The following is a list of Guiding Questions meant to help all schools in the district remain focused on "students and their learning" and "staff and their work." These questions have been created using the district's Framework for Excellence and the areas of Rigor, Relevance and Relationships.

RIGOR

K-12:

1. Who are your 20% lowest academically performing students? Do certain sub-groups (including gender) stand out and do they overlap with other data? What intervention strategies are being implemented and what evidence demonstrates they are working?  Include data such as STAR, CAHSEE, and common grade level assessments or course exams. 
2. As a district we support and encourage the increased use of expanded project-based learning and performance-based assessments.  What evidence is there in support implementation of this expectation at your school?
3. Attention to common core standards, common assessments and quality instruction continue to be high priorities. How are these priorities reflected in your school?
4. What evidence of growth have you seen in your staff’s use of technology as measured by the LoTi: Levels of Teaching Innovation Framework? What are the plans to move staff to the next level? 

High School:

1. What percentage of last year’s graduating class successfully completed Algebra II with a C or higher? How does that compare with 2010?  What action plans have been initiated to increase this rate by 15% for the class of 2012 from the base year of 2010?
2. What percentage of last year’s graduating class successfully (3.0 GPA+) met the A-G requirements? What action plans have been initiated to increase this rate by 15% for the class of 2013 from the base year 2010?
3. What evidence is there that the school is increasing college preparation and career exploration?

Middle School:

1. Who are the students most likely to move from “proficient” to “advanced”?   What targeted strategies are being used with these students and how is progress being tracked? How did the school address this challenge last year? Were you successful?
2. What is the status of “Project Work” at your school?  What is the plan for expansion and support of imbedding these instructional strategies in language arts?
3. What percentage of last year’s 8^th graders successfully (“C” or higher) completed algebra? How does that compare with 2010? What action plans have been have been initiated to increase this rate by 15% for the class of 2012 from the base year of 2010?

Elementary School:

1. Who are the students most likely to move from “proficient” to “advanced”?   What targeted strategies are being used with these students and how is progress being tracked? How did the school address this challenge last year? Were you successful?
2. What is the status of “Project Work” at your school?  What is the plan for expansion and support of imbedding these instructional strategies in language arts?
3. To what level of fidelity is your staff implementing the enVision math program? What supports are you providing to ensure fidelity? How are your teachers using the benchmark assessments to drive instruction?  What does your data (including STAR) reflect regarding math achievement levels and growth?

RELEVANCE

K-12:

1. As a principal in what ways are you promoting, practicing and modeling the 21st Century learning skills (5-“C”s, critical thinking, communication, creativity, curiosity, and collaboration)?  What changes do see in your classrooms and what evidence have you documented of this change? How have you involved your parent community in understanding and valuing this change?
2. The district’s Framework for Excellence identifies the interdisciplinary literacy themes of “civic”, “global”, “financial/economics/business”, “health/safety/wellness”, and “environmental” as critical learning themes in preparing students for the world in which they will live. What evidence demonstrates that teachers are weaving one or more of these themes into the core subjects to promote understanding of the academic content at a much higher level?  Are any of the themes being addressed schoolwide?

RELATIONSHIPS

K-12:

1. What character development program is the school utilizing? Is it aligned with the other schools in your feeder system? Are the essential elements of the program actively promoted in all classrooms, shared with parents, and visibility displayed throughout the campus?
2. Are the core character themes of the program incorporated into classroom instruction and student recognition programs? Do all staff members know the core character themes? What is the evidence?
3. Who are the students that represent the highest 20% of discipline referrals? (Names, sub-groups, gender, academic status, grades levels, etc.) Based on the data what intervention strategies and professional development are being implemented to change both student and staff  behavior? What evidence do you have that it is working?
4. How have you communicated the district expectations and policy regarding harassment and bullying reporting responsibilities to your students, parents and staff?  What impact has this increased level of awareness had on the school? 
5. The district’s Framework for Excellence identifies six life and career skills critical for both students and staff. What opportunities do students and staff have to develop these skills?

Middle and High School:

1. As a high priority, how does your staff and the master schedule ensure that students have a support system that provides advisement and develops connections with other students and adults?