For example, one district has given schools explicit permission to order supplementary materials with textbook money, recognizing that many other resources are available to teach the content goals and objectives. Collaborative planning among schools and the district for use of categorical funds and personnel may lead to more efficient use of and greater impact from these resources. Summary Student and school performance are most likely to be enhanced if true systemic reform occurs. While schools are the key unit of change, support of individual teachers in their efforts to improve teaching and learning in their classrooms is critical the place where students are most directly touched. Similarly, central office staff can provide direction and support for schools in the district as they choose their unique approaches to school improvement.
School boards can support their superintendent and district staff.
State level policy and technical assistance plays a role in supporting both district and school-level reform efforts for statewide coherence and sustained school improvement. All of these components need to be aligned and moving in the same direction. The following excerpts are offered as examples of some of the findings from the district level. They are meant to be illustrative. Other LEAs may be doing some of these same or different activities.