High Standards and Expectations for All Students Circle the level that most clearly matches your perceptions of the district’s current status in each of the subcategories. Initial Stages Development Partial Implementation System-wide Coherence 1. Staff demonstrates belief that some students can learn. 2. All students receive similar instruction and curriculum based on a single text book. 3. Teaching is isolated and/or textbook dependent; little attention is paid to classroom practice. 4. Any level of student work is accepted; grading is based on factors such as attendance, effort and completion, as compared to quality of student work. 5. Little attention is paid to use of data to monitor teaching and learning. 1. demonstrates belief that all stu- dents can learn if conditions are right. 2. Staff recognizes the need to provide challenging content for all students; they also understand the need to pro- vide additional support for students to learn that content. 3. Attributes of powerful teaching and of learning are identified; expectations of instruction that engages students are communicated. 4. Definitions of quality student work are developed; grading continues to reflect factors such as attendance, effort and completion. 5. District supports use of data focused on learning and classroom practices to inform instruction. 1. District supports and teachers believe that they can teach all students to learn to high standards. 2. Professional development supports staff in developing challenging content and trains them in skills and strategies to support students in learning that content. 3. A variety of appropriate strategies to ensure learning are identified and used; standards for classroom practice are implemented. 4. Clear standards for quality work are consistently applied. 5. Training is provided to staff on using disaggregated data on learning and teaching to inform classroom prac- tice. 1. Everyone in the district demonstrates the belief in and takes responsibility for all students learning to high standards, effectively closing achievement gaps among groups of students. 2. All students engage in challenging, relevant and rigorous content and re- ceive support to succeed in learning that content. Counselors and teachers encourage students to participate in rigorous course work. 3. Effective instruction using research- based strategies is implemented sys- tem-wide to advance learning of all students. 4. Quality work is observable across grade levels and content. 5. Staff district-wide use disaggregated data to inform instruction and to assess teaching and learning.
Focused Professional Development, continued Initial Stages Development Partial Implementation System-wide Coherence 7. Professional development activities do not address the development of an equitable and inclusive learning envi- ronment. 7. Staff and/or schools recognize sig- nificance of equity, inclusion and em- powerment of students in addressing achievement gaps and request profes- sional development to support their efforts. 7. Teachers receive training on pedagogy that fosters equity, inclusion and em- powerment of students. 7. Staff implements instructional strate- gies and building/classroom practices that foster equity, inclusion and empow- erment of students, including tradition- ally under-served populations. 8. Professional development activities do not include strategies to work with traditionally under-served populations in varied classroom settings. 8. and/or schools recognize the need to expand their practices and strate- gies to meet the needs of traditionally under-served populations and request professional development to support their efforts. 8. Teachers receive training on instruc- tional practices consistent with identi- fied needs of traditionally under-served populations. 8. Professional development provides the opportunity to learn and apply a framework for systematic implemen- tation of practices consistent with identified needs of traditionally under- served populations. 9. Professional development activities do not address meeting the curriculum, instructional and assessment needs of traditionally under-served popula- tions. 9. Staff and/or schools recognize the need to expand their practices and strategies to meet the needs of traditionally served populations and research best practices to support their efforts. 9. Teachers receive training on instruc- tional practices known to be effective with traditionally popula- tions. 9. Professional development provides staff opportunity to learn and apply a framework for systematic implementa- tion of practices known to be effective for traditionally under-served popula- tions.