Understanding the Schematics

This page is intended to help school communities to understand the Diagnostic Tool School and District Effectiveness (DTSDE) Rubric.  Understanding the rubric will bring your school community one-step closer to addressing any and all areas in need of improvement.  In addition, schools that are operating on the effective spectrum can use the rubric to learn about ways to incorporate highly effective (stage 4) strategies and practices in their schools.

 
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Tenets, statements of practice, and sub-statements of practice

The DTSDE is comprised of six Tenets.  These Tenets are divided into two groups.  The first group evaluates and describes strategies and practices that align to the superintendent and district staff members.   The first group is aligned to Tenet One and five Statements of Practice that are the point-one descriptions in Tenets 2-6.  Therefore, Tenet 1 and 2.1, 3.1, 4.1, 5.1, and 6.1 make-up the District Rubric.  The remaining Tenets, 2-6, are used to evaluate the school's strategies and practices.  Therefore, there are five Tenets that make-up the School Comprehensive DTSDE Rubric.  The District DTSDE Rubric is comprised of ten Statements of Practice, while the School Comprehensive DTSDE Rubric is comprised of twenty-five Statements of Practice.  Each Statement of Practice is divided intofour stages (4, 3, 2, 1), which respectively align to highly effective, effective, developing, and ineffective.  In many, but not all, of the Statements of Practice there are three Sub-Statements of Practice, identified as (a), (b), and (c).   

Understanding the Statements of practice

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understanding the sub-statements of practice

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