Responding to Submits reading data required Engages in initial conversations Engages in discussions that Ensures that a process and Data by the division or First Nation about the reading data. focus on meeting students’ structures are in place to education organization. needs. Reading interventions address individual student are in place for some students. needs and to ensure appropriate reading instruction and intervention. Engages with leadership colleagues in analysis of division data and the application of this analysis to creating and altering division learning improvement plans. Focus and System Alignment Rubric: In School/Central Leaders Beginning/Awareness Developing/Exploring Applying Refinement Focus on Becomes aware that focus on Initiates a process to set some long existing Establishes literacy improvement “Weeds” Priorities fewer priorities is a factor in priorities among the many tasks and goals from the division as one of only a few clear learning improvement. demands made on schools and and school plans. Establishes priorities focused on by school the division. literacy improvement as one of a and the entire division. These small group of overall priority priorities are clearly visible in the goals. everyday life of schools and the division.
Responding to Data Submits reading data required by the division or First Nation education organization. Engages in initial conversations about the reading data. Engages in discussions that focus on meeting students’ needs. Reading interventions are in place for some students. Ensures that a process and structures are in place to address individual student needs and to ensure appropriate reading instruction and intervention. Engages with leadership colleagues in analysis of division data and the application of this analysis to creating and altering division learning improvement plans. Focus and System Alignment Rubric: In School/Central Leaders Beginning/Awareness Developing/Exploring Applying Refinement Focus on Priorities Becomes aware that focus on fewer priorities is a factor in learning improvement. Initiates a process to set priorities among the many demands made on schools and the division. “Weeds” some long existing tasks and goals from the division and school plans. Establishes literacy improvement as one of a small group of overall priority goals. Establishes literacy improvement as one of only a few clear priorities focused on by school and the entire division. These priorities are clearly visible in the everyday life of schools and the division.