The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.

1. Any District/School: 2015-2016
Coherence Mapping - Goals, Measures and Practices
District Level
Goals District/Community selectshighest leverage student skillsforthe school-wide
improvement focusgoal -
Measures District/Community Agrees on Metrics for
Success – How we will knowif a student
has obtained these skills (standardized
measures).
District/Community Agrees on Metrics for
Success – How we will knowif a student
has obtained these skills (non-standardized
measures).
Practices School/Community creates professional learning opportunitiesfor instructional staff that
are aligned with the highest leverage/needed instructional strategies.
Building Level
Goals School/Community selectshighest leverage student skills forthe school-wide
improvement focusgoal -
Measures School/Community Agrees on Metrics for
Success – How we will knowif a student
has obtained these skills (standardized
measures).
School/Community Agrees on Metrics for
Success – How we will knowif a student
has obtained these skills (non-standardized
measures).
Practices School/Community creates professional learning opportunitiesfor instructional staff that
are aligned with the highest leverage/needed instructional strategies.

2. Teacher Level
Goals
Each teacher sets an appropriate improvement goal for their students that is
aligned with the school’s high leverage student skill goal as the foundation for
their own professional learning and performance plan.
Team or Grade Level groups may add an additional skill improvement goal
(optional) that reflects a specific level based area of focus for inclusion in their
own professional learning and performance plans.
Measures
Each teacher identifies metrics of success (standardized) for the school’s focus
goal that align with the school’s measures and their own student’s performance
SLO 1 –
IADG 1a –
Each teacher identifies metrics of success (non-standardized) for the school’s
focus goal that align with the school’s measures and their own
student’s performance
IADG 1b
If an optional skill improvement goal was added, metrics of success (standardized
and non-standardized) for this goal are added to the teacher’s plan
SLO 2
IADG 2a
IADG 2b

3. Practices
The teacher engages with the School based professional learning opportunities
that are aligned with the highest leverage/needed instructional strategies for their
professional staff and compliment the district offerings.
- Each teacher will describe what they hope to get out of whatever
sessions orcontent we list in this same segment up in the school level
segment.
My own personalized additional professional learning opportunities/resources for
this goal can be integrated into the teacher’s plan.
- Each teacher would generate personalized learning strategies that go
above and beyond what is listed above and are aligned with their own
improvement of our high leverage teaching indicators (perhaps using
the design template from the summer sessionto create a task that is
aligned with the skill rubric)