on
learners’ needs and consistent with guiding principles.
Leaders collaborate with stakeholders
to advance identified priorities. Level 3: Leaders establish and sustain conditions that regularly result in support
and active participation among stakeholders. Leaders routinely collaborate with
Institutions choose areas of focus
stakeholders to advance identified priorities. Institutions choose areas of focus
based on analyzed data on learners’
needs, and consistent with guiding based on analyzed data on learners’ needs and consistent with guiding principles.
principles.
Level 2: Leaders establish conditions that occasionally result in support
and participation among stakeholders. Leaders sometimes collaborate with
stakeholders to advance identified priorities. Institutions choose areas of focus
Sample evidence that are sometimes based on data on learners’ needs and consistent with guiding
principles.
• Analyzed stakeholder surveys
that indicate active stakeholder Level 1: Leaders establish conditions that rarely result in support and
involvement and support of participation among stakeholders. Leaders seldom collaborate with stakeholders.
institution’s priorities Institutions choose areas of focus that are rarely based on data about learners.

• Analyzed data regarding student

performance

• School Improvement Plan that

identifies learner priorities

• Policy handbook that identifies

systemic stakeholder involvement
Important terms
Stakeholders: Staff, students, parents, community members, and others
who have a vested interest in the institution

Growth mindset: Instilling in learners the belief that they can achieve,
thrive, and overcome challenges

Well-being: Refers to the learner’s attitude, perspective, and satisfaction

with self, peers, adults, and experiences

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 1: Culture of Learning
STANDARD #4
Learners benefit from a formal structure that fosters positive
relationships with peers and adults.

Elements Rubric
A formal structure is planned and Level 4: A formal structure is planned and consistently implemented to promote
implemented to promote a culture a culture and climate in which learners receive support from adults and peers.
and climate in which learners receive Peer and adult interactions and behaviors consistently demonstrate respect,
support from adults and peers. trust, and concern for one another’s well-being.

Peer and adult interactions and Level 3: A formal structure is planned and regularly implemented to promote a
behaviors demonstrate respect, trust, culture and climate in which learners receive support from adults and peers. Peer
and concern for one another’s well- and adult interactions and behaviors routinely demonstrate respect, trust, and
being. concern for one another’s well-being.

Level 2: A formal structure may be planned and is minimally implemented to

promote a culture and climate in which learners receive support from adults
Sample evidence and peers. Peer and adult interactions and behaviors sometimes demonstrate
• Master schedule that includes respect, trust, and concern for one another’s well-being.
time for formal student advocacy Level 1: A formal structure is not planned or implemented to promote a culture
programs and climate in which learners receive support from adults and peers. Peer and
adult interactions and behaviors rarely demonstrate respect, trust, and concern
• Curriculum and materials
for one another’s well-being.
that support positive student
relationships with other students
and staff members

• Analyzed survey information

that indicates the effectiveness
of positive student and staff
relationships

Important term
Formal structure: Experiences provided by an institution that are
consistently implemented, process-oriented, and made known to appropriate
stakeholder groups

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 1: Culture of Learning
STANDARD #5
Professional staff members embrace effective collegiality and
collaboration in support of learners.

Elements Rubric
The institution’s documented Level 4: The institution’s documented operating practices cultivate and set
operating practices cultivate and expectations for collegiality and collaboration and are monitored for fidelity of
set expectations for collegiality and implementation. Professional staff members consistently interact with respect
collaboration. and cooperation, learn from one another, and consider one another’s ideas.
Professional staff members intentionally and consistently work together in self-
Professional staff members interact
formed or assigned groups to review information, identify common problems, and
with respect and cooperation, learn
implement solutions on behalf of learners.
from one another, and consider one
another’s ideas. Level 3: The institution’s documented operating practices cultivate and set
Professional staff members work expectations for collegiality and collaboration. Professional staff members
together in self-formed or assigned regularly interact with respect and cooperation, often learn from one another,
groups to review information, identify and routinely consider one another’s ideas. Professional staff members often
common problems, and implement work together in self-formed or assigned groups to review information, identify
solutions on behalf of learners. common problems, and implement solutions on behalf of learners.

Level 2: The institution’s operating practices somewhat cultivate and set

Sample evidence expectations for collegiality and collaboration. Professional staff members
generally interact with respect and cooperation, periodically learn from one
• Professional staff collaboration another, and somewhat consider one another’s ideas. Professional staff members
plan, such as PLCs sometimes work together in self-formed or assigned groups to review information,
identify common problems, and implement solutions on behalf of learners.
• Analyzed surveys from
professional staff regarding the Level 1: The institution’s operating practices rarely cultivate and set
effectiveness of PLC program or expectations for collegiality and collaboration. Professional staff members may
similar collaborative activities or may not interact with respect and cooperation, learn from one another, or
consider one another’s ideas. Professional staff members rarely work together in
• Program evaluation data that self-formed or assigned groups to review information, identify common problems,
support effective collaboration and implement solutions on behalf of learners.
and problem solving among
professional staff members

Important term
Professional practice: An accepted and understood skill, expectation,
and body of knowledge that are used to make decisions and execute actions
within an institution or learning environment

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 1: Culture of Learning
STANDARD #6
Professional staff members receive the support they need to strengthen
their professional practice. 

Elements Rubric
Professional staff members receive Level 4: Professional staff members consistently receive adequate resources
resources and assistance based on and assistance based on data and information unique to the individual. A
data and information unique to the formal structure ensures that professional staff members receive personalized
individual. mentoring and coaching from leaders and peers. 

Professional staff members receive Level 3: Professional staff members receive adequate resources and assistance
mentoring and coaching from leaders based on data and information unique to the individual. Professional staff
and peers. members receive personalized mentoring and coaching from leaders and peers. 

Level 2: Professional staff members receive some resources and assistance

Sample evidence based on data and information unique to the individual. Professional staff
members periodically receive mentoring and coaching from leaders and peers. 
• Documented procedures for staff
Level 1: Professional staff members receive few or no resources and assistance
to obtain necessary resources to
based on data and information unique to the individual. Professional staff
support classroom instruction and
members rarely receive mentoring and coaching from leaders and peers. 
collegial interaction

• Analyzed surveys from

professional staff regarding the
availability of resources and
support to increase student
outcomes

• Documentation that supports

a formal mentoring or coaching
program, including data on
process and effectiveness

Important term
Mentoring or coaching program: A formal and informal structure for
staff members to examine and reflect about instructional practices for the
purpose of improving student learning and student results

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #7
Leaders guide professional staff members in the continuous
improvement process focused on learners’ experiences and needs.

Elements Rubric
Leaders engage professional Level 4: Leaders consistently engage professional staff members in developing,
staff members in developing, communicating, implementing, monitoring, and adjusting the continuous
communicating, implementing, improvement process. The continuous improvement process is based on
monitoring, and adjusting the analyzed trend and current data about learners’ academic and non-academic
continuous improvement process. needs and the institution’s organizational effectiveness. Leaders and professional
staff members consistently implement ongoing practices, processes, and
The continuous improvement decision making that improve learning and engage stakeholders. 
process is based on analyzed data
about learners’ academic and non- Level 3: Leaders regularly engage professional staff members in developing,
academic needs and the institution’s communicating, implementing, monitoring, and adjusting the continuous
organizational effectiveness. improvement process. The continuous improvement process is based on
analyzed data about learners’ academic and non-academic needs and the
Leaders and professional staff institution’s organizational effectiveness. Leaders and professional staff members
members implement ongoing routinely implement ongoing practices, processes, and decision making that
practices, processes, and decision improve learning and engage stakeholders. 
making that improve learning and
engage stakeholders. Level 2: Leaders occasionally engage professional staff members in developing,
communicating, implementing, monitoring, and adjusting the continuous
improvement process. The continuous improvement process is sometimes based
Sample evidence on data about learners’ academic and non-academic needs and the institution’s
• The institution’s continuous organizational effectiveness. Leaders and professional staff members sometimes
implement ongoing practices, processes, and decision making that improve
improvement plan
learning and engage stakeholders. 
• Analyzed data regarding the Level 1: Leaders seldom engage professional staff members in developing,
implementation of the continuous communicating, implementing, monitoring, and adjusting the continuous
improvement plan, including improvement process. The continuous improvement process is rarely based on
success metrics and the data about learners’ academic and non-academic needs and the institution’s
adjustments made based on organizational effectiveness. Leaders and professional staff members rarely
implement ongoing practices, processes, and decision making that improve
feedback
learning and engage stakeholders. 
• Policy or handbook that identifies
systemic stakeholder involvement
Important term
in the continuous improvement
process Continuous improvement process: A research-based, ongoing process
in which institutions engage for the purpose of increasing their overall
effectiveness and making positive, measurable impact on all stakeholders,
primarily learners, by focusing on and implementing four essential elements:
envisioning, planning, implementing, and evaluating

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #8
The governing authority demonstrates a commitment to learners by
collaborating with leaders to uphold the institution’s priorities and to
drive continuous improvement.

Elements Rubric
The governing authority’s policies and Level 4: The governing authority’s policies and decisions are regularly reviewed
decisions demonstrate a commitment to ensure an uncompromised commitment to learners and the institution’s
to learners and support the institution’s identified priorities. The governing authority and institution leaders use their
identified priorities. respective roles and responsibilities to consistently and intentionally collaborate
to further the institution’s improvement. 
The governing authority and institution
leaders use their respective roles Level 3: The governing authority’s policies and decisions demonstrate a
and responsibilities to collaboratively commitment to learners and support the institution’s identified priorities.
further the institution’s improvement. The governing authority and institution leaders use their respective roles and
responsibilities to collaboratively further the institution’s improvement. 

Level 2: The governing authority’s decisions demonstrate some commitment

to learners and sometimes support the institution’s identified priorities. The
Sample evidence governing authority and institution leaders use their respective roles and
responsibilities to focus the institution’s improvement. 
• The governing authority’s
complete policy document Level 1: The governing authority’s decisions demonstrate minimal commitment
to learners and rarely support the institution’s identified priorities. The governing
• Documentation regarding authority and institution leaders seldom collaborate on the institution’s
governing authority training, improvement. 
including leadership development
and ethics

• Analyzed survey results regarding

the governing authority’s
collaboration with institutional
leadership and effectiveness
in supporting the goals of the
institution

Important term
Governing authority: The person or group of people with the highest
level of control over an institution, which generally has the responsibility for
oversight and policy setting

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #9
Leaders cultivate effective individual and collective leadership
among stakeholders. 

Elements Rubric
Leaders recognize and encourage Level 4: Leaders consistently recognize and actively encourage leadership
leadership potential among potential among stakeholders. Leaders create conditions that ensure formal and
stakeholders. informal leadership opportunities, and provide customized support for individuals
and groups to improve their leadership skills. Stakeholders show initiative and
Leaders create conditions that eagerness to take on individual or shared responsibilities that support the
offer formal and informal leadership
institution’s priorities. 
opportunities, and support individuals
and groups to improve their leadership Level 3: Leaders frequently recognize and encourage leadership potential
skills. among stakeholders. Leaders create conditions that regularly offer formal
Stakeholders demonstrate a and informal leadership opportunities, and support individuals and groups to
willingness to take on individual or improve their leadership skills. Stakeholders demonstrate a willingness to take on
shared responsibilities that support the individual or shared responsibilities that support the institution’s priorities. 
institution’s priorities. 
Level 2: Leaders occasionally recognize and encourage leadership potential
among stakeholders. Leaders sometimes create conditions that offer leadership
opportunities and support individuals and groups to improve their leadership
Sample evidence skills. Stakeholders sometimes volunteer to take on individual or shared
responsibilities that support the institution’s priorities. 
• Documentation regarding
employee recognition programs Level 1: Leaders seldom recognize and encourage leadership potential
that support leadership potential among stakeholders. Leaders rarely create conditions that offer leadership
and success opportunities and support individuals and groups to improve their leadership
skills. Stakeholders rarely volunteer to take on individual or shared responsibilities
• Analyzed survey results that that support the institution’s priorities. 
identify stakeholder perceptions
regarding leadership opportunities

• Policy or handbook
documentation that identifies
systemic leadership opportunities
for stakeholders

Important term
Stakeholders: Staff, students, parents, community members and others
who have a vested interest in the institution

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #10
Leaders demonstrate expertise in recruiting, supervising, and
evaluating professional staff members to optimize learning. 

Elements Rubric
Leaders identify, develop, and retain Level 4: Leaders intentionally and consistently identify, develop, and retain
qualified professional staff members qualified professional staff members who contribute to the institution’s culture
who contribute to the institution’s and priorities. Leaders consistently use analyzed data from a variety of sources
culture and priorities. to forecast future staffing needs and employ best practices to attract a diverse
pool of candidates. Leaders implement and monitor documented practices
Leaders use data from a variety of
and procedures for supervision and evaluation that improve professional staff
sources to forecast future staffing
members’ performance to optimize learning. 
needs and employ strategies to attract
a diverse pool of candidates. Level 3: Leaders identify, develop, and retain qualified professional staff
Leaders implement practices and members who contribute to the institution’s culture and priorities. Leaders
procedures for supervision and routinely use data from a variety of sources to forecast future staffing needs and
evaluation that improve professional employ best practices to attract a diverse pool of candidates. Leaders regularly
staff members’ performance to implement practices and procedures for supervision and evaluation that improve
optimize learning.  professional staff members’ performance to optimize learning. 

Level 2: Leaders hire qualified professional staff members who contribute to the
institution’s culture and priorities. Leaders sometimes use data to forecast future
Sample evidence staffing needs. Leaders supervise and evaluate professional staff members to
improve performance. 
• Documentation regarding
Level 1: Leaders hire qualified professional staff members without consideration
employee qualifications
of contribution to the institution’s culture and priorities. Leaders rarely use
• Marketing materials that promote data to forecast future staffing needs. Leaders seldom supervise and evaluate
diverse recruiting practices professional staff members to improve performance. 

• Supervision and evaluation

documentation that is analyzed for
overall effectiveness, leveraged
for professional development, and Important terms
contributes to improved student Best practices: Classroom instructional and organizational strategies
outcomes that have been demonstrated and accepted by the professional community
to be effective in improving student learning and overall organizational
effectiveness

Professional practice: An accepted and understood skill, expectation,

and body of knowledge that is used to make decisions and execute actions
within an institution or learning environment

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #11
Leaders create and maintain institutional structures and processes
that support learners and staff members in both stable and changing
environments. 

Elements Rubric
Leaders demonstrate awareness of Level 4: Leaders consistently demonstrate awareness of potential influences
potential influences on institution on institution stability and engage stakeholders in planning and implementing
stability and engage stakeholders in strategies to maintain stability and respond to change. The institution’s structure
planning and implementing strategies and processes are documented, monitored, and thoroughly communicated
to maintain stability and respond to so that learners and staff members know what to do and expect in everyday
change. circumstances. The institution’s structure and processes include emergency and
contingency plans that support agile and effective responses to both incremental
The institution’s structure and and sudden change. 
processes are documented and
communicated so that learners and Level 3: Leaders regularly demonstrate awareness of potential influences
staff members know what to do and on institution stability and engage stakeholders in planning and implementing
expect in everyday circumstances. strategies to maintain stability and respond to change. The institution’s structure
and processes are documented and communicated so that learners and
The institution’s structure and staff members know what to do and expect in everyday circumstances. The
processes include emergency and institution’s structure and processes include emergency and contingency plans
contingency plans that support that support responses to both incremental and sudden change. 
responses to both incremental and
sudden change.  Level 2: Leaders sometimes demonstrate awareness of potential influences
on institution stability and engage stakeholders in planning and implementing
strategies to maintain stability and respond to change. The institution’s structure
and processes are occasionally documented and communicated so that learners
Sample evidence and staff members know what to do and expect in everyday circumstances. The
institution’s structure and processes include emergency and contingency plans to
• Emergency and crisis planning respond to change. 
documentation
Level 1: Leaders seldom demonstrate awareness of potential influences
• Standard operating procedures on institution stability. The institution’s structure and processes are not well
documented or communicated so that learners and staff members know what to
outlined in handbooks, employee
do and expect in everyday circumstances. The institution’s structure and processes
guides, or other documents
may not include emergency and contingency plans to respond to change. 

Important term
Standard operating procedures: Established or prescribed methods
to be followed routinely for the performance of designated operations or in
designated situations

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #12
Professional staff members implement curriculum and instruction that
are aligned for relevancy, inclusion, and effectiveness. 

Elements Rubric
Professional staff members implement, Level 4: Professional staff members systematically implement, review, and
review, and adjust curriculum and adjust curriculum and instruction based on recognized and evidence-based
instruction based on recognized and content standards. Curriculum and instructional practices are regularly
evidence-based content standards. assessed through a formal, systematic process to assure alignment, relevancy,
inclusiveness and effectiveness for all learners. 
Curriculum and instructional practices
are assessed to assure alignment, Level 3: Professional staff members implement, review, and adjust curriculum
relevancy, inclusiveness and and instruction based on recognized and evidence-based content standards.
effectiveness for all learners.  Curriculum and instructional practices are regularly assessed to assure
alignment, relevancy, inclusiveness and effectiveness for all learners. 

Level 2: Professional staff members implement curriculum and instruction

based on recognized and evidence-based content standards. Curriculum and
Sample evidence instructional practices are sometimes assessed to assure alignment, relevancy,
inclusiveness and effectiveness for all learners. 
• Curriculum document that
includes standards that are Level 1: Professional staff members implement locally adopted curriculum and
aligned to relevancy, inclusion, and instruction. Curriculum and instructional practices are rarely or not assessed to
effectiveness assure alignment, relevancy, inclusiveness and effectiveness for all learners. 

• Documentation regarding the

instructional model for the
institution and its integration
into observation and evaluation
instruments

• Formal curriculum assessment

data and analyzed results
indicating effectiveness and
possible needs for improvement

Important term
Professional staff: Certified staff members who have the primary
responsibility to provide instruction to learners

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #13
Qualified personnel instruct and assist learners and each other in
support of the institution’s mission, purpose, and beliefs. 

Elements Rubric
Staff members demonstrate the Level 4: All staff members demonstrate commitment to enhancing their
required knowledge and skills for their professional practice over and above the required knowledge and skills for their
positions. positions. Staff members work collaboratively to instruct and assist learners
and colleagues in support of the institution’s guiding principles. Staff members’
Staff members work cooperatively individual and collective decisions and behaviors consistently demonstrate
to instruct and assist learners
alignment and coherence with the institution’s mission, purpose, and beliefs. 
and colleagues in support of the
institution’s guiding principles. Level 3: All staff members demonstrate the required knowledge and skills for
their positions. Staff members work cooperatively to instruct and assist learners
Staff members’ individual and
collective decisions and behaviors and colleagues in support of the institution’s guiding principles. Staff members’
demonstrate alignment and coherence individual and collective decisions and behaviors demonstrate alignment and
with the institution’s mission, purpose, coherence with the institution’s mission, purpose, and beliefs. 
and beliefs. 
Level 2: Most staff members demonstrate the required knowledge and skills for
their positions, and a plan is being implemented to ensure that all staff members
are qualified for their positions. Staff members sometimes work cooperatively to
instruct and assist learners and colleagues in support of the institution’s guiding
Sample evidence principles. Staff members’ individual and collective decisions and behaviors
• Analyzed teacher observation and sometimes demonstrate alignment and coherence with the institution’s mission,
evaluation data purpose, and beliefs. 

Level 1: Some staff members do not demonstrate the required knowledge and
• Records regarding appropriately
skills for their positions, and a plan does not exist to ensure that all staff members
certified and licensed staff
are qualified for their positions. Staff members rarely work cooperatively to instruct
members
and assist learners and colleagues in support of the institution’s guiding principles.
• Analyzed survey data indicating Staff members’ individual and collective decisions and behaviors rarely demonstrate
overall learning environment and alignment and coherence with the institution’s mission, purpose, and beliefs. 
alignment with the institution’s
mission and goals

Important term
Qualified personnel: Professional staff members who meet appropriate
standards and required certifications to implement the mission of the
institution

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #14
Curriculum and instruction are augmented by reliable information
resources and materials that advance learning and support learners’
personal interests. 

Elements Rubric
Professional staff members suggest Level 4: Professional staff members consistently suggest and provide
and provide selected information thoughtfully selected information resources and materials for learners that
resources and materials for learners broaden and enrich the learning process and support learners’ personal interests.
that broaden and enrich the learning A systematic process is used to identify and verify that information resources and
process and support learners’ personal materials are selected from credible sources. 
interests.
Level 3: Professional staff members suggest and provide thoughtfully selected
Information resources and materials information resources and materials for learners that broaden and enrich the
are selected from credible sources and learning process and support learners’ personal interests. These information
based on verifiable information.  resources and materials are selected from credible sources and based on
verifiable information. 

Level 2: Professional staff members sometimes suggest and provide information

Sample evidence resources and materials for learners that broaden and enrich the learning process
and/or support learners’ personal interests. These information resources and
• Documentation of available
materials are usually selected from credible sources and based on verifiable
resources to support instruction, information. 
including the process by which
resources are selected, validated, Level 1: Professional staff members rarely suggest and provide information
and deemed accurate and reliable resources and materials for learners that broaden and enrich the learning
process or support learners’ personal interests. These information resources
• Analyzed survey data indicating and materials are rarely selected from credible sources or may not be based on
stakeholder perceptions of verifiable information. 
resource validity

Important term
Reliable sources: Sources of information that are deemed honest and
accurate by the institution through an accepted method of validation

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 2: Leadership of Learning
STANDARD #15
Learners’ needs drive the equitable allocation and management of
human, material, digital, and fiscal resources. 

Elements Rubric
Professional staff members analyze Level 4: Professional staff members engage in a systematic process to analyze
learners’ needs and current trend learners’ needs and current trend data to adjust the allocation and management
data to adjust the allocation and of human, material, digital, and fiscal resources to ensure equity for learning.
management of human, material, Adjustments to resource allocation are consistently based on current data at any
digital, and fiscal resources to ensure point in time. 
equity for learning.
Level 3: Professional staff members routinely analyze learners’ needs and
Adjustments to resource allocation current trend data to adjust the allocation and management of human, material,
are based on current data and at digital, and fiscal resources to ensure equity for learning. Adjustments to resource
predetermined points in time.  allocation are routinely based on current data and at predetermined points in
time. 

Level 2: Professional staff members sometimes analyze learners’ needs, current,

Sample evidence and trend data to adjust the allocation and management of human, material,
digital, and fiscal resources to ensure equity for learning. Adjustments to resource
• Analyzed learner needs
allocation are sometimes based on current or updated data. 
assessment data including
process, results, and Level 1: Professional staff members rarely analyze learners’ needs and trend
implementation strategies data to adjust the allocation and management of human, material, digital, and
fiscal resources. Resources are rarely allocated in alignment with documented
• Analyzed survey data indicating learners’ needs or to ensure equity for learning. 
stakeholder perceptions of equity
and effectiveness of resource
allocation

• Long- and short-term strategic

planning document that plans for
effective resource allocation

Important terms
Equity: Access to resources, support, and opportunities based on individual
need

Resources: Assets and capacity to fulfill the needs of and support for the
learning environment and each learner; generally considered as material,
digital, and human resources

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #16
Learners experience curriculum and instruction that emphasize the
value of diverse cultures, backgrounds, and abilities. 

Elements Rubric
Respect for the diversity of cultures, Level 4: Respect for the diversity of cultures, backgrounds, and abilities is
backgrounds, and abilities is present embedded in every aspect of the institution’s culture and learning environments.
in the institution’s culture and learning The presence and contributions of the global community are authentically
environments. integrated in the curricular content and instructional practices. 

The presence and contributions of the Level 3: Respect for the diversity of cultures, backgrounds, and abilities is clearly
global community are included in the present in the institution’s culture and learning environments. The presence and
curricular content and instructional contributions of the global community are intentionally included in the curricular
practices.  content and instructional practices. 

Level 2: Respect for the diversity of cultures, backgrounds, and abilities is

somewhat present in the institution’s culture and learning environments. The
presence and contributions of the global community are inconsistently included in
Sample evidence the curricular content and instructional practices. 

• Documentation regarding Level 1: Respect for the diversity of cultures, backgrounds, and abilities is rarely
diversity initiatives and analyzed present in the institution’s culture and learning environments. The presence and
evaluation of the effectiveness of contributions of the global community are not included in the curricular content
the initiatives and instructional practices. 

• Analyzed survey information

supporting the institution’s
disposition regarding positive
culture and respect for diversity

• Curricular material that

documents diversity and respect
for cultural awareness and
inclusion

Important terms
Culture: Refers to the beliefs, perceptions, relationships, attitudes, and
written and unwritten rules that shape and influence every aspect of how an
institution operates

Diversity: A range of characteristics that include culture, background, and

abilities

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #17
Learners have equitable opportunities to realize their learning
potential. 

Elements Rubric
Professional staff members develop Level 4: Professional staff members develop relationships with and understand
and provide academic and non- the needs and well-being of individual learners. Academic and non-academic
academic experiences. experiences are tailored to the needs and well-being of individual learners.
Learners are challenged and supported to strive towards maximal levels of
Learners have access and choice achievement and self-efficacy without barriers or hindrances by schedules or
in academic and non-academic access to academic and non-academic offerings. 
opportunities available according
to grade levels or through expected Level 3: Professional staff members know their learners well enough to develop and
sequencing of courses. provide a variety of academic and non-academic experiences. Learners have access
and choice in most academic and non-academic opportunities available according to
Learners rarely encounter barriers grade levels or through expected sequencing of courses. Learners rarely encounter
when accessing academic and non- barriers when accessing academic and non-academic experiences most suited to
academic experiences most suited to their individual needs and well-being. Learners are challenged and supported to strive
their individual needs and well-being. towards individual achievement and self-efficacy. 

Learners are challenged and Level 2: Professional staff members give consideration to varying learner needs
supported to strive towards individual and well-being when developing and providing academic and non-academic
achievement and self-efficacy.  experiences. Learners have access to some variety in academic and non-
academic opportunities available according to grade levels or through expected
sequencing of courses. Learners may encounter barriers when accessing some
academic and non-academic experiences most suited to their individual needs
Sample evidence and well-being. Learners are sometimes challenged and supported to strive
towards individual achievement and self-efficacy. 
• Analyzed survey information
regarding student perspectives on Level 1: Professional staff members give little or no consideration to individual
equity, learning opportunities, and learner needs and well-being when developing and providing academic and non-
academic experiences. Academic and non-academic opportunities are limited
voice
and standardized according to grade levels or a predetermined sequencing of
• Documentation regarding learner courses. Learners frequently encounter a variety of barriers when accessing
academic and non-academic offerings that would be well-suited to their individual
choice and differentiation of
needs and well-being. Learners are rarely challenged to strive towards individual
instruction achievement and self-efficacy. 
• Individualized learning plans
for students, including goals, Important terms
benchmarks, and achievement
Equity: Access to resources and support based on individual need
levels
Learning dimension: Processes established to ensure learners have
opportunities to demonstrate an understanding of the content and apply that
knowledge and acquisition of skills

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #18
Learners are immersed in an environment that fosters lifelong skills
including creativity, curiosity, risk taking, collaboration, and design
thinking. 

Elements Rubric
Conditions within the institution Level 4: Conditions across all aspects of the institution promote learners’ lifelong
promote learners’ lifelong skills. skills. Learners engage in ongoing experiences that develop the non-academic
skills important for their next steps in learning and for future success. A formal
Learners engage in experiences that structure ensures that learning experiences collectively build skills in creativity,
develop the non-academic skills curiosity, risk taking, collaboration and design thinking. 
important for their next steps in
learning and for future success. Level 3: Conditions within most aspects of the institution promote learners’
lifelong skills. Learners engage in experiences that develop the non-academic
Learning experiences build skills
skills important for their next steps in learning and for future success.
in creativity, curiosity, risk taking,
collaboration, and design thinking. Collectively, the learning experiences build skills in creativity, curiosity, risk taking,
collaboration and design thinking. 

Level 2: Conditions within some aspects of the institution promote learners’

Sample evidence lifelong skills. Learners engage in some experiences that develop non-academic
skills important for their next steps in learning and for future success. Some
• Analyzed survey information learning experiences build skills in creativity, curiosity, risk taking, collaboration
regarding student perspectives on and design thinking. 
learning environments
Level 1: Learners engage in environments that focus primarily on academic
• Documentation regarding learning objectives only. Little or no emphasis is placed on non-academic skills
non-academic curriculum and important for next steps in learning and for future success. Learning experiences
rarely build skills in creativity, curiosity, risk taking, collaboration or design
opportunities—such as advisory
thinking.
programs and activities—to
develop lifelong skills

• Individualized learning plans

for students, including goals,
benchmarks, and achievement
levels

Important term
Design thinking: A structured framework for identifying challenges,
gathering information, generating potential solutions, refining ideas, and
testing solutions

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #19
Learners are immersed in an environment that promotes and respects
student voice and responsibility for their learning. 

Elements Rubric
Conditions within the institution Level 4: Conditions across all aspects of the institution promote learners’ active
are learner-centered and promote discovery and expression of their needs and interests. Learners give input into
learners’ active discovery and the instructional and learning activities they pursue and the methods in which
expression of their needs and interests. they learn. Learners consistently identify their learning targets and monitor their
progress. 
Learners give input into instructional
and learning activities available to Level 3: Conditions within most aspects of the institution are learner-centered
them. and promote learners’ active discovery and expression of their needs and
interests. Learners give input into most of the instructional and learning activities
Learners are involved in identifying
their learning targets and monitoring available to them. Learners are frequently involved in identifying their learning
their progress.  targets and monitoring their progress.

Level 2: Conditions within some aspects of the institution are learner-centered

and promote learners’ active discovery and expression of their needs and
interests. Learners have some opportunity for input into the instructional
Sample evidence and learning activities available to them. Learners are sometimes involved in
identifying their learning targets and monitoring their progress.
• Analyzed survey information
regarding student perspectives on Level 1: Learners engage in environments that are heavily instructor-centered.
learning environments Learners have little or no input into the instructional and learning activities
available to them. Learners are rarely expected to monitor their learning progress.
• Analyzed classroom observation
data that indicate student-
centered learning

• Individualized learning plans

for students, including student
participation in the development
of goals and achievement levels

Important term
Student voice: The individual and collective perspective and actions of
students within the context of learning and education

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #20
Learners engage in experiences that promote and develop their self-
confidence and love of learning. 

Elements Rubric
Learners pursue opportunities that Level 4: Learners consistently pursue challenging opportunities that may not
may not always result in success, always result in success, knowing that they will be supported when needed.
knowing they will be supported. Learners readily and consistently show motivation, curiosity, and excitement
about their learning. 
Learners show motivation, curiosity,
and excitement about their learning.  Level 3: Most learners pursue opportunities that may not always result in
success, knowing they will be supported. Most learners show motivation, curiosity,
and excitement about their learning. 

Sample evidence Level 2: Some learners pursue opportunities that may not always result in
success, but only with significant, individual support. Some learners show
• Information regarding learner motivation, curiosity, and excitement about their learning.
support services, response-to-
intervention programs, or similar Level 1: Most learners primarily pursue opportunities they believe to be risk-
initiatives free or heavily guaranteed to be successful. Most learners show little motivation,
curiosity, or excitement about their learning. 
• Analyzed learner survey
information regarding their
perceptions of learning,
motivation, and support

• Programs that celebrate student

work at all levels and abilities

Important term
Love of learning: The ongoing, voluntary, and self-motivated pursuit of
knowledge for either personal or professional reasons

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #21
Instruction is characterized by high expectations and learner-centered
practices. 

Elements Rubric
Learners engage in instructional Level 4: Learners engage in instructional activities, experiences, and interactions
activities, experiences, and based on their individual needs and interests. Professional staff members
interactions based on their individual consistently deliver instruction designed for learners to reach their potential. 
needs and interests.  
Level 3: Most learners engage in instructional activities, experiences, and
Professional staff members deliver interactions based on their individual needs and interests. Professional staff
instruction designed for learners to members routinely deliver instruction designed for learners to reach their
reach their potential. potential. 

Level 2: Learners engage in instructional activities, experiences, and interactions

based on needs and interests typical of most students. Professional staff
Sample evidence members infrequently deliver instruction designed for learners to reach their
potential. 
• Individualized instructional plans
Level 1: Instructional activities are primarily designed around curriculum
• Analyzed classroom observation objectives with little or no focus on learner needs and interests. Professional staff
data that support differentiation members rarely deliver instruction designed for learners to reach their individual
and individualized learning potential. 

• Analyzed learner performance

data based on both growth and
mastery over time

Important term
Learner-centered practices: Practices that shift the focus of instruction
from the teacher to the student to nurture learners as active, responsible
agents of developing their own learning; they also add personalized pathways
and an emphasis on learner voice and choice regarding when, how, and why
they learn certain topics

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #22
Instruction is monitored and adjusted to advance and deepen
individual learners’ knowledge and understanding of the curriculum. 

Elements Rubric
Professional staff members monitor Level 4: Professional staff members consistently monitor and adjust instruction
and adjust instruction based on each based on each learner’s response to instruction and achievement of desired
learner’s response to instruction learning targets. Professional staff members use a formal, systematic process
and achievement of desired learning for analyzing trend and current data to deepen each learner’s understanding of
targets. content at increasing levels of complexity.

Professional staff members analyze Level 3: Professional staff members regularly monitor and adjust instruction
trend and current data to deepen each based on each learner’s response to instruction and achievement of desired
learner’s understanding of content.  learning targets. Professional staff members routinely analyze trend and current
data to deepen each learner’s understanding of content.

Level 2: Professional staff members sometimes monitor and adjust instruction

based on each learner’s achievement of desired learning targets. Professional
Sample evidence staff members sometimes analyze data to deepen each learner’s understanding
of content.
• Classroom observation data
that support use of formative Level 1: Professional staff members rarely monitor and adjust instruction.
assessment to gauge learner Professional staff members rarely analyze data to deepen each learner’s
progress in learning understanding of content.

• Professional development plan

that includes the use of data and
analysis techniques

• Analysis of formative and

summative achievement data to
guide course map and instruction

Important term
Depth of knowledge: Refers to the level of understanding required to
answer a question or perform an activity

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 3: Engagement of Learning
STANDARD #23
Professional staff members integrate digital resources that deepen and
advance learners’ engagement with instruction and stimulate their
curiosity. 

Elements Rubric
Professional staff members select Level 4: Professional staff members seamlessly and deliberately integrate
and integrate digital resources that digital resources that add value to the learning process and encourage learners’
add value to the learning process active engagement in the learning process. Digital resources consistently support
and encourage learners’ active learners’ pursuit of interests and deepen or extend curriculum topics to stimulate
engagement in the learning process.  learners’ curiosity.

Digital resources support learners’ Level 3: Professional staff members intentionally select and integrate digital
pursuit of interests and deepen or resources that add value to the learning process and encourage learners’ active
extend curriculum topics to stimulate engagement in the learning process. Digital resources routinely support learners’
learners’ curiosity. pursuit of interests and deepen or extend curriculum topics to stimulate learners’
curiosity.

Level 2: Professional staff members occasionally select and integrate digital

Sample evidence resources that add value to the learning process or encourage learners’ active
engagement in the learning process. Digital resources sometimes support
• Documentation of the overall learners’ pursuit of interests and deepen or extend curriculum topics to stimulate
technology plan, including learners’ curiosity.
resource integration, lifecycle, and
expected outcomes Level 1: Professional staff members select and integrate few or no digital
resources, or select digital resources that rarely add value to the learning
• Analyzed classroom observation process or encourage learners’ active engagement in the learning process.
data that support effective Digital resources rarely support learners’ pursuit of interests or deepen or extend
integration of digital resources curriculum topics to stimulate learners’ curiosity.

• Professional development
documentation on the integration
of digital resources

Important terms
Active engagement in learning: Learning that allows students to
generate knowledge or make meaning via such behaviors as clarifying, asking
questions, comparing, and applying new information

Digital resources: Along with the associated hardware, applications

(apps), software, programs, or websites that engage students in learning
activities and support students’ learning goals

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #24
Leaders use data and input from a variety of sources to make decisions
for learners’ and staff members’ growth and well-being.

Elements Rubric
Leaders demonstrate skill and insight Level 4: Leaders consistently demonstrate skill and insight in considering a
in considering a variety of information, variety of information, choosing relevant and timely information, and interpreting
choosing relevant and timely data. Leaders make intentional decisions by consistently taking into account data
information, and interpreting data. and additional factors that have an impact on learners and staff members such as
institution history, recent experiences, and future possibilities. 
Leaders make decisions by taking into
account data and additional factors Level 3: Leaders regularly demonstrate skill and insight in considering a variety
that have an impact on learners and of information, choosing relevant and timely information, and interpreting data.
staff members such as institution Leaders make decisions by routinely taking into account data and additional
history, recent experiences, and future factors that have an impact on learners and staff members such as institution
possibilities. 
history, recent experiences, and future possibilities.

Level 2: Leaders sometimes demonstrate skill and insight in considering

and choosing information and interpreting data. Leaders make decisions that
Sample evidence
occasionally take into account data and additional factors that have an impact on
• Continuous improvement plan learners and staff members such as institution history, recent experiences, and
that indicates analysis as to why future possibilities. 
initiatives were chosen Level 1: Leaders rarely demonstrate skill and insight in considering and choosing
information and interpreting data. Leaders make decisions that rarely take into
• Analyzed survey data from
account data and additional factors that have an impact on learners and staff
stakeholders that indicate
members such as institution history, recent experiences, and future possibilities. 
perceptions about the institution

• Professional development
regarding the use of data as a tool
to inform continuous improvement

Important terms
Reliable sources: Sources of information that are deemed honest and
accurate by the institution through an accepted method of validation

Well-being: Refers to the learner’s attitude, perspective, and satisfaction

with self, peers, adults, and experiences

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #25
Leaders promote action research by professional staff members to
improve their practice and advance learning. 

Elements Rubric
Leaders create and preserve a Level 4: Leaders intentionally create and preserve a culture that invites inquiry,
culture that invites inquiry, reflection, reflection, and dialogue about instructional problems and issues relevant to the
and dialogue about instructional institution and/or individual learning environments. Professional staff members, as
problems and issues relevant to the a group or as individuals, consistently engage in action research using an inquiry-
institution and/or individual learning based process that includes identifying instructional areas of improvement,
environments. collecting data, and reporting results to make informed instructional changes.
Leaders provide and engage in learning opportunities customized for professional
Professional staff members, as a staff members about action research.
group or as individuals, engage in
Level 3: Leaders regularly create and preserve a culture that invites inquiry,
action research using an inquiry-based
reflection, and dialogue about instructional problems and issues relevant to the
process that includes identifying
institution and/or individual learning environments. Professional staff members,
instructional areas of improvement,
as a group or as individuals, routinely engage in action research using an inquiry-
collecting data, and reporting results to
based process that includes identifying instructional areas of improvement,
make informed instructional changes.
collecting data, and reporting results to make informed instructional changes.
Leaders provide and engage in Leaders provide and engage in learning opportunities for professional staff
learning opportunities for professional members to implement action research.
staff members to implement action Level 2: Leaders occasionally create and preserve a culture that invites inquiry,
research.  reflection, and dialogue about instructional problems and issues relevant to the
institution and/or individual learning environments. Professional staff members, as
a group or as individuals, sometimes engage in action research using an inquiry-
Sample evidence based process that includes identifying instructional areas of improvement,
collecting data, and reporting results to make informed instructional changes.
• Analysis of classroom
Leaders provide and engage in some learning opportunities for professional staff
observations that indicate areas
members to implement action research.
needed for improvement
Level 1: Leaders rarely create a culture that invites inquiry, reflection, and dialogue
• Comprehensive professional about instructional problems and issues relevant to the institution or learning
development plan environments. Professional staff members seldom engage in action research to
make informed instructional changes. Leaders provide and engage in few or no
• Analysis of interventions learning opportunities for professional staff members about action research.
implemented and the evidence
indicating the impact of each
intervention Important term
Action research: A wide variety of evaluative, investigative, and analytical
• A professional learning community
research methods designed to diagnose problems or weaknesses—whether
implementation plan for
organizational, academic, or instructional—and help educators develop
professional staff
practical solutions to address them quickly and efficiently

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #26
Leaders regularly evaluate instructional programs and organizational
conditions to improve instruction and advance learning.

Elements Rubric
Leaders implement a documented Level 4: Leaders consistently implement a documented process to determine
process to determine the effectiveness the effectiveness of the institution’s curriculum and instruction, including
of the institution’s curriculum and staffing and resources. Leaders use a formal, systematic process for analyzing
instruction, including staffing and current and trend data and stakeholder input to make decisions about retaining,
resources. changing, or replacing programs and practices.

Leaders use analyzed current and Level 3: Leaders routinely implement a documented process to determine the
trend data and stakeholder input effectiveness of the institution’s curriculum and instruction, including staffing and
to make decisions about retaining, resources. Leaders use analyzed current and trend data and stakeholder input to
changing, or replacing programs and make decisions about retaining, changing, or replacing programs and practices.
practices.
Level 2: Leaders occasionally implement a process to determine the
effectiveness of the institution’s curriculum and instruction, including staffing and
Sample evidence resources. Leaders sometimes use data and stakeholder input to make decisions
about retaining, changing, or replacing programs and practices.
• Curriculum documents,
including scope and sequence, Level 1: Leaders rarely implement a process to determine the effectiveness
course maps, and other pivotal of the institution’s curriculum and instruction, including staffing and resources.
Leaders seldom use data and stakeholder input to make decisions about
instructional documents
retaining, changing, or replacing programs and practices.
• Curriculum review plan—including
resource cycles, adoption cycles,
and evidence of stakeholder
engagement

• Program evaluation analysis to

support ongoing initiatives

Important terms
Program evaluation: An ongoing monitoring of programs, or one-time
studies of program processes, outcomes, and/or program impact

Organizational conditions: Conditions that affect the effectiveness and

efficiency of the operations of the institution

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #27
Learners’ diverse academic and non-academic needs are identified and
effectively addressed through appropriate interventions.

Elements Rubric
The institution addresses the range of Level 4: The institution consistently addresses the range of developmental,
developmental, physical, emotional, physical, emotional, and intellectual needs to support learners’ ability to learn.
and intellectual needs to support Strategies and interventions for these needs are formally and systematically
learners’ ability to learn. planned and implemented based on analyzed information, data, and instructional
best practices to ensure learners’ success.
Strategies and interventions for these
needs are planned and implemented Level 3: The institution routinely addresses the range of developmental, physical,
based on analyzed information, data, emotional, and intellectual needs to support learners’ ability to learn. Strategies
and instructional best practices to and interventions for these needs are regularly planned and implemented based
ensure learners’ success. on analyzed information, data, and instructional best practices to ensure learners’
success.

Level 2: The institution sometimes addresses the range of developmental,

Sample evidence physical, emotional, and intellectual needs to support learners’ ability to learn.
Strategies and interventions for these needs are occasionally planned and
• Analyzed classroom observation
implemented based on information, data, and instructional best practices to
data that supports the use of ensure learners’ success.
interventions for learners of all
abilities Level 1: The institution rarely addresses the range of developmental, physical,
emotional, and intellectual needs to support learners’ ability to learn. Strategies
• Professional development plan and interventions for these needs are seldom planned and implemented based on
that includes the use of data and information, data, or instructional best practices.
analysis techniques

• Analysis of formative and

summative achievement data to
guide interventions

Important term
Interventions: A set of intentional, specific, formalized, and flexible
methods to assist learning and promote positive learner outcomes

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #28
With support, learners pursue individual goals including the
acquisition of academic and non- academic skills important for their
educational futures and careers. 

Elements Rubric
Professional staff members engage Level 4: Professional staff members consistently engage with learners to help
with learners to help them recognize them recognize their talents and potential, and to identify meaningful, attainable
their talents and potential, and to goals that support academic, career, personal, and social skills. Learners
identify meaningful, attainable goals consistently choose activities and monitor their own progress, demonstrating
that support academic, career, active ownership of their stated goals. 
personal, and social skills.
Level 3: Professional staff members regularly engage with learners to help them
Learners choose activities and monitor recognize their talents and potential, and to identify meaningful, attainable goals
their own progress, demonstrating that support academic, career, personal, and social skills. Learners routinely
active ownership of their stated goals.  choose activities and monitor their own progress, demonstrating active ownership
of their stated goals. 

Level 2: Professional staff members sometimes engage with learners to help

Sample evidence them recognize their talents and potential, and to identify meaningful, attainable
goals that support academic, career, personal, and social skills. Learners
• Data indicating personalized
occasionally choose activities and monitor their own progress, demonstrating
learning plans that include goals active ownership of their stated goals. 
and interests
Level 1: Professional staff members rarely engage with learners to help them
• Professional development plan recognize their talents and potential, and to identify meaningful, attainable goals
that includes instruction about that support academic, career, personal, and social skills. Learners do not choose
how to individualize learning goals activities or monitor their own progress toward goals. 
and plans

• Samples of learner ownership

of learning, such as learner-led
conferences, career exploration
goals, and access to academic
progress

Important term
Acquisition of skills: A phased process that includes skill introduction,
skills practice, and skill mastery; requires an active process to plan, monitor
and sustain skill development

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #29
Understanding learners’ needs and interests drives the design, delivery,
application, and evaluation of professional learning. 

Elements Rubric
Professional learning is learner- Level 4: Professional learning is learner-centered, customized around the needs
centered, designed around the of individual or groups of professional staff members, and focuses on improving
principles that professional staff pedagogical skills and knowledge to better address learners’ needs and interests.
members need opportunities to focus A documented process to select, deliver, implement, and evaluate professional
on improving pedagogical skills and learning is being fully implemented and monitored for fidelity. 
knowledge to better address learners’
needs and interests. Level 3: Professional learning is learner-centered, designed around the
principles that professional staff members need opportunities to focus on
A documented process to select, improving pedagogical skills and knowledge to better address learners’ needs
deliver, implement, and evaluate and interests. A documented process to select, deliver, implement, and evaluate
professional learning is being
professional learning is being fully implemented. 
implemented. 
Level 2: Professional learning is occasionally learner-centered, designed around
the principles that professional staff members need opportunities to focus on
improving pedagogical skills and knowledge to better address learners’ needs
Sample evidence and interests. A documented process to select, deliver, implement, and evaluate
professional learning exists but is not fully implemented. 
• Professional development plan
that includes a needs assessment, Level 1: Professional learning is rarely learner-centered and may or may not
delivery methods, and an analysis focus on improving pedagogical skills and knowledge to better address learners’
of overall effectiveness needs and interests. A documented process to select, deliver, implement, and
evaluate professional learning does not exist. 
• Analyses by leaders and
professional staff regarding the
effectiveness of professional
development programs to improve
professional practice

• Professional development that is

aligned to learner performance
data

Important term
Professional practice: An accepted and understood skill, expectation,
and body of knowledge that are used to make decisions and execute actions
within an institution or learning environment

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.
Key Characteristic 4: Growth in Learning
STANDARD #30
Learners’ progress is measured through a balanced system that
includes assessment both for learning and of learning. 

Elements Rubric
Professional staff members and Level 4: Professional staff members and learners collaborate to determine
learners use assessment data learners’ progress toward and achievement of intended learning objectives
gathered through formal and informal based on assessment data gathered through formal and informal methods.
methods to determine learners’ Assessment data are systematically used for ongoing planning, decision making,
progress toward and achievement of and modification of curriculum and instruction. 
intended learning objectives.  
Level 3: Professional staff members and learners regularly use assessment data
Assessment data are used for gathered through formal and informal methods to determine learners’ progress
planning, decision making, and toward and achievement of intended learning objectives. Assessment data
modification of curriculum and are routinely used for ongoing planning, decision making, and modification of
instruction.
curriculum and instruction. 

Level 2: Professional staff members occasionally use assessment data gathered

Sample evidence through formal and informal methods to determine learners’ progress toward and
achievement of intended learning objectives. Assessment data are sometimes
• Assessment plan for the used for ongoing planning, decision making, and modification of curriculum and
institution, including formal instruction. 
assessment systems, common
Level 1: Professional staff members seldom use assessment data to determine
summative assessments,
learners’ progress toward and achievement of intended learning objectives.
and examples of formative
Assessment data are rarely or inconsistently used for ongoing planning, decision
assessments making, and modification of curriculum and instruction. 
• Analyzed data regarding
assessment evaluation and
alignment to learner outcomes

• Professional development
information on the appropriate
and effective use of formative and
summative assessment data Important term
Balanced assessment system: A balanced system of assessment
that provides students with multiple opportunities to demonstrate learning
and understanding and incorporates formative, interim, and summative
assessment, with an emphasis on formative assessment practices and
the necessary resources and professional learning that ensure data are
understood and used appropriately to support decision making and action

PERFORMANCE STANDARDS RESOURCE CARDS

© 2021 Cognia, Inc.