1. Develop a common vision and model of effective instruction, including a consistent intervention model, for each instructional level (elementary, middle, high, and alternative schools):
The model will:
> Be reviewed by instructional staff, district administration, and the School Board
> Include common language and research based instructional strategies
> Be supported through ongoing professional development
> Be implemented and monitored in all classrooms across the district
> Be used as a tool for recruitment and induction of new teachers
2. Develop a comprehensive data system to monitor student behavior and academic performance that includes:
> A process to collect and analyze data to support improved student achievement
> Access to the results of formative and summative assessments for all grade levels, in all subject areas
> Screening, diagnostic, and progress monitoring tools to ensure the effective identification and placement of students in intervention and enrichment programs
> A schedule of district-wide, common classroom-based assessments
> Access to data to support the work of Professional Learning Communities
3. Develop a coherent district-wide system of accountability that makes explicit:
> Defined roles and responsibilities for all district staff and students in increasing the student learning and closing the achievement gap at the district, building and classroom levels.
> A defined system of accountability focused on student learning and closing the achievement gap.
> A process to monitor, evaluate, and recognize effective performance, supported by job-embedded and sustained professional development, explicitly linked to individual needs.
4. Strengthen the implementation and articulation of the district P/K-12 mathematics system of instruction, assessment, and intervention. The system will include:
> Explicit expectations for required training and implementation of the adopted curriculum, assessments, and instructional strategies
> A mathematics task force that will create and disseminate a professional development plan that brings teachers together from across the district to focus on key mathematics content and pedagogy, followed by job-embedded practice with feedback (e.g. lesson study, coaching), student attributes-based pedagogy, and best use of Professional Learning Community time so that every student achieves
> Courses that are not currently aligned to standards will be aligned and will be implemented consistently across the district. High school mathematics courses not aligned to high school standards and the College Readiness Standards will be eliminated.
> An alignment process with vertical teams from each service area that will ensure that the curriculum is aligned both horizontally and vertically.