Best Practice Framework: Critical Needs at the Elementary Level

Curriculum & Academic Goals

• Goals are aligned from classroom to district, and goal-setting is a collaborative process.
• Within each building teachers feel that they are working toward shared goals and collaborate extensively to achieve those goals.
• The goals for student achievement apply to all students, including English learners and those with special needs.


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Staff Selection, Leadership, & Capacity Building

• Care is taken to hire educators who will fit well with the school culture and philosophy and who value and desire to work with diverse and challenging populations.
• When teachers are asked to adopt new practices ongoing support is provided formally and informally.
• Approaches to curriculum and instruction are not “cookie cutter” but expect teachers to be problem solvers.


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Instructional Programs, Practices, & Arrangements

• Instruction is student-centered, hands on in flexible groupings, and differentiated to meet the needs of every student.
• Teachers make connections, build on student strengths, and fill gaps in background knowledge, often through technology.
• Approaches are consistent across classrooms and collaboration between teachers and specialists is ongoing.


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Monitoring: Compilation, Analysis, & Use of Data

• From classroom to central office, a variety of data are used to monitor progress and assess effectiveness.
• Progress monitoring and using data to change or develop and test new programs and practices is continuous.
• Data analysis involves discussions between teachers, specialists, and administrators – a team approach.


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Recognition, Intervention, & Adjustments

• Students’ identified needs are addressed by teacher or specialist, regardless of formal classification.
• Positive reinforcement and intervention is the dominant approach for both academics and behavior.


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