practice, implementation of the curricular and AIMSweb, SWIS, functional instructional program, and the impact on student assessments in reading and/or achievement. behavior support) Strand IV - School and Community Relations The school staff maintains purposeful, active, positive relationships with families of its students and with the community in which it operates to support student learning. Standard Benchmark Key Characteristic MiBLSi Project Component IV.1.A.2 Diversity: The school places particular value on the diversity of its population. It demonstrates this belief through the diversity of its communication systems Benchmark A: Communication taking into account language, culture, School/parent/family communications are economic status, and belief systems. Staff two-way, ongoing and meaningful. members are constantly looking for ways to bridge the gap between the culture at home and the school in order to develop meaningful conversations. IV.1.B.2 Extended Learning Opportunities: Standard 1 - Parent/Family The school is seen as a "learning organization" Involvement: Schools actively and and the parents are an integral part of this continuously involve parents and philosophy. Numerous extended learning families in student learning and other opportunities are provided to parents in order school activities. to enhance their own education, as well as to Benchmark B: Engagement reinforce and support their children learning at Schools have a systematic approach that home. encompasses a variety of meaningful IV.1.B.3 Decision-Making: The school Student behavior expectations are activities/actions that engage parents/families believes that parents and families are partners communicated to parents as partners in helping students and schools in helping students and the school succeed. this Parent are involved in the Targeted succeed. role, they serve an important function as behavior support program in- “check participants in the decision-making process. check out” Particular efforts are made by the school to Parent are involved in the functional assure that the demographics of parents in assessment and behavior support leadership roles represent the diversity of the planning for students with intensive school population. behavior support needs IV.2.A.2 Diversity: In order to benefit the Standard 2 - Community Benchmark A: Communication diverse student body represented at the school, Involvement: The Communications within the community are the school reaches out to community is supportive and involved in welcoming, visible, purposeful and take into organizations that reflect this diversity. The student learning and other school account diverse populations. voice of community organizations are activities. represented in the school.
practice, implementation of the curricular and instructional program, and the impact on student achievement. AIMSweb, SWIS, functional assessments in reading and/or behavior support) Strand IV - School and Community Relations The school staff maintains purposeful, active, positive relationships with families of its students and with the community in which it operates to support student learning. Standard Benchmark Key Characteristic MiBLSi Project Component Standard 1 - Parent/Family Involvement: Schools actively and continuously involve parents and families in student learning and other school activities. Benchmark A: Communication School/parent/family communications are two-way, ongoing and meaningful. IV.1.A.2 Diversity: The school places particular value on the diversity of its population. It demonstrates this belief through the diversity of its communication systems taking into account language, culture, economic status, and belief systems. Staff members are constantly looking for ways to bridge the gap between the culture at home and the school in order to develop meaningful conversations. Benchmark B: Engagement Schools have a systematic approach that encompasses a variety of meaningful activities/actions that engage parents/families as partners in helping students and schools succeed. IV.1.B.2 Extended Learning Opportunities: The school is seen as a "learning organization" and the parents are an integral part of this philosophy. Numerous extended learning opportunities are provided to parents in order to enhance their own education, as well as to reinforce and support their children learning at home. IV.1.B.3 Decision-Making: The school believes that parents and families are partners in helping students and the school succeed. this role, they serve an important function as participants in the decision-making process. Particular efforts are made by the school to assure that the demographics of parents in leadership roles represent the diversity of the school population. Student behavior expectations are communicated to parents Parent are involved in the Targeted behavior support program “check in- check out” Parent are involved in the functional assessment and behavior support planning for students with intensive behavior support needs Standard 2 - Community Involvement: The is supportive and involved in student learning and other school activities. Benchmark A: Communication Communications within the community are welcoming, visible, purposeful and take into account diverse populations. IV.2.A.2 Diversity: In order to benefit the diverse student body represented at the school, the school reaches out to community organizations that reflect this diversity. The voice of community organizations are represented in the school.
MiBLSi%20District%20Leadership%20manual%202009.docx