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Description
of the Major Attribute
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Is your Board committed to improving the academic achievement
of all students in your district and reducing the student achievement gap? Has
your Board adopted a vision, mission or Board policy that verifies this commitment? |
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Does your district have a Board subcommittee dedicated exclusively
to Curriculum and Instruction? Does it ask for and receive monthly, quarterly
or annual status reports on how effectively your district is meeting student
performance targets? |
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Does your district have benchmarks for gauging student and staff performance?
Are they measurable, clearly communicated and understood, and used to monitor
performance? |
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Does your district have a strategic or transformation plan directed
at improving student achievement? Is this plan visible to members of the community?
Does it contain specific high-priority strategies directed at improving student
performance? Are issues of equity included in the plan? |
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Has your district closely aligned both its instructional and operational
strategies with your strategic plan? Do you allocate and align your
dollar resources in support of these strategies? |
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Does your district make data-driven decisions? Does it frequently
monitor and evaluate program interventions to determine their effectiveness and
is such data used to periodically modify and adjust these strategies so they
have the highest probability of driving higher levels of student performance? |
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Is your district willing to openly disclose to your educational community the
specific nature of your student’s performance? Is it willing to
disaggregate this data and to engage the community in identifying strategies
to assist lower performing students to succeed in school? |
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Does your district implement effective, culturally responsive instructional
strategies? Is your district willing to eliminate systemic barriers
to student achievement including dismantling institutional racism where it exists?
Is it willing to offer all students equitable access to a high quality education? |
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Has your district established a system
of accountability for all of your building-level
staff in addressing the needs of all students? Does this
accountability system have the blessing of your local teacher
union? Are building-level staff being evaluated upon these
measures? |
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Do your schools have individual school
transformation or accelerated learning plans? Do
they contain specific measurable outcomes and strategies
related to reducing the gaps in student achievement? Do schools
have decision-making authority related to selected strategies
or are such strategies or interventions “prescribed” to
some degree by district administration. |
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Has your district identified themajor attributes
for high performing schools? Are they taking steps
to ensure that all schools have these attributes? |
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Does your district target the use of
ESEA funding to specific students populations rather
than deploying services to all students within an approved
Title I school-wide program? |
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Do you provide smaller learning communities
or personalized learning environments where students
and staff feel safe? |
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Have you built strong partnerships with
your parents and members of your school community including
businesses and colleges and universities? Are they actively
engaged, involved and strong advocates for your district
and schools? |
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Does your district and community have the skills
and talents it needs to effectively implement your
improvement initiatives over the five-year period of the
Local-Flex Plan? |
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Does your district conduct an annual (or
more frequent) needs assessment of student and staff
performance? Are the results of this assessment used
to modify or adjust instructional strategies so they have a
higher probability of positively impacting student performance? |
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Is the district willing to make significant
changes in how services and dollars are delivered to schools so
there is “equity” in funding and so there are
sufficient resources to address the priority needs of students?
Does the district have a sustainability plan so such efforts
can be maintained? |
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Does your senior management understand
the benefits of the Local Flexibility Program? Are
they willing to be actively involved in supporting and owning
this initiative or is it considered yet another obligation/responsibility
that will be attended to only if time permits? |
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Has the district created collegial teams across
federal programs (including all ESEA and other federal programs)?
Is there a feeling of confidence, trust and willingness to
jointly plan and integrate the delivery of services to students
and schools most in need of additional resources and services? |
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Is your district willing to serve as a
demonstration site? |
