Many implementing interventions associated with the theory of action do not understand or cannot articulate how these interventions work together to support goal attainment. Those responsible for implementing interventions associated with the theory of action can partially articulate how these interventions work independently and together to support goal attainment. Those responsible for implementing interventions associated with the theory of action can clearly articulate how these interventions work independently and together to support goal attainment. Those responsible for implementing interventions associated with the theory of action can clearly articulate how these interventions work independently and together to support goal attainment as well as how the district has supported enhancements to the interventions over time. Domain/Level Beginning Emergent Functional Exemplary Aligns Resources to Drive a District-Wide Strategy for Improving the Performance of all Students Key Competencies: Examines a wide range of data to determine root causes of areas of The district does not solicit key stakeholders views regarding the best approach to meet current challenges related to teaching and learning. The district presents plans to address meet current challenges related to learning and teaching to key stakeholder groups with opportunities for feedback and questions. The district has created mechanisms to solicit key stakeholders’ views regarding the best approach to meet current challenges related to teaching and learning. The district has created mechanisms for meaningful two-way conversations with key stakeholders such that they are not only asked to provide their views regarding the best approach to meet current challenges related to teaching and learning but are also encouraged to bring issues and potential solutions to the district for discussion and consideration.
concern related to improving teaching and learning Involves key stakeholders in developing strategies to address areas of concern. Focuses on a small number of strategies aligned with the theory of action. Leads a budget development process that results in systems and support for integrated district improvement strategies. Decisions regarding changes to school resource allocation, for example, removing support services for students, and/or professional development are often made without regard to data on student achievement, educator evaluation results, or best practice. Decisions regarding changes to school resource allocation, for example, removing support services for students, and/or professional development are sometimes made without regard to data on student achievement, educator evaluation results, or best practice. Decisions regarding changes to school resource allocation, for example, removing support services for students, and/or professional development are made only when there is supporting evidence that such change is needed. Decisions regarding changes to school resource allocation, for example, removing support services for students, and/or professional development are made only when there is supporting evidence that such change is needed and these decisions are conveyed in a timely and easily accessible manner to the larger community. The district lacks an adequate data infrastructure to conduct useful and holistic analysis regarding areas of concern related to teaching and learning. While a data infrastructure to support the collection, storage and analysis of informal and formal observation data, community feedback and student achievement exists, it is often underutilized due to resource constraints. There is sufficient data infrastructure to support the collection, storage and analysis of informal and formal observation data, community feedback and student achievement There is sufficient data infrastructure to support the collection, storage and analysis of informal and formal observation data, community feedback and student achievement such that patterns of performance within and across schools can be identified and addressed. leverage
The district lacks the resources to support schools in their improvement cycle or provides only limited adequate access to individuals with the necessary expertise in data analysis, management or assessment. The district provides support to schools in their improvement cycles, including access to personnel to help with data analysis, management and assessment. The district has infrastructure to support schools in their improvement cycles, including providing access to personnel with expertise in data analysis, management and assessment and can help administrators to identify a range of data sources to facilitate effective decision-making. The district has sufficient infrastructure to support schools in their improvement cycles, including providing access to adequate numbers of personnel with expertise in data analysis, management and assessment and can help administrators to identify and utilize a range of appropriate data sources to facilitate effective decision-making.