LM Sept. 2018

Framework ... cont’d.

FIGURE3

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 Evidence suggests school culture lmost

Team data analysis process

Indicator B: High Expectations for All

Evidence suggests school culture inconsistently supports evidence- based instruction to meet the needs of the whole child Evidence suggests school culture inconsistently supports instruction to responsively meet multiple cultural, learning and linguistic needs Evidence suggests school culture inconsistently promotes meaningful celebrationsof district, school and student improvement

Evidence suggests school culture consistently supports evidence-based instruction to meet the needs of the whole child Evidence suggests school culture consistently supports instruction to responsively meet multiple cultural, learning and linguistic needs Evidence suggests school culture consistently promotes meaningful celebrationsof district, school and student improvement

SEL Committee Rubric/Framework working docs

does not support 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 does not promote meaningful

always supports evidence-based instruction to meet the needs of the whole child Evidence suggests school culture almost always supports instruction to responsively meet multiple cultural, learning and linguistic needs Evidence suggests school culture almost always promotes meaningful celebrationsof district, school and student improvement

District pacing guides include language expectations for ELL/CLDs (Elem LA Example in binder) Professional learning presentations (Katie link in)

celebrationsof district, school and student improvement

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.

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