high-performance consortium

Update on the Progress of the Texas High Performance Schools Consortium

A report from the Texas High Performance Schools Consortium

submitted to Michael L. Williams

Commissioner of Education Texas Education Agency

December 2012

In accordance with SB 1557, the commissioner, with assistance of the school districts participating in the Consortium, shall submit reports to the governor and the legislature

concerning the performance and progress of the Consortium.

Acknowledgements:

Members of the Texas High Performance Schools Consortium:

Superintendent District

Brandon Core Greg Smith* Eddie Coulson* Jeff Turner** Alfred Ray Nola Wellman* G. Wayne Rotan Nelson Coulter Steve Flores* Dawson Orr** Dana Bedden James Cain Brad Lancaster Michael McFarland* Stephen Waddell* James Ponce J.D. Kennedy Karen Rue* Drew Watkins Kay Waggoner Kim Alexander* Jesus Chavez Michael Gilbert

Anderson-Shiro CISD Clear Creek ISD College Station ISD Coppell ISD Duncanville ISD Eanes ISD Glen Rose ISD Guthrie CSD Harlingen CISD Highland Park ISD (ESC 10) Irving ISD Klein ISD Lake Travis ISD Lancaster ISD Lewisville ISD McAllen ISD McKinney ISD Northwest ISD Prosper ISD Richardson ISD Roscoe Collegiate ISD Round Rock ISD White Oak ISD

* Steering Committee member

** Steering Committee co-chairs

Texas Education Agency

The work of the Texas High Performance Schools Consortium is being facilitated by the Texas Association of School Administrators (TASA) at the request of the Texas Education Agency.

Table of Contents

I. SB 1557 – Authorizing Legislation 2

II. Commissioner’s Rule – Implementing Legislation 3

III. Selection Process 4

IV. Summary of Characteristics of Consortium Districts 5

V. Consortium Progress 7

VI. Vision, Mission, Beliefs 7

VII. Working Groups 9 Working Group 1: High Priority Learning Standards and the Digital Learning Environment 9

Working Group 2: Assessment and Accountability 10

Working Group 3: Waivers 11

Working Group 4: Communications 11

Working Group 5: Transition 11

Working Group 6: Evaluation 12

VIII. Implementation Matrix 12

IX. Next Steps 13

X. Evidence of Support 13

Appendices

Appendix A: Highlights of Successful Strategies Currently Employed by Consortium Members 14

Appendix B: Waiver Requests for the Texas High Performance Schools Consortium 20

Appendix C: The New Vision for Public Education in Texas – Implementation Matrix 23

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I. SB 1557 – Authorizing Legislation In 2011, the 82nd Legislature added §7.0561 to the Texas Education Code (TEC), establishing the Texas High Performance Schools Consortium (Consortium). This body of 23 high-performing school districts was created to inform the governor, legislature, and commissioner of education on methods for transforming Texas public schools by improving student learning through the implementation of four Consortium principles:

1. Digital learning – Engagement of students in digital learning, including, but not limited to, engagement through the use of electronic textbooks and instructional materials and courses offered through the Texas Virtual School Network;

2. Learning standards – Standards that a student must master to be successful in a competitive postsecondary environment;

3. Multiple assessments – Various methods of determining student progress capable of being used to inform students, parents, school districts, and open-enrollment charter schools, on an ongoing basis, concerning the extent to which learning is occurring and the actions Consortium participants are taking to improve learning; and

4. Local control – Ways in which reliance on local input and decision-making enable communities and parents to be involved in the important decisions regarding the education of their children.

Specifically, the statute requires that the commissioner create an application process for school districts and open-enrollment charter schools interested in serving in the Consortium. Statutory requirements specify that the commissioner select a range of districts to represent the diversity of Texas public schools in terms of district types, sizes, and student populations. Additionally, the statute limits the number of students who may participate in the Consortium to no more than five percent of the total Texas public school student population, or approximately 250,000 students. A description of the diversity of the districts selected to participate in the Consortium is provided in Appendix A of this report entitled “Summary of Characteristics of Consortium Districts.”

The statute permits school districts and charter schools seeking admittance into the Consortium to designate all or some of its campuses to participate in the Consortium. An analysis of participating campuses including a breakdown by type of campus is included in Section IV of this report entitled “Summary of Characteristics of Consortium Districts.”

As a part of its application, each district or open-enrollment charter school was required to submit a detailed plan to include:

1. A clear description of each assessed curricular goal included in the learning standards adopted;

2. A plan for acquiring resources to support teachers in improving student learning;

3. A description of any waiver of an applicable prohibition, requirement, or restriction for which the district or charter school would want to apply; and

4. Other provisions required by the commissioner’s rules.

Finally, the statute requires the commissioner to submit two reports detailing the progress and performance of the Consortium; the first by December 1, 2012 and the second by December 1, 2014.

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II. Commissioner’s Rule – Implementing Legislation The Commissioner’s rule—Texas Administrative Code (TAC) Chapter 102, Subchapter II §102.1201—sets forth procedures for school districts and eligible charter schools to apply for and participate in the Consortium in compliance with TEC §7.0561. The rule includes provisions relating to eligibility, application, criteria and methodology for selecting Consortium participants, notification, and financing. The rule was adopted and became effective May 6, 2012.

Eligibility. In order to be eligible to apply for participation in the Consortium, the Commissioner’s rule requires that school districts and open-enrollment charter schools meet the following criteria:

1. A school district or its participating campus(es) must have received either national, statewide, or regional public acknowledgement, from an organization relying on expertise in the field of education, for district-wide or campus-wide excellence in academic performance or innovative practices in one of the areas described by the Consortium principles;

2. A school district and open-enrollment charter school must be in compliance with the TEA audit requirements determined under TAC §109.41. A school district and its participating campus(es) must not have been awarded the lowest performance rating as its most recent state academic accountability rating (i.e. it must have been rated either Academically Acceptable, Recognized, or Exemplary in the 2011-2012 state accountability system); and

3. An open-enrollment charter school must have been awarded an exemplary rating as its most recent state academic accountability rating as required by statute.

Application Review Criteria. Criteria used to review and evaluate applications by districts interested in serving in the Consortium include:

1. Strength of applicant’s experience

2. Quality of the proposed plan

3. Quality of project management

4. Adequacy of resources committed to the project

In addition to the quality of the application, TEA, using the most recent PEIMS enrollment data, considered the extent to which the applicant’s participation would contribute to the Consortium’s ability to be representative of the following categories:

District Type – the Consortium should include at least one of each of the following types of districts: n Urban;

n Suburban;

n Non-metropolitan; and, n Rural

District Size – the Consortium should include at least one of each of the following sizes of districts: n Large district (≥ 10,000 student population);

n Mid-size district (1,000 to 9,999 student population); and, n Small district (≤ 999 student population)

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Student Demographics – the Consortium should include an aggregate student population that mirrors the state student population in terms of: n Ethnicity and race;

n Economically disadvantaged;

n English language learners;

n Students receiving special education services; and, n Gifted and talented students

III. Selection Process On April 27, 2012, the commissioner made available the Request for Proposal, including application guidelines and forms, to all school districts and eligible open-enrollment charter schools. By the date the applications were due, June 29, 2012, TEA had received 33 applications from school districts located across eight regions. Upon receipt of the applications, TEA commenced the Consortium application review process using a rubric developed to determine eligibility to measure the merits of each proposal broken down into specific criteria. Each of the rubric criteria was weighted based on priorities stipulated within the application guidelines. A minimum of three agency staff with expertise in digital learning, learning standards, assessments, and curriculum reviewed each application.

Final scores were averaged and applications placed in rank order. An analysis of the ranking revealed that, for applications ranked 19th through 23rd, the separation in numerical scores was less than one point between each application and the next ranked application. After reviewing the ranked applications to determine whether the top-scoring districts represented the diversity of the state’s public schools given the pool of applicants, the decision was made to select the top 23 applicants for admission into the Consortium. On September 19, 2012, the Commissioner of Education invited each of the following applicant districts to join the Consortium.

Consortium Members Anderson-Shiro CISD Clear Creek ISD College Station ISD Coppell ISD Duncanville ISD Eanes ISD Glen Rose ISD Guthrie CSD Harlingen CISD Highland Park ISD Irving ISD Klein ISD Lake Travis ISD Lancaster ISD Lewisville ISD McAllen ISD McKinney ISD Northwest ISD Prosper ISD Richardson ISD Roscoe Collegiate ISD Round Rock ISD White Oak ISD

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IV. Summary of Characteristics of Consortium Districts The 23 districts selected to participate in the Consortium comprise a diverse group of districts ranging from one district that serves 105 students to one serving 51,920 students. The Consortium includes three small districts ranging from 105 to 725 students, seven mid-size districts ranging from 1,449 to 7,803 students, and 13 large districts ranging from 10,676 to 51,920 students. No large urban districts or open-enrollment charter schools applied for admittance to the Consortium.

C o ns o rtium M e mb e r C o unty / R e g io n T o ta l D is tric t

E nro llme nt D is tric t

S iz e D is tric t T y p e

Anderson-Shiro CISD Grimes (093) / 06 725 Small NON-METROPOLITAN Clear Creek ISD Galveston (084) / 04 39,209 Large SUBURBAN College Station ISD Brazos (021) / 06 10,805 Large SUBURBAN Coppell ISD Dallas (057) / 10 10,676 Large SUBURBAN Duncanville ISD Dallas (057) / 10 13,079 Large SUBURBAN Eanes ISD Travis (227) / 13 7,803 Mid-size SUBURBAN Glen Rose ISD Somerville (213) / 11 1,627 Mid-size NON-METROPOLITAN Guthrie Common ISD King (135) / 17 105 Small RURAL Harlingen CISD Cameron (031) / 01 18,605 Large SUBURBAN Highland Park ISD Dallas (057) / 10 6,804 Mid-size SUBURBAN Irving ISD Dallas (057) / 10 34,770 Large SUBURBAN Klein ISD Harris (101) / 04 46,002 Large SUBURBAN Lake Travis ISD Travis (227) / 13 7,412 Mid-size SUBURBAN Lancaster ISD Dallas (057) / 10 6,164 Mid-size SUBURBAN Lewisville ISD Denton (061) / 11 51,920 Large SUBURBAN McAllen ISD Hidalgo (108) / 01 25,252 Large NON-METROPOLITAN McKinney ISD Collin (043) / 10 24,733 Large NON-METROPOLITAN Northwest ISD Denton (061) / 11 16,626 Large SUBURBAN Prosper ISD Collin (043) / 10 4,847 Mid-size SUBURBAN Richardson ISD Dallas (057) / 10 37,044 Large SUBURBAN Roscoe ISD Nolan (177) / 14 367 Small RURAL Round Rock ISD Williamson (246) / 13 45,034 Large SUBURBAN White Oak ISD Gregg (092) / 07 1,449 Mid-size SUBURBAN

With respect to most demographic features, the Consortium is fairly well aligned with the overall composition of the state’s public schools. While there is a smaller percentage of Consortium students who are economically disadvantaged, at-risk, and Latino than the statewide student population, the Consortium is generally reflective of the larger statewide student population, particularly given the pool of districts that applied.

P opula tion E c on % L E P

% A t R is k

% G ifte d

% S pe d

%

A me ric a n I ndia n / A la s ka

Na tive %

A A % L a tino

% W hite %

2 or more

ra c e s %

Na tive H a wa iia n / P a c if ic %

A s ia n %

C ons ortium S tude nt D e mogra phic B re a kdown

3 5 .9 % 1 1 .6 % 3 2 .7 % 1 0 .2 % 8 .4 % 0 .5 % 1 2 .4 % 3 3 .8 % 4 5 .0 % 2 .2 % 0 .1 % 7 .4 %

S ta te wide S tude nt D e mogra phic B re a kdown

6 0 .3 % 1 6 .8 % 4 5 .4 % 7 .6 % 8 .8 % 0 .4 % 1 2 .8 % 5 0 .8 % 3 0 .6 % 1 .7 % 0 .1 % 3 .5 %

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Districts were given the option to include all or some of their campuses in their Consortium application. Seven districts are participating with their full complement of campuses, while 16 districts are participating with various feeder pattern configurations. Feeder patterns represented in the Consortium range from two to 51 campuses. The types of campuses participating include 157 elementary schools, 11 intermediate schools, 50 middle schools, 34 high schools, and five combination campuses.

D is tric t N umb e r o f c a mp us e s

S tud e nt P o p ula tio ns

A nd e rs o n-S hiro 2 725 C le a r C re e k 7 6,540 C o lle g e S ta tio n 12 10,242 C o p p e ll 14 10,674 D unc a nv ille 17 13,073 E a ne s 9 7,803 G le n R o s e 4 1,627 G uthrie C o mmo n 1 105 H a rling e n 2 702 H ig hla nd P a rk 7 6,804 Irv ing 3 2,983 K le in 3 6,008 L a k e T ra v is 2 3,111 L a nc a s te r 10 6,519 L e wis v ille 51 41,325 M c A lle n 31 24,467 M c K inne y 28 23,972 N o rthwe s t 23 16,586 P ro s p e r 6 4,847 R ic ha rd s o n 12 6,374 R o s c o e 2 366 R o und R o c k 7 6,312 W hite O a k 4 1,447

C o ns o rtium T o ta ls

257 202,612

The diversity of districts, campuses, and students participating in the Consortium increases the likelihood that proposals and recommendations developed by the Consortium will address the varied circumstances and issues facing all Texas schools, and consequently will result in solutions that are relevant and transferable among the many different districts across the state.

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V. Consortium Progress

Highlights of Consortium Activities to Date

n Process and guidelines for applying for Consortium membership developed and published – April 27, 2012

n Commissioner Rule implementing SB 1557 effective date – May 6, 2012 n Selection of districts to participate in the Consortium announced – September 19, 2012 n TEA facilitatation meeting with TASA – October 2, 2012 n TEA facilitatation meeting with TASA – October 9, 2012 n Organizational meeting of Consortium with Commissioner Michael Williams and TEA staff to

determine strategy for conducting work of the Consortium – October 23, 2012 n Consortium (superintendents and district teams) work session – October 23-24, 2012 n Assessment and Accountability work session – November 5, 2012 n Consortium superintendents work session – November 12, 2012 n TEA facilitatation meeting with TASA – November 19, 2012 n Consortium (superintendents and district teams) work session – November 27, 2012

VI. Vision, Mission, Beliefs The philosophical underpinnings for the work of the Consortium are articulated in the document Creating a New Vision for Public Education in Texas (TASA, 2008). Consortium schools have embraced the principles and premises stated in the document and believe the Consortium work will advance that vision. In addition to those principles and premises, we offer the following value statements to frame and guide our work.

We see:

Student-centered learning occurring in public schools that are empowered to innovate and create, using next-generation methods to assess and account for learning to their local communities, while assuring that the state’s responsibility for quality and equity is met.

Future-ready students engaged and challenged in a digitally rich learning environment that results in students who are prepared for the life and work competencies essential to thriving in our global society.

A system that fosters accountability to our communities by appealing to the desire for autonomy, mastery, purpose, creativity and innovation.

It is our mission to:

Transform public schools by improving student learning through the development of innovative, next-generation learning standards, assessments and accountability systems;

Create a system in which innovation can thrive;

Determine and define high priority learning standards that result in life and work competencies essential to success in the 21st century; and

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Create engaging student experiences around those standards in a digitally rich learning environment so that students learn deeply what is expected and can apply what they have learned to new situations.

Therefore, we believe:

1. That Senate Bill 1557 provides an unprecedented opportunity to create innovative, next-generation learning standards and assessment and accountability systems.

2. That “space” must be provided for new possibilities to emerge, because it is impossible to run alternative or parallel systems in conjunction with the current system.

3. That it is critical for the Consortium schools to be unified in purpose and commitment and that diversity of approach increases the possibilities and reflects the value that no single approach fits all.

4. That some formal structure is essential for the operation, design, planning, decision-making, and evaluation of Consortium work, with consensus being the primary means of maintaining direction and making decisions.

5. That development of frameworks will allow for adaptation and flexibility among Consortium schools.

6. That current and emerging digital resources should be embedded into the design regarding student learning, longitudinal evidence of student learning, communications, and sharing observations and insights, both within and outside the Consortium.

7. That involving local communities in the design of localized accountability systems and in the integration of local context into the curriculum, while reflecting high priority learning standards, is essential to community ownership and responsibility.

8. That openness and inclusiveness can enhance the initial designs and create a wider understanding and acceptance of the new systems that are developed, and the prior, continuing, and emerging work of other interested parties is important to the work of the Consortium.

9. That commitment and enthusiasm can generate momentum, but sustained commitment comes from our sense of purpose.

10. That this endeavor requires learning and leadership at all levels.

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VII. Working Groups The purpose of the Consortium, as stated in Section 7.056 (b) of the Texas Education Code, is to inform the governor, legislature, and commissioner concerning methods for transforming public schools in the state by improving student learning through the development of innovative, next-generation learning standards and assessment and accountability systems. To meet this legislative charge, the Consortium has established six working group teams and charged them with proposing transformational systems and processes related to:

1. High Priority Learning Standards and the Digital Learning Environment

2. Assessment and Accountability

3. Waivers

4. Communications

5. Transition

6. Evaluation

The purpose and scope of work for each working group has been determined, and the task of further defining and clarifying these systems and processes is underway.

Working Group 1: High Priority Learning Standards and the Digital Learning Environment

Statement of Purpose

High priority learning standards should encompass both challenging, meaningful content standards and 21st century skills. The Consortium will design a process for determining high priority learning standards (HPLS) that emphasize depth over breadth where the local community is accountable for empowering students to live, learn, and earn in a global, digital learning environment.

Scope of the Work

High priority learning standards will be:

1. Determined using a Consortium-developed set of common critical features.

2. Grounded in 21st century learning skills, including academically rigorous content, habits of thinking, habits of practice, and digital citizenship.

3. Informed by, but not limited to, the Texas Essential Knowledge and Skills (TEKS).

4. Informed by credible national and international standards/assessments (ACT, SAT, AP, IB, etc.).

High priority learning standards, as drafted and proposed by the Consortium, will be enhanced by districts and communities to reflect local values and interests.

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Working Group 2: Assessment and Accountability


The state is accountable to citizens and taxpayers for educational quality, and the state determines, improves, and communicates educational quality through a process of district responsibility. The local district is accountable to its students, parents, and community for student learning, and districts determine, improve, and communicate mastery of high priority learning standards using a variety of measures of student learning. The Consortium will propose an accountability system reflecting the state’s role in educational quality and the local community’s role in accountability for student learning.

Scope of the Work

A community-based assessment and accountability system (CBAAS) is an essential component of the transformed PK-12 education system needed for Texas children and families. Such a system restores balance to the state/local educational partnership by empowering students, parents, and educators to build a learning community that honors and supports the work of students, teachers, and parents.

Such a system recognizes the state’s responsibility and role in promoting an educated citizenry capable of self-governance and economic sufficiency as expressed through the goal of college and career readiness. It recognizes the need for local communities, through their locally governed school districts, to have meaningful discretion in how those goals are achieved.

The CBAAS empowers local school districts to design their own internal systems of assessment and accountability that, while meeting general state standards, allow districts to innovate and customize curriculum and instruction to meet the unique needs and interests of their communities.

The purpose of establishing a community-based assessment and accountability system would be to engage the community in the education of its youth by establishing rigorous standards that meet the unique needs of that community. This locally designed accountability system would be more rigorous than the standards currently determined by the state and would eliminate an overreliance on standardized testing. Within a state designed framework of accreditation, performance indicators and reporting standards, local districts would be accountable to their communities for student learning. In the end, this would result in better public schools with more local responsibility and a renewed focus on the most important person–the student.

Three components of the assessment and accountability design work include:

1. Assurance of educational quality and equity through a state system of accreditation.

2. Accounting for student learning through a rigorous community-based accountability system that supports community and state standards.

3. Developing a system of assessment for learning and assessment of learning that incorporates the use of existing valid and reliable measures, and develops new measures and collections of evidence of student learning.

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Working Group 3: Waivers


The Consortium schools will require waivers that provide the freedom to innovate.

Learning from that innovation will inform policy makers on which laws need to be permanently changed for the state to improve student learning.

Scope of the Work

Specific waivers identified to date are included in a chart provided in Appendix B of this report, accompanied by the rationale for each waiver and recommended actions to be taken to implement each waiver.

Working Group 4: Communications


The Consortium will effectively communicate its progress to all interested audiences including, but not limited to, the following: the Texas Education Agency, legislators, school districts, students, parents, community members, organizations, associations and the media. The Consortium’s goal is to speak with one voice and to be transparent with both internal and external audiences.

Scope of the Work

A communications plan will be developed to ensure effective communication of the Consortium’s work.

Working Group 5: Transition


The Consortium will identify and resolve problems anticipated for students, staff and community related to the transition from the current accountability system to the transformed system.

Scope of the Work

The work will focus on mitigating barriers for students moving to and from Consortium schools; providing support for staff engaged in transformation; and identifying areas for communication to educate local communities in order to meet their needs and obtain their support.

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Working Group 6: Evaluation


To evaluate the ongoing work of the Consortium, external evaluator(s) will be selected to conduct an evaluation over a five-year period with baseline data, milestones and interim reporting.

Scope of the Work

The process for evaluation design includes:

1. Describing what will be evaluated.

2. Identifying research entities, including higher education and nationally recognized research organizations.

3. Developing a framework and timeline for evaluating the effectiveness of the Consortium, using the Visioning principles as set forth in the document Creating a New Vision for Public Education in Texas as the frame.

4. Working with research entities to design a system of evaluation to answer these major research questions:

n How are Consortium schools progressing on the implementation matrix? n How are students performing academically on the high priority learning standards? n How are districts performing according to local community expectations?

VIII. Implementation Matrix The Implementation Matrix illustrates progressive levels of alignment toward a new vision for the key concepts to be developed in response to the requirements of SB 1557. It will be used for initial assessment and as one of the tools for measuring progress of the Consortium work. Its companion document, the Self-Analysis Survey, and the Matrix work in tandem for this purpose. The survey results are aligned to the indicators in the Implementation Matrix. (See Appendix C.)

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IX. Next Steps The Consortium will continue its design and development of the work defined in Section VII of this report. An addendum will be submitted in early 2013.

The Consortium work will be implemented in phases over the next several years.

Phase I: 2012-13

The Consortium is engaged in design and development of the plan to address the four principles as directed in SB 1557.

Phase II: 2013-14 through 2014-15

During these initial academic years, the Consortium requests freedom from statewide assessment requirements and other requirements identified in Appendix B, other than those necessary to satisfy any federal requirements associated with NCLB. The Consortium requests the flexibility to use nationally accepted assessment(s) in lieu of the Texas assessments. During this phase, the Consortium will focus on the high priority learning standards and digitally rich learning environment necessary to accomplish the goals of SB 1557. Emphasis will be placed on the resources embedded in the Texas Virtual School Network and TEA’s Project Share.

Phase III: 2015-16 through 2016-17

The Consortium expects to implement its designed and developed community-based assessment and accountability system, incorporating high priority learning standards in a digitally rich learning environment, in lieu of the current system.

X. Evidence of Support This section contains evidence of support from research and education partners who are dedicating their ongoing support and resources to school transformation. These statements of support will be provided in the addendum submitted in early 2013.

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Appendix A

Highlights of Successful Strategies Currently Employed by Consortium Members

A description of the diversity of the districts selected to participate in the Consortium is provided below.

Anderson-Shiro CISD

By using differentiated instruction and digital learning components, Anderson-Shiro CISD, a small and rural district, has embraced the principles of maximizing choice and matching learning opportunities with student learning styles. Through the Texas Virtual School Network (TxVSN), Anderson-Shiro students now have the opportunity to enroll in dual credit/Advanced Placement courses, and other courses not currently offered at the high school. Additionally, through differentiated instruction, various assessments, and digital learning efforts, the district is fostering opportunities for students to collaborate, create, and problem-solve. Anderson-Shiro has successfully engaged students by meeting their personalized needs through various modes of instruction and digital learning opportunities.

Clear Creek ISD

Clear Creek ISD, modeling the Consortium principle of local control, has brought together local stakeholders to evaluate and enhance district assessment policies for the district’s first-ever Assessment Summit. Gathering feedback from local community leaders and parents, Clear Creek ISD has identified best practices in using assessments as tools for guiding instruction and evaluating student achievement. As a result, the district focuses on providing multiple options to demonstrate content mastery through a variety of multiple assessments, including performance tasks, writing to learn, portfolios, end-product, and project- based assessments.

College Station ISD

College Station ISD, another district leader in advancing digital learning for students, has implemented an anytime, on-demand learning support system known as Success 24/7. High school math and science teachers in selected courses record their lessons and place them on the Success 24/7 website at the end of the day. In addition to the lessons, teachers scour the web for complementary presentations of the same information from places such as Khan Academy and iTunes U and link them with the lesson. These multiple approaches to the lesson, handouts, and homework, are all in one place for each lesson. This approach helps students who need additional help or missed class due to illness or activity. Even students in temporary alternative educational placements get the instruction and support they need. As the library of lessons is populated this year, Success 24/7 will be instrumental in setting up flipped classroom options for students next school year who choose to enroll in flipped instruction sections of various math and science courses.

Coppell ISD

The mission of CISD declares the necessity for a learning experience focused on providing each learner an opportunity to fully realize his/her own personal success and to engage learners through innovative, visionary and engaging learning designs. The district has embraced the needed changes in pedagogy, full inclusion of technology in the learning process, and developed choice learning opportunities for the learners in our district. Learners explore their interests and passions through digitally rich classrooms that include a variety of tools and structures including flipped strategies, blended learning and fully virtual coursework.

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Other opportunities include a project-based choice high school, the International Baccalaureate Academy, and a STEM elementary and high school academy. This work is driven by a strong moral imperative shared by stakeholders across the CISD community and a commitment to continue the process of transformation.

Duncanville ISD

Duncanville ISD, demonstrating the value of local control, has convened community stakeholders to develop Duncanville’s Vision of the Learner. As a result, Duncanville has added three innovative new learning standards to the curriculum including leadership and character, learning technologies, and 21st

century learning skills. Since the revision of their curriculum, Duncanville has actively integrated these three learning standards into the instructional methodology at each of their campuses. Duncanville characterizes this strategy as using TEKS curriculum standards for the bricks and the three new local learning standards as the mortar holding the bricks together.

Eanes ISD

Over the last few years, Eanes ISD has taken great strides to integrate the Consortium principle of digital learning into its strategic, district, and campus plans. Last year, the Westlake Initiative for Innovation (WIFI) program provided iPads for juniors and seniors and some underclassmen taking upper-level courses. The purpose of the pilot was to provide hands-on technology for students and teachers so that instruction was mobile and tailored to the fast-paced environment of high school students. Early results indicate improvement in student organizational and time-management skills, as well as increased collaboration on projects and assignments. Recently, Eanes ISD has initiated the Learning and Engaging through Access and Personalization (LEAP) program designed to phase-in the provision of iPads to all students across the district.

Glen Rose ISD

Glen Rose ISD is actively integrating technology into our 21st century learning community. In grades PK-5, iPads and other devices extend classroom instruction, while in grades 6-12, the district is instituting a 1:1 laptop program using the MacBook Air. In addition, GRISD pays six hours of dual credit tuition per semester for junior and senior students. Our goal is to empower each student to graduate with a minimum of 24 hours of college credit and/or technical certifications in high need industries. With quality programs to meet students’ educational and developmental needs, GRISD’s low student-teacher ratio (12:1) enables small group instruction and provides opportunities for customized learning. We have award winning athletic, band, and art programs, and our students have earned multiple Academic UIL Regional Championships. Teamwork is a key part of the Glen Rose school system, from the superintendent, to the school board, to the community at large.

Guthrie Common School District

Guthrie Common School District is a small, rural district that has created a distinctive role for itself in the virtual school environment. Guthrie serves not one but two populations of students—the 100 students that physically attended Guthrie, and the over 650 students who reside in other school districts but are served by Guthrie through its virtual learning opportunities. Guthrie Common serves approximately 20 percent of all Texas students statewide who took courses in the Texas Virtual School Network during the Spring of 2012, making it the single largest provider in the Texas Virtual School Network. Guthrie’s Virtual School now meets all foreign language requirements for 12 other school districts that it collaborates with, as well as individual students who are enrolled throughout the state.

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Harlingen CISD

Harlingen CISD has undertaken the challenging task of implementing a comprehensive school reform model known as an Early College High School (ECHS). Employing best practices in learning standards, the ECHS model combines project-based learning in a way that engages students in 21st century learning skills. This innovative school model is designed to provide students with opportunities to earn up to 60 college credit hours while in high school and to acquire content knowledge using real world data and technology tools students will encounter in college, career, and life. Harlingen CISD has adopted a “Bring Your Own Technology” program to promote learning at all times, in all locations, and to engage students with digital learning. Students have mobile accounts set up with Texas State Technical College to access grades, course schedules, assignments and college information—as well as to complete online lessons for dual credit.

Highland Park ISD

Highland Park is creating a robust assessment program designed to provide formative and summative assessments of students’ mastery of knowledge and skills in order to inform instructional decisions. Current district assessment practices provide opportunities to measure student learning on multiple levels and to triangulate data sources using a two-dimensional assessment model that allows teachers to evaluate students’ reasoning skills and application of knowledge. This assessment program will allow teachers to monitor how well they are teaching and, if necessary, determine how to adjust their instruction. At the same time, students will be able to monitor their learning and determine how to adjust their learning strategies. It is being constructed with both teaching and learning in mind.

Irving ISD

Irving ISD was one of the first 1:1 laptop programs in the nation and continues to be one of the longest running programs. Each Irving ISD high school student is provided a wireless laptop to use at school and at home. Irving has always been innovative in the design and use of technology for education with a focus on student-centered learning. The Jack E. Singley Academy was built around the concept of career opportunities for students and has six specialty areas of Engineering, Information Technology, Legal Studies, Health Science, Cinematic Art and Culinary/Hospitality. Ladybird Johnson Middle School is the largest net-zero school in the nation and produces as much energy as it consumes. The school was built around the concepts of energy conservation and the building itself is a learning lab for all students. The school has a combination of laptops and iPads for all the content area teachers who focus on project-based learning experiences. Irving was selected to design online courses for the Texas Virtual School Network and continues to expand the Irving Virtual School with local online courses. Irving ISD has been recognized with numerous state and national awards such as THEJournal’s Sylvia Charp Award, Microsoft Center of Excellence, Center for Digital Learning, and the Texas CTO Council and CoSN Technology Team Award.

Klein ISD

Klein ISD’s Technology Baseline Initiative is an innovative district approach to digital learning. Klein ISD has placed a suite of technology tools in every Pre-K through Grade 12 core content classroom in the district over the past several years. The district assembled a steering committee made up of community members, teachers, students, and district and campus administrators to create a long range technology plan to provide students with individual technology devices with 24/7 access to instructional resources. This plan was supported by the community with the ultimate goal of having every secondary school operating as a 1-to-1 tablet PC school. Today, over 11,000 students at five campuses have tablet PCs issued to them. In the fall of 2013, an additional high school will be added that will bring the total to over 15,000 students.

16

Lake Travis ISD

Lake Travis ISD has transformed its curriculum by initiating “Institutes of Study,” an innovative approach in which students can elect a course path that best suits their talents and interests while preparing them for postsecondary success in a high-demand career field. Lake Travis ISD students can choose from among a list of courses of study including the Institute of Advanced Science and Medicine; the Institute of Math, Engineering, and Architecture; the Institute of Business, Finance, and Marketing; the Institute of Veterinary and Agricultural Science; the Institute of Fine Arts and Humanities; and the Institute of Technology and Communications. The district’s Project Lead the Way engineering program has been implemented at Lake Travis High School and aligned with a related program at the middle school, and has been recognized nationally.

Lancaster ISD

Lancaster ISD, a district leader in systemically addressing critical issues of marginal student achievement and teacher effectiveness and retention, has implemented a comprehensive reform strategy called System for Teacher and Student Advancement, or TAP. This system focuses on four components: instructional accountability, professional growth, performance-based compensation, and multiple pathways for instructional leadership. TAP has yielded significant, measurable improvement for students—particularly for students who were low achieving. The district has been recognized as a national model in the TAP network due to implementing the model with fidelity and for achieving a high level of student success.

Lewisville ISD

Lewisville ISD partnered with local community members to embark on a remarkable journey to design the future of education for their children. The process engaged teachers, parents, students, community members, business leaders, and district personnel. More than 5,000 people engaged in education summits, surveys, focus groups, a Strategic Design Team, action teams, an interactive social media Town Hall meeting, or multiple community committees. The resulting product included community-based core beliefs, mission, vision, goals, and objectives for LISD and a united commitment to transform education through its implementation. The Strategic Design serves as the foundation for all district decisions.

McAllen ISD

McAllen ISD has implemented an innovative teaching and learning framework that creates digital learning environments where learning is collaborative, interactive and customized. McAllen ISD’s TLC3 (Transforming Learning in the Classroom, Campus, and Community) Initiative leverages powerful new technologies and merges them with an advanced concept known as student-centered inquiry-based learning. TLC3 empowers students to live and learn in a continuously changing 21st century environment and enables them to effectively interact in a global marketplace. McAllen may be the largest district in the nation working to place the latest in mobile technology in the hands of all its students from high school seniors to kindergarteners. Additionally, McAllen has pioneered an International Baccalaureate (IB) program that ranks among the highest IB programs in the nation and has received national recognition for success with the IB learning standards.

McKinney ISD

McKinney ISD has exemplified the impact of a strong digital learning environment on student learning. Significant digital resources allow McKinney ISD to provide alternative course completion options for students who have life situations that call for a more flexible instructional day. Instruction is available in multiple formats including: traditional face-to-face courses, online coursework for original credit and credit

17

recovery, blended instruction, and distance learning. McKinney ISD has provided access to these course formats for all secondary students in all content areas, and extends the walls of the classroom through digital resources and a Bring Your Own Device policy. The District’s mobile app provides critical student information to parents and has been referred to as one of the most comprehensive K–12 applications in the country. Pioneering science and math instruction recently led two McKinney schools to be included in a select group of only 18 schools in the nation to be named Intel Schools of Distinction.

Northwest ISD

Northwest ISD has served as a leader in the area of multiple assessments. The district is field testing the creation of student portfolios to highlight student products developed using project-based learning (PBL). These portfolios of authentic student work are being assessed against a 21st century skills rubric and the student portfolios are to be available electronically by housing them in Project Share at TEA. It is expected that the field testing of these electronic student portfolios will identify exemplar portfolios that can serve as models for future portfolio development in other districts.

Prosper ISD

Prosper ISD, a fast growth district, is preparing students for the 21st century by providing a state-of-theart learning environment. Prosper ISD students and teachers are provided with access to digital technologies such as a learning management system with cloud-based storage, access to filtered and monitored blogs, discussion boards, assignments, calendars and a digital homework drop box. Access to this type of learning system encourages students to collaborate and continue learning beyond the confines of the typical school building. Prosper ISD has adopted a Bring Your Own Device program at the middle school level that allows students the ability to enhance their instruction and make real world connections.

Richardson ISD

Richardson ISD, with a legacy of community involvement and local control, has strategically engaged stakeholders in the development of its Vision 2020 for ensuring excellence in education. The District has embraced 21st Century learning strategies designed to engage students and families. Extensive professional development continues to assist teachers in mastering technology integration, school-wide enrichment, differentiated instruction, and project-based learning. These initiatives are supported district-wide by campus-based Professional Learning Communities. The Mission of RISD is to prepare all students for their global future.

Roscoe Collegiate ISD

Roscoe Collegiate ISD, a small and rural district, has converted its comprehensive high school into a nationally recognized Early College High School (ECHS) designed to implement innovative learning standards that provide students with opportunities to earn up to 60 college credit hours while in high school. The school has developed collaborative partnerships with both two-year and four-year institutions of higher education, as well as with business and industry. By creating a STEM Advisory Committee, the district has engaged the community in developing hands-on, real world experiential learning opportunities for students in multiple fields of science, technology, math and engineering. Additionally, the implementation of a STEM Research Center will provide students with educational opportunities connected with regional and state workforce needs.

18

Round Rock ISD

Round Rock ISD’s distinctive approach to digital learning relies on Instructional Technology Specialists whom, in addition to providing technical expertise for the district’s technology infrastructure also has provided instructional support to district teachers at all 49 campuses—allowing for constant digital integration. In addition to an array of digital learning technologies, Round Rock ISD students and teachers are provided access to Moodle, an online learning environment which allows for 24/7 teaching and learning through online assessments, discussion groups, and resource banks.

White Oak ISD

White Oak ISD has garnered a reputation for their emphasis on the integration of technology in an authentic manner. Teachers and students are encouraged to utilize the devices and tools they deem necessary to accomplish their learning and instructional goals. Through the integration of inquiry driven practices with PBL, Bring Your Own Device options, and an open network where staff and students find the freedom to store, create, and publish, a culture has been created that fosters innovation, risk taking, and transparency. White Oak ISD utilizes the tools to not only engage students but also educators; tools that bring our world and community into the classroom and the students into real world possibilities. The community and business members know they can be a part of the school system beyond a school board meeting or committee membership. The ability to personalize the learning as well as the learning space has become the cornerstone to the successes seen in WOISD.

19

Appe

ndix

B—

Wai

ver R

eque

sts f

or th

e Tex

as H

igh

Perf

orm

ance

Sch

ools

Cons

ortiu

m

Belo

w is

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st o

f wai

vers

from

stat

e an

d fe

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l law

the

Con

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alo

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ith th

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sary

act

ions

to im

plem

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ach

wai

ver.

Add

ition

al w

aive

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ay b

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ques

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as th

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onso

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ts w

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re n

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lt of

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aive

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PBM

AS/

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T/A

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etc

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ould

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TED

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20

# W

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. Allo

w fl

ex

ibili

ty to

appl

y w

aive

rs to

add

ition

al c

ampu

ses

with

in th

e di

stric

t alre

ady

acce

pted

into

Con

sor

tium

.

Dist

ricts

with

in th

e C

onso

rtiu

m n

eed

to b

e al

low

ed th

e op

port

unity

to a

dd c

ampu

ses

with

in th

e di

stric

t if s

o de

sired

.

Legi

slatio

n au

thor

izin

g th

e C

om

miss

ione

r to

add

addi

tiona

l cam

pu

ses a

nd st

uden

ts to

the

Con

sor

tium

.

10

AYP/

NC

LB E

XEM

PTIO

N. N

CLB

wai

ver r

eque

st

aski

ng fo

r max

imum

flex

ibili

ty u

nder

fede

ral l

aw.

Allo

w C

onso

rtiu

m d

istric

ts to

be

exem

pt

from

requ

irem

ents

ass

ocia

ted

with

AYP

an

d N

CLB

.

NC

LB w

aive

r req

uest

.

22

Appe

ndix

C Th

e N

ew V

isio

n fo

r Pub

lic E

duca

tion

in T

exas

Im

plem

enta

tion

Mat

rix

Artic

le I:

The N

ew D

igita

l Lea

rnin

g En

viron

men

t St

atem

ent o

f Prin

ciple

Dig

itiza

tion

and

min

iatu

rizat

ion

of in

form

atio

n pr

oces

sing

pow

er a

re e

xpan

ding

exp

onen

tially

and

are

cha

ngin

g th

e w

orld

, our

live

s, a

nd o

ur c

omm

uniti

es a

t an

over

whe

lmin

g sp

eed.

To

be v

iabl

e,

scho

ols

mus

t ada

pt to

this

new

env

ironm

ent.

We

mus

t em

brac

e an

d se

ize

tech

nolo

gy’s

pot

entia

l to

capt

ure

the

hear

ts a

nd m

inds

of t

his,

the

first

dig

ital g

ener

atio

n, s

o th

at th

e w

ork

desi

gned

for t

hem

is

mor

e en

gagi

ng a

nd re

spec

ts th

eir s

uper

ior t

alen

ts w

ith d

igita

l dev

ices

and

con

nect

ions

.

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

I.a T

he te

chno

logi

es th

at m

ake

this

new

dig

ital w

orld

po

ssib

le m

ust b

e vi

ewed

as

oppo

rtuni

ties

and

tool

s th

at

can

help

us

in e

duca

ting

and

soci

aliz

ing

the

youn

g bo

th in

an

d ou

tsid

e of

sch

ool.

Polic

ies,

pra

ctic

es, a

nd/o

r pr

oced

ures

pro

hibi

t stu

dent

or

teac

her d

igita

l co

mm

unic

atio

n an

d us

e of

di

gita

l dev

ices

in le

arni

ng

cont

exts

.

Polic

ies,

pra

ctic

es, a

nd

proc

edur

es in

hibi

t stu

dent

or

teac

her u

se o

f dig

ital d

evic

es

and

digi

tal c

omm

unic

atio

n in

le

arni

ng c

onte

xts.

Stud

ents

hav

e acc

ess t

o di

gita

l to

ols

to s

uppo

rt an

d ex

tend

thei

r le

arni

ng. D

igita

l lea

rnin

g op

portu

nitie

s ar

e an

enh

ance

men

t to

cla

ssro

om in

stru

ctio

n. T

he

dist

rict h

as p

olic

ies,

pra

ctic

es, a

nd

proc

edur

es th

at a

llow

for a

nd/o

r en

cour

age

stud

ent a

nd te

ache

r di

gita

l com

mun

icat

ion

and

the

use

of d

igita

l dev

ices

in le

arni

ng

cont

exts

.

Stud

ents

hav

e acc

ess t

o an

d re

gular

ly us

e di

gita

l tec

hnol

ogie

s as

tool

s fo

r lea

rnin

g as

an

inte

gral

par

t of i

n an

d ou

t of s

choo

l lea

rnin

g.

Polic

ies,

pra

ctic

es, a

nd/o

r pro

cedu

res

prov

ide

guid

ance

, def

initi

on, a

nd c

larit

y re

gard

ing

use

of d

igita

l dev

ices

and

dig

ital c

omm

unic

atio

n fo

r le

arni

ng. T

hese

exp

ecta

tions

are

sup

porte

d w

ith th

e to

ols

and

train

ing

need

ed fo

r su

cces

sful

and

eth

ical

use

of d

igita

l te

chno

logi

es a

nd m

edia

.

• A ro

bust

net

wor

k un

derly

ing

the

who

le e

nter

pris

e.

• Rel

iabl

e ne

twor

k se

rvic

es th

at

prov

ide

wha

t the

stu

dent

s an

d te

ache

rs n

eed

to d

o th

eir w

ork.

• A

n ar

ray

of d

igita

l dev

ices

in th

e ha

nds

of s

tude

nts

and

teac

hers

. • P

ower

ful s

oftw

are

that

lets

stu

dent

s cr

eate

and

com

mun

icat

e w

ith th

ese

devi

ces.

• S

olid

cur

ricul

um c

onte

nt, i

n di

gita

l fo

rm.

I.b T

he v

irtua

l soc

ial-n

etw

ork

conn

ecte

d an

d te

ch-s

avvy

ge

nera

tion

will

not t

oler

ate

the

one-

size

-fits

-all

mas

s pr

oduc

tion

stru

ctur

es th

at

limit

lear

ning

to p

artic

ular

tim

es a

nd p

lace

s an

d co

nven

tions

.

I.c T

he p

oten

tial o

f lea

rnin

g an

ywhe

re, a

nytim

e, “a

ny

path

, any

pac

e” m

ust b

e em

brac

ed. F

utur

e le

arni

ng

will

be a

com

bina

tion

of

lear

ning

at s

choo

l, vi

rtual

le

arni

ng, l

earn

ing

at h

ome,

an

d in

the

com

mun

ity.

Stud

ents

cann

ot ac

cess

co

urse

con

tent

or e

arn

cour

se c

redi

t thr

ough

flex

ible

le

arni

ng p

athw

ays

and

onlin

e ve

nues

.

Stud

ents

hav

e lim

ited

acce

ss

to fl

exib

le le

arni

ng v

enue

s fo

r co

urse

/con

tent

acc

ess.

The

se

are

gene

rally

focu

sed

on c

redi

t “re

cove

ry” a

nd/o

r fou

nd in

“a

ltern

ativ

e” s

choo

l set

tings

an

d ar

e no

t ope

n to

all

stud

ents

.

Stud

ents

hav

e acc

ess t

o op

portu

nitie

s fo

r cou

rse/

cont

ent

acce

ss in

a n

on-tr

aditi

onal

te

chno

logy

-bas

ed s

ettin

g. S

yste

ms

and/

or p

roce

sses

pro

mot

e an

d pr

ovid

e so

me

oppo

rtuni

ties

for

flexi

ble

lear

ning

ven

ues

in v

ario

us

cont

ent a

reas

and

pro

vide

the

tech

nolo

gy a

nd tr

aini

ng n

eede

d to

su

ppor

t stu

dent

s w

ho c

hoos

e to

pa

rtici

pate

.

Stud

ents

hav

e equ

itabl

e acc

ess t

o an

d re

gular

ly pa

rticip

ate i

n m

ultip

le p

athw

ays

and

flext

ime,

indi

vidu

aliz

ed le

arni

ng v

enue

s bo

th in

side

and

out

side

of s

choo

l. Sy

stem

s an

d/or

pro

cess

es p

rovi

de g

uida

nce

and

supp

ort t

o sc

hool

s in

offe

ring

mul

tiple

ven

ues

and

path

way

s fo

r lea

rnin

g an

d co

urse

/ con

tent

ac

cess

acr

oss

all c

onte

nt a

reas

. Tec

hnol

ogie

s,

train

ing,

and

sup

ports

are

pro

vide

d to

ens

ure

equa

l acc

ess

for a

ll st

uden

ts to

thes

e op

portu

nitie

s.

• A n

etw

ork

that

ena

bles

stu

dent

s to

ac

cess

the

info

rmat

ion.

and

ser

vice

s th

ey n

eed

from

a

varie

ty o

f dev

ices

and

pla

ces,

in

clud

ing

hom

e an

d co

mm

unity

. • A

con

tent

/cur

ricul

um m

anag

emen

t sy

stem

that

sto

res

and

pres

ents

co

urse

mat

eria

ls p

oste

d by

teac

hers

, an

d pr

ojec

ts c

reat

ed b

y st

uden

ts.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

23

Artic

le I:

The N

ew D

igita

l Lea

rnin

g En

viron

men

t (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss (L

evel

IV

Sys

tem

Req

uire

men

ts)

I.d S

choo

ls m

ust r

each

out

to

thos

e w

ho w

ould

edu

cate

at

hom

e or

in s

mal

l net

wor

ks,

and

wel

com

e th

eir

invo

lvem

ent i

n th

e sc

hool

co

mm

unity

.

Acce

ss to

sch

ool a

ctiv

ities

an

d le

arni

ng o

ppor

tuni

ties

is pr

ohib

ited

for s

tude

nts

who

ar

e sc

hool

ed a

t hom

e or

in

smal

l soc

ial n

etw

orks

.

Stud

ents

who

are

sch

oole

d at

ho

me

or in

sm

all s

ocia

l ne

twor

ks h

ave

limite

d ac

cess

to

sch

ool i

nvol

vem

ent a

nd/o

r le

arni

ng o

ppor

tuni

ties.

Pol

icie

s an

d/or

pra

ctic

es a

re in

pla

ce to

su

ppor

t acc

ess.

Stud

ents

who

are

sch

oole

d at

ho

me

or in

sm

all s

ocia

l net

wor

ks

have

acce

ss to

a v

arie

ty o

f sch

ool

invo

lvem

ent a

ctiv

ities

and

lear

ning

op

portu

nitie

s.

Polic

ies,

pro

cedu

res,

or s

truct

ures

en

cour

age

and

supp

ort t

heir

enga

gem

ent w

ith th

e sc

hool

co

mm

unity

.

Reg

ardl

ess

of th

e lo

catio

n of

“sch

oolin

g” o

r co

urse

/con

tent

acc

ess,

stu

dent

s ha

ve

acce

ss to

mul

tiple

oppo

rtuni

ties t

o pa

rtici

pate

in th

e sc

hool

com

mun

ity. P

olic

ies,

pr

oced

ures

, or s

truct

ures

pro

mot

e an

d en

cour

ages

sig

nific

ant a

cces

s to

sch

ool

invo

lvem

ent a

nd le

arni

ng o

ppor

tuni

ties

acro

ss c

urric

ular

and

co-

curri

cula

r are

as fo

r st

uden

ts w

ho a

re s

choo

led

at h

ome

or in

sm

all s

ocia

l net

wor

ks.

• A V

irtua

l Pub

lic N

etw

ork

that

pr

ovid

es m

embe

rs o

f the

sch

ool

com

mun

ity, w

hose

chi

ldre

n ar

e sc

hool

ed e

lsew

here

, sec

ure

acce

ss to

sc

hool

/lear

ning

opp

ortu

nitie

s de

term

ined

by

the

dist

rict.

• Com

mun

icat

ion

to h

ome-

scho

ol/

priv

ate/

netw

ork

scho

ol p

aren

ts re

late

d to

ava

ilabl

e sc

hool

func

tions

and

le

arni

ng o

ppor

tuni

ties.

I.e V

irtua

l lea

rnin

g sh

ould

be

com

e th

e no

rm in

eve

ry

com

mun

ity to

mee

t the

ne

eds

of s

tude

nts

who

pre

fer

such

an

envi

ronm

ent.

I.f T

he s

econ

dary

sch

ool c

redi

t sy

stem

sho

uld

be e

xpan

ded

beyo

nd s

choo

l wal

ls s

o th

at

any

plac

e/an

ytim

e le

arni

ng,

incl

udin

g vi

rtual

lear

ning

, are

eq

ually

val

ued

and

supp

orte

d.

Stud

ents

acc

ess

to o

nlin

e or

vi

rtual

lear

ning

is p

rohi

bite

d or

sign

ifica

ntly

limite

d.

Stud

ents

hav

e lim

ited

acce

ss

to v

irtua

l/onl

ine

lear

ning

op

portu

nitie

s. P

olic

ies,

pr

actic

es, a

nd/o

r pro

cedu

res

allo

w v

irtua

l lea

rnin

g, b

ut

oppo

rtuni

ties

are

limite

d in

nu

mbe

r and

in s

tude

nt a

cces

s.

Stud

ents

hav

e acc

ess t

o an

d m

ay

earn

cou

rse

cred

it th

roug

h vi

rtual

/onl

ine

lear

ning

. Pol

icie

s,

prac

tices

, and

/or p

roce

dure

s pr

omot

e an

d en

cour

age

virtu

al

lear

ning

and

cou

rse

cred

it ac

ross

m

ultip

le c

onte

nt a

reas

and

/or g

rade

le

vels

, and

pro

vide

the

curri

culu

m,

tool

s an

d tra

inin

g ne

eded

for

acce

ss a

nd s

ucce

ss fo

r stu

dent

s w

ho c

hoos

e to

par

ticip

ate.

Stud

ents

hav

e acc

ess t

o co

urse

con

tent

and

ea

rn c

ours

e cr

edit

thro

ugh

a var

iety o

f ve

nues

incl

udin

g vi

rtual

lear

ning

as

an

expe

cted

opt

ion

for t

heir

cour

se/c

redi

t ac

crua

l. Po

licie

s, p

ract

ices

, and

/or

proc

edur

es p

rom

ote

and

enco

urag

e vi

rtual

le

arni

ng a

cros

s al

l con

tent

are

as a

nd m

ost

grad

e le

vels

incl

udin

g vi

rtual

sch

ools

, virt

ual

grad

e le

vel p

rom

otio

n pa

thw

ays,

virt

ual h

igh

scho

ol g

radu

atio

n pa

thw

ays.

Too

ls,

curri

culu

m, c

omm

unic

atio

n, tr

aini

ng, a

nd

othe

r sup

ports

are

pro

vide

d fo

r suc

cess

and

eq

ual a

cces

s fo

r all

stud

ents

.

• Sol

id o

nlin

e cu

rricu

lum

con

tent

, in

digi

tal f

orm

, fro

m re

spec

ted

auth

ors.

Av

aila

ble

on th

e ne

twor

k to

all

stud

ents

in a

ll su

bjec

ts, f

rom

sch

ool

and

from

hom

e. A

nd q

ualif

ying

for

cred

it up

on s

ucce

ssfu

l com

plet

ion.

• V

ideo

conf

eren

cing

sys

tem

s th

at

perm

it co

mm

unic

atio

n by

voi

ce, v

ideo

, gr

aphi

cs, t

ext,

and

whi

tebo

ard.

• M

ultim

edia

libr

arie

s co

ntai

ning

ed

ucat

iona

l aud

io an

d vid

eo

colle

ctio

ns us

ed in

teac

hing

and

le

arni

ng, a

ll fu

lly in

dexe

d an

d av

aila

ble

on d

eman

d.

I.g W

e (fa

milie

s, s

choo

ls,

chur

ches

, you

th

orga

niza

tions

, etc

.) ca

nnot

co

ntro

l acc

ess

to in

form

atio

n by

the

youn

g an

d re

cogn

ize

that

onc

e ex

istin

g bo

unda

ries

no lo

nger

exi

st.

Stud

ents

do

not h

ave

acce

ss to

dig

ital c

onte

nt.

Polic

ies

and/

or p

ract

ices

pr

ohib

it ac

cess

to d

igita

l co

nten

t in

scho

ol.

Stud

ents

hav

e lim

ited

acce

ss

to d

igita

l con

tent

for l

earn

ing.

Th

e us

e of

dig

ital c

onte

nt is

la

rgel

y te

ache

r-dire

cted

and

va

ries

from

cla

ssro

om to

cl

assr

oom

.

Stud

ents

hav

e som

e acc

ess t

o di

gita

l con

tent

for l

earn

ing

in

sele

cted

cou

rses

and

/or s

ubje

cts.

D

istri

ct p

olic

y/pr

actic

es p

erm

it or

en

cour

age

digi

tal l

earn

ing,

but

the

dist

rict d

oes

not p

rovi

de s

uppo

rts to

te

ache

rs o

r stu

dent

s re

late

d to

di

gita

l con

tent

.

Stud

ents

regu

larly

acce

ss in

form

atio

n re

spon

sibl

y an

d et

hica

lly, i

nclu

ding

dig

ital

cont

ent,

in o

rder

to a

cqui

re k

now

ledg

e,

mas

ter s

peci

fied

cont

ent s

tand

ards

, and

ex

plor

e/en

hanc

e le

arni

ng in

are

as o

f pe

rson

al in

tere

st. T

each

ers

prov

ide

expl

icit

inst

ruct

ion

in a

ppro

pria

te a

nd re

spon

sibl

e us

e of

dig

ital c

onte

nt. T

each

ers

and

stud

ents

ar

e su

ppor

ted

in e

nsur

ing

resp

onsi

ble

use

of

digi

tal c

onte

nt.

• A n

etw

ork

that

ena

bles

stu

dent

s an

d te

ache

rs to

acc

ess

the

info

rmat

ion

and

serv

ices

they

nee

d fro

m a

var

iety

of

sou

rces

and

loca

tions

. The

net

wor

k pr

ovid

es e

ntry

to th

e sc

hool

site

from

an

ywhe

re, s

o th

at s

tude

nts

can

stud

y th

eir a

cade

mic

mat

eria

ls w

hene

ver

they

nee

d to

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

24

Artic

le I:

The N

ew D

igita

l Lea

rnin

g En

viron

men

t (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss (L

evel

IV

Sys

tem

Req

uire

men

ts)

I.h C

hild

ren

and

yout

h ne

ed ro

le

mod

els

and

adul

t gui

danc

e an

d co

nnec

tions

eve

n m

ore

than

in th

e pr

e-di

gita

l era

, bu

t the

role

of a

dults

is

diffe

rent

, bec

omin

g on

e th

at

is m

ore

abou

t fac

ilitat

ing

unde

rsta

ndin

g, ra

isin

g qu

estio

ns, a

nd d

esig

ning

en

gagi

ng ta

sks

that

pro

duce

le

arni

ng th

an le

ctur

ing

and

inst

ruct

ing.

Enga

gem

ent i

n le

arni

ng

task

s an

d th

e su

ppor

tive

role

of

the

teac

hers

is n

ot th

e no

rm in

cla

ssro

oms

acro

ss

the

dist

rict.

The

tradi

tiona

l te

ache

r rol

e is

prev

alen

t in

clas

sroo

ms

as th

e m

ajor

in

stru

ctio

nal m

etho

d (le

ctur

e, d

irect

inst

ruct

, etc

.).

Enga

ging

stu

dent

task

s ar

e ev

iden

t acr

oss

the

dist

rict b

ut

not a

vaila

ble

to a

ll st

uden

ts n

or

requ

ired

of a

ll te

ache

rs. A

re

defin

ed in

stru

ctio

nal r

ole

for t

each

ers i

s enc

oura

ged.

Tr

aini

ng a

nd m

onito

ring

of

inst

ruct

ion

do n

ot re

flect

the

rede

fined

role

exp

ecta

tions

.

Teac

hers

em

ploy

stud

ent

enga

gem

ent b

ased

inst

ruct

ion

tow

ard

mas

tery

of r

igor

ous

cont

ent.

Teac

her t

rain

ing

and

inst

ruct

iona

l m

onito

ring

are

alig

ned

to th

e ex

pect

ed in

stru

ctio

nal p

ract

ices

. Th

e cu

rricu

lum

incl

udes

exa

mpl

es

of e

ngag

ing

lear

ning

task

s th

at a

re

avai

labl

e to

stu

dent

s th

roug

hout

the

dist

rict a

nd e

xpec

ted

of a

ll te

ache

rs, a

nd in

clud

es s

uppo

rts fo

r us

ing

digi

tal m

edia

in le

arni

ng

task

s.

Thro

ugho

ut th

e or

gani

zatio

n, al

l tea

cher

s fa

cilita

te p

rofo

und

learn

ing

base

d on

rig

orou

s co

nten

t. St

uden

ts a

re e

ngag

ed a

s le

arne

rs in

an

incr

easi

ng s

elf-m

anag

emen

t or

lear

ning

role

tow

ard

mas

tery

of r

igor

ous

cont

ent s

tand

ards

. Pra

ctic

es s

uch

as te

ache

r tra

inin

g, in

stru

ctio

nal m

onito

ring,

and

teac

her

eval

uatio

n to

ols

are

expl

icitl

y al

igne

d to

the

expe

cted

inst

ruct

iona

l pra

ctic

es. T

he

curri

culu

m in

clud

es e

xpec

tatio

n fo

r and

ex

ampl

es o

f rig

orou

s, e

ngag

ing

lear

ning

ta

sks

incl

udin

g in

tra- a

nd in

ter-d

isci

plin

ary

lear

ning

pro

ject

s th

at a

re e

xpec

ted

of a

ll st

uden

ts in

all

grad

es, a

nd le

vera

ges

the

pow

er a

nd p

oten

tial o

f dig

ital l

earn

ing

thro

ugh

expl

icit

inst

ruct

ion

in a

ppro

pria

te u

se

of d

igita

l med

ia.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

rs w

ith c

apac

ity

build

ing

rela

ted

to fa

cilit

atin

g an

d m

edia

ting

mea

ning

ful l

earn

ing

for a

ll st

uden

ts, i

nclu

ding

pro

fess

iona

l de

velo

pmen

t in

crea

ting

enga

ging

on

line

curri

culu

m p

roje

cts

tied

to s

tate

st

anda

rds.

• C

lear

gui

delin

es, e

xpec

tatio

ns, a

nd

supp

orts

for s

tude

nt b

ehav

ior a

nd

clas

sroo

m m

anag

emen

t sys

tem

s re

late

d to

stu

dent

sel

f-man

agem

ent

and

colla

bora

tive

lear

ning

.

I.i. S

choo

l lea

ders

, inc

ludi

ng

boar

d m

embe

rs, m

ust w

ork

to b

ring

the

publ

ic in

to

conv

ersa

tions

that

are

ne

eded

not

just

to s

uppo

rt th

ese

trans

form

atio

ns b

ut to

he

lp s

hape

them

and

cre

ate

owne

rshi

p.

Scho

ol le

ader

s do

not

com

mun

icate

with

and

en

gage

the

publ

ic in

di

alog

ue re

late

d to

the

digi

tal

lear

ning

env

ironm

ent.

Polic

ies,

pra

ctic

es, o

r pr

oced

ures

gui

ding

co

mm

unic

atio

n ar

e la

ckin

g.

Scho

ol le

ader

s pr

ovid

e lim

ited

oppo

rtuni

ties f

or c

omm

unity

en

gage

men

t. Po

licie

s or

pr

oced

ures

rela

ted

to th

e di

gita

l le

arni

ng m

ay e

xist

, but

the

com

mun

ity h

as lit

tle o

r no

voice

in s

hapi

ng th

e tra

nsfo

rmat

ions

nee

ded.

Scho

ol le

ader

s pr

ovid

e op

portu

nitie

s for

pub

lic

enga

gem

ent r

elat

ed to

dig

ital

lear

ning

and

tran

sfor

mat

ion.

Po

licie

s an

d/or

gui

delin

es a

re

deve

lope

d to

dire

ct, c

larif

y di

gita

l le

arni

ng tr

ansf

orm

atio

ns a

nd

incl

ude

the

expe

ctat

ion

for p

ublic

en

gage

men

t in

shap

ing

deci

sion

s.

Scho

ol le

ader

s m

eani

ngfu

lly en

gage

the

publ

ic in

the

shap

ing

of p

olic

ies

rela

ted

to th

e di

gita

l era

tran

sfor

mat

ions

nee

ded

in th

e di

stric

t. On

-goi

ng co

mm

unity

enga

gem

ent,

expe

rtise

and

feed

back

is s

olic

ited

and

used

in

the

deve

lopm

ent a

nd im

prov

emen

t of

prog

ram

s, p

ract

ices

, and

pro

cedu

res

that

re-

shap

e te

achi

ng a

nd le

arni

ng fo

r the

new

di

gita

l era

.

• A c

ompe

lling,

cle

ar v

isio

n of

the

trans

form

ed s

choo

l, de

velo

ped

by th

e en

tire

scho

ol c

omm

unity

. • E

ffect

ive,

acc

essi

ble

exem

plar

s of

th

is v

isio

n in

act

ion

trans

late

d in

to

teac

hing

and

lear

ning

pra

ctic

es (s

uch

as “a

day

in th

e life

of a

stud

ent”)

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

25

Artic

le II:

The

New

Lea

rnin

g St

anda

rds

Stat

emen

t of P

rincip

le Th

e ne

w d

igita

l env

ironm

ent d

eman

ds n

ew le

arni

ng s

tand

ards

for s

tude

nts

so th

at th

ey w

ill ha

ve th

e va

lues

and

the

capa

bilit

ies

to li

ve, l

earn

, and

ear

n in

a fr

ee s

ocie

ty s

urro

unde

d by

a w

orld

that

is

truly

glo

bal,

conn

ecte

d, a

nd in

crea

sing

ly c

ompe

titiv

e in

sco

pe a

nd c

hara

cter

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IIa. S

tand

ards

sho

uld

be c

lear

, at

tain

able

, and

hig

h en

ough

to

pro

vide

for a

sys

tem

of

stud

ent p

erfo

rman

ce

varia

nce

whe

re a

ll ca

n ex

perie

nce

succ

ess

and

chal

leng

e.

IIb. L

earn

ing

shou

ld b

e sp

ecifi

ed

to th

e “p

rofo

und

leve

l,” th

at

is, s

tude

nts

are

able

to a

pply

th

eir l

earn

ing

to n

ew

situ

atio

ns, t

o sy

nthe

size

, so

lve

prob

lem

s, c

reat

e kn

owle

dge,

and

cul

tivat

e an

d ut

ilize

the

full

rang

e of

thei

r ca

pabi

litie

s.

Stud

ent l

earn

ing

is b

ased

so

lely

on

stat

e cu

rricu

lum

st

anda

rds,

and

inst

ruct

ion

may

be

over

ly-fo

cuse

d on

th

e “te

sted

” sta

ndar

ds. P

K-12

lear

ning

stan

dard

s hav

e no

t bee

n ar

ticul

ated

or

clar

ified

.

Stud

ent l

earn

ing

is b

ased

on

stan

dard

s th

at in

corp

orat

e bu

t ex

tend

bey

ond

the

requ

ired

stat

e cu

rricu

lum

sta

ndar

ds. P

K-12

lear

ning

stan

dard

s hav

e be

en ar

ticul

ated

in m

ost

cont

ent a

reas

.

Stud

ent l

earn

ing

is b

ased

on

stan

dard

s th

at in

corp

orat

e an

d ex

tend

bey

ond

the

stat

e cu

rricu

lum

st

anda

rdsP

K-12

lear

ning

st

anda

rds h

ave b

een

artic

ulat

ed

in al

l con

tent

area

s, in

clud

ing

incr

easi

ng th

e co

gniti

ve d

eman

d of

“lo

w ri

gor”

stan

dard

s as

nee

ded.

Stud

ents

lear

ning

is b

ased

on

chall

engi

ng,

mea

ning

ful c

onte

nt st

anda

rds t

hat h

ave

been

artic

ulat

ed, s

pecif

ied, a

nd d

escr

ibed

PK

-12.

Lear

ning

sta

ndar

ds in

all

cont

ent

area

s ex

tend

bey

ond

the

stat

e cu

rricu

lum

in

clud

ing

such

thin

gs a

s:

• cla

rific

atio

n/en

hanc

emen

t of t

he c

ogni

tive

dem

and

of th

e st

anda

rds

• sup

ports

for e

nsur

ing

that

stu

dent

s ha

ve

acce

ss to

the

full

cont

ent o

f the

dis

cipl

ine

• ide

ntifi

catio

n/cl

uste

ring

of “p

ower

” st

anda

rds

to e

nsur

e de

pth

over

bre

adth

• c

omm

unic

atin

g lin

kage

s ac

ross

dis

cipl

ines

.

• A c

ultu

re o

f hig

h ex

pect

atio

ns fo

r all

stud

ents

with

in s

yste

ms

of s

uppo

rt fo

r eq

ual a

cces

s to

lear

ning

sta

ndar

ds.

• An

onlin

e cu

rricu

lum

man

agem

ent

syst

em th

at p

rovi

des

acce

ss to

the

lear

ning

sta

ndar

ds fo

r stu

dent

s,

teac

hers

, dis

trict

sta

ff, p

aren

ts, a

nd

the

com

mun

ity.

• A c

ompr

ehen

sive

pro

fess

iona

l de

velo

pmen

t sys

tem

that

ens

ures

all

teac

hers

and

prin

cipa

ls h

ave

a co

mm

on u

nder

stan

ding

of t

he

stan

dard

s to

be

lear

ned

and

the

leve

l of

aca

dem

ic ri

gor e

xpec

ted

in e

ach

stan

dard

.

IIc. L

earn

ing

stan

dard

s sh

ould

em

brac

e de

velo

pmen

t of t

he

who

le p

erso

n to

bui

ld

stud

ents

’ cap

acity

to s

hape

th

eir o

wn

dest

iny

as

indi

vidu

als

and

as

cont

ribut

ing

mem

bers

of

soci

ety.

Lear

ning

sta

ndar

ds d

o no

t en

com

pass

dev

elop

men

t of

the

who

le p

erso

n or

21st

cent

ury

skills

(col

labo

ratio

n,

crea

tivity

, pro

blem

-sol

ving

, ju

dgm

ent,

nego

tiatio

n, e

tc)

and

pers

onal

dev

elop

men

t (c

hoic

e, s

ocia

l/ em

otio

nal

skills

, sel

f-man

agem

ent,

etc.

).

Lear

ning

sta

ndar

ds m

inim

ally

enco

mpa

ss 21

st c

entu

ry s

kills

an

d w

hole

per

son

deve

lopm

ent

and

(col

labo

ratio

n, c

reat

ivity

, pr

oble

m-s

olvi

ng, j

udgm

ent,

nego

tiatio

n, e

tc) a

nd p

erso

nal

deve

lopm

ent (

choi

ce, s

ocia

l/ em

otio

nal s

kills

, sel

f-m

anag

emen

t, et

c.).

Lear

ning

sta

ndar

ds en

com

pass

an

d cle

arly

refle

ct w

hole

per

son

deve

lopm

ent a

nd 2

1st c

entu

ry s

kills

ha

ve (c

olla

bora

tion,

sel

f-m

anag

emen

t, cr

eativ

ity, p

robl

em-

solv

ing,

judg

men

t, ne

gotia

tion,

etc

) an

d pe

rson

al d

evel

opm

ent (

choi

ce,

soci

al/e

mot

iona

l ski

lls, s

elf-

man

agem

ent,

etc.

) and

thes

e st

anda

rds

are

evid

ent i

n cu

rricu

lum

do

cum

ents

and

inst

ruct

iona

l pr

actic

es.

Stud

ents

com

pete

ntly

use 2

1st ce

ntur

y sk

ills as

they

enga

ge w

ith ch

allen

ging

co

nten

t lea

rnin

g st

anda

rds.

Lear

ning

st

anda

rds

refle

ct d

evel

opm

ent o

f the

who

le

pers

on a

nd e

ncom

pass

21st

cen

tury

ski

lls

(col

labo

ratio

n, s

elf-m

anag

emen

t, cr

eativ

ity,

prob

lem

-sol

ving

, jud

gmen

t, ne

gotia

tion,

etc

) an

d pe

rson

al d

evel

opm

ent s

kills

(cho

ice,

so

cial

/em

otio

nal s

kills

, sel

f-man

agem

ent,

etc.

). Th

ese

stan

dard

s ar

e ev

iden

t in

curri

culu

m d

ocum

ents

and

inst

ruct

iona

l pr

actic

es in

clud

ing

such

thin

gs a

s gr

adin

g/pr

omot

ion/

grad

uatio

n po

licie

s,

curri

culu

m g

uide

s, d

istri

ct re

quire

d as

sess

men

ts, p

roje

ct-b

ased

lear

ning

crit

eria

, rig

orou

s le

arni

ng ta

sks

acro

ss a

ll di

scip

lines

.

• A c

ultu

re o

f hig

h ex

pect

atio

ns fo

r all

stud

ents

with

in s

yste

ms

of s

uppo

rt fo

r ac

cess

to le

arni

ng s

tand

ards

. • A

cur

ricul

um m

anag

emen

t sys

tem

th

at c

omm

unic

ates

and

pro

vide

s ac

cess

to 2

1st c

entu

ry le

arni

ng

stan

dard

s fo

r stu

dent

s, te

ache

rs,

dist

rict s

taff,

par

ents

, and

the

com

mun

ity.

• A c

ompr

ehen

sive

pro

fess

iona

l de

velo

pmen

t sys

tem

that

ens

ures

all

teac

hers

and

prin

cipa

ls h

ave

a co

mm

on u

nder

stan

ding

of t

he

stan

dard

s to

be

lear

ned

and

the

ratio

nale

for a

bro

ad-b

ased

cur

ricul

um

that

is re

spon

sive

to s

tude

nt c

hoic

e an

d 21

st c

entu

ry s

kills

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

26

Artic

le II:

The

New

Lea

rnin

g St

anda

rds (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IId. S

tand

ards

sho

uld

resp

ect

and

valu

e st

uden

ts’ “

mul

tiple

in

tellig

ence

s” a

nd ta

lent

s,

and

prov

ide

oppo

rtuni

ties

for

all s

tude

nts

to e

xcel

and

ex

perie

nce

succ

ess.

In m

ost/a

ll cl

assr

oom

s,

stud

ents

hav

e one

entry

po

int o

r ave

nue f

or

lear

ning

. Sta

ndar

ds a

nd

inst

ruct

iona

l gui

delin

es d

o no

t rec

ogni

ze th

e ne

ed fo

r m

ultip

le e

ntry

poi

nts

and

a va

riety

of o

ppor

tuni

ties

for

lear

ning

.

Stud

ents

hav

e lim

ited

oppo

rtuni

ties t

o le

arn

thro

ugh

mul

tiple

pat

hway

s/en

try p

oint

s.

Stan

dard

s an

d in

stru

ctio

nal

guid

elin

es m

ay re

cogn

ize

the

need

for t

each

ers

to p

rovi

de

mul

tiple

way

s fo

r stu

dent

s to

de

mon

stra

te m

aste

ry o

f ex

pect

ed s

tand

ards

.

Stud

ents

hav

e so

me

oppo

rtuni

ties t

o lea

rn th

roug

h m

ultip

le pa

thwa

ys/en

try p

oint

s. Le

arni

ng s

tand

ards

and

gui

delin

es

supp

ort/m

odel

mul

tiple

ent

ry p

oint

s to

lear

ning

and

stu

dent

s ar

e pr

ovid

ed a

var

iety

of o

ppor

tuni

ties

to d

emon

stra

te m

aste

ry.

Stud

ents

lear

n in

mul

tiple

path

ways

and

venu

es o

n a r

egul

ar b

asis.

Lea

rnin

g st

anda

rds

and

inst

ruct

iona

l gui

delin

es

incl

ude

tool

s/su

ppor

ts fo

r mul

tiple

ent

ry

poin

ts to

lear

ning

and

mas

tery

. Stu

dent

s ar

e gi

ven

the

supp

orts

and

sca

ffold

s ne

eded

to

achi

eve

at h

igh

leve

ls.

• The

est

ablis

hmen

t of a

cul

ture

that

va

lues

stu

dent

lear

ning

cho

ices

, st

yles

, and

nee

ds.

• Sys

tem

s of

sup

port

that

pro

vide

st

uden

ts w

ith c

hoic

e, fl

exib

ility,

and

sc

affo

lds.

II.e

Stan

dard

s sh

ould

tap

curio

sity

and

imag

inat

ion

in

the

tradi

tiona

l aca

dem

ic

core

, aes

thet

ic a

nd s

kill

area

s in

a w

ay th

at la

ck o

f pr

ofic

ienc

y in

any

one

are

a do

es n

ot d

isco

urag

e st

uden

ts fr

om re

cogn

izin

g an

d pu

rsui

ng th

eir s

peci

al

tale

nts

and

lear

ning

in o

ther

ar

eas.

Lear

ning

sta

ndar

ds h

ave

not

been

arti

cula

ted

acro

ss a

ll di

scip

lines

and

/or s

tude

nts

have

limite

d or

no

acce

ss

to n

on-c

ore a

cade

mic

and

enric

hmen

t are

as u

ntil

stat

e as

sess

men

ts in

cor

e ar

eas

have

bee

n pa

ssed

.

Stud

ents

hav

e so

me a

cces

s to

non

-cor

e aca

dem

ic an

d en

richm

ent a

reas

. Lea

rnin

g st

anda

rds

and

guid

elin

es

incl

ude

expe

ctat

ions

for a

cces

s to

a b

road

-bas

ed c

urric

ulum

for

mos

t, if

not a

ll, s

tude

nts.

But

, st

ruct

ures

sup

porti

ng s

tude

nt

succ

ess

and

equa

l acc

ess

to a

br

oad-

base

d cu

rricu

lum

are

la

ckin

g.

Stud

ents

hav

e ac

cess

to a

varie

ty

of n

on-c

ore a

cade

mic

and

enric

hmen

t are

as. S

tude

nts

are

expe

cted

to e

xper

ienc

e a

broa

d-ba

sed

curri

culu

m. T

here

are

pr

oces

ses

and

stru

ctur

es in

pla

ce

supp

ortin

g st

uden

t acc

essi

ng a

br

oad

curri

culu

m, a

par

t of w

hich

m

ay b

e ba

sed

on s

tude

nt ta

lent

or

inte

rest

. How

ever

, equ

al a

cces

s to

a

broa

d-ba

sed

curri

culu

m a

cros

s al

l sc

hool

s fo

r all

stud

ents

and

stu

dent

gr

oups

doe

s no

t yet

exi

st.

Stud

ents

hav

e fu

ll acc

ess t

o a b

road

-bas

ed

curri

culu

m an

d to

cha

lleng

e th

emse

lves

, an

d m

ake

choi

ces

base

d up

on h

igh

self-

inte

rest

and

in c

onsi

dera

tion

of fu

ture

tre

nds/

skill

need

s. L

earn

ing

stan

dard

s ex

tend

be

yond

bas

ic c

onte

nt m

aste

ry a

nd a

ll st

uden

ts a

re s

uppo

rted

in m

aste

ring

a br

oad

base

d m

ulti-

disc

iplin

ary

curri

culu

m, i

nclu

ding

op

portu

nitie

s fo

r stu

dent

inte

rest

and

cho

ice

in c

onte

nt/c

ours

es. S

truct

ures

and

pro

cess

es

have

bee

n pu

t int

o pl

ace

to e

nsur

e th

at a

ll st

uden

ts h

ave

equa

l acc

ess

to a

bro

ad-

base

d, h

igh

qual

ity e

duca

tion.

• Sha

red

expe

ctat

ion

for b

road

-bas

ed

lear

ning

incl

udin

g th

e ac

adem

ic c

ore,

ae

sthe

tic, a

nd s

kills

are

as.

• A c

urric

ulum

man

agem

ent s

yste

m

that

com

mun

icat

es a

nd p

rovi

des

acce

ss to

the

entir

e se

t of e

xpec

ted

lear

ning

sta

ndar

ds fo

r stu

dent

s,

teac

hers

, dis

trict

sta

ff, p

aren

ts, a

nd

the

com

mun

ity.

• Ins

truct

iona

l too

ls a

nd p

ract

ices

that

cl

arify

and

sup

port

stud

ent a

cces

s to

th

e fu

ll cu

rricu

lum

acr

oss

all a

cade

mic

co

re, a

esth

etic

and

stil

l are

as.

II.f N

ew le

arni

ng s

tand

ards

sh

ould

refle

ct re

aliti

es o

f the

ne

w d

igita

l era

, whe

re

stud

ents

are

not

just

co

nsum

ers

of k

now

ledg

e,

but c

reat

ors

of k

now

ledg

e.

Stud

ent l

earn

ing

stan

dard

s do

not

refle

ct th

e im

pact

of

digi

tal c

onte

nt a

nd d

igita

l le

arni

ng. I

nstru

ctio

n do

es

not r

ecog

nize

the

role

of

stud

ents

as

both

con

sum

ers

and

crea

tors

of c

onte

nt.

Lear

ning

sta

ndar

ds m

inim

ally

refle

ct di

gita

l era

lear

ning

. G

uida

nce

and

supp

orts

rela

ted

to th

e ro

le o

f stu

dent

s as

cr

eato

rs o

f kno

wle

dge

are

lack

ing

in s

uch

thin

gs a

s cu

rricu

lar t

ools

, tec

hnol

ogy

acce

ss, t

each

er tr

aini

ng, e

tc.

Lear

ning

sta

ndar

ds re

late

d to

the

new

dig

ital e

ra re

cogn

ize th

e im

pact

of d

igita

l lear

ning

on

acce

ss to

and

mas

tery

of e

xist

ing

cont

ent-b

ased

lear

ning

sta

ndar

ds.

Som

e sy

stem

s of

sup

port

have

be

en p

ut in

to p

lace

incl

udin

g su

ch

thin

gs a

s in

crea

sed

acce

ss to

te

chno

logi

es, c

urric

ulum

revi

sion

an

d en

hanc

emen

t, an

d te

ache

r tra

inin

g.

Lear

ning

sta

ndar

ds re

late

d to

the

new

dig

ital

era

and

fully

embr

ace t

he im

pact

of d

igita

l lea

rnin

g on

exi

stin

g co

nten

t-bas

ed le

arni

ng

stan

dard

s. S

tude

nts

are

prov

ided

inst

ruct

ion

in a

nd a

re fu

lly e

ngag

ed in

the

skills

nee

ded

to le

arn

and

succ

eed

in th

e di

gita

l era

. Te

ache

rs a

re p

rovi

ded

the

train

ing

need

ed to

pr

ovid

e in

stru

ctio

n th

at e

nsur

es s

tude

nts

deve

lop

digi

tal-e

ra s

kills

and

that

they

m

axim

ize

the

pow

er o

f dig

ital m

edia

in

mas

terin

g co

nten

t-bas

ed le

arni

ng s

tand

ards

.

• Sha

red

expe

ctat

ion

for a

cces

s to

di

gita

l-era

lear

ning

sta

ndar

ds fo

r all

stud

ents

. • A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at b

uild

s te

ache

r cap

acity

in d

igita

l-er

a le

arni

ng s

tand

ards

. • S

tude

nt a

nd te

ache

r acc

ess

to th

e te

chno

logi

es n

eede

d to

mas

ter d

igita

l-er

a le

arni

ng s

tand

ards

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

27

Artic

le II:

The

New

Lea

rnin

g St

anda

rds (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

II. g

Con

tent

sta

ndar

ds s

houl

d se

rve

as fr

amew

orks

that

as

sist

teac

hers

and

stu

dent

s in

cre

atin

g le

arni

ng

expe

rienc

es th

at m

otiv

ate

stud

ent s

ucce

ss.

Cur

ricul

um d

ocum

ents

lack

lin

kage

s bet

wee

n co

nten

t st

anda

rds

and

best

pra

ctic

es

in in

stru

ctio

nal p

lann

ing

and

deve

lopm

ent o

f lea

rnin

g ex

perie

nces

/task

s.

Cur

ricul

um d

ocum

ents

pro

vide

so

me l

inka

ges b

etw

een

cont

ent s

tand

ards

to

expe

ctat

ions

for m

eani

ngfu

l, m

otiv

atin

g le

arni

ng

expe

rienc

es.

Cur

ricul

um d

ocum

ents

hav

e lin

kage

s bet

wee

n co

nten

t sta

ndar

d an

d th

e de

velo

pmen

t of

chal

leng

ing,

mot

ivat

ing

lear

ning

ex

perie

nces

thro

ugh

such

thin

gs a

s cu

rricu

lum

doc

umen

ts a

nd

inst

ruct

iona

l gui

delin

es.

Con

tent

sta

ndar

ds h

ave

been

linke

d,

trans

lated

and

clarif

ied in

to c

urric

ulum

tool

s to

sup

port

teac

hers

and

stu

dent

s in

cre

atin

g ch

alle

ngin

g an

d m

otiv

atin

g le

arni

ng

expe

rienc

es/ta

sks.

Cur

ricul

ar to

ols

incl

ude

supp

orts

as

less

on e

xem

plar

s, a

nnot

ated

m

odel

s of

stu

dent

wor

k, s

ampl

es o

f rig

orou

s ta

sks,

opp

ortu

nitie

s fo

r stu

dent

cho

ice,

pr

ojec

t/pro

duct

rubr

ics,

pro

fess

iona

l de

velo

pmen

t, an

d pr

ofes

sion

al c

olla

bora

tion

rela

ted

to th

e su

cces

sful

impl

emen

tatio

n.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

ens

ures

com

mon

und

erst

andi

ng

of th

e co

nten

t sta

ndar

ds a

nd s

uppo

rts

teac

hers

in th

e de

velo

pmen

t and

su

cces

sful

ena

ctm

ent o

f lea

rnin

g ex

perie

nces

for s

tude

nts.

• A

cur

ricul

um m

anag

emen

t sys

tem

th

at p

rovi

des

acce

ss to

the

lear

ning

st

anda

rds

and

curri

cula

r/ins

truct

iona

l to

ols

for s

tude

nts,

teac

hers

, dis

trict

st

aff,

pare

nts,

and

the

com

mun

ity.

II.h

Stan

dard

s sh

ould

be

flexi

ble

enou

gh to

pro

vide

for

expa

nsio

n an

d ex

tens

ion

by

loca

l dis

trict

s an

d th

eir

com

mun

ities

.

Stat

e st

anda

rds

have

bee

n co

ales

ced

into

a

mor

e m

anag

eabl

e nu

mbe

r of c

ritic

al le

arni

ng

aim

s. T

he a

sses

smen

t sys

tem

test

s on

ly th

e m

ost s

igni

fican

t sta

ndar

ds, p

rovi

ding

tim

e fo

r te

ache

rs to

pur

sue

othe

r cur

ricul

ar a

ims

such

as

dis

trict

or s

choo

l lev

el s

tand

ards

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

II.i G

uida

nce

shou

ld b

e gi

ven

to

teac

hers

’ dai

ly w

ork

so th

ey

can

mak

e th

e co

nten

t st

anda

rds

clea

r and

co

mpe

lling

to th

eir s

tude

nts

for e

ach

unit

of fo

cus.

Cur

ricul

um d

ocum

ents

lack

lin

kage

s bet

wee

n co

nten

t st

anda

rds

and

best

pra

ctic

es

in in

stru

ctio

nal p

lann

ing

and

deve

lopm

ent o

f lea

rnin

g ex

perie

nces

/task

s.

Cur

ricul

um d

ocum

ents

pro

vide

so

me l

inka

ges b

etw

een

cont

ent s

tand

ards

to

expe

ctat

ions

for m

eani

ngfu

l, m

otiv

atin

g le

arni

ng

expe

rienc

es.

Cur

ricul

um d

ocum

ents

hav

e lin

kage

s bet

wee

n co

nten

t sta

ndar

d an

d th

e de

velo

pmen

t of

chal

leng

ing,

mot

ivat

ing

lear

ning

ex

perie

nces

thro

ugh

such

thin

gs a

s cu

rricu

lum

doc

umen

ts a

nd

inst

ruct

iona

l gui

delin

es.

Con

tent

s st

anda

rds

have

bee

n lin

ked,

tra

nslat

ed an

d cla

rified

into

cur

ricul

um to

ols

that

sup

port

teac

hers

and

stu

dent

s in

cr

eatin

g ch

alle

ngin

g an

d m

otiv

atin

g le

arni

ng

expe

rienc

es/ta

sks.

Cur

ricul

ar to

ols

incl

ude

supp

orts

suc

h as

less

on e

xem

plar

s,

anno

tate

d m

odel

s of

stu

dent

wor

k, s

ampl

es

of ri

goro

us ta

sks,

opp

ortu

nitie

s fo

r stu

dent

ch

oice

, pro

ject

/pro

duct

rubr

ics,

pro

fess

iona

l de

velo

pmen

t and

pro

fess

iona

l col

labo

ratio

n re

late

d to

the

succ

essf

ul im

plem

enta

tion.

• Dis

trict

pol

icie

s re

late

d to

the

esta

blis

hmen

t and

impl

emen

tatio

n of

le

arni

ng s

tand

ards

, inc

ludi

ng th

e ex

pect

atio

n fo

r the

dev

elop

men

t of

supp

ortin

g cu

rricu

lum

tool

s.

• A c

urric

ulum

man

agem

ent s

yste

m

that

pro

vide

s ac

cess

to th

e le

arni

ng

stan

dard

s an

d cu

rricu

lar/i

nstru

ctio

nal

tool

s fo

r all

teac

hers

and

inst

ruct

iona

l le

ader

s.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

ens

ures

com

mon

und

erst

andi

ng

of th

e co

nten

t sta

ndar

ds a

nd s

uppo

rts

teac

hers

in th

e de

velo

pmen

t and

en

actm

ent o

f lea

rnin

g ex

perie

nces

for

stud

ents

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

28

Artic

le II:

The

New

Lea

rnin

g St

anda

rds (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

II.j S

tand

ards

sho

uld

be fr

amed

so

they

do

not s

acrif

ice

the

prof

ound

lear

ning

des

ired

for

easy

and

low

-cos

t sta

te

asse

ssm

ent a

nd

acco

unta

bilit

y m

easu

res.

Stan

dard

s in

clud

ed o

n st

ate

test

s in

clud

e on

ly th

e m

ost i

mpo

rtant

cur

ricul

ar a

ims

and

are

fram

ed a

t a le

vel o

f bre

adth

that

pro

vide

s fo

r acc

urat

e an

nual

ass

essm

ent w

ithou

t na

rrow

ing

curri

culu

m o

r ins

truct

ion

in li

eu o

f pr

ofou

nd le

arni

ng.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

II.k

Whe

n co

mpe

tent

, car

ing

teac

hers

pro

vide

pro

perly

de

sign

ed le

arni

ng

expe

rienc

es in

insp

iring

so

cial

env

ironm

ents

, all

stud

ents

will

enga

ge a

nd c

an

mee

t or e

xcee

d a

reas

onab

le v

aria

nce

to th

e st

anda

rds.

Cla

ssro

om in

stru

ctio

n te

nds

to re

flect

isol

ated

lear

ning

ex

perie

nces

focu

sed

on

min

imal

mas

tery

of c

onte

nt

stan

dard

s w

ith lim

ited

enga

gem

ent o

f stu

dent

s.

The

syst

em la

cks

guid

ance

or

sup

ports

rela

ted

to

stud

ent e

ngag

emen

t or

acce

ss to

lear

ning

.

Stud

ents

hav

e lim

ited

acce

ss

to m

eani

ngfu

l, en

gagi

ng,

chal

leng

ing

lear

ning

and

it is

of

ten

dete

rmin

ed b

y ap

titud

e or

pa

st s

ucce

ss w

ith fe

w o

r no

oppo

rtuni

ties

base

d up

on

choi

ce o

r mot

ivat

ion.

In

stru

ctio

nal g

uide

lines

or

expe

ctat

ion

rela

ted

to s

tude

nt

enga

gem

ent a

nd le

arni

ng

oppo

rtuni

ties

may

exi

st, b

ut

supp

orts

for i

nstru

ctio

nal

impr

ovem

ent a

nd s

caffo

ld fo

r st

uden

t suc

cess

are

lim

ited.

Stud

ents

hav

e lim

ited

acce

ss to

m

eani

ngfu

l, en

gagi

ng, c

halle

ngin

g le

arni

ng a

nd it

is o

ften

dete

rmin

ed

by a

ptitu

de o

r pas

t suc

cess

with

fe

w o

r no

oppo

rtuni

ties

base

d up

on

choi

ce o

r mot

ivat

ion.

In

stru

ctio

nal

guid

elin

es o

r exp

ecta

tion

rela

ted

to

stud

ent e

ngag

emen

t and

lear

ning

op

portu

nitie

s m

ay e

xist

, but

su

ppor

ts fo

r ins

truct

iona

l im

prov

emen

t and

sca

ffold

for

stud

ent s

ucce

ss a

re li

mite

d.

All s

tude

nts

have

acce

ss in

all c

onte

nt

area

s to

rigor

ous

curri

culu

m. M

eani

ngfu

l, ch

alle

ngin

g le

arni

ng o

ppor

tuni

ties

are

evid

ent

in a

ll cl

assr

oom

s. C

urric

ulum

tool

s,

inst

ruct

iona

l gui

delin

es, a

nd te

ache

r sup

ports

(c

olla

bora

tion,

pro

fess

iona

l dev

elop

men

t, m

odel

s/ex

empl

ars,

etc

.) ar

e pr

ovid

ed to

as

sist

teac

hers

in th

is w

ork.

Tea

cher

s pr

ovid

e su

ppor

ts a

nd s

caffo

lds

to s

tude

nts

to

supp

ort a

cces

s to

mea

ning

ful a

nd

chal

leng

ing

curri

culu

m (c

olla

bora

tive

lear

ning

, dig

ital m

edia

tool

s, e

ngag

ing

task

s,

inte

rven

tions

, etc

.). M

onito

ring/

eval

uatio

n of

le

arni

ng a

re a

ligne

d to

the

type

of t

each

ing

and

lear

ning

exp

ecte

d.

• Com

mon

und

erst

andi

ng o

f in

stru

ctio

nal b

est p

ract

ices

with

in a

cl

early

arti

cula

ted

philo

soph

y of

hig

h ex

pect

atio

ns a

nd s

tude

nt

enga

gem

ent.

• A c

urric

ulum

man

agem

ent s

yste

m

that

pro

vide

s ac

cess

to th

e le

arni

ng

stan

dard

s an

d cu

rricu

lar/i

nstru

ctio

nal

guid

ance

for a

ll te

ache

rs a

nd

inst

ruct

iona

l lea

ders

. • A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at p

rovi

des

teac

her g

uida

nce

and

supp

ort i

n in

stru

ctio

nal b

est p

ract

ices

.

II.l S

tand

ards

sho

uld

resu

lt in

all

stud

ents

bei

ng c

omm

itted

an

d eq

uipp

ed to

be

com

pete

nt li

fetim

e le

arne

rs,

wel

l-pre

pare

d fo

r fur

ther

fo

rmal

edu

catio

n an

d to

pu

rsue

mul

tiple

car

eers

.

No o

r few

stud

ents

hav

e ac

cess

to le

arni

ng b

eyon

d a

narro

w s

et o

f sta

ndar

ds

such

as

thos

e on

the

stat

e te

st. C

lass

room

inst

ruct

ion

acro

ss te

nds

to re

flect

le

arni

ng e

xper

ienc

es

focu

sed

on m

inim

al m

aste

ry o

f a li

mite

d se

t of

cont

ent s

tand

ards

.

Som

e stu

dent

s ha

ve a

cces

s to

an

d ar

e ex

pect

ed to

lear

n a

set

of c

urric

ulum

stan

dard

s tha

t ex

tend

bey

ond

the c

ore

acad

emic

area

s and

incl

ude

som

e re

fere

nce

to li

fetim

e le

arni

ng, f

urth

er fo

rmal

ed

ucat

ion,

or c

aree

r-bas

ed

skills

.

Most

stu

dent

s ha

ve a

cces

s to

le

arni

ng st

anda

rds t

hat e

xten

d be

yond

bas

ic co

nten

t incl

udin

g ch

alle

ngin

g co

nten

t sta

ndar

ds,

habi

ts o

f pra

ctic

e/th

inki

ng/ s

tudy

, an

d lif

elon

g le

arni

ng s

kills

rela

ted

to

the

expe

cted

cur

ricul

um a

nd to

in

tere

st/c

aree

r cur

ricul

um.

All s

tude

nts

are

prov

ided

equ

al a

cces

s to

w

orld

-cla

ss, 2

1st c

entu

ry le

arni

ng in

clud

ing

chall

engi

ng co

nten

t sta

ndar

ds, h

abits

of

prac

tice/t

hink

ing/

stud

y, an

d lif

elong

lea

rnin

g sk

ills re

late

d to

the

expe

cted

cu

rricu

lum

and

to in

tere

st/c

aree

r-bas

ed

curri

culu

m. T

o th

e ex

tent

pos

sibl

e, c

urric

ulum

is

tailo

red

to m

eet t

he n

eeds

and

inte

rest

s of

st

uden

ts. T

each

ers

prov

ide

oppo

rtuni

ties

for

stud

ents

to d

evel

op c

ompe

tenc

ies

for f

urth

er

lear

ning

, car

eer,

and

life.

Inst

ruct

iona

l su

ppor

ts s

uch

as ri

goro

us c

olle

ge-re

ady

stan

dard

s, re

leva

nt c

urric

ulum

, and

aut

hent

ic

stud

ent t

asks

are

ava

ilabl

e to

all

teac

hers

.

• Sys

tem

ic, s

hare

d ex

pect

atio

n fo

r ac

adem

ic ri

gor a

nd c

olle

ge/ l

ife/w

ork

read

y le

arni

ng fo

r all

stud

ents

. • I

nstru

ctio

nal p

roce

dure

s, g

uida

nce,

an

d su

ppor

ts re

late

d to

sca

ffold

ing,

di

ffere

ntia

tion

and

inte

rven

tions

for

equi

tabl

e ac

cess

to a

cade

mic

rigo

r an

d co

llege

/life

/wor

k re

ady

lear

ning

. • A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at p

rovi

des

teac

her g

uida

nce

in

inst

ruct

iona

l sca

ffold

ing,

inte

rven

tions

an

d di

ffere

ntia

tion.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

29

Artic

le III.

Ass

essm

ent f

or L

earn

ing

Stat

emen

t of P

rincip

le Ap

prop

riate

and

var

ied

type

s of

ass

essm

ents

are

ess

entia

l for

info

rmin

g st

uden

ts a

bout

thei

r lev

el o

f suc

cess

in w

ays

that

affi

rm a

nd s

timul

ate

thei

r effo

rts a

nd fo

r inf

orm

ing

thei

r tea

cher

s so

that

m

ore

cust

omiz

ed le

arni

ng e

xper

ienc

es m

ay b

e pr

ovid

ed in

a ti

mel

y w

ay. W

ell-c

once

ived

and

wel

l-des

igne

d as

sess

men

ts s

houl

d al

so b

e us

ed to

reve

al to

par

ents

, the

sch

ool,

the

dist

rict,

and

soci

ety

at la

rge

the

exte

nt to

whi

ch th

e de

sire

d le

arni

ng is

occ

urrin

g an

d w

hat s

choo

ls a

re d

oing

to c

ontin

uous

ly im

prov

e.

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.a

Ass

essm

ents

mus

t be

fram

ed in

a s

yste

m

deve

lopm

ent a

ppro

ach

to

mee

t the

info

rmat

ion

need

s of

all

user

s of

ass

essm

ent

resu

lts. T

he s

yste

m m

ust b

e ba

lanc

ed a

nd re

flect

at l

east

th

ree

basi

c le

vels

of

asse

ssm

ent:

the

clas

sroo

m

leve

l, w

ith p

artic

ular

atte

ntio

n to

the

impa

ct o

f the

as

sess

men

t on

the

lear

ner;

the

prog

ram

leve

l, w

hich

al

low

s ev

alua

tion

of p

rogr

am

effe

ctiv

enes

s; a

nd th

e in

stitu

tiona

l lev

el, w

hich

ap

prop

riate

ly in

form

s po

licym

aker

s.

The

asse

ssm

ent s

yste

m c

lear

ly a

nd fu

lly

inco

rpor

ates

the

follo

win

g fiv

e at

tribu

tes:

(1)

asse

ssm

ent o

f onl

y a

mod

est n

umbe

r of

high

-impo

rt cu

rricu

lar a

ims;

(2) p

rovi

sion

of

clea

r des

crip

tions

of e

ach

asse

ssed

cu

rricu

lar a

im; (

3) in

clus

ion

of e

noug

h ite

ms

to m

easu

re e

very

stu

dent

’s m

aste

ry o

f eac

h as

sess

ed c

urric

ular

aim

; (4)

cre

atio

n an

d di

strib

utio

n of

reso

urce

s to

sup

port

teac

hers

’ us

e of

the

form

ativ

e-as

sess

men

t pro

cess

; an

d (5

) ass

uran

ce th

at a

sta

te’s

ac

coun

tabi

lity

test

and

oth

er re

quire

d te

sts

are

inst

ruct

iona

lly s

ensi

tive.

The

sys

tem

ba

lanc

es th

e ne

ed fo

r ins

truct

iona

l as

sess

men

t “fo

r” le

arni

ng w

ith th

e ac

coun

tabi

lity

func

tion

of a

sses

smen

t “of

” le

arni

ng.

Stan

dard

ized

test

s an

d te

stin

g fo

rmat

do

not d

efin

e or

nar

row

mor

e au

then

tic a

nd p

erfo

rman

ce-b

ased

cla

ssro

om

asse

ssm

ent.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

30

Artic

le III.

Ass

essm

ent f

or L

earn

ing

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.b

Ass

essm

ents

use

d by

te

ache

rs a

re th

e m

ost c

ritic

al

for i

mpr

ovin

g in

stru

ctio

n an

d st

uden

t lea

rnin

g, a

nd to

be

effe

ctiv

e m

ust r

efle

ct c

erta

in

char

acte

ristic

s, b

e in

terp

rete

d pr

oper

ly in

co

ntex

t, an

d re

porte

d cl

early

. C

ondu

ctin

g go

od

asse

ssm

ents

is a

par

t of t

he

art a

nd s

cien

ce o

f goo

d te

achi

ng th

at re

sults

from

te

ache

r exp

erie

nces

and

fo

rmal

teac

her p

rofe

ssio

nal

deve

lopm

ent o

ppor

tuni

ties.

III.e

Ass

essm

ent s

houl

d no

t be

limite

d to

nor

eve

n re

ly

subs

tant

ially

on

stan

dard

ized

te

sts

that

are

prim

arily

m

ultip

le-c

hoic

e pa

per/p

enci

l or

on

sim

ilar o

nlin

e in

stru

men

ts th

at c

an b

e m

achi

ne-s

core

d.

Stat

e tes

t res

ults

are

used

to

asc

erta

in a

nd

com

mun

icat

e st

uden

t ac

hiev

emen

t res

ults

. D

evel

opm

ent a

nd u

se o

f cl

assr

oom

ass

essm

ents

are

le

ft to

the

indi

vidu

al te

ache

r an

d/or

prin

cipa

l and

are

not

su

ppor

ted

thro

ugh

prof

essi

onal

dev

elop

men

t or

asse

ssm

ent

mod

els/

guid

ance

Inte

rnal

perio

dic

asse

ssm

ents

are

used

in

conj

unct

ion

with

sta

te te

st

resu

lts to

asc

erta

in a

nd

com

mun

icat

e st

uden

t lea

rnin

g.

Thes

e in

tern

al a

sses

smen

ts

are,

to a

gre

at e

xten

t, al

igne

d in

con

tent

and

form

at w

ith th

e st

ate

asse

ssm

ent s

yste

m.

Teac

hers

and

prin

cipa

ls h

ave

form

al tr

aini

ng re

late

d to

the

use

of th

e st

ate

test

and

di

stric

t-req

uire

d as

sess

men

ts.

Teac

hers

and

prin

cipa

ls u

se

asse

ssm

ents

bey

ond

the s

tate

te

st an

d/or

dist

rict-d

evelo

ped

pape

r and

pen

cil te

sts t

o gu

ide

inst

ruct

ion

and

inte

rven

tions

for

stru

gglin

g le

arne

rs. T

each

ers

are

supp

orte

d in

ass

essm

ent d

esig

n,

deve

lopm

ent a

nd u

se th

roug

h pr

ofes

sion

al d

evel

opm

ent a

nd

colla

bora

tive

plan

ning

. Req

uire

d as

sess

men

ts (s

uch

as p

erio

dic

benc

hmar

king

) are

acc

ompa

nied

w

ith tr

aini

ng in

the

use

of

asse

ssm

ent r

esul

ts. T

each

ers

are

expe

cted

to a

naly

ze a

nd u

se

asse

ssm

ent r

esul

ts to

impr

ove/

ch

ange

thei

r pra

ctic

e an

d to

info

rm

inte

rven

tions

for s

tude

nts

who

hav

e no

t dem

onst

rate

d m

aste

ry o

f the

as

sess

ed le

arni

ng s

tand

ards

.

Stud

ents

are

eng

aged

in m

eani

ngfu

l, au

then

tic as

sess

men

t of t

heir

lear

ning

as

a m

atte

r of c

ours

e. T

each

ers

are

supp

orte

d th

roug

h pr

ofes

sion

al d

evel

opm

ent r

elat

ed to

de

velo

ping

and

usi

ng le

arne

r-cen

tere

d,

auth

entic

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts to

info

rm in

stru

ctio

n an

d m

eet

the

need

s of

all

lear

ners

. Effe

ctiv

e sy

stem

s an

d su

ppor

ts h

ave

been

inst

itute

d to

faci

litat

e hi

gh-q

ualit

y, o

n-go

ing

asse

ssm

ent o

f stu

dent

le

arni

ng a

ligne

d to

cha

lleng

ing

cont

ent

stan

dard

s an

d 21

st c

entu

ry s

kills

. All

requ

ired

asse

ssm

ents

(dis

trict

, sta

te, e

tc.)

are

acco

mpa

nied

with

tim

ely,

effe

ctiv

e, a

nd

supp

ortiv

e pr

ofes

sion

al d

evel

opm

ent f

or

teac

hers

and

dat

a to

ols

for a

naly

sis

and

resp

onse

. Tea

cher

s ar

e pr

ovid

ed th

e tim

e ne

eded

to c

olla

bora

te a

nd to

dev

elop

, an

alys

is, a

nd re

spon

d to

ass

essm

ent r

esul

ts.

Dig

ital t

echn

olog

ies

are

used

effe

ctiv

ely

to

adm

inis

ter a

sses

smen

ts, r

epor

t res

ults

, and

pr

ovid

e fle

xibl

e an

d re

al-ti

me

acce

ss to

test

s,

data

, and

repo

rts a

s ne

eded

by

teac

hers

to

acco

mm

odat

e le

arne

r-cen

tere

d cu

rricu

lum

/cou

rse

acce

ss a

nd s

ched

ules

.

• An

onlin

e as

sess

men

t man

agem

ent

syst

em th

at p

rovi

des

acce

ss to

the

asse

ssm

ent d

ata

in a

use

r-frie

ndly

, tim

ely

man

ner.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

r gui

danc

e in

as

sess

men

t dev

elop

men

t and

in th

e us

e of

ass

essm

ent r

esul

ts to

info

rm

inst

ruct

ion

and

mee

t the

nee

ds o

f st

uden

ts.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

31

Artic

le III.

Ass

essm

ent f

or L

earn

ing

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.c

Ass

essm

ent s

houl

d be

use

d pr

imar

ily fo

r obt

aini

ng

stud

ent f

eedb

ack

and

info

rmin

g th

e st

uden

t and

th

e te

ache

r abo

ut th

e le

vel o

f st

uden

t con

cept

ual

unde

rsta

ndin

g or

ski

ll de

velo

pmen

t so

that

the

teac

her h

as a

ccur

ate

info

rmat

ion

to c

onsi

der f

or

desi

gnin

g ad

ditio

nal o

r di

ffere

nt le

arni

ng

expe

rienc

es.

Dis

trict

-wid

e as

sess

men

t us

e is

lim

ited

prim

arily

to th

e st

ate

test

ing

syst

em o

r oth

er

requ

ired

exte

rnal

test

s (s

uch

as e

arly

read

ing

inve

ntor

ies)

an

d is

focu

sed

on

sum

mat

ive

raki

ngs

of

scho

ols,

prin

cipa

ls o

r te

ache

rs.

Stud

ents

are

eng

aged

in

perio

dic

asse

ssm

ents

whi

ch

teac

hers

and

prin

cipa

ls u

se to

ev

alua

te le

arni

ng a

t the

cl

assr

oom

and

sch

ool l

evel

. Th

e di

stric

t has

dev

elop

ed

inte

rnal

test

ing,

sco

ring,

and

re

porti

ng s

yste

ms

that

are

use

d to

info

rm te

achi

ng a

nd le

arni

ng

prac

tices

prio

r to

the

end-

of-

year

sta

te a

sses

smen

t.

Stud

ents

are

pro

vide

d so

me

oppo

rtuni

ties

to re

view

and

un

ders

tand

thei

r lea

rnin

g pr

ogre

ss

thro

ugh

the

stud

y of

thei

r ow

n as

sess

men

t res

ults

. Tea

cher

s ar

e su

ppor

ted

in th

e us

e of

ass

essm

ent

resu

lts to

info

rm th

eir p

ract

ice

and

prov

ide

inte

rven

tions

to s

trugg

ling

lear

ners

. The

dis

trict

has

inte

rnal

as

sess

men

t and

dat

a sy

stem

s in

pl

ace

to s

uppo

rt te

ache

rs,

prin

cipa

ls, a

nd s

tude

nts

to u

se

asse

ssm

ents

for l

earn

ing.

Stud

ents

use

feed

back

from

ass

essm

ents

to

self-

mon

itor a

nd u

nder

stan

d th

eir l

earn

ing

prog

ress

and

to s

et g

oals

for f

urth

er le

arni

ng.

Cla

ssro

om, s

choo

l, di

stric

t, st

ate,

and

oth

er

requ

ired

asse

ssm

ents

are

use

d to

pro

vide

in

form

atio

n to

stu

dent

s, te

ache

rs, a

nd

prin

cipa

ls to

impr

ove

lear

ning

; res

ults

are

al

so u

sed

by th

e di

stric

t to

impr

ove

curri

culu

m to

ols

and

supp

orts

to s

choo

ls.

Dig

ital t

echn

olog

ies

are

used

to e

nsur

e tim

ely,

faci

le, u

ser-f

riend

ly, a

cces

sibl

e da

ta.

The

dist

rict p

rovi

des

supp

orts

to s

choo

ls fo

r “s

corin

g” m

ore

auth

entic

ass

essm

ents

task

s su

ch a

s pr

ojec

ts, w

ritte

n co

mpo

sitio

ns,

pres

enta

tions

, etc

. inc

ludi

ng s

uppo

rts s

uch

as c

olla

bora

tive

grad

ing

time,

rubr

ics,

crit

eria

ch

arts

, dig

ital s

corin

g to

ols,

etc

.

• Ass

essm

ent p

olic

ies

and

guid

elin

es

rega

rdin

g as

sess

men

t, in

clud

ing

the

expe

ctat

ion

for o

n-go

ing

clas

sroo

m

asse

ssm

ent a

nd th

e us

e of

on-

goin

g fe

edba

ck to

adv

ance

lear

ning

and

im

prov

e/in

form

inst

ruct

ion.

• A

n on

line

asse

ssm

ent m

anag

emen

t sy

stem

that

pro

vide

s ac

cess

to th

e as

sess

men

t dat

a in

a u

ser-f

riend

ly,

timel

y m

anne

r tha

t is

usab

le b

y st

uden

ts, t

each

ers,

and

inst

ruct

iona

l le

ader

s.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

r gui

danc

e in

pr

ovid

ing

lear

ner f

eedb

ack

and

in th

e us

e of

form

ativ

e as

sess

men

ts in

form

in

stru

ctio

n an

d m

eet t

he n

eeds

of

stud

ents

.

III.d

Ass

essm

ent s

houl

d be

co

ntin

uous

and

co

mpr

ehen

sive

, usi

ng

mul

tiple

tool

s, ru

bric

s, a

nd

proc

esse

s, a

nd in

corp

orat

e te

ache

r jud

gmen

ts a

bout

st

uden

t wor

k an

d pe

rform

ance

as

wel

l as

the

judg

men

t of o

ther

s, w

hen

need

ed.

Dev

elop

men

t and

use

of

clas

sroo

m a

sses

smen

ts a

re

left

to th

e in

divi

dual

teac

her

and/

or p

rinci

pal.

Ther

e is

si

gnifi

cant

var

iatio

n in

the

qual

ity a

nd fo

rm o

f as

sess

men

ts fr

om

clas

sroo

m to

cla

ssro

om a

nd

scho

ol to

sch

ool.

The

dist

rict p

rovi

des

asse

ssm

ent t

ools

and

sup

ports

fo

r per

iodi

c as

sess

men

t, su

ch

as c

urric

ulum

-bas

ed

asse

ssm

ents

link

ed to

pac

ing

guid

es. A

sses

smen

ts te

nd to

be

pap

er a

nd p

enci

l bas

ed,

and,

to a

gre

at e

xten

t, th

ey

refle

ct th

e re

quire

men

ts o

f the

st

ate

asse

ssm

ent s

yste

m.

Teac

hers

are

exp

ecte

d to

en

gage

in o

n-go

ing

asse

ssm

ent.

Stud

ents

are

eng

aged

in m

ultip

le

form

s of

ass

essm

ent t

hat g

o be

yond

the

pape

r and

pen

cil,

stat

e as

sess

men

t for

mat

type

of t

estin

g.

The

dist

rict s

uppo

rts s

tude

nts

and

teac

hers

in d

evel

opin

g an

d us

ing

on-g

oing

ass

essm

ents

thro

ugh

such

thin

gs a

s sa

mpl

e as

sess

men

ts li

nked

to th

e ex

pect

ed

stan

dard

s/ c

urric

ulum

, pro

fess

iona

l de

velo

pmen

t, di

stric

t-dev

elop

ed

rubr

ics,

crit

eria

cha

rts, e

tc.

In a

ll co

nten

t are

as, c

lass

room

s an

d sc

hool

s ac

ross

the

dist

rict,

stud

ents

are

eng

aged

in

asse

ssm

ents

that

are

on-

goin

g,

com

preh

ensi

ve, a

nd o

ften

desi

gned

as

auth

entic

, cog

nitiv

ely

dem

andi

ng ta

sks.

Te

ache

rs a

nd s

tude

nts

are

supp

orte

d in

the

desi

gn, a

naly

sis

and

use

of a

sses

smen

ts

thro

ugh

such

thin

gs a

s ex

empl

ar ta

sks,

ru

bric

s, e

valu

atio

n cr

iteria

, tra

inin

g, a

nd to

ols

for s

tude

nt s

elf-m

anag

emen

t of l

earn

ing,

etc

. St

uden

ts h

ave

acce

ss to

and

use

dig

ital

tech

nolo

gies

to a

rchi

ve a

nd d

ocum

ent

lear

ning

and

wor

k pr

oduc

ts (s

uch

as in

the

form

of a

n el

ectro

nic

portf

olio

) and

this

ar

chiv

e is

use

d to

ass

ist t

each

ers

in

eval

uatin

g le

arni

ng, p

lann

ing

for i

nstru

ctio

n,

impr

ovin

g cu

rricu

lum

, mee

ting

stud

ent

indi

vidu

al le

arni

ng n

eeds

, and

co

mm

unic

atin

g le

arni

ng w

ithin

/acr

oss

inst

ruct

iona

l yea

rs

• Ass

essm

ent p

olic

ies

and

guid

elin

es

rega

rdin

g as

sess

men

t, in

clud

ing

the

expe

ctat

ion

for o

n-go

ing

clas

sroo

m

asse

ssm

ent a

nd a

bro

ad d

efin

ition

of

asse

ssm

ent b

eyon

d st

anda

rdiz

ed,

pape

r and

pen

cil t

ests

. • A

n on

line

asse

ssm

ent m

anag

emen

t sy

stem

that

allo

ws

for a

rchi

val a

nd

retri

eval

of c

ompr

ehen

sive

as

sess

men

t dat

a in

clud

ing

“aut

hent

ic”

stud

ent w

ork

prod

ucts

/ass

essm

ents

. • A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at p

rovi

des

teac

her g

uida

nce

in

“aut

hent

ic” a

sses

smen

t suc

h as

st

uden

t wor

k pr

oduc

t/ pr

ojec

t de

velo

pmen

t and

in th

e cr

eatio

n an

d us

e of

pro

ject

/pro

duct

eva

luat

ion

tool

s su

ch a

s ru

bric

s, c

riter

ia c

harts

, etc

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

32

Artic

le III.

Ass

essm

ent f

or L

earn

ing

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.f

Stan

dard

ized

test

s sh

ould

be

used

prim

arily

to id

entif

y ha

rd-to

-lear

n/ d

iffic

ult-t

o-te

ach

conc

epts

to

diffe

rent

iate

lear

ning

ex

perie

nces

and

focu

s at

tent

ion

on th

e m

ore

syst

em

curri

cula

r iss

ues

invo

lvin

g st

uden

t per

form

ance

. As

sess

men

ts th

at re

ly

excl

usiv

ely

on q

uant

ifiab

le

info

rmat

ion

rem

ove

from

the

teac

her a

nd s

choo

l inf

orm

ed

judg

men

t pre

roga

tives

that

ar

e ne

cess

ary

to b

e tim

ely

and

prod

uctiv

e an

d de

ny th

e hu

man

asp

ect o

f the

dai

ly

inte

ract

ions

teac

her h

ave

with

stu

dent

s an

d ea

ch

othe

r.

Stan

dard

ized

test

s as

sess

onl

y th

e m

ost

sign

ifica

nt, h

igh-

impo

rt cu

rricu

lar a

ims

and

are

fram

ed a

t a le

vel o

f bre

adth

that

pro

vide

s fo

r acc

urat

e an

nual

ass

essm

ent w

ithou

t na

rrow

ing

curri

culu

m o

r ins

truct

ion

in li

eu o

f pr

ofou

nd le

arni

ng. T

each

ers

are

info

rmed

th

at w

hile

all

of th

e cu

rricu

lar t

arge

ts

embo

died

in a

set

of s

tate

-app

rove

d co

nten

t st

anda

rds

shou

ld b

e so

ught

inst

ruct

iona

lly,

only

the

mos

t im

porta

nt c

urric

ular

targ

ets

are

refle

cted

in th

e cu

rricu

lar o

utco

mes

m

easu

red

in e

ach

year

’s a

nnua

l ac

coun

tabi

lity

test

s. T

he o

vera

ll as

sess

men

t sy

stem

incl

udes

opp

ortu

nitie

s fo

r col

lect

ion

and

use

of s

tude

nt p

erfo

rman

ce d

ata

(bey

ond

mul

tiple

cho

ice

test

s) to

enh

ance

an

d in

form

test

-bas

ed d

ecis

ions

abo

ut

stud

ent l

earn

ing.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

III.g

Ass

essm

ent s

houl

d re

flect

an

d en

cour

age

virtu

al

lear

ning

and

inco

rpor

ate

way

s of

reco

gniz

ing

its v

alue

an

d co

untin

g it

as c

redi

t in

mee

ting

grad

uatio

n re

quire

men

ts.

Virtu

al/o

nlin

e le

arni

ng

oppo

rtuni

ties

are

limite

d to

cour

se/cr

edit

reco

very

or t

est-p

rep

for

stat

e as

sess

men

ts.

Stud

ents

hav

e so

me

acce

ss to

onl

ine/

virtu

al

cour

ses

that

goe

s be

yond

cr

edit

reco

very

or t

est

prep

. The

num

ber o

f co

urse

s is

lim

ited

and/

or

cour

ses

are

not r

eadi

ly

avai

labl

e or

app

ropr

iate

for

the

maj

ority

of l

earn

ers

in

the

dist

rict.

Stud

ent a

cces

s to

onlin

e/virt

ual

learn

ing

exte

nds t

o co

nten

t acr

oss t

he

curri

culu

m. T

he d

istri

ct u

ses

virtu

al

lear

ning

tech

nolo

gies

to p

rovi

de s

ome

oppo

rtuni

ties

for s

tude

nts

to a

cces

s co

nten

t and

cur

ricul

um a

nd e

arn

cour

se/p

rom

otio

n cr

edits

for v

irtua

l/onl

ine

lear

ning

.

All s

tude

nts h

ave m

ultip

le op

portu

nitie

s to

use v

irtua

l lear

ning

tech

nolo

gies

for

learn

ing

acro

ss co

nten

t are

as. T

he d

istri

ct

prov

ides

virt

ual l

earn

ing

oppo

rtuni

ties

for

stud

ents

in a

ll sc

hool

s an

d at

all

leve

ls o

f pe

rform

ance

to a

cces

s co

nten

t and

cu

rricu

lum

and

ear

n co

urse

/pro

mot

ion

cred

its

for v

irtua

l/onl

ine

lear

ning

. Stu

dent

acc

ess

to

virtu

al/o

nlin

e cu

rricu

lum

ext

ends

to

cour

ses/

cont

ent a

cros

s th

e cu

rricu

lum

in

clud

ing

acce

lera

tion.

The

re a

re

oppo

rtuni

ties

for s

tude

nts

to le

arn

in a

sel

f-pa

ced

curri

culu

m th

at a

llow

s fo

r stu

dent

ch

oice

in c

onte

nt a

nd fl

exib

le ti

me

in le

arni

ng

and

cred

it ea

rnin

g.

• Sol

id o

nlin

e cu

rricu

lum

con

tent

, in

digi

tal f

orm

, fro

m re

spec

ted

auth

ors.

Av

aila

ble

on th

e ne

twor

k to

all

stud

ents

in a

ll su

bjec

ts, f

rom

sch

ool

and

from

hom

e. A

nd q

ualif

ying

for

cred

it up

on s

ucce

ssfu

l com

plet

ion.

• A

cces

s to

the

tech

nolo

gies

/ dev

ices

ne

eded

to p

artic

ipat

e fu

lly in

the

oppo

rtuni

ties.

• A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at p

rovi

des

teac

hers

, prin

cipa

ls, a

nd

coun

selo

rs w

ith g

uida

nce

in fa

cilit

atin

g vi

rtual

lear

ning

and

in a

dmin

iste

ring

and

usin

g th

e re

sults

of o

nlin

e as

sess

men

ts in

mak

ing

inst

ruct

iona

l an

d ed

ucat

iona

l dec

isio

ns.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

33

Artic

le III.

Ass

essm

ent f

or L

earn

ing

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.h

Rep

orts

abo

ut s

tude

nt

perfo

rman

ces,

gen

erat

ed a

s a

resu

lt of

ass

essm

ent,

shou

ld in

form

stu

dent

s,

pare

nts,

sch

ool,

and

the

grea

ter c

omm

unity

abo

ut

how

wel

l stu

dent

s ar

e do

ing.

Rep

orts

abo

ut s

tude

nt p

erfo

rman

ce in

clud

e no

t onl

y qu

antit

ativ

e pe

rform

ance

resu

lts, b

ut

also

cle

ar a

nd a

cces

sibl

e in

form

atio

n ab

out a

st

uden

t’s c

urre

nt le

arni

ng le

vels

, im

prov

emen

t tre

nds,

and

are

as fo

r gro

wth

. R

epor

ts in

clud

e re

com

men

datio

ns/p

lans

for

next

ste

ps in

stu

dent

lear

ning

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

III.i

Sam

plin

g te

chni

ques

in

volv

ing

all s

tude

nts

grou

ps

shou

ld b

e em

ploy

ed

perio

dica

lly to

eva

luat

e pr

ogra

ms

and

over

all s

tude

nt

prog

ress

. On

occa

sion

, co

mm

unity

mem

bers

or

othe

r tea

cher

s w

ho h

ave

parti

cula

r exp

ertis

e m

ay

obse

rve

stud

ent

perfo

rman

ces

and

parti

cipa

te

in p

roto

cols

gau

ging

the

qual

ity o

f stu

dent

wor

k pr

oduc

ts o

r exa

min

atio

n.

The

asse

ssm

ent s

yste

m u

ses

stat

istic

ally

so

und

sam

plin

g te

chni

ques

as

one

met

hod

for d

eter

min

ing

stud

ent p

erfo

rman

ce a

nd

prog

ram

effe

ctiv

enes

s. S

ampl

ing

tech

niqu

es

are

empl

oyed

at v

ario

us le

vels

of t

he

orga

niza

tion

(sch

ool l

evel

, dis

trict

leve

l, st

ate

leve

l) in

ord

er to

med

iate

the

over

-relia

nce

on

“all

stud

ents

” tes

ting

and

redu

ce th

e nu

mbe

r of

inst

ruct

iona

l day

s lo

st to

larg

e sc

ale,

st

anda

rdiz

ed te

st a

dmin

istra

tion.

Stu

dent

pe

rform

ance

s an

d de

mon

stra

tions

of l

earn

ing

are

also

use

d as

a p

art o

f the

ass

essm

ent

syst

em.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

III.j

The

voic

e of

stu

dent

s sh

ould

be

resp

ecte

d, a

nd th

eir

feed

back

sho

uld

be s

olic

ited

rega

rdin

g th

eir l

earn

ing

and

thei

r res

pons

e to

the

task

s th

ey a

re a

ssig

ned.

Stud

ents

are

not

enga

ged

in p

lann

ing,

ana

lyzi

ng, o

r im

prov

ing

thei

r lea

rnin

g ex

perie

nces

.

Stud

ents

hav

e lim

ited

enga

gem

ent w

ith a

nd/o

r fe

edba

ck re

gard

ing

thei

r le

arni

ng/le

arni

ng ta

sks.

In

divi

dual

teac

hers

or s

choo

ls

may

sol

icit

feed

back

/eng

age

stud

ents

in le

arni

ng p

roce

sses

.

Stud

ents

are

enga

ged

perio

dica

lly fo

r pro

vidi

ng fe

edba

ck

abou

t the

ir ow

n le

arni

ng p

roce

sses

an

d le

arni

ng ta

sks.

It is

the

norm

fo

r tea

cher

s to

eng

age

stud

ents

in

unde

rsta

ndin

g th

eir o

wn

lear

ning

pr

oces

ses

and

in id

entif

ying

way

s to

impr

ove

thei

r lea

rnin

g. T

hese

ef

forts

are

sup

port

by th

e di

stric

t.

Stud

ents

are

regu

larly

and

inte

ntio

nally

en

gage

d in

the

plan

ning

, ena

ctm

ent,

eval

uatio

n an

d im

prov

emen

t of t

heir

lear

ning

op

portu

nitie

s. T

he d

istri

ct h

as e

stab

lishe

d gu

idel

ines

and

cle

ar e

xpec

tatio

ns fo

r pr

inci

pals

and

teac

hers

to m

eani

ngfu

lly

enga

ge s

tude

nts

in le

arni

ng p

roce

sses

. D

istri

ct s

uppo

rts s

uch

as g

oal-s

ettin

g, s

elf-

mon

itorin

g to

ols,

and

inst

ruct

iona

l fee

dbac

k fo

rms,

are

dev

elop

ed a

nd u

sed.

• Ins

truct

iona

l gui

danc

e an

d su

ppor

ts

rela

ted

to s

tude

nt e

ngag

emen

t in

lear

ning

and

sel

f-man

agem

ent o

f le

arni

ng.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

rs, p

rinci

pals

, and

co

unse

lors

with

gui

danc

e in

sol

iciti

ng

and

faci

litat

ing

stud

ent e

ngag

emen

t in

lear

ning

and

in d

ecis

ion-

mak

ing

abou

t th

eir e

duca

tion.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

34

Artic

le III.

Ass

essm

ent f

or L

earn

ing

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

III.k

The

voi

ce o

f tea

cher

s sh

ould

be

resp

ecte

d, p

artic

ular

ly

wha

t the

y ha

ve to

say

abo

ut

stud

ent p

erfo

rman

ce,

curri

culu

m d

evel

opm

ent,

and

prog

ram

eva

luat

ions

.

Teac

hers

hav

e lit

tle o

r no

invo

lvem

ent in

cur

ricul

um

and

prog

ram

dec

isio

ns o

r in

use

of s

tude

nt p

erfo

rman

ce

data

.

Teac

hers

hav

e lim

ited/

som

e in

volve

men

t in c

urric

ulum

and

pr

ogra

m d

ecis

ions

. All

teac

hers

ar

e ex

pect

ed to

use

pe

rform

ance

dat

a to

info

rm

prac

tice.

Teac

hers

hav

e pe

riodi

c in

volve

men

t opp

ortu

nitie

s fo

r pr

ovid

ing

feed

back

the

dist

rict’s

cu

rricu

lum

, the

qua

lity

of

inst

ruct

iona

l pro

gram

s, a

nd th

eir

impa

ct o

n st

uden

t per

form

ance

. Fe

edba

ck is

sol

icite

d an

d us

ed a

s pa

rt of

dis

trict

wid

e pr

oces

s to

im

prov

e cu

rricu

lum

and

pro

gram

s.

Teac

hers

are

regu

larly

and

inte

ntio

nally

en

gage

d in

the

plan

ning

, ena

ctm

ent,

eval

uatio

n an

d im

prov

emen

t of c

urric

ulum

an

d in

stru

ctio

nal p

rogr

ams.

The

re a

re c

lear

ex

pect

atio

ns fo

r prin

cipa

ls a

nd te

ache

rs to

m

eani

ngfu

lly e

ngag

e in

dec

isio

n-m

akin

g.

Supp

orts

and

pro

cess

es s

uch

as o

nlin

e fe

edba

ck, c

olla

bora

tive

plan

ning

/inpu

t, an

d st

akeh

olde

r eng

agem

ent g

roup

s ar

e ev

iden

t in

all

cont

ent a

reas

, gra

de le

vels

, and

pr

ogra

ms.

• Gui

delin

es a

nd e

xpec

tatio

ns

rega

rdin

g te

ache

r em

pow

erm

ent a

nd

supp

ort r

elat

ed to

stu

dent

pe

rform

ance

, pro

gram

eva

luat

ion,

and

cu

rricu

lum

lead

ersh

ip/ d

evel

opm

ent.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s cl

arity

, sup

port,

and

gu

idan

ce fo

r tea

cher

s in

cur

ricul

um

and

inst

ruct

iona

l dec

isio

n-m

akin

g an

d le

ader

ship

III.l

The

voic

e of

par

ents

sho

uld

be re

spec

ted,

and

they

sh

ould

be

invo

lved

in

feed

back

pro

cess

es

rega

rdin

g th

e re

spon

se o

f th

eir c

hild

ren

to ta

sks

assi

gned

as

wel

l as

pare

ntal

de

sire

to d

o w

ork

at h

ome

that

ext

ends

the

lear

ning

.

Pare

nts

have

very

little

in

volve

men

t in p

lann

ing,

an

alyz

ing,

or i

mpr

ovin

g th

eir

lear

ning

exp

erie

nces

. Pa

rent

al e

ngag

emen

t is

limite

d to

suc

h fo

rmal

st

ruct

ures

as

SBD

M

com

mitt

ee m

eetin

gs, P

TA

mee

tings

, and

the

like.

Pare

nts

have

som

e/lim

ited

oppo

rtuni

ties f

or fe

edba

ck

rega

rdin

g th

eir c

hild

ren’

s le

arni

ng. I

ndiv

idua

l tea

cher

s or

sc

hool

s m

ay s

olic

it fe

edba

ck/e

ngag

e pa

rent

s in

le

arni

ng p

roce

sses

, but

this

is

not e

xpec

ted

or s

uppo

rted

in a

m

eani

ngfu

l way

by

the

dist

rict.

Pare

nts

have

per

iodi

c op

portu

nitie

s for

pro

vidi

ng

feed

back

abo

ut th

eir c

hild

ren’

s le

arni

ng p

roce

sses

and

lear

ning

ta

sks.

It is

the

norm

for p

rinci

pal

and

teac

hers

to e

ngag

e pa

rent

s in

id

entif

ying

way

s to

impr

ove

lear

ning

. The

se e

fforts

are

en

cour

aged

by

the

dist

rict w

ith

som

e, b

ut m

inim

al to

ols

and

supp

orts

for p

aren

tal e

ngag

emen

t.

Pare

nts

are

regu

larly

and

inte

ntio

nally

en

gage

d in

the

plan

ning

, eva

luat

ion

and

impr

ovem

ent o

f the

ir ch

ildre

n’s

lear

ning

op

portu

nitie

s. T

he d

istri

ct h

as e

stab

lishe

d gu

idel

ines

and

cle

ar e

xpec

tatio

ns fo

r pr

inci

pals

and

teac

hers

to m

eani

ngfu

lly

enga

ge p

aren

ts in

lear

ning

pro

cess

es.

Dis

trict

sup

ports

suc

h as

com

mun

icat

ion

tool

s, o

nlin

e fe

edba

ck fo

rms,

sch

ool “

rele

ase”

tim

e fo

r par

ent m

eetin

gs/ c

onfe

renc

es,

pare

nt tr

aini

ng a

cade

mie

s, e

tc.

• Dis

trict

gui

delin

es ra

nd s

uppo

rts

rela

ted

to p

aren

tal e

ngag

emen

t in

and

impr

ovem

ent f

eedb

ack

rela

ted

to th

eir

child

ren’

s ed

ucat

iona

l pro

gram

. • A

par

ent c

omm

unic

atio

n an

d tra

inin

g sy

stem

that

pro

vide

s su

ppor

ts a

nd

tool

s fo

r par

ents

in s

ucce

ssfu

l en

gage

men

t in

thei

r chi

ldre

n’s

educ

atio

n.

III.m

Ass

essm

ents

for l

earn

ing,

w

hen

they

are

var

ied

and

com

preh

ensi

ve, c

an a

lso

furn

ish

impo

rtant

info

rmat

ion

in c

onte

xt a

s on

e fa

ctor

am

ong

man

y in

per

sonn

el

appr

aisa

l sys

tem

s, in

as

certa

inin

g th

e pe

rform

ance

le

vels

of c

ampu

ses

and

depa

rtmen

ts, a

nd in

m

easu

ring

the

impa

ct o

f ac

coun

tabi

lity

syst

ems

on

insp

iring

con

tinuo

us

impr

ovem

ent.

Asse

ssm

ent r

esul

ts a

re n

ot

used

as

part

of a

ny o

f the

di

stric

t’s a

ppra

isal

sys

tem

s.

The

staf

f app

rais

al s

yste

ms

are

not c

onne

cted

to s

tude

nt

lear

ning

.

Asse

ssm

ent r

esul

ts a

re u

sed

as p

art o

f the

dis

trict

’s s

taff

appr

aisa

l sys

tem

s. T

each

er,

prin

cipa

l, an

d/or

sup

port

staf

f ap

prai

sals

con

tain

som

e re

fere

nce

to a

ccou

ntab

ility

for

stud

ent l

earn

ing

but a

re lim

ited

to th

e res

ults

on

the s

tate

te

st p

assi

ng s

tand

ard.

Asse

ssm

ents

for l

earn

ing

resu

lts

that

ext

end

beyo

nd th

e sta

te

test

ing

syst

em m

inim

al pa

ssin

g st

anda

rd ar

e use

d as

par

t of t

he

dist

rict’s

sta

ff ap

prai

sal s

yste

ms.

Te

ache

r, pr

inci

pal,

and/

or s

uppo

rt st

aff a

ppra

isal

s co

ntai

n ac

coun

tabi

lity

for s

tude

nt le

arni

ng

acro

ss m

ultip

le m

easu

res,

suc

h as

pa

ssin

g st

ate

exam

s, im

prov

emen

t ov

er ti

me,

mee

ting

in-d

istri

ct

asse

ssm

ent t

arge

ts, e

tc.

Stud

ent a

sses

smen

t res

ults

are u

sed

in

conc

ert w

ith o

ther

mea

sure

s as o

ne fa

ctor

in

per

sonn

el ap

prais

al sy

stem

s. R

esul

ts

from

cha

lleng

ing,

aut

hent

ic a

sses

smen

ts fo

r le

arni

ng th

at e

xten

d be

yond

the

stat

e te

stin

g sy

stem

’s m

inim

al p

assi

ng s

tand

ard

are

used

as

par

t of t

he d

istri

ct’s

sta

ff ap

prai

sal

syst

ems.

Tea

cher

, prin

cipa

l, an

d/or

sup

port

staf

f app

rais

als

cont

ain

acco

unta

bilit

y fo

r st

uden

t lea

rnin

g th

at is

mea

sure

d by

suc

h th

ings

as

mee

ting/

exce

edin

g pa

ssin

g st

anda

rds,

impr

ovem

ent o

ver t

ime,

ch

alle

ngin

g le

arni

ng ta

sks

resu

lting

in

stud

ent w

ork

prod

ucts

, etc

.

• Dis

trict

pol

icie

s an

d gu

idel

ines

re

gard

ing

the

use

of a

sses

smen

t re

sults

in p

erfo

rman

ce a

ppra

isal

s an

d pr

ogra

m e

valu

atio

n an

d im

prov

emen

t. • P

rofe

ssio

nal d

evel

opm

ent a

nd

com

mun

icat

ion

syst

ems

that

pro

vide

cl

arity

and

gui

delin

es fo

r the

use

of

asse

ssm

ents

in p

erso

nnel

and

pr

ogra

mm

atic

dec

isio

n-m

akin

g.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

35

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g St

atem

ent o

f Prin

ciple

Com

preh

ensi

ve a

ccou

ntab

ility

syst

ems

are

esse

ntia

l to

achi

evin

g m

inim

al p

erso

nal a

nd o

rgan

izat

iona

l per

form

ance

onl

y. T

hey

are

nece

ssar

y fo

r wee

ding

out

the

inco

mpe

tent

and

reco

nstit

utin

g un

prod

uctiv

e sc

hool

s, b

ut s

uch

syst

ems

serv

e to

cre

ate

com

plia

nce

and

med

iocr

ity a

t bes

t. Ex

celle

nce

and

sust

aine

d ex

cept

iona

l per

form

ance

com

e fro

m a

com

mitm

ent t

o sh

ared

val

ues

and

a cl

ear

visi

on th

at e

ncou

rage

s co

llabo

ratio

n an

d te

amw

ork.

Cre

atin

g or

gani

zatio

ns th

at fo

ster

com

mitm

ent r

equi

res

supe

rior m

oral

lead

ersh

ip a

nd a

resp

onsi

ble

use

of a

utho

rity.

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.a

Acc

ount

abilit

y sy

stem

s sh

ould

be

care

fully

des

igne

d on

a th

eore

tical

bas

e th

at

hono

rs w

hat t

each

ers

and

stud

ents

act

ually

do,

that

em

pow

ers

and

build

s in

tegr

ity, t

rust

, and

co

mm

itmen

t to

the

valu

es

that

def

ine

the

scho

ol.

Both

inte

rnal

(dis

trict

) and

ext

erna

l (st

ate

and

fede

ral)

acco

unta

bilit

y sy

stem

s ar

e de

sign

ed

prim

arily

in c

onsi

dera

tion

of th

e le

arni

ng

need

s of

stu

dent

s an

d in

stru

ctio

nal s

uppo

rts

for t

each

ers.

The

acc

ount

abilit

y sy

stem

is

wel

l und

erst

ood

by a

ll st

akeh

olde

rs a

nd it

is

seen

as

an in

tegr

al p

art o

f the

teac

hing

and

le

arni

ng p

roce

sses

in th

e sc

hool

and

dis

trict

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.b

Ass

essm

ent r

esul

ts a

nd

othe

r exa

mpl

es o

f wor

k pr

oduc

ts a

nd p

erfo

rman

ces

of s

tude

nts

shou

ld b

e us

ed

as th

e pr

imar

y in

form

atio

n so

urce

for u

nder

stan

ding

w

here

stu

dent

s ar

e an

d w

hat

they

nee

d. T

hese

can

als

o be

use

d fo

r rep

ortin

g to

pa

rent

s an

d th

e pu

blic

.

Stud

ent w

ork

prod

ucts

and

pe

rform

ance

s are

not

use

d as

a p

rimar

y so

urce

to

mea

sure

lear

ning

. Stu

dent

s ar

e en

gage

d pr

imar

ily in

pe

ncil

and

pape

r as

sess

men

ts a

s th

e no

rm

acro

ss th

e di

stric

t. Th

e on

ly

or p

rimar

y so

urce

for

info

rmat

ion

rega

rdin

g st

uden

t per

form

ance

is th

e st

ate

asse

ssm

ent s

yste

m.

Stud

ent w

ork

prod

ucts

and

pe

rform

ance

to m

easu

re

lear

ning

is lim

ited

and

varie

s ac

ross

cam

puse

s an

d cl

assr

oom

s. T

he d

istri

ct h

as

supp

orts

(suc

h as

tra

inin

g/m

odel

s) re

late

d to

pe

rform

ance

-bas

ed

asse

ssm

ents

, but

doe

s no

t re

quire

sys

tem

wid

e us

e of

th

ese

asse

ssm

ents

for

inst

ruct

iona

l dec

isio

ns o

r co

mm

unic

atio

n.

Stud

ents

acr

oss

the

dist

rict a

re

regu

larly

enga

ged

in a

var

iety

of

asse

ssm

ent t

ypes

, inc

ludi

ng

perfo

rman

ce o

r pro

ject

-bas

ed

asse

ssm

ents

. Cur

ricul

ar

expe

ctat

ions

cla

rify

that

stu

dent

s ar

e as

sess

ed u

sing

mul

tiple

fo

rmat

s. A

sses

smen

t sup

ports

are

pr

ovid

ed to

teac

hers

and

stu

dent

s su

ch a

s as

sess

men

t mod

els,

ru

bric

s, s

ampl

e st

uden

t wor

k pr

oduc

ts, e

tc. H

owev

er, t

hese

as

sess

men

t res

ults

are

not

ne

cess

arily

use

d fo

r bro

adly

ev

alua

ting

lear

ning

or

com

mun

icat

ing

perfo

rman

ce.

Stud

ent w

ork

prod

ucts

and

per

form

ance

-ba

sed

asse

ssm

ents

refle

ctin

g m

aste

ry o

f rig

orou

s co

nten

t and

inco

rpor

atin

g 21

st

cent

ury

skills

are

evi

dent

in a

ll cl

assr

oom

s ac

ross

the

dist

rict.

Thes

e as

sess

men

ts,

alon

g w

ith o

ther

stu

dent

mea

sure

s, a

re u

sed

as a

prim

ary i

nfor

mat

ion

sour

ce fo

r in

stru

ctio

nal d

ecis

ions

, for

stu

dent

goa

l-se

tting

and

sel

f-man

agem

ent o

f lea

rnin

g, a

nd

for s

choo

l and

dis

trict

lead

ersh

ip d

ecis

ions

. As

sess

men

t res

ults

are

use

d to

co

mm

unic

ate

stud

ent,

cam

pus,

and

dis

trict

pe

rform

ance

to p

aren

ts a

nd th

e pu

blic

. The

di

stric

t has

suc

cess

fully

dev

elop

ed a

nd

impl

emen

ted

the

nece

ssar

y sy

stem

s an

d su

ppor

ts fo

r usi

ng s

tude

nt w

ork

prod

ucts

and

pe

rform

ance

s as

key

lear

ning

indi

cato

rs.

• Ass

essm

ent g

uide

lines

rega

rdin

g th

e us

e of

stu

dent

per

form

ance

s an

d w

ork

prod

ucts

as

a m

eans

for m

easu

ring

and

repo

rting

stu

dent

per

form

ance

, in

addi

tion

to th

e re

quire

d st

anda

rdiz

ed

test

resu

lts.

• An

onlin

e as

sess

men

t man

agem

ent

syst

em th

at a

llow

s fo

r arc

hiva

l and

re

triev

al o

f com

preh

ensi

ve a

sses

smen

t da

ta in

clud

ing

“aut

hent

ic” s

tude

nt w

ork

prod

ucts

/ass

essm

ents

. • A

gra

ding

sys

tem

that

pro

vide

s te

ache

rs a

nd p

aren

ts w

ith g

uida

nce

in

the

use

of “a

uthe

ntic

” ass

essm

ent s

uch

as s

tude

nt w

ork

prod

uct/

proj

ects

in

dete

rmin

ing

grad

es a

nd

prom

otio

n/ad

vanc

emen

t dec

isio

ns.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

36

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.c

Acc

ount

abilit

y sy

stem

s th

at

draw

on

asse

ssm

ent

info

rmat

ion

exte

rnal

to th

e cl

ass,

sch

ool,

or d

istri

ct a

re

impo

rtant

for i

nter

nal

conf

iden

ce in

larg

e sy

stem

s an

d ex

tern

al c

onfid

ence

in a

ll di

stric

ts. D

escr

iptio

ns o

f the

co

ntex

ts in

whi

ch

asse

ssm

ents

are

giv

en s

houl

d be

a p

art o

f rep

orts

. All

parti

es

shou

ld h

ave

som

e sa

y in

wha

t m

easu

res

are

used

and

the

wei

ghts

ass

igne

d to

diff

eren

t m

easu

res.

Exte

rnal

(sta

te a

nd fe

dera

l) ac

coun

tabi

lity

syst

ems

are

desi

gned

prim

arily

in

cons

ider

atio

n of

the

lear

ning

nee

ds o

f st

uden

ts a

nd in

stru

ctio

nal s

uppo

rts fo

r te

ache

rs. T

he a

ccou

ntab

ility

syst

em is

wel

l un

ders

tood

by

all s

take

hold

ers

and

it is

see

n as

an

inte

gral

par

t of t

he te

achi

ng a

nd

lear

ning

pro

cess

es in

the

scho

ol a

nd d

istri

ct.

Acco

unta

bilit

y re

ports

are

cle

ar a

nd

acce

ssib

le to

par

ents

and

the

com

mun

ity a

nd

com

mun

icat

e th

e co

ntex

t of t

he s

tate

as

sess

men

t sys

tem

and

it’s

role

as

part

of a

n ov

eral

l ass

essm

ent p

lan

in th

e di

stric

t tha

t ex

tend

s be

yond

sta

te m

inim

al a

ccou

ntab

ility.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.d

Dis

trict

s sh

ould

be

allo

wed

to

desi

gn th

eir o

wn

inte

rnal

sy

stem

s of

ass

essm

ent f

or

lear

ning

and

acc

ount

abilit

y, a

s lo

ng a

s th

ey m

eet c

erta

in

spec

ified

sta

te s

tand

ards

.

The

dist

rict’s

inte

rnal

ass

essm

ent/

acco

unta

bilit

y sy

stem

has

bee

n de

velo

ped

base

d up

on m

aste

ry o

f pro

foun

d le

arni

ng

stan

dard

s an

d us

ing

soun

d m

etho

ds fo

r as

sess

men

t, te

stin

g, s

tatis

tical

dat

a an

alys

is,

and

in c

onsi

dera

tion

of in

stru

ctio

nal b

est

prac

tices

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.e

Tho

se fo

r who

m th

e ac

coun

tabi

lity

mec

hani

sms

are

to a

pply

mus

t hav

e co

nfid

ence

and

trus

t tha

t the

y ar

e fa

ir an

d un

bias

ed.

Acco

unta

bilit

y m

echa

nism

s ar

e un

ders

tood

by

all

stak

ehol

ders

, are

bas

ed u

pon

soun

d as

sess

men

t and

acc

ount

abilit

y th

eory

, are

de

fens

ible

to s

tude

nts,

teac

hers

, and

pr

inci

pals

, and

focu

sed

on im

prov

emen

t and

m

aste

ry ra

ther

than

bla

me

or la

belin

g.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.f

Sam

plin

g te

chni

ques

(the

full

rang

e of

exa

min

atio

ns,

eval

uatio

n of

stu

dent

wor

k pr

oduc

ts, a

nd p

erfo

rman

ce a

s w

ell a

s te

ache

r tes

ts a

nd

stan

dard

ized

test

s) s

houl

d be

us

ed in

lieu

of t

estin

g ev

ery

child

eve

ry y

ear.

The

asse

ssm

ent s

yste

m u

ses

stat

istic

ally

so

und

sam

plin

g te

chni

ques

alo

ng w

ith

stud

ent w

ork

prod

ucts

and

per

form

ance

s as

m

etho

ds fo

r det

erm

inin

g st

uden

t lea

rnin

g as

pa

rt of

an

over

all a

sses

smen

t pla

n.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

37

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.g

Pro

cess

es s

houl

d be

cle

arly

de

fined

so

they

can

be

cont

rolle

d, m

easu

red,

and

im

prov

ed.

Asse

ssm

ent p

roce

sses

are

via

ble,

fair,

cl

early

und

erst

ood,

and

coh

eren

t fro

m y

ear

to y

ear t

o en

sure

cla

rity

and

stab

ility.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.h

End

resu

lts a

re n

ot th

e on

ly

resu

lts th

at m

atte

r, fo

r som

e re

sults

are

set

as

goal

s th

at,

if ac

hiev

ed fi

rst,

wou

ld

enha

nce

the

end

resu

lt.

Stud

ent l

earn

ing,

teac

her

actio

n, a

nd d

istri

ct d

ecis

ion-

mak

ing

are

solel

y bas

ed o

n en

d re

sults

, suc

h as

sta

te

acco

unta

bilit

y te

st s

core

s an

d ra

tings

.

Teac

hers

and

prin

cipa

ls m

ay

set in

terim

goa

ls fo

r stu

dent

le

arni

ng in

the

form

of in

terim

nu

mer

ical “

targ

ets.”

The

se

goal

s te

nd to

be

base

d on

su

mm

ativ

e te

st s

core

s de

rived

fro

m s

tate

test

or d

istri

ct

benc

hmar

k da

ta.

Teac

hers

, stu

dent

s, a

nd p

rinci

pals

ar

e enc

oura

ged

and

supp

orte

d to

esta

blish

inte

rim g

oals.

Whi

le

teac

her,

scho

ol, a

nd/o

r stu

dent

ba

sed

goal

-set

ting

and

supp

orts

for

goal

atta

inm

ent a

re n

ot th

e no

rm,

thes

e pr

actic

es a

re s

uppo

rted

thro

ugh

prof

essi

onal

dev

elop

men

t, co

llabo

rativ

e pl

anni

ng, s

tude

nt

goal

-set

ting

tool

s, s

tude

nt le

d co

nfer

ence

, etc

.

Stud

ents

regu

larly

set,

mon

itor,

and

use

learn

ing

goals

to a

ssis

t the

m in

sel

f-m

anag

ing

thei

r lea

rnin

g pr

oces

ses.

Tea

cher

s in

all

clas

sroo

ms

prov

ide

the

inst

ruct

ion,

tim

e, a

nd s

uppo

rt to

stu

dent

s fo

r eng

agin

g in

se

tting

and

usi

ng m

eani

ngfu

l lea

rnin

g go

als.

Pr

inci

pals

and

dis

trict

adm

inis

trato

rs p

rovi

de

teac

hers

with

the

expe

ctat

ion,

tool

s, a

nd

train

ing

need

ed to

ass

ist s

tude

nts

in s

ettin

g,

mon

itorin

g, a

nd m

eetin

g or

exc

eedi

ng

mea

ning

ful,

chal

leng

ing

lear

ning

goa

ls.

• Ins

truct

iona

l gui

delin

es re

late

d to

st

uden

t goa

l-set

ting

and

self-

man

agem

ent o

f lea

rnin

g.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

rs, p

rinci

pals

, and

pa

rent

s w

ith g

uida

nce

in s

tude

nt g

oal-

setti

ng p

roce

sses

and

sel

f-m

anag

emen

t of l

earn

ing

proc

esse

s.

IV.i

An e

ffect

ive

acco

unta

bilit

y sy

stem

has

mul

tiple

m

easu

res

in p

lace

that

pr

ovid

e fo

r con

tinui

ng

empl

oym

ent,

prom

otio

n,

deve

lopm

ent,

prob

atio

n or

te

rmin

atio

n of

sta

ff; a

nd

resp

ects

the

pers

pect

ive

that

m

ost p

eopl

e w

ant t

o do

a

good

job

and

wan

t oth

ers

to

do a

goo

d jo

b as

wel

l.

Both

inte

rnal

(dis

trict

) and

ext

erna

l (st

ate

and

fede

ral)

acco

unta

bilit

y sy

stem

s ar

e de

sign

ed

prim

arily

in c

onsi

dera

tion

of th

e le

arni

ng

need

s of

stu

dent

s. A

sses

smen

t res

ults

are

al

so u

sed

as o

ne p

art o

f an

over

all s

yste

m o

f ev

alua

tion,

pro

mot

ion,

dev

elop

men

t, pr

obat

ion

and

term

inat

ion

of s

taff,

with

a

prim

ary

focu

s on

per

sonn

el im

prov

emen

t and

su

ppor

t.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

38

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.j

Stan

dard

ized

test

s (in

clud

ing

crite

rion-

refe

renc

ed te

sts)

ca

nnot

mea

sure

with

pr

ecis

ion

prof

ound

lear

ning

.

Stud

ent l

earn

ing

and

cam

pus/

dist

rict p

erfo

rman

ce

are

mea

sure

d so

lely b

ased

up

on st

anda

rdize

d te

sts.

Stud

ent l

earn

ing

is m

easu

red

large

ly up

on th

e res

ults

of

the s

tate

stan

dard

ized

test

s. So

me

cons

ider

atio

n is

giv

en to

m

easu

res

of g

row

th/

impr

ovem

ent a

nd h

ighe

r pe

rform

ance

, etc

., bu

t stil

l gr

ound

ed in

the

stat

e te

st.

Stud

ent l

earn

ing

and

cam

pus/

di

stric

t per

form

ance

are

so

met

imes

evalu

ated

usin

g m

easu

res o

f pro

foun

d lea

rnin

g be

yond

min

imal

pass

ing

on th

e st

ate t

ests

suc

h as

adv

ance

d co

urse

pas

sing

, col

lege

cre

dit,

and

in-d

istri

ct a

sses

smen

ts. H

owev

er,

the

dist

rict h

as n

ot e

stab

lishe

d sy

stem

-wid

e re

quire

men

ts fo

r pe

rform

ance

-bas

ed a

sses

smen

ts

or s

tude

nt c

reat

ed p

rodu

cts.

Stud

ent l

earn

ing

and

cam

pus/

dist

rict

perfo

rman

ce ar

e sys

tem

ically

evalu

ated

ba

sed

upon

a va

riety

on

mea

sure

s of

chall

engi

ng/p

rofo

und

learn

ing

such

as

chal

leng

ing

proj

ects

/task

s, s

tude

nt c

reat

ed

lear

ning

pro

duct

s, a

nd a

ttain

men

t of c

olle

ge-

read

y le

arni

ng (c

olle

ge c

redi

t hou

rs,

adva

nced

cou

rses

, etc

.). T

he d

istri

ct

syst

emat

ical

ly a

ssis

ts te

ache

rs in

this

wor

k th

roug

h pr

ofes

sion

al d

evel

opm

ent o

n au

then

tic/c

halle

ngin

g as

sess

men

t for

le

arni

ng a

nd th

roug

h th

e de

velo

pmen

t of

curri

cula

r too

ls a

nd g

uida

nce.

• Ass

essm

ent p

olic

ies

and

guid

elin

es

rega

rdin

g th

e us

e of

stu

dent

pe

rform

ance

s an

d w

ork

prod

ucts

as

a m

eans

for m

easu

ring

and

repo

rting

st

uden

t per

form

ance

. • A

pro

fess

iona

l dev

elop

men

t sys

tem

th

at p

rovi

des

teac

her g

uida

nce

in

“aut

hent

ic” a

sses

smen

t suc

h as

stu

dent

w

ork

prod

uct/

proj

ect d

evel

opm

ent a

nd

in th

e cr

eatio

n an

d us

e of

pr

ojec

t/pro

duct

eva

luat

ion

tool

s su

ch a

s ru

bric

s, c

riter

ia c

harts

, etc

.

IV.k

Muc

h fo

r whi

ch s

choo

ls

need

to b

e ac

coun

tabl

e w

ill re

quire

sub

ject

ive

mea

sure

s,

and

the

deci

sion

abo

ut w

hat

and

how

to m

easu

re is

ad

mitt

edly

one

of t

he m

ost

subj

ectiv

e.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.l

Acco

unta

bilit

y sy

stem

s ar

e gu

ided

by

the

fact

that

to

atta

ch a

ny m

atte

r hig

hly

valu

ed b

y st

uden

ts,

teac

hers

, sch

ool l

eade

rs, o

r sc

hool

s/di

stric

ts to

any

sin

gle

mea

sure

suc

h as

a

stan

dard

ized

test

, cor

rupt

s th

e te

st a

nd th

e in

tegr

ity o

f w

hat i

t mea

sure

s as

wel

l as

the

acco

unta

bilit

y it

was

in

tend

ed to

pro

vide

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

39

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.m

Lab

els

for s

choo

ls a

nd

parti

cula

rly th

ose

that

use

th

e lo

wes

t per

form

ing

unit

as

the

basi

s fo

r a p

uniti

ve la

bel

shou

ld b

e av

oide

d. T

here

is

a di

stin

ctio

n be

twee

n id

entif

ying

per

form

ance

gap

s an

d la

belin

g. Id

entif

icat

ion

of

perfo

rman

ce g

aps

enab

les

scho

ols

to m

ove

forw

ard

in

desi

gnin

g di

ffere

nt

inst

ruct

iona

l stra

tegi

es o

r ap

proa

ches

to h

elp

stud

ents

ac

hiev

e th

e le

arni

ng d

esire

d.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.n

Com

plet

e tra

nspa

renc

y is

a

requ

isite

for h

ow a

ll da

ta is

co

llect

ed, a

naly

zed,

and

re

porte

d, in

clud

ing

the

subj

ectiv

e, s

omet

imes

po

litic

al m

anne

r in

whi

ch

stat

e pr

ofic

ienc

y st

anda

rds

are

set o

n st

ate

test

s, if

suc

h te

sts

are

to b

e us

ed.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.o

A m

ulti-

year

cyc

le fo

r pe

riodi

c di

stric

t and

cam

pus

perfo

rman

ce re

view

s sh

ould

be

est

ablis

hed,

usi

ng h

ighl

y tra

ined

vis

iting

team

s to

an

alyz

e a

pred

eter

min

ed s

et

of s

tude

nt p

erfo

rman

ce

info

rmat

ion.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

40

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.p

As

sing

le m

easu

rem

ents

, st

anda

rdiz

ed n

orm

-re

fere

nced

test

s, c

riter

ion-

refe

renc

ed s

tate

test

s,

aptit

ude

test

s, e

nd-o

f-cou

rse

exam

s, o

ther

ora

l and

writ

ten

exam

inat

ions

, stu

dent

pe

rform

ance

/pro

ject

s/

portf

olio

s, re

gula

r tea

cher

as

sess

men

ts, a

nd g

rade

s ea

ch g

ive

a pi

ece

of th

e pi

ctur

e; a

nd u

sed

in

com

bina

tion,

can

pro

vide

a

mor

e ho

listic

vie

w. H

owev

er,

if a

high

-sta

kes

stan

dard

ized

te

st is

giv

en a

pr

epon

dera

nce

of w

eigh

t, it

will

beco

me

the

asse

ssm

ent

that

real

ly c

ount

s, o

ther

s no

twith

stan

ding

.

Stud

ent l

earn

ing

and

cam

pus/

dist

rict p

erfo

rman

ce

are

mea

sure

d so

lely b

ased

up

on st

anda

rdize

d te

sts.

Stud

ent l

earn

ing

is m

easu

red

large

ly up

on th

e res

ults

of

the s

tate

stan

dard

ized

test

s. So

me

cons

ider

atio

n is

giv

en to

m

easu

res

of g

row

th/

impr

ovem

ent a

nd h

ighe

r pe

rform

ance

, etc

., bu

t stil

l gr

ound

ed in

the

stat

e te

st.

Stud

ent l

earn

ing

and

cam

pus/

di

stric

t per

form

ance

are

so

met

imes

evalu

ated

usin

g m

easu

res o

f pro

foun

d lea

rnin

g be

yond

min

imal

pass

ing

on th

e st

ate t

ests

suc

h as

adv

ance

d co

urse

pas

sing

, col

lege

cre

dit,

and

in-d

istri

ct a

sses

smen

ts. H

owev

er,

the

dist

rict h

as n

ot e

stab

lishe

d sy

stem

-wid

e re

quire

men

ts fo

r pe

rform

ance

-bas

ed a

sses

smen

ts

or s

tude

nt c

reat

ed p

rodu

cts.

Stud

ent l

earn

ing

is sy

stem

atica

lly

mea

sure

d an

d re

porte

d in

a va

riety

of

ways

, inc

ludi

ng tr

aditi

onal

sta

te/d

istri

ct

requ

ired

test

s, a

long

with

oth

er o

ral a

nd

writ

ten

exam

inat

ions

, stu

dent

pe

rform

ance

/pro

ject

s/ p

ortfo

lios,

regu

lar

teac

her a

sses

smen

ts, e

tc. T

each

ers

ensu

re

that

lear

ning

pro

gres

s an

d in

stru

ctio

nal

deci

sion

s ar

e no

t bas

ed u

pon

any

sing

le

mea

sure

. The

dis

trict

has

inst

itute

d po

licie

s,

prac

tices

, and

sup

ports

that

requ

ire, g

uide

, an

d su

ppor

t a m

ore

holis

tic v

iew

and

ev

alua

tion

of s

tude

nt le

arni

ng. A

ll pr

actic

es

and

deci

sion

s re

late

d to

mea

surin

g an

d ev

alua

ting

stud

ent l

earn

ing

and

its im

pact

on

scho

ol a

nd d

istri

ct p

erfo

rman

ce a

re b

ased

up

on th

is b

road

er p

ersp

ectiv

e of

stu

dent

le

arni

ng. T

he d

istri

ct (B

oard

, Adm

inis

tratio

n,

Cam

pus

Staf

f) un

ders

tand

s an

d co

mm

unic

ates

this

bro

ader

vie

w o

f stu

dent

le

arni

ng a

nd th

e ra

tiona

le fo

r it.

• Ass

essm

ent p

olic

ies

and

guid

elin

es

rega

rdin

g th

e us

e of

stu

dent

pe

rform

ance

s an

d w

ork

prod

ucts

as

a m

eans

for m

easu

ring

and

repo

rting

st

uden

t per

form

ance

, in

addi

tion

to th

e re

quire

d st

anda

rdiz

ed te

st re

sults

. • A

n on

line

asse

ssm

ent m

anag

emen

t sy

stem

that

allo

ws

for a

rchi

val a

nd

retri

eval

of c

ompr

ehen

sive

ass

essm

ent

data

incl

udin

g “a

uthe

ntic

” stu

dent

wor

k pr

oduc

ts/a

sses

smen

ts.

• A g

radi

ng s

yste

m th

at p

rovi

des

teac

hers

and

prin

cipa

ls w

ith g

uida

nce

in th

e us

e of

a v

arie

ty o

f ass

essm

ents

in

eva

luat

ing

lear

ning

and

in

prom

otio

n/ad

vanc

emen

t dec

isio

ns.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

41

Artic

le IV

. Acc

ount

abilit

y for

Lea

rnin

g (co

ntin

ued)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

IV.q

Sta

ndar

dize

d te

sts

to w

hich

hi

gh s

take

s ar

e at

tach

ed c

an

beco

me

subs

titut

es fo

r the

le

arni

ng s

tand

ards

them

selv

es

and

resu

lt in

“tea

chin

g to

the

test

” rat

her t

han

teac

hing

for

atta

inm

ent o

f the

sta

ndar

d.

Stud

ents

spe

nd a

sig

nific

ant a

nd

inor

dina

te am

ount

of

time i

n pr

epar

atio

n fo

r th

e sta

te te

st. T

he te

sted

cu

rricu

lum

sta

ndar

ds a

re

the

de-fa

cto

curri

culu

m in

m

ost,

if no

t all,

cor

e co

nten

t cla

ssro

oms

acro

ss th

e di

stric

t. N

on-

core

are

a co

nten

t le

arni

ng is

sac

rific

ed to

th

is fo

cus

on te

achi

ng to

th

e te

st.

Stud

ents

are

exp

ecte

d to

hav

e ac

cess

to th

e fu

ll st

ate

curri

culu

m re

quire

men

ts,

incl

udin

g bu

t not

lim

ited

to th

e te

sted

sta

ndar

ds. T

est

prep

arat

ion

and

test

form

at

prac

tice a

re a

key

com

pone

nt o

f the

in

stru

ctio

nal p

rogr

am.

Stud

ents

are

eng

aged

in m

aste

ry o

f ch

alle

ngin

g co

nten

t tha

t inc

lude

s,

but i

s not

limite

d to

the s

kills

test

ed o

n th

e sta

te st

anda

rdize

d te

st. T

each

ers

are

expe

cted

to

prov

ide

inst

ruct

ion

in a

ll ar

eas

of

the

curri

culu

m. T

he d

istri

ct h

as

prov

ided

cur

ricul

um to

ols

(map

s,

guid

es, e

tc.)

to e

nsur

e fid

elity

of

impl

emen

tatio

n of

the

dist

rict

curri

culu

m.

Stud

ents

are

eng

aged

in m

aste

ry o

f ch

alle

ngin

g co

nten

t sta

ndar

ds th

at

inco

rpor

ate,

but

are

not

limite

d to

the s

tate

st

anda

rdize

d “te

sted

” sta

ndar

ds, in

co

nten

t, co

ntex

t, or

leve

l of c

ogni

tive

dem

and.

Tea

cher

s en

sure

equ

al a

cces

s to

rig

orou

s co

nten

t thr

ough

the

desi

gn a

nd

enac

tmen

t of c

halle

ngin

g st

anda

rds-

base

d ta

sks,

sca

ffold

ing

tech

niqu

es s

uppo

rt hi

gh

leve

ls o

f eng

agem

ent f

or a

var

iety

of

lear

ners

, and

pro

vide

app

ropr

iate

cog

nitiv

ely

dem

andi

ng, s

uppo

rtive

inte

rven

tions

for

stud

ents

who

nee

d m

ore

time

and/

or a

di

ffere

nt a

ppro

ach

to th

e le

arni

ng ta

sk. T

he

dist

rict p

rovi

des

qual

ity c

urric

ulum

and

in

stru

ctio

nal t

ools

and

sup

ports

to te

ache

rs to

en

sure

that

“tea

chin

g to

the

test

” and

the

test

ed s

tand

ards

are

not

the

de-fa

cto

curri

culu

m in

any

cla

ssro

om.

• Dis

trict

pol

icie

s re

late

d to

the

esta

blis

hmen

t and

impl

emen

tatio

n of

re

quire

d le

arni

ng s

tand

ards

, inc

ludi

ng

the

expe

ctat

ion

for m

aste

ry o

f the

full

curri

culu

m a

nd th

e ap

prop

riate

, but

lim

ited

role

, of s

tand

ardi

zed,

hig

h-st

akes

test

resu

lts.

• A c

urric

ulum

man

agem

ent s

yste

m th

at

prov

ides

acc

ess

to th

e le

arni

ng

stan

dard

s fo

r stu

dent

s, te

ache

rs,

dist

rict s

taff,

par

ents

, and

the

com

mun

ity a

nd th

at p

rovi

des

repo

rting

an

d co

mm

unic

atio

n to

ols

rela

ted

to th

e fu

ll cu

rricu

lum

(inc

orpo

ratin

g, b

ut n

ot

limite

d to

, the

sta

te s

tand

ardi

zed

test

re

sults

). • A

com

preh

ensi

ve p

rofe

ssio

nal

deve

lopm

ent s

yste

m th

at e

nsur

es a

ll te

ache

rs a

nd p

rinci

pals

hav

e a

com

mon

un

ders

tand

ing

of th

e st

anda

rds

to b

e le

arne

d an

d th

e ro

le o

f sta

ndar

dize

d te

st re

sults

in th

e ov

eral

l edu

catio

n pr

ogra

m.

IV.r

Con

sequ

ence

s (s

anct

ions

) sh

ould

be

asso

ciat

ed w

ith a

pe

rform

ance

ass

essm

ent o

nly

if th

e as

sess

men

t use

s a

com

bina

tion

of m

easu

res

incl

udin

g sa

mpl

e ex

amin

atio

ns

and

othe

r stu

dent

pe

rform

ance

s to

asc

erta

in th

e de

gree

to w

hich

the

lear

ning

le

vel i

s ou

tsid

e th

e va

rianc

e al

low

ed.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

IV.s

Alte

rnat

ive

asse

ssm

ents

in

com

bina

tions

as

indi

cate

d in

ot

her p

rem

ises

in th

is s

ectio

n sh

ould

be

cons

ider

ed.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

42

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion

Stat

emen

t of P

rincip

le Th

e di

gita

l rev

olut

ion

and

its a

ccom

pany

ing

soci

al tr

ansf

orm

atio

ns a

nd e

xpec

tatio

ns d

icta

te a

tran

sfor

mat

ion

of s

choo

ls fr

om th

eir c

urre

nt b

urea

ucra

tic fo

rm a

nd s

truct

ure

that

refle

cts

the

nine

teen

th

and

early

twen

tieth

cen

tury

fact

ory

afte

r whi

ch th

ey w

ere

mod

eled

, to

scho

ols

that

func

tion

as le

arni

ng o

rgan

izat

ions

. We

belie

ve th

at a

lear

ning

org

aniz

atio

n ca

n cr

eate

the

cond

ition

s an

d ca

paci

ties

mos

t con

duci

ve fo

r lea

ders

, tea

cher

s, a

nd s

tude

nts

to p

erfo

rm a

t hig

h le

vels

and

mee

t the

exp

ecta

tions

of n

ew le

arni

ng s

tand

ards

.

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.a

Exce

llenc

e em

anat

es fr

om a

sh

ared

com

mitm

ent t

o va

lues

and

sta

ndar

ds, h

igh

leve

ls o

f eng

agem

ent,

and

stro

ng le

ader

ship

at l

evel

s fu

nctio

ning

with

in a

n ac

coun

tabi

lity

syst

em th

at

insp

ires.

Stud

ents

lear

n an

d pr

ogre

ss

thro

ugh

the

grad

es in

an

acco

unta

bilit

y sys

tem

that

is

focu

sed

on ad

ult

adhe

renc

e to

and

succ

ess

in th

e sta

te ac

coun

tabi

lity

ratin

gs sy

stem

. Exc

elle

nce

occu

rs in

“poc

kets

” on

an

indi

vidu

al te

ache

r by

teac

her

or s

choo

l by

scho

ol b

asis

.

Stud

ent l

earn

ing

occu

rs a

nd is

m

easu

red

by a

n ac

coun

tabi

lity

syst

em th

at g

oes

beyo

nd th

e st

ate

acco

unta

bilit

y sy

stem

m

inim

al p

assi

ng a

nd

inco

rpor

ates

oth

er m

easu

res

of

achi

evem

ent s

uch

as

“com

men

ded”

leve

ls o

r im

prov

emen

t tre

nds

and

whi

le

it m

ay in

clude

oth

er n

on-

stat

e tes

t bas

ed m

easu

res,

is st

ill lar

gely

focu

sed

on

mas

tery

of t

he co

re

acad

emic

curri

culu

m w

ithou

t a

clea

r or c

ompe

lling

purp

ose

for a

nd c

omm

itmen

t to

exce

llenc

e.

Dis

trict

lead

ers

have

eng

aged

di

stric

t sta

ff, p

aren

ts, a

nd

com

mun

ity m

embe

rs in

the

artic

ulat

ion

of th

e di

stric

t’s p

urpo

se

and

valu

es a

nd h

ave

trans

late

d th

ese

into

exp

ecta

tions

for s

tude

nts

and

staf

f. St

uden

ts a

re en

gage

d in

a l

earn

ing

path

towa

rd p

ost-

seco

ndar

y exp

erien

ces a

nd

futu

re m

eani

ngfu

l life

op

portu

nitie

s.

Dis

trict

inte

rnal

acc

ount

abilit

y sy

stem

s an

d st

ruct

ures

are

bas

ed u

pon

the

pow

er o

f sh

ared

co-

acco

unta

bilit

y fo

r exc

elle

nce

and

whi

le th

ey re

sult

in h

igh

leve

ls o

f pe

rform

ance

on

stat

e/fe

dera

l acc

ount

abilit

y sy

stem

s, th

ese

syst

ems

are

not t

he k

ey

driv

er o

f the

inst

ruct

iona

l wor

k in

sch

ools

and

cl

assr

oom

s. D

istri

ct le

ader

s ha

ve e

ngag

ed

dist

rict s

taff,

par

ents

, and

com

mun

ity

mem

bers

in th

e ar

ticul

atio

n of

the

dist

rict’s

pu

rpos

e an

d va

lues

and

hav

e tra

nsla

ted

thes

e in

to a

cul

ture

of e

xcel

lenc

e th

at

insp

ires

stud

ents

, sta

ff, a

nd c

omm

unity

to

com

mit

to a

nd e

ngag

e in

the

wor

k of

mak

ing

this

vis

ion

a re

ality

for a

ll st

uden

ts. A

cros

s al

l le

vels

of t

he d

istri

ct a

nd a

cros

s al

l sch

ools

an

d cl

assr

oom

s, th

e ad

ults

in th

e sy

stem

un

ders

tand

and

hav

e co

mm

itted

to th

e di

stric

t’s p

urpo

se, v

alue

s, a

nd s

tand

ards

to

war

d th

is c

omm

on g

oal f

or a

ll st

uden

ts.

Stud

ents

und

erst

and

and

are e

ngag

ed in

a lea

rnin

g pa

th to

ward

succ

essf

ul p

ost-

seco

ndar

y exp

erien

ces a

nd fu

ture

m

eani

ngfu

l life

opp

ortu

nitie

s.

• Est

ablis

hmen

t and

sup

port

for a

cu

lture

of c

o-ac

coun

tabi

lity

and

enga

gem

ent a

cros

s al

l rol

e gr

oups

in

the

scho

ol c

omm

unity

. • D

istri

ct p

olic

ies

rela

ted

to th

e es

tabl

ishm

ent a

nd im

plem

enta

tion

of a

n sy

stem

of s

hare

d ac

coun

tabi

lity

that

is

base

d up

on h

igh

expe

ctat

ions

for a

ll,

high

leve

ls o

f eng

agem

ent,

and

clea

r ro

les

and

resp

onsi

bilit

ies

lear

ning

ac

ross

all

role

gro

ups.

• A

com

preh

ensi

ve p

rofe

ssio

nal

deve

lopm

ent s

yste

m th

at e

nsur

es a

ll te

ache

rs, p

rinci

pals

, and

inst

ruct

iona

l su

ppor

t sta

ff ha

ve a

com

mon

un

ders

tand

ing

of th

eir r

espo

nsib

ilitie

s re

late

d to

stu

dent

ach

ieve

men

t and

that

as

sist

s th

em in

bui

ldin

g th

e sk

ills

need

ed to

fulfi

ll th

ose

role

s.

V.b

The

teac

her’s

mos

t im

porta

nt

role

is to

be

a de

sign

er o

f en

gagi

ng e

xper

ienc

es fo

r st

uden

ts, s

uppo

rting

st

uden

ts in

thei

r wor

k by

in

corp

orat

ing

mor

e tra

ditio

nal

role

s as

pla

nner

, pre

sent

er,

inst

ruct

or, a

nd p

erfo

rmer

.

Stud

ent e

ngag

emen

t in

lear

ning

task

s an

d th

e de

sign

er s

uppo

rt ro

le o

f the

te

ache

rs is

not

the

norm

in

clas

sroo

ms

acro

ss th

e di

stric

t. Th

e tra

ditio

nal

teac

her r

ole i

s the

nor

m

and

flour

ishe

s in

the

clas

sroo

m a

s th

e m

ajor

in

stru

ctio

nal m

etho

d (le

ctur

e, d

irect

inst

ruct

, etc

.).

Enga

ging

stu

dent

task

s ar

e ev

iden

t in

som

e ar

eas,

but

not

av

aila

ble

to a

ll st

uden

ts n

or

expe

cted

of a

ll te

ache

rs.

Teac

hers

may

be

enco

urag

ed

to a

dopt

the

rede

fined

in

stru

ctio

nal r

ole,

but i

s not

th

e nor

m in

cla

ssro

oms.

Enga

ging

and

mea

ning

ful

inst

ruct

ion

with

in a

rede

fined

in

stru

ctio

nal r

ole i

s evid

ent i

n m

ost c

lassr

oom

s. Te

ache

r tra

inin

g an

d in

stru

ctio

nal m

onito

ring

are

alig

ned

to th

e ex

pect

ed

inst

ruct

iona

l pra

ctic

es. C

urric

ulum

in

clud

es e

xam

ples

of e

ngag

ing

lear

ning

task

s th

at a

re a

vaila

ble

to

stud

ents

thro

ugho

ut th

e di

stric

t and

ex

pect

ed o

f all

teac

hers

, and

in

clud

es s

uppo

rts fo

r usi

ng d

igita

l m

edia

in le

arni

ng ta

sks.

Enga

ging

and

mea

ning

ful i

nstru

ctio

n w

ithin

a

rede

fined

inst

ruct

iona

l rol

e is e

viden

t in

all cl

assr

oom

s. Te

ache

rs a

re e

ngag

ed in

fa

cilit

atin

g m

eani

ngfu

l lea

rnin

g ba

sed

on

rigor

ous

cont

ent.

Stud

ents

are

eng

aged

as

self-

man

ager

s of

thei

r lea

rnin

g. P

ract

ices

su

ch a

s te

ache

r tra

inin

g, m

onito

ring,

and

ev

alua

tion

tool

s ar

e ex

plic

itly

alig

ned

to th

e ex

pect

ed in

stru

ctio

nal p

ract

ices

. Stu

dent

s ar

e ac

tive

parti

cipa

nts

in th

eir l

earn

ing

proc

esse

s an

d as

cre

ator

s/pr

esen

ters

/ fa

cilit

ator

s of

thei

r ow

n le

arni

ng.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

rs w

ith c

apac

ity

build

ing

rela

ted

to fa

cilit

atin

g an

d m

edia

ting

mea

ning

ful l

earn

ing

for a

ll st

uden

ts, i

nclu

ding

pro

fess

iona

l de

velo

pmen

t in

crea

ting

enga

ging

on

line

curri

culu

m p

roje

cts

tied

to s

tate

st

anda

rds.

• C

lear

gui

delin

es, e

xpec

tatio

ns, a

nd

supp

orts

for s

tude

nt b

ehav

ior a

nd

clas

sroo

m m

anag

emen

t sys

tem

s re

late

d to

stu

dent

sel

f-man

agem

ent a

nd

colla

bora

tive

lear

ning

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

43

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.c

The

over

all q

ualit

y of

the

pres

ent t

each

ing

forc

e is

ex

celle

nt, a

nd m

ost t

each

ers

are

capa

ble

and

willi

ng to

ta

ke o

n th

eir n

ew d

esig

ner

role

if th

eir s

ense

of m

oral

pu

rpos

e fo

r ent

erin

g te

achi

ng is

hon

ored

, and

if

they

are

pro

vide

d re

leva

nt

deve

lopm

ent o

ppor

tuni

ties

and

a cl

imat

e an

d co

nditi

ons

that

sup

port

them

.

Teac

hers

tend

to b

e lef

t on

their

own

to “g

et o

n w

ith th

e w

ork”

as

they

dee

m b

est o

r to

o-tig

htly

cont

rolle

d.

Supp

orts

for i

mpr

oved

or

sust

aine

d te

ache

r qua

lity

are

larg

ely

the

resp

onsi

bilit

y of

th

e te

ache

r or t

he p

rinci

pal

on a

n in

divi

dual

bas

is.

Syst

ems o

f sup

port

for

teac

hers

are s

pora

dic o

r vo

lunt

ary (

such

as

sust

aine

d or

impr

oved

teac

her q

ualit

y,

such

as

prof

essi

onal

de

velo

pmen

t, m

ento

ring,

and

co

llabo

ratio

n). T

each

er

deve

lopm

ent r

efle

cts

a “o

ne

size

fits

all”

des

ign

and

is

base

d up

on th

e tra

ditio

nal

teac

her a

s co

nten

t giv

er ro

le.

Syst

ems o

f sup

port

for

sust

ained

or i

mpr

oved

teac

her

quali

ty ar

e exp

ecte

d an

d im

plem

ente

d, s

uch

as p

rofe

ssio

nal

deve

lopm

ent,

colla

bora

tion,

and

m

ento

ring.

Pro

fess

iona

l de

velo

pmen

t is

to s

ome

exte

nt

tailo

red

base

d up

on te

ache

r pe

rform

ance

/ exp

erie

nce/

inte

rest

or

stud

ent a

chie

vem

ent n

eeds

.

Teac

hers

are

resp

ecte

d as

key

dec

isio

n m

aker

s in

thei

r pro

fess

iona

l gro

wth

and

are

mea

ning

fully

enga

ged

in d

eter

min

ing

a lea

rnin

g pa

thwa

y tha

t is m

ost l

ikely

to

resu

lt in

impr

oved

inst

ruct

iona

l skil

ls an

d ca

pacit

ies fo

r the

ir ro

le a

s in

stru

ctio

nal

desi

gner

and

lear

ning

faci

litat

or. T

each

er

prof

essi

onal

dev

elop

men

t opp

ortu

nitie

s re

flect

the

sam

e ty

pe o

f ins

truct

ion

and

lear

ning

exp

ecte

d in

the

clas

sroo

ms

(flex

ible

in

tim

e/ac

cess

, hig

h le

arne

r eng

agem

ent,

choi

ce a

nd a

uton

omy

whe

n po

ssib

le, a

nd

that

leve

rage

the

pow

er o

f dig

ital m

edia

and

on

line

lear

ning

).

• Sys

tem

s of s

uppo

rt, en

gage

men

t, an

d co

llabo

ratio

n ar

e in

pla

ce to

en

sure

suc

cess

ful,

mea

ning

ful,

and

rew

ardi

ng te

achi

ng e

xper

ienc

es fo

r all

teac

hers

, inc

ludi

ng d

iffer

entia

ted

supp

orts

as

need

ed.

• A p

rofe

ssio

nal d

evelo

pmen

t sys

tem

th

at p

rovi

des

teac

hers

with

cap

acity

bu

ildin

g re

late

d to

faci

litat

ing

and

med

iatin

g m

eani

ngfu

l lea

rnin

g fo

r all

stud

ents

.

V.d

The

atte

mpt

to in

cent

iviz

e te

ache

rs w

ith m

ater

ial

rew

ards

for i

mpr

ovin

g te

st

scor

es is

an

insu

lt to

te

ache

rs a

nd in

fers

that

im

prov

emen

ts in

lear

ning

ca

n be

mea

sure

d w

ith

prec

isio

n. S

uch

pay

sche

mes

sho

uld

not b

e m

anda

ted

by th

e st

ate

but

left

to th

e di

scre

tion

of lo

cal

dist

ricts

.

• For

full

impl

emen

tatio

n of

this

pre

mis

e,

stat

e po

licy

or o

ther

ext

erna

l man

date

m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

44

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.e

The

cost

ly lo

ss o

f so

man

y te

ache

rs fr

om th

e pr

ofes

sion

in

the

first

thre

e to

five

yea

rs

of e

mpl

oym

ent i

s lik

ely

mor

e a

func

tion

of th

e so

cial

sy

stem

s an

d co

nditi

ons

that

do

min

ate

mos

t sch

ools

than

a

lack

of m

ater

ial r

ewar

ds.

Novic

e and

beg

inni

ng

teac

hers

are n

ot p

rovid

ed

with

the f

ocus

ed ti

me,

supp

orts

, and

men

torin

g ne

eded

to e

xper

ienc

e su

cces

s an

d ki

ndle

a d

esire

to

com

mit

to th

e pr

ofes

sion

, w

hich

may

resu

lt in

an

inor

dina

tely

hig

h at

tritio

n ra

te in

the

early

yea

rs o

f em

ploy

men

t. Te

achi

ng

tend

s to

be

an is

olat

ed

func

tion

with

the

sam

e ex

pect

atio

ns a

nd p

ress

ures

ap

plie

d to

beg

inni

ng a

nd

expe

rienc

ed te

ache

rs

with

out s

uppo

rts.

Train

ing

is pr

ovid

ed to

no

vice a

nd b

egin

ning

te

ache

rs in

impo

rtant

job

func

tion

area

s suc

h as

cu

rricu

lum

impl

emen

tatio

n an

d cl

assr

oom

man

agem

ent.

Whi

le

som

e di

ffere

ntia

tion

for n

ovic

e te

ache

r ind

uctio

n an

d su

ppor

t is

evi

dent

, on-

goin

g te

ache

r co

llabo

ratio

n an

d su

ppor

ts fo

r su

cces

sful

teac

hing

thro

ugho

ut

the

year

and

ens

uing

yea

rs a

re

min

imal

. Tea

chin

g te

nds

to b

e an

isol

ated

func

tion

with

out

soci

al s

uppo

rt sy

stem

s an

d co

llabo

ratio

n.

Syst

emic

supp

orts

are p

rovid

ed

for n

ovice

and

begi

nnin

g te

ache

rs a

t bot

h th

e sc

hool

and

di

stric

t lev

els.

The

se s

uppo

rts

incl

ude

prof

essi

onal

dev

elop

men

t in

key

job

func

tion

area

s an

d th

e es

tabl

ishm

ent o

f soc

ial s

uppo

rt sy

stem

s an

d th

e sc

hool

and

dis

trict

le

vel.

Prof

essi

onal

lear

ning

co

mm

uniti

es o

f tea

cher

s ar

e us

ed

as a

mea

ns fo

r col

labo

rativ

e pl

anni

ng, p

rofe

ssio

nal T

each

ing

occu

rs in

a c

olla

bora

tive,

soc

ially

su

ppor

tive

scho

ol e

nviro

nmen

t.

Conc

erte

d, sy

stem

ic su

ppor

ts fo

r nov

ice

and

begi

nnin

g te

ache

rs ar

e a co

re va

lue

of th

e di

stric

t’s th

eory

of a

ctio

n fo

r tea

chin

g an

d le

arni

ng. T

he d

istri

ct u

ses

on-g

oing

te

ache

r fee

dbac

k an

d st

uden

t per

form

ance

to

cre

ate

a pr

ofes

sion

al d

evel

opm

ent

curri

culu

m a

nd s

et o

f cam

pus-

base

d an

d di

stric

t wid

e su

ppor

ts to

teac

hers

that

are

fo

cuse

d on

inst

ruct

iona

l exc

elle

nce,

co

llabo

rativ

e te

ache

r-to-

teac

her s

uppo

rts,

and

on-g

oing

men

torin

g. S

uppo

rtive

and

fu

lfillin

g sc

hool

cul

ture

s ar

e ev

iden

ced

by a

se

nse

of c

olla

bora

tion,

resp

ect,

and

high

ex

pect

atio

ns fo

r exc

elle

nce.

Nov

ice

and

begi

nnin

g ye

ar te

ache

rs a

re p

rovi

ded

the

addi

tiona

l foc

used

sup

ports

, tim

e, a

nd to

ols

need

ed to

be

a su

cces

sful

ear

ly y

ears

te

ache

r. Fr

om s

choo

l to

scho

ol a

cros

s th

e di

stric

t, te

ache

rs c

omm

unic

ate

a se

nse

of

pers

onal

effi

cacy

and

com

mitm

ent t

o th

e pr

ofes

sion

.

• Sys

tem

s of e

ngag

emen

t, an

d co

llabo

ratio

n ar

e in

pla

ce to

ens

ure

succ

essf

ul, m

eani

ngfu

l, an

d re

war

ding

te

achi

ng e

xper

ienc

es fo

r all

teac

hers

. • S

yste

ms o

f sup

port

for t

each

er

effic

acy

are

put i

nto

plac

e in

resp

onse

to

the

uniq

ue n

eeds

of n

ovic

e,

expe

rienc

ed, m

aste

r, an

d st

rugg

ling

teac

hers

. • A

pro

fess

iona

l dev

elopm

ent s

yste

m

that

pro

vide

s te

ache

rs w

ith c

apac

ity

build

ing

rela

ted

to fa

cilit

atin

g an

d m

edia

ting

mea

ning

ful l

earn

ing

for a

ll st

uden

ts.

V.f D

istri

cts

will

have

incr

easi

ng

diffi

culty

in a

ttrac

ting

expe

rienc

ed te

ache

rs to

te

ach

in p

over

ty-s

trick

en

scho

ols,

and

the

over

all

teac

her r

eten

tion

rate

will

decl

ine

even

furth

er if

fede

ral

and

stat

e bu

reau

crat

ic

cont

rols

con

tinue

exc

essi

ve

focu

s on

hig

h st

akes

st

anda

rdiz

ed te

sts.

• For

full

impl

emen

tatio

n of

this

pre

mis

e,

stat

e po

licy

or o

ther

ext

erna

l man

date

m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

45

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.g

Lead

ersh

ip d

evel

opm

ent a

t al

l lev

els

(teac

hers

, inc

lude

d)

mus

t bec

ome

a pr

imar

y m

eans

of b

uild

ing

need

ed

capa

citie

s to

func

tion

in

requ

ired

new

role

s.

Prin

cipa

l lea

ders

hip

train

ing

is fo

cuse

d pr

imar

ily o

n sc

hool

ope

ratio

ns (s

taffi

ng,

budg

etin

g, te

ache

r ev

alua

tion,

etc

.) Pr

ofes

sion

al d

evel

opm

ent

for t

each

ers

is fo

cuse

d pr

imar

ily o

n m

eetin

g th

e ex

pect

atio

ns o

f the

ext

erna

l ac

coun

tabi

lity

syst

em w

ith a

cl

ear l

ine

of a

utho

rity

sepa

ratin

g th

e te

ache

r rol

e fro

m th

e pr

inci

pal r

ole.

Lead

ersh

ip d

evel

opm

ent i

s a

focu

s of

the

dist

rict a

t bot

h th

e te

ache

r and

prin

cipa

l lev

el.

Prin

cipa

l tra

inin

g is

focu

sed

on b

oth

inst

ruct

iona

l lea

ders

hip

and

scho

ol

man

agem

ent.

Lead

ersh

ip

oppo

rtuni

ties

are

avai

labl

e to

hi

gh-p

erfo

rmin

g te

ache

rs. O

n-go

ing

prof

essi

onal

de

velo

pmen

t is

prov

ided

for

all t

each

ers

and

prin

cipa

ls,

and

time

is d

evot

ed to

m

eetin

g th

e ex

pect

atio

ns o

f th

e st

ate

and

fede

ral

acco

unta

bilit

y sy

stem

s.

Lead

ersh

ip d

evel

opm

ent i

s an

on-

goin

g pr

actic

e thr

ough

out t

he

dist

rict a

t all l

evels

. Tea

cher

lea

ders

and

scho

ol le

ader

s pa

rtici

pate

col

labo

rativ

ely

in fo

cuse

d in

stru

ctio

nal l

eade

rshi

p de

velo

pmen

t op

portu

nitie

s. A

“tie

red”

pro

fess

iona

l de

velo

pmen

t sys

tem

pro

vide

s di

ffere

ntia

ted

lear

ning

opp

ortu

nitie

s fo

r var

ious

role

gro

ups

such

as

novi

ce te

ache

rs/ p

rinci

pals

. Te

ache

rs a

nd p

rinci

pals

hav

e so

me

lead

ersh

ip o

ppor

tuni

ties

beyo

nd th

e st

ated

pro

fess

iona

l dev

elop

men

t pl

an.

Lead

ersh

ip d

evel

opm

ent i

s a

purp

osef

ul, o

n-go

ing,

and

expl

icit p

ract

ice at

thro

ugho

ut

the d

istric

t at a

ll lev

els. P

rofe

ssio

nal

deve

lopm

ent p

lans

and

pra

ctic

es a

re c

lear

ly

focu

sed

prim

arily

on

inst

ruct

iona

l lea

ders

hip

for r

ealiz

ing

the

New

Vis

ion

for t

each

ers,

prin

cipals

, and

adm

inist

rativ

e sta

ff. T

he

new

role

of i

nstru

ctio

nal l

eade

rshi

p ha

s be

en

clea

rly d

efin

ed a

nd d

rives

the

plan

ning

for a

nd

cont

ent o

f lea

ders

hip

deve

lopm

ent.

The

dist

rict

has

inst

itute

d le

ader

ship

col

labo

ratio

n an

d m

ento

ring

prac

tices

that

resu

lt in

co-

acco

unta

bilit

y fo

r lea

ding

and

lear

ning

th

roug

hout

the

syst

em. S

truct

ures

suc

h as

te

ache

r lea

ders

hip

team

s, m

aste

r te

ache

r/coa

ch le

ader

s, p

rinci

pal l

eade

rshi

p gr

oups

, cho

ice-

base

d le

arni

ng o

ppor

tuni

ties,

et

c.

• Sys

tem

s for

shar

ed le

ader

ship

an

d co

llabo

ratio

n ar

e in

pla

ce a

t all

scho

ols

to s

uppo

rt m

eani

ngfu

l en

gage

men

t in

key

deci

sion

s at

the

scho

ol a

nd d

istri

ct le

vels

. • A

pro

fess

iona

l dev

elopm

ent

syst

em th

at p

rovi

des

teac

hers

and

pr

inci

pals

with

cap

acity

bui

ldin

g re

late

d to

exp

ecte

d le

ader

ship

role

s.

V.h

Stud

ents

are

in c

harg

e of

de

term

inin

g w

here

thei

r at

tent

ion,

effo

rt, a

nd

com

mitm

ent g

o, a

nd th

eir

acce

ss to

info

rmat

ion

give

s th

em e

ven

mor

e po

wer

; he

nce,

they

mus

t be

treat

ed

acco

rdin

gly.

Stud

ents

are

inst

ruct

ed in

a

teac

her-d

riven

cur

ricul

um

little

or n

o ex

pect

atio

n fo

r st

uden

t eng

agem

ent o

r ch

oice

. Lea

rnin

g op

portu

nitie

s an

d cu

rricu

lum

ex

pect

atio

ns v

ary

from

cl

assr

oom

to c

lass

room

and

sc

hool

to s

choo

l. St

uden

t le

arni

ng is

focu

sed

on

com

plia

nce

with

teac

her-

focu

sed

inst

ruct

iona

l pr

oces

ses.

Stud

ents

are

inst

ruct

ed in

a

dist

rict l

evel

com

mon

cu

rricu

lum

(esp

ecia

lly in

the

core

aca

dem

ic a

reas

) tha

t is

focu

sed

on m

aste

ry o

f re

quire

d st

anda

rds.

Stu

dent

s ha

ve fe

w op

portu

nitie

s to

prov

ide i

nput

into

their

lea

rnin

g pr

oces

ses.

Stud

ent

lear

ning

is c

hara

cter

ized

by

teac

her-d

riven

inst

ruct

iona

l pr

oces

ses

culm

inat

ing

in a

si

ngle

dem

onst

ratio

n of

le

arni

ng s

uch

as a

com

mon

un

it te

st o

r sem

este

r exa

m.

Stud

ents

are

eng

aged

in m

aste

ring

a se

t of c

omm

on le

arni

ng s

tand

ards

es

tabl

ishe

d by

the

dist

rict a

nd w

ithin

fle

xibl

e cl

assr

oom

stru

ctur

es

desi

gned

to m

eet v

ario

us

inst

ruct

iona

l nee

ds. I

n so

me

clas

sroo

ms,

stud

ents

hav

e op

portu

nitie

s for

choi

ce in

lea

rnin

g m

etho

ds a

nd v

enue

s an

d ar

e gi

ven

som

e fle

xibi

lity

in le

arni

ng

time.

The

se o

ppor

tuni

ties

for

stud

ents

to e

ngag

e m

eani

ngfu

lly in

th

eir l

earn

ing

proc

ess

and

mak

e in

stru

ctio

nal c

hoic

es a

re e

ncou

rage

d by

the

dist

rict,

but a

re n

ot re

quire

d or

w

ell s

uppo

rted

for a

ll te

ache

rs a

nd

stud

ents

.

Stud

ents

act r

espo

nsib

ly an

d ef

fect

ively

as

co-m

anag

ers o

f the

ir lea

rnin

g pr

oces

ses

and

outc

omes

. Tea

cher

s pr

ovid

e st

uden

ts w

ith

the

know

ledg

e, s

kills

and

hab

its o

f pra

ctic

e ne

eded

to u

nder

stan

d th

e cu

rricu

lum

re

quire

men

ts/ o

ptio

ns, t

he v

ario

us w

ays

in

whi

ch th

e co

nten

t may

be

acce

ssed

, the

ex

pect

atio

ns fo

r mas

tery

, and

the

met

hods

by

whi

ch c

onte

nt m

aste

ry c

an b

e de

mon

stra

ted.

Pr

inci

pals

and

teac

hers

ens

ure

that

the

inst

ruct

iona

l and

tech

nica

l sys

tem

s an

d pr

oces

ses

in th

e cl

assr

oom

and

sch

ool

supp

ort s

tude

nts

in s

ucce

ssfu

lly a

ctin

g as

co-

man

ager

s of

thei

r lea

rnin

g pr

oces

ses

and

outc

omes

. Lea

rnin

g is

cha

ract

eriz

ed b

y hi

gh

leve

ls o

f stu

dent

eng

agem

ent i

n le

arne

r-fo

cuse

d in

stru

ctio

nal s

ettin

gs n

ot li

mite

d to

the

clas

sroo

m.

• Ins

truct

iona

l too

ls a

nd s

uppo

rts

rela

ted

to s

tude

nt s

elf-m

anag

emen

t of

lear

ning

and

mea

ning

ful e

ngag

emen

t in

thei

r ow

n ed

ucat

iona

l pla

nnin

g an

d pr

ogra

m.

• A p

rofe

ssio

nal d

evel

opm

ent s

yste

m

that

pro

vide

s te

ache

rs, p

rinci

pals

, and

co

unse

lors

with

gui

danc

e in

sol

iciti

ng

and

faci

litat

ing

stud

ent e

ngag

emen

t in

lear

ning

and

in d

ecis

ion-

mak

ing

abou

t th

eir e

duca

tion.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

46

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.i T

he v

aria

tion

in s

tude

nt

lear

ning

is a

s m

uch

a fu

nctio

n of

stu

dent

effo

rt as

it

is o

f abi

lity,

mea

ning

that

we

mus

t inc

orpo

rate

into

the

task

s w

e de

sign

and

ass

ign

to s

tude

nts

thos

e qu

aliti

es

that

will

incr

ease

en

gage

men

t.

V.j P

rofo

und

lear

ning

(ow

ning

th

e kn

owle

dge)

as

oppo

sed

to s

uper

ficia

l lea

rnin

g (s

hort-

term

mem

ory)

com

es m

ore

from

eng

agem

ent a

nd

com

mitm

ent t

han

from

va

rious

form

s of

com

plia

nce,

co

erci

on, s

anct

ions

, or

rew

ards

.

Stud

ents

are

exp

ecte

d to

de

mon

stra

te a

ppro

pria

te

lear

ning

beh

avio

r and

atte

nd

to a

nd e

ngag

e in

teac

her-

dire

cted

inst

ruct

ion.

St

uden

t effo

rt is

com

plian

ce-d

riven

bas

ed

upon

adh

eren

ce to

stri

ct

rule

s an

d co

nseq

uenc

es fo

r be

havi

or.

Enga

ging

stu

dent

task

s ar

e ev

iden

t acr

oss

the

dist

rict b

ut

not a

vaila

ble

to a

ll st

uden

ts. In

m

ost c

lassr

oom

s, st

uden

t be

havio

r and

enga

gem

ent

are c

ompl

iance

-driv

en b

ased

up

on a

dher

ence

to ru

les

and

cons

eque

nces

for b

ehav

ior.

Stud

ent c

hoice

and

auto

nom

y in

learn

ing

oppo

rtuni

ties a

re lim

ited

and

may

be

offe

red

as re

war

ds fo

r ap

prop

riate

beh

avio

r rat

her

than

as

a co

mm

on p

ract

ice

avai

labl

e to

all

stud

ents

.

Mea

ning

ful l

earn

ing

task

s an

d hi

gh

levels

of s

tude

nt ef

fort

and

enga

gem

ent a

re ev

iden

t in

mos

t cla

ssro

oms,

Stud

ent e

ngag

emen

t is

sup

porte

d w

ith c

lear

exp

ecta

tions

an

d su

ppor

ts fo

r stu

dent

effo

rt.

The

curri

culu

m in

clud

es e

xam

ples

of

eng

agin

g le

arni

ng ta

sks

that

are

av

aila

ble

to s

tude

nts

thro

ugho

ut th

e di

stric

t and

exp

ecte

d of

all

teac

hers

. Stu

dent

s ha

ve so

me

auto

nom

y and

choi

ce in

lea

rnin

g.

Acro

ss th

e di

stric

t, st

uden

ts ar

e eng

aged

in

mea

ning

ful le

arni

ng ta

sks b

ased

on

rigor

ous c

onte

nt, a

nd th

ey ac

t as s

elf- o

r co

-man

ager

s of t

heir

own

learn

ing

tow

ard

mas

tery

of t

he c

onte

nt s

tand

ards

. Tea

cher

s pr

ovid

e pu

rpos

eful

inst

ruct

ion

for s

tude

nts

in

thei

r rol

e as

act

ive

parti

cipa

nts

in th

eir l

earn

ing

proc

esse

s an

d as

cr

eato

rs/p

rese

nter

s/fa

cilit

ator

s of

thei

r ow

n le

arni

ng. T

each

ers

assi

st s

tude

nts

in

deve

lopi

ng th

e so

cial

and

per

sona

l ski

lls

need

ed to

eng

age

succ

essf

ully

with

eac

h ot

her a

nd w

ith th

e le

arni

ng ta

sks.

Dis

trict

cu

rricu

lum

gui

danc

e is

exp

licitl

y al

igne

d to

the

expe

cted

lear

ning

sta

ndar

ds a

nd e

ngag

emen

t pr

actic

es e

xpec

ted

of s

tude

nts.

Prin

cipa

ls

supp

ort t

each

ers

in th

e en

actm

ent o

f effo

rt-ba

sed

inst

ruct

iona

l pra

ctic

es.

• Ins

truct

iona

l gui

delin

es re

late

d to

st

uden

t effo

rt an

d en

gage

men

t in

lear

ning

. • S

yste

ms o

f sup

port

and

train

ing

for

teac

hers

and

stud

ents

rela

ted

to th

e ro

le o

f effo

rt an

d en

gage

men

t in

mea

ning

ful,

prof

ound

lear

ning

• A

pro

fess

iona

l dev

elopm

ent s

yste

m

that

pro

vide

s te

ache

rs, p

rinci

pals

, and

co

unse

lors

with

gui

danc

e in

sol

iciti

ng

and

faci

litat

ing

stud

ent e

ngag

emen

t in

lear

ning

and

in d

ecis

ion-

mak

ing

abou

t th

eir e

duca

tion.

• C

omm

unica

tion

and

train

ing

for

pare

nts i

n un

ders

tand

ing

and

supp

ortin

g st

uden

t effo

rt an

d en

gage

men

t as

key

func

tions

of

enga

gem

ent i

n th

eir c

hild

ren’

s ed

ucat

iona

l suc

cess

.

V.k

The

use

of to

o tig

htly

m

onito

red

curri

culu

m a

nd a

sc

ripte

d ap

proa

ch to

te

achi

ng to

ens

ure

cove

rage

of

the

mat

eria

l for

the

test

in

stea

d of

bro

ad

unde

rsta

ndin

g of

con

nect

ed

cont

ent i

s a

detri

men

t to

prof

ound

lear

ning

.

Stud

ents

are

inst

ruct

ed in

a

tight

ly co

ntro

lled

and

rigid

ly m

onito

red

curri

culu

m th

at is

ch

arac

teriz

ed b

y a

focu

s on

m

inim

al m

aste

ry o

f tes

ted

skills

in s

crip

ted

“pag

e by

pa

ge” a

ppro

ach

with

out

reco

gniti

on o

f the

nee

ds o

f in

divi

dual

stu

dent

s or

the

use

of p

erfo

rman

ce d

ata

to

info

rm in

stru

ctio

n.

Stud

ents

are

inst

ruct

ed in

a

dist

rict-r

equi

red

curri

culu

m

that

is b

ased

upo

n a s

et o

f lea

rnin

g st

anda

rds w

ithin

tig

htly

set p

acin

g.

Inst

ruct

iona

l mon

itore

d is

fo

cuse

d on

fide

lity

to “p

acin

g”

(suc

h as

a “w

eekl

y” w

alk

thro

ugh)

rath

er th

an fi

delit

y to

le

arni

ng a

nd m

aste

ry.

Littl

e fle

xibi

lity

is p

rovi

ded

to

teac

hers

to m

ake

adju

stm

ents

fo

r ind

ivid

ual s

tude

nt n

eeds

.

Stud

ents

are

eng

aged

in a

cu

rricu

lum

that

is d

riven

by

chall

engi

ng st

anda

rds w

ithin

a lo

ose p

acin

g gu

ide b

ased

on

mas

tery

with

in a

broa

d tim

e pe

riod

(nin

e w

eeks

, sem

este

r, et

c.).

Teac

hers

pro

vide

in

stru

ctio

nal i

nter

vent

ions

and

di

ffere

ntia

ted

lear

ning

opp

ortu

nitie

s fo

r stu

dent

s as

nee

ded

base

d up

on

iden

tifie

d st

uden

t nee

ds to

war

d m

aste

ry o

f rig

orou

s co

nten

t st

anda

rds.

Stud

ents

are

eng

aged

in a

curri

culu

m th

at is

dr

iven

by ch

allen

ging

stan

dard

s tha

t is

desig

ned

for m

ultip

le en

try p

oint

s aro

und

a va

riety

of i

nstru

ctio

nal v

enue

s. St

uden

ts

have

cho

ices

for e

ngag

ing

with

mea

ning

ful

cont

ent i

nclu

ding

cla

ssro

om-b

ased

inst

ruct

ion,

te

chno

logy

-driv

en in

stru

ctio

n, v

irtua

l/sel

f-pa

ced

inst

ruct

ion,

etc

. Te

ache

rs p

rovi

de

flexi

ble

and

diffe

rent

iate

d le

arni

ng

oppo

rtuni

ties

for s

tude

nts

as n

eede

d ba

sed

upon

stu

dent

cho

ice,

lear

ning

pre

fere

nce,

an

d/or

iden

tifie

d st

uden

t nee

ds to

war

d m

aste

ry o

f rig

orou

s co

nten

t sta

ndar

ds.

• Dist

rict p

olici

es th

at c

lear

ly o

utlin

e cu

rricu

lar r

equi

rem

ents

and

aut

onom

y,

incl

udin

g di

ffere

ntia

ting

betw

een

the

“wha

t” of

lear

ning

(req

uire

d le

arni

ng

stan

dard

s) a

nd th

e “h

ow” o

f tea

chin

g (te

ache

r by

teac

her a

nd s

choo

l by

scho

ol d

ecis

ions

bas

ed u

pon

best

pr

actic

es a

nd re

sear

ch).

• Clea

r gui

danc

e reg

ardi

ng fl

exib

ility

in th

e pa

cing

, acc

ess,

and

ent

ry p

oint

s to

cur

ricul

um m

aste

ry.

• Int

erna

l sys

tem

s of c

o-ac

coun

tabi

lity t

o en

sure

that

at c

ritic

al

chec

kpoi

nts,

all

stud

ents

hav

e ha

d th

e op

portu

nity

to m

aste

r or g

o be

yond

cu

rricu

lar r

equi

rem

ents

.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

47

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.l T

he d

istri

ct is

resp

onsi

ble

for

crea

ting

the

cond

ition

s in

w

hich

stu

dent

com

mitm

ent

and

enga

gem

ent b

ecom

e ce

ntra

l and

for a

ttrac

ting

prin

cipa

ls a

nd te

ache

rs w

ho

can

lear

n to

use

app

ropr

iate

fra

mew

orks

, pro

toco

ls,

proc

esse

s, a

sses

smen

ts,

and

reso

urce

s in

diff

eren

t w

ays

in a

col

labo

rativ

e se

tting

.

Stud

ents

lear

n in

isol

ated

cla

ssro

oms w

ith lim

ited

enga

gem

ent.

The

syst

em

allo

ws i

solat

ed te

achi

ng

and

learn

ing

proc

esse

s. Fe

w s

uppo

rts a

re p

rovi

ded

to s

uppo

rt te

ache

rs in

thei

r w

ork.

Prin

cipals

wor

k in

isolat

ion

to m

anag

e sc

hool

s an

d le

ad te

achi

ng a

nd

lear

ning

. Rec

ruitm

ent,

hirin

g,

and

plac

emen

t of t

each

ers

and

prin

cipa

ls a

re c

entra

l of

fice

func

tions

sep

arat

ed

from

the

wor

k of

sch

ools

an

d/or

eng

agem

ent o

f sc

hool

lead

ers.

Stud

ents

hav

e so

me

oppo

rtuni

ties f

or en

gagi

ng

with

eac

h ot

her i

n le

arni

ng

task

s an

d te

ache

rs a

re

expe

cted

to fa

cilit

ate

stud

ent

enga

gem

ent.

Som

e su

ppor

ts

are

deve

lope

d to

pro

vide

ex

ampl

es o

f eng

agin

g st

uden

t ta

sks.

Tea

cher

s wor

k mos

tly

in is

olat

ion

but a

re e

xpec

ted

to m

eet w

ith te

achi

ng

colle

ague

s by

gra

de le

vel/d

ept.

Prin

cipals

hav

e lim

ited

oppo

rtuni

ty to

wor

k tog

ethe

r an

d im

prov

e th

eir m

anag

emen

t an

d in

stru

ctio

nal l

eade

rshi

p sk

ills. R

ecru

itmen

t, hi

ring,

and

pl

acem

ent o

f tea

cher

s an

d pr

inci

pals

are

ofte

n ce

ntra

l of

fice

func

tions

lack

ing

enga

gem

ent o

f sch

ool l

eade

rs.

Stud

ents

hav

e op

portu

nitie

s and

ar

e exp

ecte

d to

for e

ngag

e with

ea

ch o

ther

aro

und

chal

leng

ing

lear

ning

task

s. S

ome

supp

orts

suc

h as

fram

ewor

ks, p

roto

cols

, as

sess

men

ts, e

tc. a

re p

rovi

ded

to

supp

ort t

each

ers

in th

eir w

ork.

Te

ache

rs ar

e exp

ecte

d to

wor

k to

geth

er to

impr

ove

prac

tice,

de

sign

mea

ning

ful l

earn

ing

task

s,

and

anal

yze

stud

ent w

ork.

The

y ar

e pr

ovid

ed w

ith ti

me,

tool

s, a

nd

train

ing

need

ed to

col

labo

rate

ef

fect

ivel

y. P

rincip

als w

ork

toge

ther

to im

prov

e sch

ool

leade

rshi

p. T

each

er a

nd p

rinci

pal

recr

uitm

ent a

nd h

iring

effo

rts a

re

focu

sed

on id

entif

ying

teac

hers

and

pr

inci

pals

mos

t lik

ely

to w

ork

effe

ctiv

ely

in c

olla

bora

te s

ettin

gs

and

are

carri

ed o

ut a

t the

sch

ool

leve

l by

scho

ol le

ader

s.

Stud

ents

acr

oss

the

dist

rict a

re co

mm

itted

to

learn

ing

at h

igh

levels

and

are e

ngag

ed

with

each

oth

er, w

ith te

ache

rs, a

nd w

ith

tech

nolo

gies

in m

eani

ngfu

l lear

ning

ex

perie

nces

tow

ard

mas

tery

of c

halle

ngin

g co

nten

t usi

ng 2

1st c

entu

ry s

kills

. Tea

cher

s pr

ovid

e lea

rnin

g ta

sks a

nd es

tabl

ish th

e co

nditi

ons f

or le

arni

ng to

max

imize

stud

ent

effo

rt an

d en

gage

men

t. Th

e di

stric

t pro

vide

s hi

gh q

ualit

y fra

mew

orks

, pro

toco

ls, p

roce

sses

, as

sess

men

ts, a

nd re

sour

ces

to e

nsur

e th

at

teac

hers

hav

e th

e to

ols,

sup

ports

, and

ski

lls

need

ed to

max

imiz

e th

eir i

nstru

ctio

nal e

fforts

. Le

ader

ship

initi

ative

s and

pra

ctice

s are

aim

ed to

ward

crea

ting

thes

e con

ditio

ns in

all

clas

sroo

ms a

t all s

choo

ls. T

each

er a

nd

prin

cipa

l rec

ruitm

ent a

nd h

iring

effo

rts a

re

dire

ctly

alig

ned

to fi

ndin

g, h

iring

, pla

cing

, and

su

ppor

ting

teac

hers

and

prin

cipa

ls w

ho a

re

mos

t lik

ely

to w

ork

effe

ctiv

ely

in c

olla

bora

te

setti

ngs

tow

ard

the

achi

evem

ent o

f the

new

vi

sion

for t

each

ing

and

lear

ning

. The

se s

taffi

ng

func

tions

and

are

car

ried

out a

t the

sch

ool

leve

l with

hig

h le

vels

of e

ngag

emen

t by

scho

ol

lead

ers

and

teac

hers

.

• Dev

elop

men

t of a

nd o

n-go

ing

supp

ort

for a

syst

em-w

ide c

ultu

re o

f co

llabo

ratio

n an

d en

gage

men

t. • S

yste

ms o

f sup

port

and

train

ing

for

teac

hers

and

stud

ents

rela

ted

to th

e ro

le o

f effo

rt an

d en

gage

men

t in

mea

ning

ful,

prof

ound

lear

ning

• C

omm

unica

tion

and

recr

uitm

ent

prac

tices

that

rely

upo

n en

gage

men

t of

scho

ol le

ader

s w

ithin

a c

ultu

re o

f co

llabo

ratio

n an

d le

ader

ship

. • C

urric

ulum

tool

s and

pro

fess

iona

l de

velo

pmen

t sup

ports

that

ass

ist

teac

hers

and

prin

cipa

ls in

sol

iciti

ng a

nd

faci

litat

ing

stud

ent e

ffort

and

enga

gem

ent i

n le

arni

ng.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

48

Artic

le V.

Org

aniza

tiona

l Tra

nsfo

rmat

ion (

cont

inue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

V.m

Ope

ratin

g an

d so

cial

sy

stem

s ex

ist i

n al

l or

gani

zatio

ns in

clud

ing

scho

ols.

Tra

nsfo

rmin

g th

ese

syst

ems

is th

e on

ly w

ay to

tra

nsfo

rm s

choo

ls in

to th

e ty

pe o

f org

aniz

atio

n ne

eded

.

Dis

trict

ope

ratio

nal a

nd

soci

al s

yste

ms

such

as

polic

y de

velo

pmen

t, Bo

ard

lead

ersh

ip, p

erso

nnel

/hiri

ng

syst

ems,

bud

getin

g, tr

aini

ng,

and

reso

urce

dis

tribu

tion

work

in is

olat

ion

and

are

not c

onne

cted

to th

e cor

e wo

rk o

f tea

chin

g an

d lea

rnin

g. T

each

ers

and

prin

cipa

ls w

ork

with

in

com

plia

nce

expe

ctat

ions

fro

m c

entra

l offi

ce

depa

rtmen

ts w

ithou

t cle

ar

guid

ance

.

The

polic

ies,

pra

ctic

es, a

nd

func

tions

of t

he d

istri

ct’s

op

erat

iona

l and

soc

ial s

yste

ms

such

as

polic

y de

velo

pmen

t, Bo

ard

lead

ersh

ip,

pers

onne

l/hiri

ng s

yste

ms,

bu

dget

ing,

trai

ning

, and

re

sour

ce d

istri

butio

n ar

e ex

pect

ed to

sup

port

the

core

w

ork

of te

achi

ng a

nd le

arni

ng.

Stat

us q

uo p

ract

ices o

r po

licies

are b

arrie

rs to

su

cces

sful

, effe

ctive

su

ppor

ts to

scho

ols i

n re

aliz

ing

the

new

vis

ion.

Whe

n ex

pect

atio

ns/ c

ompl

ianc

e di

rect

ives

com

e fro

m c

entra

l of

fice,

they

are

acc

ompa

nied

w

ith c

lear

gui

danc

e an

d su

ppor

ts.

The

polic

ies,

pra

ctic

es, a

nd

func

tions

of t

he d

istri

ct’s

op

erat

iona

l and

soc

ial s

yste

ms

such

as

polic

y de

velo

pmen

t, Bo

ard

lead

ersh

ip, p

erso

nnel

/hiri

ng

syst

ems,

bud

getin

g, tr

aini

ng

effe

ctiv

ely

supp

ort t

he c

ore

wor

k of

te

achi

ng a

nd le

arni

ng a

s de

scrib

ed

in th

e ne

w v

isio

n. W

hen

stat

us

quo

prac

tices

or p

olici

es

inte

rfere

with

effe

ctive

serv

ice to

sc

hool

s, th

ey ar

e rev

ised

or

elim

inat

ed to

rem

ove b

arrie

rs in

su

ppor

t of r

ealiz

ing

the

new

vis

ion.

W

hen

expe

ctat

ions

/com

plia

nce

dire

ctiv

es c

ome

from

cen

tral o

ffice

, th

ey a

re a

ccom

pani

ed w

ith c

lear

gu

idan

ce a

nd s

uppo

rts.

Acro

ss a

ll di

stric

t sys

tem

s th

roug

hout

the

orga

niza

tion,

all

proc

esse

s, p

rodu

cts,

and

se

rvic

es a

re d

irect

ly a

ligne

d to

and

sup

porti

ve

of th

e ne

w v

isio

n fo

r tea

chin

g an

d le

arni

ng.

The

polic

ies,

pra

ctic

es, a

nd fu

nctio

ns o

f the

di

stric

t’s o

pera

tiona

l and

soc

ial s

yste

ms

such

as

pol

icy

deve

lopm

ent,

Boar

d le

ader

ship

, pe

rson

nel/h

iring

sys

tem

s, b

udge

ting,

trai

ning

ef

fect

ivel

y su

ppor

t the

cor

e w

ork

of te

achi

ng

and

lear

ning

as

desc

ribed

in th

e ne

w v

isio

n.

The d

istric

t has

pro

activ

ely ex

amin

ed al

l po

licies

and

prac

tices

to re

mov

e bar

riers

to

quali

ty se

rvice

s and

supp

orts

to sc

hool

s as

they

wor

k to

war

d re

aliz

ing

the

new

vis

ion.

Pr

inci

pals

and

teac

hers

pro

vide

feed

back

for

on-g

oing

impr

ovem

ent r

elat

ed to

effe

ctiv

e sc

hool

ser

vice

s ac

ross

the

orga

niza

tion’

s op

erat

ing

and

soci

al s

yste

ms.

All

dist

rict

depa

rtmen

ts a

re c

o-ac

coun

tabl

e fo

r co

mpl

ianc

e, s

ervi

ce, a

nd s

uppo

rts a

ligne

d to

th

e di

stric

t’s v

isio

n w

ith c

lear

qua

lity

indi

cato

rs

and

delin

eatio

n of

exp

ecta

tions

and

re

spon

sibi

litie

s.

• Clea

r and

com

pellin

g di

stric

t visi

on

for t

each

ing

and

lear

ning

in th

e 21

st

cent

ury.

• S

yste

mat

ic re

mov

al of

bar

riers

to

enac

tmen

t of t

he N

ew V

isio

n.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

49

Artic

le VI

. A M

ore I

nvig

orat

ed S

tate

and

Loca

l Par

tner

ship

St

atem

ent o

f Prin

ciple

A m

ore

bala

nced

, rei

nvig

orat

ed s

tate

/loca

l par

tner

ship

can

gen

erat

e th

e pu

blic

invo

lvem

ent a

nd c

omm

unity

sup

port

need

ed to

mee

t the

dem

ands

of n

ew le

arni

ng s

tand

ards

ess

entia

l to

the

succ

ess

of th

e 21

st c

entu

ry

lear

ner.

The

pres

ent s

tate

-dom

inat

ed p

artn

ersh

ip is

inhe

rent

ly in

capa

ble

of c

reat

ing

the

type

of s

choo

ls th

at c

an p

rovi

de th

e le

arni

ng e

xper

ienc

es m

ost n

eede

d by

stu

dent

s in

our

sch

ools

toda

y. N

ew le

vels

of t

rust

and

re

cipr

ocal

arra

ngem

ents

, inc

ludi

ng a

retu

rn o

f sig

nific

ant a

utho

rity

and

resp

onsi

bilit

y to

loca

l com

mun

ities

, are

the

only

hop

e.

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

VI.a

The

sta

te’s

inte

rest

in g

reat

sc

hool

s an

d co

mm

uniti

es c

an

best

be

assu

red

by a

par

tner

ship

th

at m

ay s

peci

fy th

e ba

sic

stan

dard

s fo

r gra

duat

ion

and

gene

ral a

ccou

ntab

ility

mea

sure

s bu

t doe

s no

t det

ail h

ow

stan

dard

s ar

e to

be

achi

eved

nor

th

e as

sess

men

ts n

eede

d to

in

form

and

gui

de in

stru

ctio

n.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

VI.b

The

dra

mat

ic in

crea

se in

nu

mbe

r of s

tude

nts,

div

ersi

ty,

and

pove

rty le

vels

dem

and

that

th

e st

ate/

loca

l par

tner

ship

be

shap

ed to

resp

ond

to th

ese

need

s w

ith in

nova

tions

not

bo

und

by b

urea

ucra

tic ru

les

of

the

pres

ent.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

VI.c

Sch

ools

refle

ct th

e pr

oble

ms

of

the

soci

ety

from

whi

ch th

eir

stud

ents

com

e; th

eref

ore,

it is

es

sent

ial t

hat c

omm

unity

/sch

ool

partn

ersh

ips

be d

evel

oped

and

su

ppor

ted

that

coo

rdin

ate

soci

al

serv

ices

to s

tude

nts

and

fam

ilies.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

50

Artic

le VI

. A M

ore I

nvig

orat

ed S

tate

and

Loca

l Par

tner

ship

(con

tinue

d)

Prem

ises

Leve

l I:

Leve

l II:

Leve

l III:

Le

vel I

V:

Prog

ress

ive A

lignm

ent I

ndica

tors

for R

ealiz

ing

the N

ew V

ision

Hi

gh L

evel

Alig

nmen

t Ind

icato

rs

Prec

ondi

tions

for S

ucce

ss

(Lev

el IV

Sys

tem

Req

uire

men

ts)

VI.d

Edu

catin

g ou

r you

th is

a s

tate

re

spon

sibi

lity

but a

loca

l fun

ctio

n.

Atte

mpt

s to

run

the

scho

ols

from

Au

stin

and

Was

hing

ton

will

resu

lt in

a fu

rther

dec

line

in th

e lo

cal

sens

e of

ow

ners

hip

and

resp

onsi

bilit

y at

the

very

tim

e w

hen

loca

l inv

olve

men

t is

mos

t ne

eded

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

VI.e

The

pub

lic e

duca

tion

finan

ce

mec

hani

sms

mus

t be

adeq

uate

, eq

uita

ble,

and

pro

vide

for l

ocal

m

eani

ngfu

l dis

cret

ion

and

flexi

bilit

y in

the

allo

catio

n of

re

sour

ces

to s

uppo

rt go

als

and

prio

ritie

s. D

igita

l lea

rnin

g op

portu

nitie

s w

ill re

quire

in

nova

tive

reve

nue

gene

ratio

n an

d ac

coun

ting

poss

ibilit

ies

not y

et

inve

nted

.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

VI.f

A st

rong

er s

ense

of c

omm

unity

ow

ners

hip

wou

ld p

reva

il if

conv

ersa

tions

by

scho

ol b

oard

m

embe

rs a

nd o

ther

com

mun

ity

lead

ers

focu

sed

on s

ubst

antiv

e is

sues

ove

r whi

ch th

ey h

ad c

ontro

l ra

ther

than

on

stat

e an

d fe

dera

l co

mpl

ianc

e m

atte

rs.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

VI.g

Reg

iona

l edu

catio

n se

rvic

e ce

nter

s ar

e a

vita

l res

ourc

e an

d de

velo

ping

thei

r cap

aciti

es to

pr

ovid

e te

chni

cal a

ssis

tanc

e in

co

llabo

rativ

e w

ays

can

acce

lera

te

the

trans

form

atio

n jo

urne

y of

sc

hool

s an

d sc

hool

dis

trict

s,

parti

cula

rly in

dev

elop

men

t of

asse

ssm

ent t

ools

for l

earn

ing

and

train

ing

for s

choo

l per

sonn

el.

• For

full

impl

emen

tatio

n of

this

pr

emis

e, s

tate

pol

icy

or o

ther

ext

erna

l m

anda

te m

ust b

e al

tere

d.

Note

: Sha

ded

prem

ises

are

outs

ide

of d

istric

t co

ntro

l. In

dica

tor d

escr

ipto

rs a

nd s

yste

m re

quire

men

ts a

re in

tend

ed t

o be

ILLU

STRA

TIVE

of N

ew V

ision

alig

nmen

t, no

t IN

CLUS

IVE.

51

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