Plan from the beginning how to sustain successful school improvement efforts financially, politically, and by ensuring the school and LEA are prepared to continue making progress.
Engage early, regularly, and authentically with stakeholders and partners so improvement is done with and not to the school, families, and the community.
Establish clear expectations and report progress on a sequence of ambitious yet achievable short- and long-term school improvement benchmarks that focus on both equity and excellence.
Dedicate sufficient resources (time, staff, funding); align them to advance the system's goals; use them efficiently by establishing clear roles and responsibilities at all levels of the system; and hold partners accountable for results.
Focus especially on ensuring the highest need schools have great leaders and teachers who have or develop the specific capacities needed to dramatically improve low-performing schools.
LEAs and schools in designing high-quality school improvement plans informed by
Select at each level the strategy that best matches the context at hand—from LEAs and schools designing evidence-based improvement plans to SEAs exercising the most appropriate state-level authority to intervene in non-exiting schools.
Make decisions based on what will best serve each and every student with the expectation that all students can and will master the knowledge and skills necessary for success in college, career, and civic life.
Elevate school improvement as an urgent priority at every level of the system— schools, LEAs, and the SEA—and establish for each level clear roles, lines of authority, and responsibilities for improving low-performing schools.
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