Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communic a-tion Does not set clear expectations for or provide support to educator to communica...
Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Supports educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs; utilizes some but not all available resources within and outside of the school. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners, and collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners, and communicates those needs to families with an asset-based approach. Collaborates with families to effectively address student needs and improve academic and social emotional well- being by connecting students with a network of resources within and outside the school. Follows up with staff to ensure students’ needs are being addressed.
Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-2. Family Support Does not work to ensure that families understand and/or can engage in school- based policies, resources, and routines that ensure student learning and achievement, and/or does not set expectations regarding how specialized support staff should partner with families in accessing relevant support services, either within or outside of school. Communicates to families about some but not all school- based policies, resources, and routines that ensure student learning and achievement. Sets general expectations regarding how specialized support staff should partner with families in accessing support services, but does not consistently monitor these activities Supports families in understanding district and school- based policies and resources that ensure student learning and achievement. This includes but is not limited to parent teacher organizations, child study/intervention teams, IEP referral processes, and student attendance policies. Sets clear expectations regarding how specialized support staff should partner with families in accessing support services within and outside of school, and monitors adherence to these policies. Ensures that families understand and feel supported to engage in district and school- based policies, resources, and routines that ensure student learning and achievement, including but not limited to parent/teacher organizations, child study/intervention teams, IEP referral processes, and student attendance policies. Empowers specialized support staff to develop and implement a comprehensive strategy to partner with families in accessing support services within and outside of school, and follows up with families to ensure all needs are being met. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance.
Sharing Responsibility. A. The parties shall share equally in the total reasonable and necessary counsel fees, costs and disbursements incurred for the negotiation and preparation of this Agreement, for preparation of any and all papers necessary to obtain a divorce between the parties, incorporating but not merging the terms of this Agreement, and for preparation of a Qualified Domestic Relations Order, if necessary.
