update on the progress of the texas high performance ... · nola wellman* eanes isd g. wayne rotan...
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Update on the Progress of theTexas 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 Anderson-Shiro CISDGreg Smith* Clear Creek ISDEddie Coulson* College Station ISDJeff Turner** Coppell ISDAlfred Ray Duncanville ISDNola Wellman* Eanes ISDG. Wayne Rotan Glen Rose ISDNelson Coulter Guthrie CSDSteve Flores* Harlingen CISDDawson Orr** Highland Park ISD (ESC 10)Dana Bedden Irving ISDJames Cain Klein ISDBrad Lancaster Lake Travis ISDMichael McFarland* Lancaster ISDStephen Waddell* Lewisville ISD James Ponce McAllen ISDJ.D. Kennedy McKinney ISDKaren Rue* Northwest ISDDrew Watkins Prosper ISDKay Waggoner Richardson ISDKim Alexander* Roscoe Collegiate ISDJesus Chavez Round Rock ISDMichael Gilbert 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.
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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 9Working 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 LegislationIn 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 transform-ing 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, en-gagement 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 post-secondary 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 ba-sis, 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 desig-nate 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 de-tailed 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 perfor-mance 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 Con-sortium 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 educa-tion, 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 re-cent 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, consid-ered 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 applica-tion. After reviewing the ranked applications to determine wheth-er 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 MembersAnderson-Shiro CISD Clear Creek ISD College Station ISD Coppell ISD Duncanville ISD Eanes ISDGlen Rose ISD Guthrie CSD Harlingen CISD Highland Park ISD Irving ISDKlein 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 stu-dents, and 13 large districts ranging from 10,676 to 51,920 students. No large urban districts or open-en-rollment 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 nT o ta l D is tric t
E nro llme nt D is tric t
S iz eD 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 SUBURBANCollege Station ISD Brazos (021) / 06 10,805 Large SUBURBAN Coppell ISD Dallas (057) / 10 10,676 Large SUBURBANDuncanville ISD Dallas (057) / 10 13,079 Large SUBURBANEanes ISD Travis (227) / 13 7,803 Mid-size SUBURBANGlen Rose ISD Somerville (213) / 11 1,627 Mid-size NON-METROPOLITANGuthrie Common ISD King (135) / 17 105 Small RURALHarlingen CISD Cameron (031) / 01 18,605 Large SUBURBANHighland Park ISD Dallas (057) / 10 6,804 Mid-size SUBURBAN Irving ISD Dallas (057) / 10 34,770 Large SUBURBANKlein ISD Harris (101) / 04 46,002 Large SUBURBANLake Travis ISD Travis (227) / 13 7,412 Mid-size SUBURBANLancaster ISD Dallas (057) / 10 6,164 Mid-size SUBURBANLewisville ISD Denton (061) / 11 51,920 Large SUBURBANMcAllen ISD Hidalgo (108) / 01 25,252 Large NON-METROPOLITANMcKinney ISD Collin (043) / 10 24,733 Large NON-METROPOLITANNorthwest ISD Denton (061) / 11 16,626 Large SUBURBANProsper ISD Collin (043) / 10 4,847 Mid-size SUBURBANRichardson ISD Dallas (057) / 10 37,044 Large SUBURBANRoscoe ISD Nolan (177) / 14 367 Small RURALRound Rock ISD Williamson (246) / 13 45,034 Large SUBURBANWhite 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 com-position 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.
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 %
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 %
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 %
P opula tion
S ta te wide S tude nt D e mogra phic B re a kdown
C ons ortium S tude nt D e mogra phic B re a kdown
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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 participat-ing 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 tN 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 transfer-able 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, 2012n Selection of districts to participate in the Consortium announced – September 19, 2012n TEA facilitatation meeting with TASA – October 2, 2012n TEA facilitatation meeting with TASA – October 9, 2012n Organizational meeting of Consortium with Commissioner Michael Williams and TEA staff to
determine strategy for conducting work of the Consortium – October 23, 2012n Consortium (superintendents and district teams) work session – October 23-24, 2012n Assessment and Accountability work session – November 5, 2012n Consortium superintendents work session – November 12, 2012n TEA facilitatation meeting with TASA – November 19, 2012n Consortium (superintendents and district teams) work session – November 27, 2012
VI. Vision, Mission, BeliefsThe 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 prin-ciples 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 cre-ate, 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 environ-ment 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 alter-native 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 di-versity 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 in-tegration 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 GroupsThe 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 de-fining 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 think-ing, 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
Statement of Purpose
The state is accountable to citizens and taxpayers for educational quality, and the state determines, im-proves, 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, im-prove, 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 bal-ance 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 mean-ingful discretion in how those goals are achieved.
The CBAAS empowers local school districts to design their own internal systems of assessment and ac-countability that, while meeting general state standards, allow districts to innovate and customize curricu-lum 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
Statement of Purpose
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, accompa-nied by the rationale for each waiver and recommended actions to be taken to implement each waiver.
Working Group 4: Communications
Statement of Purpose
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, com-munity 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
Statement of Purpose
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; provid-ing 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
Statement of Purpose
To evaluate the ongoing work of the Consortium, external evaluator(s) will be selected to conduct an eval-uation 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 orga-nizations.
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 MatrixThe 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 StepsThe Consortium will continue its design and development of the work defined in Section VII of this re-port. 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 re-quirements 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 accom-plish 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 envi-ronment, in lieu of the current system.
X. Evidence of SupportThis 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 cur-rently 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 prob-lem-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 stake-holders 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 prac-tices 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, vi-sionary and engaging learning designs. The district has embraced the needed changes in pedagogy, full in-clusion 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 char-acterizes 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 digi-tal 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 cours-es. The purpose of the pilot was to provide hands-on technology for students and teachers so that instruc-tion 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 Cham-pionships. 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 learn-ing 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 as-sessments 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 stu-dents’ reasoning skills and application of knowledge. This assessment program will allow teachers to mon-itor 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 oppor-tunities 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 learn-ing 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 dis-trict over the past several years. The district assembled a steering committee made up of community mem-bers, 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.
17
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 Veteri-nary 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 instruc-tional 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 meet-ing, 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 (Trans-forming Learning in the Classroom, Campus, and Community) Initiative leverages powerful new tech-nologies 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 en-ables 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 stu-dents who have life situations that call for a more flexible instructional day. Instruction is available in mul-tiple formats including: traditional face-to-face courses, online coursework for original credit and credit
18
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-the-art learning environment. Prosper ISD students and teachers are provided with access to digital technol-ogies 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 typi-cal 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 profession-al 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 na-tionally recognized Early College High School (ECHS) designed to implement innovative learning stan-dards 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 high-er 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.
19
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 inte-gration. 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 au-thentic 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 free-dom to store, create, and publish, a culture has been created that fosters innovation, risk taking, and trans-parency. 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 commu-nity 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.
20
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
a li
st o
f wai
vers
from
stat
e an
d fe
dera
l law
the
Con
sort
ium
is re
ques
ting,
alo
ng w
ith th
e ra
tiona
le a
nd n
eces
sary
act
ions
to im
plem
ent e
ach
wai
ver.
Add
ition
al w
aive
rs m
ay b
e re
ques
ted
as th
e C
onso
rtiu
m co
ntin
ues i
ts w
ork.
Any
conf
orm
ing
chan
ges t
hat a
re n
eces
sary
as a
resu
lt of
thes
e w
aive
rs b
eing
gra
nted
, rel
atin
g to
PBM
AS/
FIRS
T/A
EIS,
etc
., sh
ould
be
appl
ied
as ap
prop
riate
.
#W
AIV
ERS
REQ
UES
TED
RAT
ION
ALE
NEC
ESSA
RY A
CTI
ON
1EM
POW
ER L
OC
AL
AC
CO
UN
TABI
LITY
. Re
plac
e th
e st
ate’s
“tes
t eve
ry y
ear”
STA
AR
and
EOC
ass
essm
ents
and
ratin
gs sy
stem
with
(1)
asse
ssm
ent o
f hig
h pr
iorit
y le
arni
ng st
anda
rds a
t ce
rtai
n gr
ade
leve
ls, a
long
with
stra
tified
rand
om
sam
plin
g, fo
r sta
te a
ccou
ntab
ility
and
edu
catio
n-al
qua
lity
assu
ranc
e pu
rpos
es; (
2) lo
cal c
hoic
e bo
th in
sum
mat
ive
asse
ssm
ent a
t oth
er g
rade
le
vels
and
in id
entif
ying
oth
er fa
ctor
s for
loca
l ac
coun
tabi
lity;
and
(3) l
ocal
choi
ce in
pro
ficie
ncy
and
form
ativ
e as
sess
men
t. Ex
empt
Con
sort
ium
sc
hool
s fro
m st
ate
acco
unta
bilit
y ra
tings
.
The
Con
sort
ium
shou
ld a
sses
s hig
h pr
ior-
ity st
anda
rds,
such
as t
he T
EKS
read
ines
s st
anda
rds,
with
STA
AR
used
as a
snap
shot
of
whe
re st
uden
ts a
re at
the
time
of a
s-se
ssm
ent.
STA
AR
is no
t the
bes
t too
l for
be
ing
the
sole
indi
cato
r of s
choo
l suc
cess
. C
onso
rtiu
m d
istric
ts sh
ould
wor
k w
ith
pare
nts a
nd th
eir c
omm
unity
to d
eter
min
e on
wha
t else
and
how
they
will
be
held
ac
coun
tabl
e. A
sam
ple
of 2
5% o
f stu
dent
s in
non
-AYP
gra
des a
nd 1
00%
of s
tude
nts
in A
YP g
rade
s, fo
r exa
mpl
e, co
uld
pres
erve
in
stru
ctio
nal t
ime
whi
le m
aint
aini
ng th
e in
tegr
ity o
f mea
surin
g pr
ogre
ss at
eac
h gr
ade
leve
l and
des
igna
ted
core
subj
ects
.
NC
LB w
aive
r req
uest
ask
ing
for
max
imum
flex
ibili
ty u
nder
fede
ral
law.
Legi
slatio
n to
em
pow
er C
onso
rtiu
m
part
icip
ants
to b
e in
nova
tion
dis-
tric
ts, w
ith fl
exib
ility
in a
sses
smen
t an
d ra
tings
. Req
uire
thes
e di
stric
ts
to d
emon
stra
te su
cces
s on
a br
oade
r se
t of p
erfo
rman
ce o
utco
mes
and
m
ultip
le m
easu
res.
RESP
ON
D T
O S
TUD
ENT
INTE
REST
S A
ND
N
EED
S. S
cale
bac
k th
e br
eadt
h of
the
Texa
s Es-
sent
ial K
now
ledg
e an
d Sk
ills a
nd h
ave
the
stat
e in
stea
d te
st h
igh
prio
rity
lear
ning
stan
dard
s.
The
Con
sort
ium
shou
ld id
entif
y hi
gh p
ri-or
ity le
arni
ng st
anda
rds t
hat a
re fe
wer
in
num
ber y
et a
llow
for m
ore
dept
h in
key
ar-
eas.
Loca
l dist
ricts
shou
ld su
pple
men
t with
st
anda
rds t
hat c
apita
lize o
n st
uden
t int
eres
t an
d un
ique
nee
ds, a
llow
ing
stud
ents
mor
e fr
eedo
m in
des
igni
ng th
eir w
ork
and
thei
r ac
adem
ic p
lans
.
Wai
ver r
eque
st a
llow
ing
cons
ortiu
m
part
icip
ants
to tr
ansit
ion
to a
nd b
e as
sess
ed o
n hi
gh p
riorit
y le
arni
ng
stan
dard
s.
IMPR
OV
E ED
UC
ATIO
NA
L Q
UA
LITY
RE-
PORT
ING
. Allo
w C
onso
rtiu
m p
artic
ipan
ts to
de
sign
educ
atio
nal q
ualit
y re
port
ing
syst
ems t
hat
best
mee
t the
nee
ds o
f the
ir pa
rent
s and
com
mu-
nitie
s.
The
stat
e’s o
ne-s
ize-
fits-
all a
ppro
ach
does
no
t wor
k fo
r effe
ctiv
e co
mm
unic
atio
n in
al
l situ
atio
ns. L
ocal
ly d
esig
ned
acco
unt-
abili
ty in
dica
tors
can
be
mor
e re
spon
sive
to co
mm
unity
nee
ds, w
hile
also
hon
orin
g es
tabl
ished
stat
e st
anda
rds.
Wai
ver r
eque
st a
llow
ing
cons
ortiu
m
part
icip
ants
to w
aive
repo
rtin
g re
-qu
irem
ents
rela
ted
to S
TAA
R/EO
C
asse
ssm
ents
.
2 3
21
#W
AIV
ERS
REQ
UES
TED
RAT
ION
ALE
NEC
ESSA
RY A
CTI
ON
4EL
IMIN
ATE
DO
UBL
E TE
STIN
G. A
llow
dist
ricts
to
wai
ve E
OC
exa
ms f
or st
uden
ts w
ho d
emon
-st
rate
ach
ieve
men
t on
PSAT
, SAT
, AC
T, A
P, o
r IB
exa
ms o
r who
com
plet
e du
al cr
edit,
AP,
or I
B co
urse
s.
Stud
ents
who
can
dem
onst
rate
pro
ficie
ncy
in a
subj
ect s
houl
d no
t hav
e to
be
test
ed o
n an
EO
C. I
nstit
utio
ns o
f hig
her e
duca
tion
do n
ot re
cogn
ize
stud
ent p
erfo
rman
ce o
n EO
Cs a
s an
indi
cato
r of c
olle
ge re
adin
ess.
Esta
blish
Com
miss
ione
r’s ru
le
rela
ting
to a
ltern
ativ
e m
easu
res o
f st
uden
t per
form
ance
in a
ccor
danc
e w
ith T
EC §
39.0
25(a
-1).
5PR
OV
IDE
MEA
NIN
GFU
L FL
EXIB
ILIT
Y IN
G
RAD
UAT
ION
PLA
NS.
Allo
w st
uden
ts to
hav
e fle
xibi
lity
in g
radu
atio
n re
quire
men
ts b
y es
tab-
lishi
ng m
ultip
le p
athw
ays t
o al
low
spec
ializ
atio
ns
in a
reas
such
as C
TE, H
uman
ities
, Bus
ines
s/In
-du
stry
, and
STE
M, a
s wel
l as o
ptio
nal c
ours
es (a
s de
fined
by
the
loca
l sch
ool b
oard
) in
visu
al a
nd
perf
orm
ing
arts
, lan
guag
es o
ther
than
Eng
lish,
an
d te
chno
logy
appl
icat
ions
.
Allo
win
g st
uden
ts to
pur
sue
thei
r pas
sions
, ra
ther
than
com
ply
with
rigi
d m
anda
tes,
will
hel
p th
em d
iscov
er in
tere
sts f
or co
llege
an
d ca
reer
.
Wai
ver r
eque
st a
llow
ing
addi
tiona
l co
urse
s to
subs
titut
e in
the
4x4.
Legi
slatio
n am
endi
ng T
EC §
7.05
6 an
d TE
C §
28.0
25.
6A
LLO
W F
OR
ON
LIN
E A
ND
BLE
ND
ED
LEA
RNIN
G O
PPO
RTU
NIT
IES.
Allo
w C
onso
r-tiu
m p
artic
ipan
ts to
var
y cl
ass t
ime
from
subj
ect
to su
bjec
t and
to h
ave
flexi
bilit
y in
seat
tim
e.
Curr
ent l
aw re
stric
ts o
nlin
e an
d bl
ende
d le
arni
ng o
ppor
tuni
ties.
Allo
w fl
exib
ility
in
the
scho
ol d
ay, c
lass
tim
e, an
d se
at ti
me
to
allo
w st
uden
ts to
tran
scen
d fix
ed cl
ass-
room
tim
e an
d lo
catio
n. U
sing
mas
tery
le
arni
ng ra
ther
than
seat
tim
e w
ill h
elp
stud
ents
mov
e ah
ead
mor
e qu
ickl
y. So
me
stud
ents
nee
d m
ore
time
in so
me
subj
ects
th
an o
ther
s.
Blen
ded
lear
ning
, new
lear
ning
stan
dard
s in
a d
igita
l lea
rnin
g en
viro
nmen
t, an
d de
-ve
lopm
ent o
f 21s
t Cen
tury
lear
ning
skill
s re
quire
flex
ibili
ty in
clas
s str
uctu
re a
nd
met
hodo
logi
es w
ithin
a d
igita
l lea
rnin
g pl
atfo
rm.
Wai
ver r
eque
st to
allo
w at
tend
ance
ac
coun
ting
stat
utes
and
rule
s to
acco
mm
odat
e va
riatio
ns in
scho
ol
year
, sch
ool d
ay a
nd su
bjec
t tim
e.
Wai
ver r
eque
st fo
r dist
ricts’
non
-Tx
VSN
cour
ses o
utsid
e re
gula
r sc
hool
hou
rs a
nd lo
catio
ns, a
nd
mas
tery
of l
earn
ing
to b
e al
low
ed
and
coun
ted
for f
undi
ng p
urpo
ses.
Legi
slatio
n to
exp
and
TxV
SN a
nd
to a
llow
mas
tery
lear
ning
and
on-
line
cour
se co
mpl
etio
n to
coun
t for
fu
ndin
g pu
rpos
es.
22
#W
AIV
ERS
REQ
UES
TED
RAT
ION
ALE
NEC
ESSA
RY A
CTI
ON
7FL
EXIB
ILIT
Y IN
SC
HO
OL
CA
LEN
DA
R. A
llow
C
onso
rtiu
m d
istric
ts to
dec
ide,
with
thei
r par
ents
, on
scho
ol c
alen
dars
that
are
appr
opria
te fo
r the
ir ow
n co
mm
uniti
es.
A c
alen
dar t
hat s
tart
s ear
lier i
n Au
gust
al-
low
s mor
e le
arni
ng ti
me
befo
re th
e w
inte
r br
eak
and
addi
tiona
l pro
fess
iona
l dev
el-
opm
ent e
arlie
r in
the
year
. Loc
al d
istric
ts
shou
ld b
e ab
le to
dec
ide
with
par
ents
the
best
cal
enda
r for
a co
mm
unity
. Add
ition
-al
ly, th
e ro
le o
f the
teac
her m
ust c
hang
e dr
amat
ical
ly to
be
a de
signe
r of r
elev
ant,
enga
ging
wor
k, a
faci
litat
or o
f lea
rnin
g, a
re
latio
nshi
p bu
ilder
, and
an
insp
irer.
Pro-
fess
iona
l dev
elop
men
t to
enco
urag
e th
ese
beha
vior
s thr
ough
out t
he sc
hool
yea
r is
nece
ssar
y.
Legi
slatio
n am
endi
ng T
EC §
7.05
6 or
§25
.081
1.
8ST
UD
ENT
MO
BILI
TY B
ETW
EEN
DIS
TRIC
TS.
Allo
w fl
exib
ility
in g
radu
atio
n re
quire
men
ts b
e-tw
een
Con
sort
ium
and
non
-Con
sort
ium
scho
ols.
Non
-Con
sort
ium
dist
ricts
wou
ld n
eed
to h
old
harm
less
in a
ll ac
adem
ic m
atte
rs
thos
e st
uden
ts tr
ansf
errin
g fr
om C
onso
r-tiu
m d
istric
ts. Th
e re
vers
e w
ould
hol
d tr
ue
as w
ell.
Legi
slatio
n w
ill b
e ne
eded
.
9C
ON
SORT
IUM
PA
RTIC
IPAT
ION
. 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
.
10AY
P/N
CLB
EX
EMPT
ION
. NC
LB w
aive
r req
uest
as
king
for m
axim
um fl
exib
ility
und
er fe
dera
l law
. A
llow
Con
sort
ium
dist
ricts
to b
e ex
empt
fr
om re
quire
men
ts a
ssoc
iate
d w
ith A
YP
and
NC
LB.
NC
LB w
aive
r req
uest
.
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
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
Ar
ticle
I: Th
e New
Dig
ital L
earn
ing
Envir
onm
ent
Stat
emen
t of P
rincip
le D
igiti
zatio
n an
d m
inia
turiz
atio
n of
info
rmat
ion
proc
essi
ng p
ower
are
exp
andi
ng e
xpon
entia
lly a
nd a
re c
hang
ing
the
wor
ld, o
ur li
ves,
and
our
com
mun
ities
at a
n ov
erw
helm
ing
spee
d. T
o be
via
ble,
sc
hool
s m
ust a
dapt
to th
is n
ew e
nviro
nmen
t. W
e m
ust e
mbr
ace
and
seiz
e te
chno
logy
’s p
oten
tial t
o ca
ptur
e th
e he
arts
and
min
ds o
f thi
s, th
e fir
st d
igita
l gen
erat
ion,
so
that
the
wor
k de
sign
ed fo
r the
m
is m
ore
enga
ging
and
resp
ects
thei
r sup
erio
r tal
ents
with
dig
ital d
evic
es a
nd c
onne
ctio
ns.
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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
The
pot
entia
l of l
earn
ing
anyw
here
, any
time,
“any
pa
th, a
ny p
ace”
mus
t be
embr
aced
. Fut
ure
lear
ning
w
ill be
a c
ombi
natio
n of
le
arni
ng a
t sch
ool,
virtu
al
lear
ning
, lea
rnin
g at
hom
e,
and
in th
e co
mm
unity
.
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.
a
nd s
ervi
ces
they
nee
d fro
m a
va
riety
of d
evic
es a
nd p
lace
s,
incl
udin
g ho
me
and
com
mun
ity.
• A c
onte
nt /c
urric
ulum
man
agem
ent
syst
em th
at s
tore
s an
d pr
esen
ts
cour
se m
ater
ials
pos
ted
by te
ache
rs,
and
proj
ects
cre
ated
by
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.
24
Ar
ticle
I: Th
e New
Dig
ital L
earn
ing
Envir
onm
ent (
cont
inue
d)
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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 t
hat
prov
ides
mem
bers
of t
he s
choo
l co
mm
unity
, who
se c
hild
ren
are
scho
oled
els
ewhe
re, s
ecur
e ac
cess
to
scho
ol/le
arni
ng o
ppor
tuni
ties
dete
rmin
ed b
y th
e di
stric
t. • C
omm
unic
atio
n to
hom
e-sc
hool
/ pr
ivat
e/ne
twor
k sc
hool
par
ents
rela
ted
to a
vaila
ble
scho
ol fu
nctio
ns a
nd
lear
ning
opp
ortu
nitie
s.
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.
25
Ar
ticle
I: Th
e New
Dig
ital L
earn
ing
Envir
onm
ent (
cont
inue
d)
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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 p
reva
lent
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.
26
Ar
ticle
II: T
he N
ew L
earn
ing
Stan
dard
s St
atem
ent o
f Prin
ciple
The
new
dig
ital e
nviro
nmen
t dem
ands
new
lear
ning
sta
ndar
ds fo
r stu
dent
s so
that
they
will
have
the
valu
es a
nd th
e ca
pabi
litie
s to
live
, lea
rn, a
nd e
arn
in a
free
soc
iety
sur
roun
ded
by a
wor
ld th
at is
tru
ly g
loba
l, co
nnec
ted,
and
incr
easi
ngly
com
petit
ive
in s
cope
and
cha
ract
er
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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
• s
uppo
rts fo
r ens
urin
g th
at s
tude
nts
have
ac
cess
to th
e fu
ll co
nten
t of t
he d
isci
plin
e • i
dent
ifica
tion/
clus
terin
g of
“pow
er”
stan
dard
s to
ens
ure
dept
h ov
er b
read
th
• com
mun
icat
ing
linka
ges
acro
ss d
isci
plin
es.
• 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
ce
ntur
y sk
ills (c
olla
bora
tion,
cr
eativ
ity, p
robl
em-s
olvi
ng,
judg
men
t, ne
gotia
tion,
etc
) an
d pe
rson
al d
evel
opm
ent
(cho
ice,
soc
ial/
emot
iona
l sk
ills, s
elf-m
anag
emen
t, et
c.).
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.
27
Ar
ticle
II: T
he N
ew L
earn
ing
Stan
dard
s (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
• Sy
stem
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.
28
Ar
ticle
II: T
he N
ew L
earn
ing
Stan
dard
s (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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
.
St
ate
stan
dard
s ha
ve b
een
coal
esce
d in
to a
m
ore
man
agea
ble
num
ber o
f crit
ical
lear
ning
ai
ms.
The
ass
essm
ent s
yste
m te
sts
only
the
mos
t sig
nific
ant s
tand
ards
, pro
vidi
ng ti
me
for
teac
hers
to p
ursu
e ot
her c
urric
ular
aim
s su
ch
as d
istri
ct o
r sch
ool l
evel
sta
ndar
ds.
• 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.
29
Ar
ticle
II: T
he N
ew L
earn
ing
Stan
dard
s (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
30
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g St
atem
ent o
f Prin
ciple
Appr
opria
te a
nd v
arie
d ty
pes
of a
sses
smen
ts a
re e
ssen
tial f
or in
form
ing
stud
ents
abo
ut th
eir l
evel
of s
ucce
ss in
way
s th
at a
ffirm
and
stim
ulat
e th
eir e
fforts
and
for i
nfor
min
g th
eir t
each
ers
so th
at
mor
e cu
stom
ized
lear
ning
exp
erie
nces
may
be
prov
ided
in a
tim
ely
way
. Wel
l-con
ceiv
ed a
nd w
ell-d
esig
ned
asse
ssm
ents
sho
uld
also
be
used
to re
veal
to p
aren
ts, t
he s
choo
l, th
e di
stric
t, an
d so
ciet
y at
larg
e th
e ex
tent
to w
hich
the
desi
red
lear
ning
is o
ccur
ring
and
wha
t sch
ools
are
doi
ng to
con
tinuo
usly
impr
ove.
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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.
Th
e as
sess
men
t sys
tem
cle
arly
and
fully
in
corp
orat
es th
e fo
llow
ing
five
attri
bute
s: (1
) as
sess
men
t of o
nly
a m
odes
t num
ber o
f hi
gh-im
port
curri
cula
r aim
s; (2
) pro
visi
on o
f cl
ear d
escr
iptio
ns o
f eac
h as
sess
ed
curri
cula
r aim
; (3)
incl
usio
n of
eno
ugh
item
s to
mea
sure
eve
ry s
tude
nt’s
mas
tery
of e
ach
asse
ssed
cur
ricul
ar a
im; (
4) c
reat
ion
and
dist
ribut
ion
of re
sour
ces
to s
uppo
rt te
ache
rs’
use
of th
e fo
rmat
ive-
asse
ssm
ent p
roce
ss;
and
(5) a
ssur
ance
that
a s
tate
’s
acco
unta
bilit
y te
st a
nd o
ther
requ
ired
test
s ar
e in
stru
ctio
nally
sen
sitiv
e. T
he s
yste
m
bala
nces
the
need
for i
nstru
ctio
nal
asse
ssm
ent “
for”
lear
ning
with
the
acco
unta
bilit
y fu
nctio
n of
ass
essm
ent “
of”
lear
ning
. St
anda
rdiz
ed te
sts
and
test
ing
form
at d
o no
t def
ine
or n
arro
w m
ore
auth
entic
and
per
form
ance
-bas
ed c
lass
room
as
sess
men
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.
31
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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 A
sses
smen
t sho
uld
not b
e lim
ited
to n
or e
ven
rely
su
bsta
ntia
lly o
n st
anda
rdiz
ed
test
s th
at a
re p
rimar
ily
mul
tiple
-cho
ice
pape
r/pen
cil
or o
n si
mila
r onl
ine
inst
rum
ents
that
can
be
mac
hine
-sco
red.
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.
32
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
33
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
St
anda
rdiz
ed te
sts
asse
ss o
nly
the
mos
t si
gnifi
cant
, hig
h-im
port
curri
cula
r aim
s an
d ar
e fra
med
at a
leve
l of b
read
th th
at p
rovi
des
for a
ccur
ate
annu
al a
sses
smen
t with
out
narro
win
g cu
rricu
lum
or i
nstru
ctio
n in
lieu
of
prof
ound
lear
ning
. Tea
cher
s ar
e in
form
ed
that
whi
le a
ll of
the
curri
cula
r tar
gets
em
bodi
ed in
a s
et o
f sta
te-a
ppro
ved
cont
ent
stan
dard
s sh
ould
be
soug
ht in
stru
ctio
nally
, on
ly th
e m
ost i
mpo
rtant
cur
ricul
ar ta
rget
s ar
e re
flect
ed in
the
curri
cula
r out
com
es
mea
sure
d in
eac
h ye
ar’s
ann
ual
acco
unta
bilit
y te
sts.
The
ove
rall
asse
ssm
ent
syst
em in
clud
es o
ppor
tuni
ties
for c
olle
ctio
n an
d us
e of
stu
dent
per
form
ance
dat
a (b
eyon
d m
ultip
le c
hoic
e te
sts)
to e
nhan
ce
and
info
rm te
st-b
ased
dec
isio
ns a
bout
st
uden
t lea
rnin
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.
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.
34
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
R
epor
ts a
bout
stu
dent
per
form
ance
incl
ude
not o
nly
quan
titat
ive
perfo
rman
ce re
sults
, but
al
so c
lear
and
acc
essi
ble
info
rmat
ion
abou
t a
stud
ent’s
cur
rent
lear
ning
leve
ls,
impr
ovem
ent t
rend
s, a
nd a
reas
for g
row
th.
Rep
orts
incl
ude
reco
mm
enda
tions
/pla
ns fo
r ne
xt s
teps
in s
tude
nt 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.
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.
Th
e as
sess
men
t sys
tem
use
s st
atis
tical
ly
soun
d sa
mpl
ing
tech
niqu
es a
s on
e m
etho
d fo
r det
erm
inin
g st
uden
t per
form
ance
and
pr
ogra
m e
ffect
iven
ess.
Sam
plin
g te
chni
ques
ar
e em
ploy
ed a
t var
ious
leve
ls o
f the
or
gani
zatio
n (s
choo
l lev
el, d
istri
ct le
vel,
stat
e le
vel)
in o
rder
to m
edia
te th
e ov
er-re
lianc
e on
“a
ll st
uden
ts” t
estin
g an
d re
duce
the
num
ber
of in
stru
ctio
nal d
ays
lost
to la
rge
scal
e,
stan
dard
ized
test
adm
inis
tratio
n. S
tude
nt
perfo
rman
ces
and
dem
onst
ratio
ns o
f lea
rnin
g ar
e al
so u
sed
as a
par
t of t
he a
sses
smen
t sy
stem
.
• 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.
35
Ar
ticle
III. A
sses
smen
t for
Lea
rnin
g (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
36
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing
Stat
emen
t of P
rincip
le C
ompr
ehen
sive
acc
ount
abilit
y sy
stem
s ar
e es
sent
ial t
o ac
hiev
ing
min
imal
per
sona
l and
org
aniz
atio
nal p
erfo
rman
ce o
nly.
The
y ar
e ne
cess
ary
for w
eedi
ng o
ut th
e in
com
pete
nt a
nd re
cons
titut
ing
unpr
oduc
tive
scho
ols,
but
suc
h sy
stem
s se
rve
to c
reat
e co
mpl
ianc
e an
d m
edio
crity
at b
est.
Exce
llenc
e an
d su
stai
ned
exce
ptio
nal p
erfo
rman
ce c
ome
from
a c
omm
itmen
t to
shar
ed v
alue
s an
d a
clea
r vi
sion
that
enc
oura
ges
colla
bora
tion
and
team
wor
k. C
reat
ing
orga
niza
tions
that
fost
er c
omm
itmen
t req
uire
s su
perio
r mor
al le
ader
ship
and
a re
spon
sibl
e us
e of
aut
horit
y.
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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.
Bo
th in
tern
al (d
istri
ct) a
nd e
xter
nal (
stat
e an
d fe
dera
l) ac
coun
tabi
lity
syst
ems
are
desi
gned
pr
imar
ily in
con
side
ratio
n of
the
lear
ning
ne
eds
of s
tude
nts
and
inst
ruct
iona
l sup
ports
fo
r tea
cher
s. T
he a
ccou
ntab
ility
syst
em is
w
ell u
nder
stoo
d by
all
stak
ehol
ders
and
it is
se
en a
s 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.
• 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, ar
e use
d as
a pr
imar
y inf
orm
atio
n so
urce
for
inst
ruct
iona
l dec
isio
ns, f
or s
tude
nt g
oal-
setti
ng a
nd s
elf-m
anag
emen
t of l
earn
ing,
and
fo
r sch
ool a
nd d
istri
ct le
ader
ship
dec
isio
ns.
Asse
ssm
ent r
esul
ts a
re u
sed
to
com
mun
icat
e st
uden
t, ca
mpu
s, a
nd d
istri
ct
perfo
rman
ce to
par
ents
and
the
publ
ic. T
he
dist
rict h
as s
ucce
ssfu
lly d
evel
oped
and
im
plem
ente
d th
e ne
cess
ary
syst
ems
and
supp
orts
for u
sing
stu
dent
wor
k pr
oduc
ts a
nd
perfo
rman
ces
as k
ey le
arni
ng in
dica
tors
.
• 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.
37
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
Ex
tern
al (s
tate
and
fede
ral)
acco
unta
bilit
y sy
stem
s ar
e de
sign
ed p
rimar
ily in
co
nsid
erat
ion
of th
e le
arni
ng n
eeds
of
stud
ents
and
inst
ruct
iona
l sup
ports
for
teac
hers
. The
acc
ount
abilit
y sy
stem
is w
ell
unde
rsto
od b
y al
l sta
keho
lder
s an
d it
is s
een
as a
n 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
. Ac
coun
tabi
lity
repo
rts a
re c
lear
and
ac
cess
ible
to p
aren
ts a
nd th
e co
mm
unity
and
co
mm
unic
ate
the
cont
ext o
f the
sta
te
asse
ssm
ent s
yste
m a
nd it
’s ro
le a
s pa
rt of
an
over
all a
sses
smen
t pla
n in
the
dist
rict t
hat
exte
nds
beyo
nd s
tate
min
imal
acc
ount
abilit
y.
• 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
.
Th
e di
stric
t’s in
tern
al a
sses
smen
t/ ac
coun
tabi
lity
syst
em h
as b
een
deve
lope
d ba
sed
upon
mas
tery
of p
rofo
und
lear
ning
st
anda
rds
and
usin
g so
und
met
hods
for
asse
ssm
ent,
test
ing,
sta
tistic
al d
ata
anal
ysis
, an
d in
con
side
ratio
n of
inst
ruct
iona
l bes
t pr
actic
es.
• 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.
Ac
coun
tabi
lity
mec
hani
sms
are
unde
rsto
od
by a
ll st
akeh
olde
rs, a
re b
ased
upo
n so
und
asse
ssm
ent a
nd a
ccou
ntab
ility
theo
ry, a
re
defe
nsib
le to
stu
dent
s, te
ache
rs, a
nd
prin
cipa
ls, a
nd fo
cuse
d on
impr
ovem
ent a
nd
mas
tery
rath
er th
an b
lam
e or
labe
ling.
• 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.
Th
e as
sess
men
t sys
tem
use
s st
atis
tical
ly
soun
d sa
mpl
ing
tech
niqu
es a
long
with
st
uden
t wor
k pr
oduc
ts a
nd p
erfo
rman
ces
as
met
hods
for d
eter
min
ing
stud
ent l
earn
ing
as
part
of a
n ov
eral
l ass
essm
ent p
lan.
• 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
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
As
sess
men
t pro
cess
es a
re v
iabl
e, fa
ir,
clea
rly u
nder
stoo
d, a
nd c
oher
ent f
rom
yea
r to
yea
r to
ensu
re c
larit
y an
d st
abilit
y.
• 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-
m
akin
g ar
e so
lely b
ased
on
end
resu
lts, s
uch
as s
tate
ac
coun
tabi
lity
test
sco
res
and
ratin
gs.
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.
Bo
th in
tern
al (d
istri
ct) a
nd e
xter
nal (
stat
e an
d fe
dera
l) ac
coun
tabi
lity
syst
ems
are
desi
gned
pr
imar
ily in
con
side
ratio
n of
the
lear
ning
ne
eds
of s
tude
nts.
Ass
essm
ent r
esul
ts a
re
also
use
d as
one
par
t of a
n ov
eral
l sys
tem
of
eval
uatio
n, p
rom
otio
n, d
evel
opm
ent,
prob
atio
n an
d te
rmin
atio
n of
sta
ff, w
ith a
pr
imar
y fo
cus
on p
erso
nnel
impr
ovem
ent a
nd
supp
ort.
• 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
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
40
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
41
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
42
Ar
ticle
IV. A
ccou
ntab
ility f
or L
earn
ing (
cont
inue
d)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
43
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n St
atem
ent o
f Prin
ciple
The
digi
tal r
evol
utio
n an
d its
acc
ompa
nyin
g so
cial
tran
sfor
mat
ions
and
exp
ecta
tions
dic
tate
a tr
ansf
orm
atio
n of
sch
ools
from
thei
r cur
rent
bur
eauc
ratic
form
and
stru
ctur
e th
at re
flect
s th
e ni
nete
enth
an
d ea
rly tw
entie
th c
entu
ry fa
ctor
y af
ter w
hich
they
wer
e m
odel
ed, t
o sc
hool
s th
at fu
nctio
n as
lear
ning
org
aniz
atio
ns. W
e be
lieve
that
a le
arni
ng o
rgan
izat
ion
can
crea
te th
e co
nditi
ons
and
capa
citie
s m
ost c
ondu
cive
for l
eade
rs, t
each
ers,
and
stu
dent
s to
per
form
at h
igh
leve
ls a
nd m
eet t
he e
xpec
tatio
ns o
f new
lear
ning
sta
ndar
ds.
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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.
44
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
45
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
46
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
47
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
St
uden
t cho
ice an
d au
tono
my i
n lea
rnin
g op
portu
nitie
s are
limite
d an
d m
ay b
e of
fere
d as
rew
ards
for
appr
opria
te b
ehav
ior r
athe
r th
an a
s a
com
mon
pra
ctic
e av
aila
ble
to a
ll st
uden
ts.
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.).
Tea
cher
s pr
ovid
e 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. S
tude
nts
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
. T
each
ers
prov
ide
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.
48
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
49
Ar
ticle
V. O
rgan
izatio
nal T
rans
form
atio
n (co
ntin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.
50
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.
Leve
l I:
Leve
l II:
Le
vel I
II:
Leve
l IV:
Prem
ises
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.
51
Ar
ticle
VI. A
Mor
e Inv
igor
ated
Sta
te an
d Lo
cal P
artn
ersh
ip (c
ontin
ued)
Le
vel I
: Le
vel I
I:
Leve
l III:
Le
vel I
V:
Prem
ises
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.