Handout 5
Focus 1: Academic Expectations, Resources, and Accountability
Questions
- Do we all agree that student achievement is our primary goal? How do we define student achievement? Do we want the state's performance standards to be the "all" or the "core" of how we define student achievement?
- How have we set high expectations for all children? In supporting children to reach those expectations, how do we accommodate different learning needs, as well as the special needs of individual students and our culturally diverse student body? What help do we offer low-performing students?
- How have we ensured that our financial and human resources are spread equitably across our district so that all students have ready access to school programs that will help them succeed?
- How well do school-level leaders know our district's standards and the level of instruction needed to reach them? Do school- level leaders have the authority and flexibility they need to assume responsibility for raising student achievement?
- How clearly are our academic expectations—and progress toward them—being communicated to parents and the community? Do parents know how to help their children reach the standards?
- How do we measure student achievement?
- How should we benchmark test results? For example, do we want to compare ourselves with the state as a whole, with suburban school districts, and/or with urban districts that resemble our demographic and socioeconomic profile?
- What kinds of rewards and remedies have we established for students and staff for exceptionally good or bad results?
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