- Decisions may focus on ease of implementation rather than the needs of students or equity groups
- Uses limited supports and data sources to positively impact student outcomes
- Resources are loosely aligned to District goals and may result in inequitable student outcomes
- Sporadic or limited support around social and emotional needs of students, families, employees, and equity groups
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- Student needs are frequently considered in decision-making, but impact may be limited or inconsistent
- Collaborates on identifying supports and data sources that will lead to improved student achievement and well-being
- Sometimes allocates resources aligned to District goals in a manner that ensures equitable outcomes for some students
- Provides superficial support for social, emotional, and academic needs of students, families, employee, and equity groups
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- Decision-making is intentional and grounded in the needs of students and equity groups
- Leverages data to provide differentiated, equitable supports that will lead to improved student achievement and well-being
- Consistently allocates resources aligned to District goals in a manner that ensures equitable outcomes for all students
- Prioritizes the use of effective supports for the social, emotional, and academic needs of students, families, and employees
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- Decision-making is consistently and effectively made in the best interest of students and results in improved outcomes
- Systematically monitors supports and evaluates multiple data sources to maximize student achievement through differentiated, equitable supports
- Without exception, tightly aligns differentiated resources to district priorities to ensure equitable outcomes for all students
- Consistently and effectively implements supports to ensure the social, emotional, and academic needs of students, families, employees, and equity groups are met
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