Sample Activities, Deliverables and Measures
For Required Success Plan Objectives (1-9)
NOTE: This list is not comprehensive, nor does it represent the “best”
activities/deliverables/measures for LEA plans. Rather, it should be used to support districts’
planning, by providing some clear examples and thought starters. Ultimately, LEAs should
determine their activities, deliverables and measures based on their districts’ specific needs.
Objective 1: Implement college and career ready standards and assessments
Required Strategy 1: Support the development of new standards, align curriculum, and conduct
assessments (SoW 1)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Ensure curriculum aligns with standards
• Committee of teacher leaders to review
new standards, KUDs and model units
convened on a monthly basis
• Curriculum audit completed to ensure that
all subjects are aligned with the Common
Core Standards
Ensure curriculum is implemented with fidelity
• District tools developed for school
leadership to use in classroom
walkthroughs (simple, clear walkthrough
rubrics and other tools as needed)
• Classroom walkthroughs conducted to
ensure faithful implementation of
curriculum
• Central office review of schools’
walkthrough data
Ensure that all students participate in DCAS or the
• Schedule for ensuring that all students
alternate assessment
participate in DCAS or the alternate
assessment
• Analysis of DCAS and alternate assessment
data
Develop district-wide formative assessments
• List of grade level teachers to work in
(including pre and post tests) in math and ELA
teams on formative assessment
development
•
End of unit formative assessments in math
and ELA (See next activity for greater level
of specificity)
rd
Partner with 3 party assessment developer to
• Scope of Work
support formative assessment development
• Partner contract
• Detailed plan for formative assessment
development
Implement new formative assessments (pilot and
• Detailed schedule with master plan for
final) and analyze assessment data
pilot, revision, and final implementation
•
•
•
Pilot formative assessments
Final formative assessments
Data report with analysis by classroom and
subgroup
• Interventions implemented based on
above report
• Evaluation of intervention effectiveness
using future formative assessment data
Required Strategy 2: Build a culture of college- and career-readiness in schools (SoW 2)
Sample Activities
Sample Deliverables
Provide rigorous advanced coursework
• Please see below for a wide range of
specific activities designed to provide
more rigorous coursework
Determine the level of rigor of courses taught in
elementary, middle and high schools
•
•
Expand elementary school offerings for advanced
students and support teachers in accelerating
elementary school students
•
•
•
Expand advanced math offerings in middle schools
and support middle school teachers in accelerating
students
•
•
•
Expand the AP program in all high schools and
support AP teachers in teaching AP classes
•
•
•
•
•
•
•
Inventory and report of current course
offerings with analysis of their level of
rigor
Report outlining level of rigor of all new
courses
Professional development on acceleration
strategies for all elementary school
teachers in core subjects
Review of elementary schools’ Talented
and Gifted programs, including processes
for identifying students
Refinement and expansion of TAG
programs, based on review
Two additional advanced level math
classes per middle school grade
Additional advanced courses in math/ELA
added based on analysis of need
Professional development on acceleration
strategies for all middle school teachers
List of teachers teaching new AP offerings
Above teachers enrolled in state offered
AP Summer Institutes
Completed professional development
sequence on teaching more rigorous
coursework to a wide range of students,
for all AP teachers
New AP course (AP Statistics) in Year 1
At least two additional AP courses
annually in Years 2-4
Policy requiring all AP students to take the
AP exam free of charge
Completed AP exams for all AP enrolled
students
•
•
Expand and improve CTE offerings in all high
schools in support of more relevant coursework
•
•
•
•
•
Increase STEM offerings in elementary, middle and
high schools
•
Target high-need or low-achieving students for
enrollment in advanced coursework
•
•
•
Conduct outreach on the importance of enrolling
students in higher level courses
•
Proactively support students in advanced
coursework
•
•
•
Identify and address weaknesses in students’
preparation for college
•
•
•
Analysis of AP data for all AP students by
class and subgroup
Recommendations for enhancing district
AP program based on the above analysis
Analysis of DOL labor market projections
Meeting with Perkins Advisory Committee
Priority areas for CTE pathway expansion
or revision identified based on the above
Application for Innovative Career Pathway
grant to support CTE pathway
development and/or CTE pathway
improvements
One new CTE pathway offered annually in
each high school
One recommended program from the
STEM coordinating council adopted
annually in each elementary, middle and
high school
Analysis of past district policies for
enrolling students in advanced coursework
and those policies’ impact on enrollment
of underrepresented subgroups
Completed professional development
sequence on identifying students for
acceleration for all elementary, middle and
high school core subject teachers
(embedded in 90 minutes of PLC time)
Default enrollment of promising at-risk
students into advanced courses
Sessions held at each PTA and within each
school about the importance of enrolling
students in advanced coursework
Extended day tutoring opportunities for all
students enrolled in advanced coursework,
required for certain at-risk students (as
identified by student data and teacher
recommendations)
New high school schedule that allows
double blocking in math and ELA to
support students
Two-week summer “AP Preview” academy
for at-risk students enrolled in AP English
List of IHEs the district’s students attend in
the largest numbers
List of Steering Committee Members from
district and above IHEs
Report of entering students’ success, lack
of success, and remedial enrollment, with
recommendations for improvement
•
Key recommendations of the above report
implemented
Develop dual enrollment programs for high school
• First list of courses available to dual
students
enrollment students
• First on-line offerings available
• Full complement of courses available to
dual enrollment students
Provide the PSAT and SAT to all students free of
• PSAT provided to all 10th graders
charge, and use college readiness data to inform
• PSAT data used to identify students to
students’ academic programs
default enroll in advanced coursework
• SAT provided to all 11th graders
• SAT data used to inform students college
and career planning
• Optional SAT Prep offered for sophomore
and juniors
Ensure that all seniors fill out the FAFSA form
• New system to track students who are/are
during their senior year
not filling out the FAFSA form (while
adhering to all privacy concerns)
• After school/evening FAFSA-support
sessions with local volunteers
• Filled out FAFSA form from all seniors
Sample Additional LEA Strategy: Ensure coherent system-wide professional development on math
acceleration
Sample Activities
Sample Deliverables
th th
Determine the 4 -8 grade math skills our
• List of skills many students struggle with
students are having trouble mastering and address
• Completed professional development
them through a specific professional development
sequence addressing above skills for all 4thsequence
8th grade math teachers –sequence
incorporated into PLC time
Ensure that all teachers responsible for teaching
• Completed professional development
math get the support they need to accelerate
sequence on student acceleration for all Klarger numbers of students and address particular
12 math teachers – sequence incorporated
challenges identified in the activity directly above
into PLC time
• Aligned teacher improvement plans for all
grade 4-8 math teachers
Sample Measures
% (or #) of Elementary School students enrolled in a Talented and Gifted program
% (or #) of Middle School students enrolled in an advanced math course (at least one year ahead)
% (or #) of AP or dual enrollment students (Juniors and Seniors enrolled – each student counts once)
% (or #) of AP exam scores of 3 or higher
% (or #) of Dual-enrollment students who pass a college course with a grade of “C” or better
% of CTE students passing their end-of-pathway assessment
% of CTE students employed or enrolled in post-secondary education 9 months after graduation
[Common Measures]
Objective 2: Improve access to and use of data
Required Strategy: Implement and support improvement of the state longitudinal data system (SoW3)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Provide technical training for all school and district
• Schedule of all trainings
staff on how to use the state data system,
• Data system trainings included in new
including basic data interpretation techniques
teacher induction
Hold a bi-annual “Data Day” for school and district
stakeholders to analyze data and identify district
priorities
•
•
•
Expand data access to parents and the community
through communications and trainings
•
•
•
Make repeated reference to student data and the
data system in all district communications
•
•
•
Data reports and analysis to be used in
Data Day (including multiple data sources
for information about students and
program effectiveness)
Agenda and invitees for Data Day
List of district priorities and next steps
based on Data Day discussions
Trifold sent home to all parents on how to
access and use student data
Schedule of community data trainings
“Lesson plans” for community data
trainings
Schedule of open computer lab hours
Dedicated data section in quarterly district
newsletters
Data section incorporated in district
website and update monthly
Sample Measures
# (or %) of parents who attend trainings
# (or %) of parents who access their children’s data online at least once a year
# of hours of open lab time used by parents (as measured by sign in/out sheets)
Effectiveness of training sessions (as measured by participant surveys)
[Common Measures]
Objective 3: Build the capacity to use data
Required Strategy: Ensure implementation of instructional improvement systems (SoW 4)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Provide 90 minutes of weekly collaborative time
• Schedule for collaborative time
• Schedule for school and district leadership
observation of collaborative time
• Sample agendas and protocols for
collaborative time
• List of data sources to be used in
collaborative time (including multiple data
sources for student information)
Implement (or enhance) an instructional
• 3rd party partner selected to provide a
improvement system
comprehensive instructional improvement
framework
• Implementation of instructional
improvement system
• Building audits to ensure fidelity of
implementation
Use State data coaches to facilitate collaborative
• Plan for using state data coaches, including
time
which schools require which type of
support (direct facilitation or train-thetrainer)
• Schedule for building and district
leadership to meet regularly with data
coaches
Provide district-wide training in effective practices
• Training materials and agendas
for collaborative planning time
• Training provided to all current staff
• Training incorporated into new teacher
induction
Create a “PLC” for school leadership and district
• Goals for leadership PLC
personnel to analyze and act on student data
• Schedule for leadership PLC
• Evaluation of leadership PLC
Sample Measures
% of teachers who find common planning time valuable, as measured by teacher surveys
% of teachers who are proficient or better in analyzing and using student data, as measured by data
coach and principal assessments
% of teachers implementing the instructional improvement system with fidelity, as measured by
classroom walkthroughs (using rubric)
[Common Measures]
Objective 4: Improve the effectiveness of educators based on performance
Required Strategy 1: Use evaluations as a primary factor in educator development, promotion,
advancement, retention, and removal (SoW 5)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Ensure that schools are scheduling and conducting
• Individual school schedules for evaluations
evaluations in accordance with state regulations
compiled into a district-wide master
calendar
• Unannounced visits conducted in each
school by district staff to ensure fidelity to
the calendar
Integrate development coaches into the
• Plan and schedule for administrators to
evaluation process
work with state provided development
coaches
• Schools needing intensive support
(because of high concentrations of
teachers needing improvement) identified
and provided to DOE
• Services tied to district’s broader goals and
integrated with all evaluation activities
• Full participation by principals and
assistant principals in state-led DPAS II
training
Conduct a thorough annual audit of evaluation
• Report produced of teacher evaluation
results, with findings and recommendations, and
results, including: (1) analysis of
establish a process for tracking growth over time
consistency for individual educators
between their evaluation ratings, informal
principal assessments, and their student
learning results; (2) district plan of action
for addressing concerns identified in the
audit; and (3) data collection plan on key
measures of teacher quality to be tracked
by the district and reported to the
community annually. Wide dissemination
of report to foster community
conversation about teacher quality (June
2011)
Deliver professional development offerings that
are aligned with improvement plans
[Note: For examples of evaluation system audits,
see resources at www.tntp.org, www.joycefdn.org,
and www.nctq.org].
• Improvement plans for all staff as
required by regulations
• Inventory of all PD offerings and their
alignment to improvement plan
components
• List of district PD to stop
•
Above list of PD removed from PD
offerings
Required Strategy 2: Establish new educator career paths linked to evaluation (SoW 6)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Establish goals for teacher career pathways
Clear, specific, and easily understood goals for all
existing and new career pathway programs
• Note: Example goals are: Improve retention of highperforming teachers, improve placement of effective
teachers in high-need settings, create opportunities
for effective teachers to assume more
responsibilities while continuing to teach
Define the career ladders already in place
•
List and description of existing district
career ladders
Establish and staff a teacher leader position in
• Timeline for implementation
each high-need school
• Job descriptions (including responsibilities,
eligibility, compensation, etc.)
• Staffed teacher leader positions
Create a district “teacher fellow” career path with
• Process of engaging teachers around the
differentiated compensation for effective and
goals of differentiated compensation (e.g.,
highly-effective teachers in critical subject areas or
focus groups, study trips) completed
hard-to-staff classes
• Modified collective bargaining agreement,
with plan for pilot implementation, using
state-adopted student growth measures
• Pilot implementation completed, key data
(e.g., impact on talent transfer,
satisfaction, and retention) analyzed to
yield lessons, lessons applied to full
implementation plan
• First year of full implementation
completed, key data analyzed, lessons
applied to ongoing implementation
Sample Additional LEA Strategy: Support principals to be effective talent managers
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Clarify and publicize principal expectations for
• Summary of talent management expectations
teacher talent management within the existing
(i.e., the high leverage activities that highly
definition of principal effectiveness (i.e., DPAS II)
effective principals take to improve talent in
their buildings) to all principals and central
office staff
Prioritize talent management in principal
• Completed professional development for all
professional learning
principals on talent management strategies
(e.g., pursuing high prospect recruits,
organizing effective induction, building a
strong leadership team, cultivating individual
leaders)
•
Establish and support principal professional
learning communities with questions centered
on talent management strategies
Modify principal and central office evaluation
systems to ensure principals are incorporating
professional learnings on talent management
•
•
•
Audit and streamline hiring and compensation
processes (to maximize principals’ ability to
cultivate potential leaders)
•
•
•
Create, maintain, and use teacher talent
management dashboard for schools (for principal
use) and district (for principal supervisor use)
•
•
•
Side letter to administrators’ collective
bargaining agreement
Supplement to rubrics for evaluation of
principals and principal supervisors
Completed intensive professional
development (e.g., visits to other districts,
coaching from experts) for principal
supervisors of their role in supporting
principals as effective managers
Audit completed and presented to board and
superintendent, including recommendations
for improvements to hiring process
Administrative recommendations from above
report implemented
Collectively bargained provisions from above
report secured and implemented
Dashboard prototype developed
Dashboard operational and modified based on
use
Principals, principal supervisors, and
superintendent have regular talent
management meetings using data from
dashboard
Note: Dashboard will include principals’
assessments of performance, support needed and
leadership potential for each teacher.
Sample Measures
% of Teachers who receive a “satisfactory” on the student growth component of DPAS II
% of Effective Teachers
% of Highly Effective Teachers
% of Teachers rated effective or above who continue at their current school
% of Teachers rated highly effective who apply for a career pathway (teacher leader, teacher fellow, or
aspiring administrator)
# of Teacher Leaders
[Common Measures]
Objective 5: Ensure equitable distribution of effective teachers (SoW 7)
Required Strategy: Increase the concentration of highly-effective teachers and leaders in high need
schools (SoW 7)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Use the central website for applications
• All job postings uploaded to website
• District recruitment materials direct
applicants to central website
Forecast hiring needs and use succession planning
• Survey of current staff
• Report of current, near term, and long
term hiring needs
Move hiring process earlier in the year to
• New hiring calendar
maximize the chances of hiring highly effective
• New policies to allow low performing
candidates, and allow district’s lowest performing
schools to hire first
schools to hire teachers first
• Plan to help low performing schools adjust
their hiring calendars
Analyze what courses the highest and lowest
• Analysis of DPAS II ratings of teachers
performing teachers are teaching, to evaluate
teaching all courses
within school equity; address issues identified
• Reassignments based on analysis
Ensure new teachers are assigned to classes that
• Review of past new teacher assignments
maximize their (and their students’) success
to identify trends
• Assignment of new teachers to classes that
best match their skills/development needs
Provide incentives for highly effective teachers
• Research on the financial and nonand/or principals to move to high need classes or
financial incentives needed to attract
schools
talent to high need classes or schools
• Talent transfer incentives advertised
• Talent transfer recipients selected
• Evaluation of the impact of the talent
transfer initiative based on data (e.g., # of
transfers and their year 1 performance)
• Partner with statewide Fellows program to
supplement district talent transfer
initiative
Provide incentives for highly effective teachers
• Research on the financial and nonand/or principals to remain in high need classes or
financial incentives needed to retain talent
schools
in high need classes or schools
• Retention incentives provided
• Evaluation of the impact of retention
incentives based on data (e.g., retention
rate of highly effective educators in high
need schools)
Provide incentives for new, qualified teachers in
• Hiring bonus created and advertised
critical need subjects
• Non-financial incentives developed
• Hiring bonus and other incentives
provided
Sample Measures
% of the next school year’s vacancies filled by June 1
% of new teachers receiving a rating of effective or above
% of new teachers remaining in their position the following year
# of highly effective teachers and/or principals participating in talent transfer initiative
Retention rate of highly effective teachers and/or principals receiving retention incentives
[Common Measures]
Objective 6: Ensure that educators are effectively prepared (SoW 9)
Required Strategy: Target recruiting and hiring to the most effective preparation programs
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Analyze recruitment data on all pre-service
• Completed analysis
programs with HR/principals to determine which
• Recruiting resources (human and financial)
programs produce the most effective educators
allocated to the most effective pre-service
programs
Actively utilize State-Developed Educator pipelines
• Ten teacher positions filled annually from
for teacher and principal/assistant principal
new teacher pipeline
positions in high-need schools and/or positions
• Two principal/AP positions filled annually
that have been historically difficult to fill
from new principal pipeline
Develop University-to-District “pipelines” by
• List of potential partners based on analysis
partnering with college programs with a proven
• Partnerships in place (MOUs drafted as
track record of success
required)
Build a student-teacher placement program with
• List of potential partners based on analysis
local and out-of-state universities to ensure that
of highly effective teachers and district’s
new talent is tested/screened prior to hire
hiring patterns
• List of partners with effective studentteacher placement programs in place
• Schedule of outreach meetings with
institutions to determine interest/capacity
• District student-teacher program in place
with one or two institutions that replicates
best student-teacher programs,
particularly in areas where district has a
shortage of teachers
Improve new teacher induction/mentoring
• Task force for improving new teacher
program
induction/mentoring
• Survey of principals to identify common
new teacher preparation gaps
• Survey of newer (1-3 year) teachers to
identify their induction needs/preferences
• Recommendations for revising new
teacher induction/mentoring based on
research and the results of the above
• Revised new teacher induction program
Sample Measures
% of new teachers hired from the five most effective pipelines
% of hard to fill positions filled through the State-developed educator pipelines
% of new teachers receiving a rating of effective or above
# of teachers from State-Developed Educator pipelines
# of student teachers
# of “University-to-District” partnerships
[Common Measures]
Objective 7: Provide effective support to educators
Required Strategy 1: Adopt a coherent approach to professional development (SoW 10)
Sample Activities
Link professional development to specific skill and
role expectations
Sample Deliverables [NOTE: Dates are excluded]
• Inventory of all PD offerings and the
alignment to improvement plan
components
• Document demonstrating the integration
of PD with other objectives: DPAS II,
Teacher Leader Role, Novice Teacher and
Leader, etc.
• Matrix system matching participants to PD
needed, received and implemented
Review existing PD to determine if it is high-impact
• Committee formed to review PD
and prioritize participation in high-impact PD
• Signed contract with external evaluator to
offerings
assess the effectiveness of PD
• Completed PD review with list of district
PD to stop
• Ineffective PD stopped
• Principal monitoring tool for
implementation of high-impact PD
Provide targeted professional development and
• Attendance documents reflecting all math
ongoing coaching for all math instructors
instructors’ participation in new math
professional development
• Bi-monthly convening of math instructors
by school type (elementary, middle, high)
to ensure horizontal and vertical
integration
Partner with a third party provider to implement a
• Training provided to all educators in the
coherent professional development model with
comprehensive PD model
fidelity
• Review of walkthrough data to ensure
fidelity to PD model
Maximize and measure the effectiveness of
• Instructional focus plan for each school
participation in the State-provided professional
• System to evaluate implementation of
development program
instructional plans
Required Strategy 2: Accelerate the development of instructional leaders (SoW 11)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Ensure novice and high-need school principals
• List of principals to participate in the state
participate in the State instructional leadership
leadership training
training
• Individual school improvement targets for
principals
• Document describing how leadership
training ties to the district’s broader goals
and is integrated with all leadership PD
(e.g., development coaches, SAMs)
Distribute leadership in schools through the
integrated use of time studies and coaching
•
•
•
Expand leadership training and development for
aspiring administrators
•
Provide professional development for all
administrators in the implementation of DPAS II
•
Provide professional development opportunities
for administrators to enhance their data analysis
skills
•
•
List of principals identified for state SAMS
District plan for increasing the
instructional leadership of principals and
APs
Master schedule for district leaders to be
in schools observing and supporting
instruction
Partnership with local districts or state in
the creation or continuation of an
Administrator Development program
Training on the use of the DPAS II rubric
assessment (attended by all
administrators)
“PLC” created for school leadership and
district personnel to analyze and act on
student data (see obj. 3)
A minimum of one teacher PLC meeting
per month co-facilitated by the school
principal and the Data Coach
Sample Measures
% of professional development rated effective (as measured by participant surveys and district analysis)
% of teachers rated effective
% of principals rated effective
% of teachers rated highly effective
% of principals rated highly effective
% of teacher retention
% of principal retention
% of principals’ time spent on instructional leadership
Length of vacancy period for administrative positions
[Common Measures]
Objective 8: Provide deep support to the lowest achieving schools
Required Strategy: [If selected] Follow the process for turning around schools selected for the
Partnership Zone (SoW 12)
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Work with the PZ school community to choose 1 of • Reform model selected
4 reform models - turnaround, transformation,
• Implementation plan developed
school closure, or restart- and develop an
implementation plan
Secure an agreement with the collective
• Agreement secured
bargaining unit regarding the plan implementation
details
Enter an MOU with the DDOE regarding the
• MOU proposed
reform model, implementation plan, and DDOE
• MOU signed
oversight
Sample Additional LEA Strategy: Ensure that low performing schools – not identified for the
Partnership Zone – receive the support they need
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Conduct school segmentation to identify “tiers” of • Segmentation completed; tiers identified
schools based on performance
Conduct Comprehensive Success Review (or
• Comprehensive Success Review/Needs analysis
equivalent needs analysis) for schools in lowest
completed, including budget, staffing and
performing tier (e.g., bottom quartile of schools )
conditions audit
Provide specific interventions to the lowest
• Intervention plan based on CSR/needs analysis
performing tier of schools
• Interventions provided
Revise hiring schedules so lowest performing
• Revised hiring calendars
schools can hire teachers before other schools
Allocate district resources to maximize their
• Plan for allocating district resources based on
impact
school needs (e.g., data and development
coaches)
Sample Measures
Difference in Common Measures targets between highest- and lowest- performing schools (by measure)
Accountability ratings of lowest-performing schools
Retention rate of teachers and/or leaders in lowest-performing schools
[Common Measures]
Objective 9: Engaging families and communities effectively in supporting
students’ academic success (SoW 8)
Sample Additional LEA Strategy: Provide information and tools to parents to support them in their
partnership with schools
Sample Activities
Sample Deliverables [NOTE: Dates are excluded]
Provide parents with reports and training on
• Schedule and agenda for trainings
student data
• Completed trainings
• Draft student data report for parents
• Feedback on draft report from PTA
• Data report sent to all parents
• Evaluation of report and refinement of
future reports
Provide trainings for teachers on conducting
• Research on PD for conducting effective
effective parent/teacher conferences and ensuring
parent/teacher conferences
parent participation
• PD completed for all staff and included in
future new teacher induction
Provide plan implementation updates at all PTA
• Monthly talking points for PTA meetings
meetings, in community newsletters, and in other
• RTTT section in quarterly newsletter
free media outlets
• RTTT section on website, updated monthly
Participate in National PTA “Take Your Family to
• Parents and grandparents welcomed into
School Week” to increase family involvement in
schools for one week per year to
schools year-round
participate in lunches, student activities,
and special events
Sample Additional LEA Strategy: Partner with community organizations to provide mentorship and
career opportunities
Create a community mentorship program for high
• Research on effective community
school freshman
mentorship programs
• Pilot program developed
• Applications from community members
• Mentors selected and paired with mentees
• Evaluation of mentorship program based
on student achievement and mentormentee satisfaction data
• Expansion of pilot based on evaluation
Work with local businesses to offer school-to-work
• Local businesses for school-to-work
opportunities
partnerships identified
• Implementation plan developed
• Program pilot
• Program evaluation
• Program expansion based on evaluation
Sample Measures
% (or #) of parents at student data trainings
% (or #) of parents at parent/teacher conferences
% (or #) of parents participating in “Take your family to school week”
# of freshman- mentor pairs
9th grade dropout rate for freshman in mentorship program
# of school-to-work partnerships
Job placement rate for students in school-to-work program
[Common Measures]