In order to drive improvement across all schools, the district has the responsibility for defining excellence – both in terms of what excellence in classroom instruction looks like as well as what student performance goals we are setting for ourselves. Similarly, the district has a responsibility to be aware of its legal, contractual and regulatory obligations and to ensure that those obligations are fulfilled at the district and school levels.
As such, to ensure equity of quality resources that meet legal compliance across all schools, schools that decline to opt-in must be able to provide a rationale for why they are adopting a specific resource, as well as ensure that all legal requirements are met. This additional quality assurance process for schools that decline to opt-in is a multi-step process:
The purpose of the transition meetings is to provide school leaders with feedback, including key considerations and potential risks, around the implementation of the identified replacement curriculum or assessment, as well as to outline shared expectations and clear next steps in terms of progress monitoring.
Beyond these transition meetings, all schools, regardless of school-based flexibility decisions (opt-in or decline to opt-in), are held to the same performance standards, as determined by the School Performance Framework (SPF) and, if applicable, the School Performance Compact (SPC). Similarly, all school leaders and teachers are evaluated through the LEAD and LEAP frameworks, respectively.