1. The superintendent and school committee articulate an achievement-oriented vision for all students and all district schools.
2. The superintendent and school committee articulate expectations about the roles and responsibilities of instructional leaders and school improvement teams.
3. The superintendent takes responsibility for keeping the school community informed about emerging research and best practices in education.
4. The school committee and superintendent identify potential barriers to learning at individual schools, put in place plans to overcome those barriers, and identify community resources to meet identified needs.
5. The superintendent intervenes with schools that are failing to make adequate yearly progress toward instructional priorities and provides support and assistance to school staff.
• The school committee has adopted and consistently uses policies and procedures to guide instructional leaders and school improvement teams.
• The district has adopted and uses comprehensive, written student learning goals and grade-level expectations in literacy, mathematics, and science that are aligned with appropriate state standards.
• The superintendent assigns central office staff to oversee school improvement efforts; responsible individuals have access to and use current information about each school.
• The district strategic plan and school action plans identify priorities for changing student performance along with specific strategies for action.
• The central office has a process in place to work with school improvement teams to evaluate student progress on school action plans. School leaders are aware of the intervention steps associated with lack of progress.
• Principals, teachers, families, and community members are familiar with and understand the planning process as a way to achieve continuous improvement.
• Student assessment results show continuous improvement in terms of the percentage of students attaining proficiency in reading, mathematics, and writing.