School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation X. Cultural Planning for Some The school arranges flexible Sustained and Responsiveness AND/OR characteristics of meetings and formats to address supported by district Implementation of this indicator are family and community needs. policies, systems Guiding Question: some of the School communications and and practices. characteristics of implemented activities are responsive to How do we this indicator has with fidelity; families’ varied ability levels, ensure that all begun. however, one or schedules, diversity in language, communication is more socio-economic status, cultural responsive to the characteristics traditions, non-traditional diversity of our are not fully configurations and belief stakeholders? implemented. systems. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Records of meetings, open houses, and parent-teacher conferences that show a variety of locations and School calendars that demonstrate responsiveness to cultural days of significance School/district communications/forms are direct, jargon-free, in a wide range of reading/comprehension levels and/or translated into languages reflected at the school School and/or teacher newsletters (paper copies available) Social Websites releases Student, parent and employee handbooks Bilingual staff and volunteers are available to communicate with parents during school events Surveys, focus groups, informal conversations, and meeting formats are used to gather information from families and the community Other Standard 10: Engagement The school works collaboratively with families and community organizations to strengthen student, staff, family, and community learning. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation Y. Learning Planning for Some Programs are provided for Sustained and Opportunities AND/OR characteristics of families that are age appropriate supported by Implementation of this indicator are to their students’ social, district policies, Guiding Question: some of the being academic, and developmental systems and characteristics of implemented with needs (e.g., enhancing literary practices.
School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation X. Cultural Responsiveness Guiding Question: How do we ensure that all communication is responsive to the diversity of our stakeholders? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. The school arranges flexible meetings and formats to address family and community needs. School communications and activities are responsive to families’ varied ability levels, schedules, diversity in language, socio-economic status, cultural traditions, non-traditional configurations and belief systems. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Records of meetings, open houses, and parent-teacher conferences that show a variety of locations and School calendars that demonstrate responsiveness to cultural days of significance School/district communications/forms are direct, jargon-free, in a wide range of reading/comprehension levels and/or translated into languages reflected at the school School and/or teacher newsletters (paper copies available) Social Websites releases Student, parent and employee handbooks Bilingual staff and volunteers are available to communicate with parents during school events Surveys, focus groups, informal conversations, and meeting formats are used to gather information from families and the community Other Standard 10: Engagement The school works collaboratively with families and community organizations to strengthen student, staff, family, and community learning. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Y. Learning Opportunities Guiding Question: Planning for AND/OR Implementation of some of the characteristics of Some characteristics of this indicator are being implemented with Programs are provided for families that are age appropriate to their students’ social, academic, and developmental needs (e.g., enhancing literary Sustained and supported by district policies, systems and practices.
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