Indicators Level I Level II Level III Level IV Standard The principal promotes frequent The principal provides minimal The principal adheres to the The principal initiates two-way communication with A) Initiation of information to parents about school’s required procedures for communication with parents parents to improve student meaningful individual students, and/or the communicating with families about students’ progress on a learning with students communication communication is inappropriate with an awareness of cultural regular basis, respecting cultural contributing to the design of the to the cultures of the families. norms norms. system. 5.1 The principal responds to parent The principal responds to Develop two-way B) Responsiveness The principal does not respond, concerns in a pro-active, timely parent concerns in a superficial The principal responds to parent communication to parent inquiries or regularly responds manner and handles this or cursory manner, or responses concerns in a timely and with families and insensitively to parent concerns communication with great may reflect occasional culturally respectful manner. communication about students. professional and cultural about student insensitivity sensitivity. learning and The principal’s efforts to engage achievement families in the instructional C) Inclusion of the The principal makes no attempt The principal makes modest and The principal efforts to engage program are frequent and family as a partner to engage families in the partially successful attempts to families in the instructional successful. Students contribute in learning instructional program, or such engage families in the program are frequent and ideas for projects that will be decisions efforts are inappropriate. instructional program. successful. enhanced by family participation. 5.2 The principal works families with collaboratively with parents to The principal provides parents a variety of A) Provision of The principal does not provide The principal provides parents identify appropriate strategies with several strategies to strategies to parent education parents with strategies to with limited strategies to to support their child’s success support their child’s success and support their efforts to support support their child’s success and support their child’s success and and college- readiness including college- readiness including students college- readiness. college-readiness. resources outside of the school. child's success resources outside of the school. Students initiate the use of and college strategies with their parents. readiness
Standard Indicators Level I Level II Level III Level IV 5.1 Develop two-way communication with families about student learning and achievement A) Initiation of meaningful communication The principal provides minimal information to parents about individual students, and/or the communication is inappropriate to the cultures of the families. The principal adheres to the school’s required procedures for communicating with families with an awareness of cultural norms The principal initiates communication with parents about students’ progress on a regular basis, respecting cultural norms. The principal promotes frequent two-way communication with parents to improve student learning with students contributing to the design of the system. B) Responsiveness to parent inquiries and communication The principal does not respond, or regularly responds insensitively to parent concerns about students. The principal responds to parent concerns in a superficial or cursory manner, or responses may reflect occasional insensitivity The principal responds to parent concerns in a timely and culturally respectful manner. The principal responds to parent concerns in a pro-active, timely manner and handles this communication with great professional and cultural sensitivity. C) Inclusion of the family as a partner in learning decisions The principal makes no attempt to engage families in the instructional program, or such efforts are inappropriate. The principal makes modest and partially successful attempts to engage families in the instructional program. The principal efforts to engage families in the instructional program are frequent and successful. The principal’s efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation. 5.2 families with a variety of strategies to support their child's success and college readiness A) Provision of parent education efforts to support students The principal does not provide parents with strategies to support their child’s success and college- readiness. The principal provides parents with limited strategies to support their child’s success and college-readiness. The principal provides parents with several strategies to support their child’s success and college- readiness including resources outside of the school. The principal works collaboratively with parents to identify appropriate strategies to support their child’s success and college- readiness including resources outside of the school. Students initiate the use of strategies with their parents.
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