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leadership opportunities at both the elementary and middle
school levels by the end of the 2018–2019 school year.”
School teams are creating the metrics and action steps to do
so both formally and informally, in and out of the classroom.
The second area of focus was Standard 6: Family and
Community Engagement. Specifically, we acknowledged that
communication tools were not being used consistently nor do
they always take into account the diversity of our population.
Thus, we committed to exploring and piloting new and
more innovative ways to have dialogue with our community
that include face-to-face, print and digital options at the
classroom, school and district levels.
While these are the two specific areas reflected in our Board
of Education adopted goals, insight that we gleaned from
engaging in the process and having conversations about
our current reality will impact our work related to all of the
quality indicators.
Conclusion
In summary, we are at a crossroads regarding how we will
choose to move forward in the way that we articulate and
implement the new Balanced Accountability Model. We
will continue to strongly advocate that we, as educational
leaders, own the narrative around the Quality Framework
supporting school improvement that is meaningful to each
of our respective communities.
Indicator B:
High
Expectations
for All
Indicator B:
The school culture supports educators in practicing effective and responsive
instruction to meet the needs of the whole child and promotes the celebration of district,
school and student improvement
Ineffective
Emerging Accomplished Exemplary
Evidence suggests
school culture
does not support
evidence-based
instruction to meet
the needs of the
whole child
Evidence suggests
school culture
inconsistently
supports evidence-
based instruction to
meet the needs of
the whole child
Evidence suggests
school culture
consistently supports
evidence-based
instruction to meet the
needs of the whole
child
Evidence suggests
school culture lmost
always supports
evidence-based
instruction to meet
the needs of the
whole child
Evidence suggests
school culture
does not support
instruction to
responsively meet
multiple cultural,
learning and
linguistic needs
Evidence suggests
school culture
inconsistently
supports instruction
to responsively meet
multiple cultural,
learning and linguistic
needs
Evidence suggests
school culture
consistently supports
instruction to
responsively meet
multiple cultural,
learning and linguistic
needs
Evidence suggests
school culture
almost always
supports instruction
to responsively meet
multiple cultural,
learning and
linguistic needs
Evidence suggests
school culture
does not promote
meaningful
celebrationsof
district, school
and student
improvement
Evidence suggests
school culture
inconsistently
promotes meaningful
celebrationsof
district, school and
student improvement
Evidence suggests
school culture
consistently
promotes meaningful
celebrationsof district,
school and student
improvement
Evidence suggests
school culture
almost always
promotes meaningful
celebrationsof
district, school and
student improvement
Team data
analysis process
SEL Committee
Rubric/Framework
working docs
District pacing
guides include
language
expectations for
ELL/CLDs
(Elem
LA Example in
binder)
Professional
learning
presentations
(Katie link in)
FIGURE3
Framework
...
cont’d.