Resources, grant opportunities, and professional development activities are regularly shared and discussed with a focus on district-wide integration. District priorities include school concerns but do not necessarily incorporate school restructuring efforts and common purpose. Students, parents, teachers, and community groups know what is going on in the school and provide valued input. Students, parents, teachers, and community groups work together to develop school improvement plans and implement school restructuring based on the common instructional purpose. Students, parents, and community members are invited to participate on teams and in activities.
Successful involvement is inconsistent.
Newsletters, notices, and other materials are sent out to students, parent, and community members to keep them informed of school efforts and activities. Teachers work independently with little or no time to analyze data or to interact with colleagues and school community. Briefly describe the school's assessment process, who was involved, and changes, if any, to the provided statements and response stages. Provide an analysis of the information gathered and indicate how it will shape the school's plan for school restructuring. Include specifics regarding why the school needs to restructure, identified school restructuring elements that are progressing well, those that need to be initiated, and those that need improvement.