Continuous Improvement

In their work with students, educators in schools:

• use culturally responsive, evidence-based practices that empower each student to learn;
• empower families to collaborate with schools to support students' learning;
• collaborate to build and strengthen an equitable multi-level system of supports.

Professionals who interact primarily with students can expect and request, from building-level leadership:

• a strong shared vision of an equitable multi-level system of supports (EMLSS);
• shared leadership to build and strengthen the EMLSS;
• training and preparation to address the needs of all students for whom they are responsible;
• equitable allocation of human and material resources to meet the needs of each student;
• accessible, effective systems to support evidence-based practices, collaboration, family and community engagement, strategic use of data, and continuous improvement.

School level leaders, in working with educators:

• commit to building and strengthening an equitable multi-level system of supports (EMLSS);
• use a systemic approach and an effective continuous improvement process;
• implement evidence-based practices/systems;
• ensure a positive climate;
• empower educators, families, and communities to meet each student’s learning needs;
• build the will, fill, and skill in all staff to ensure educational equity.

Principals and other school building leaders can expect and request, from the district level:

• a strong shared vision of educational equity;
• shared leadership and collaboration;
• allocation of human and material resources to meet each school's unique needs and ensure equity;
• evidence-based systems/processes that support strategic use of data and that empower schools to build and strengthen their EMLSS;
• access to additional supports in the statewide system.

In working with their schools, district leaders:

• access supports from regional level, from the TA Network of Support, and other sources to empower schools' equity/improvement work;
• lead collaborative efforts, alongside family and community stakeholders, to define how the local education system should function;
• set district-wide goals for equity;
• empower each school to build an equitable multi-level system of supports (EMLSS) that meets each student’s learning needs;
• allocate human and material resources that support equity needs/goals and improvement plans;
• use a collaborative, systemic approach;
• employ an effective continuous improvement process;
• implement evidence-based practices/systems/services/supports.

Superintendents/other district leaders, and analogous leaders in charter/choice governing bodies can expect and request, from the regional level of the system:

• strong shared vision of educational equity;
• commitment to providing the supports necessary to close equity gaps;
• shared leadership and collaboration;
• evidence-based systems and processes;
• professional development and other supports aligned to district needs and the statewide vision;

In their work with districts, regional agencies:

• provide a strong, shared vision of educational equity;
• commit to providing the supports necessary to close equity gaps;
• respond to districts' needs related to their continuous improvement efforts to close equity gaps;
• use a collaborative, systemic approach;
• use an effective continuous improvement process and other evidence-based practices and systems;
• provide high-quality professional development and other supports that are aligned to statewide and district goals for educational equity.

Regional agencies can expect and request, from the state:

• strong shared vision of educational equity;
• commitment to providing the supports necessary to close equity gaps;
• a systemic approach to equity across the state and a vision of the statewide system and its roles;
• shared leadership in connecting state support to efforts across the state;
• funding to support key services;
• effective systems and tools for continuous improvement, educator effectiveness, and strategic disaggregation and analysis of data.

The state education agency, in working with regional agencies:

• prioritizes educational equity and provides a strong shared vision;
• sets and communicates measurable targets;
• commits to providing the supports necessary to close equity gaps;
• aligns material and human resources with equity goals, providing funding for key services;
• leads collaborative efforts to define how the state education system should function;
• uses an effective continuous improvement process;
• implements evidence-based practices/systems/programs/services/supports that empower the other roles in the system;
• monitors data and identifies schools and districts where extra support is needed, in accordance with state and federal laws.