# data[].attributes.body
Periodic participation in the S3M process

# data[].attributes.body
Mid-level frequency expected for participation in the S3M process

# data[].attributes.body
Frequent participation in the S3M process plus school visits, data cycles, and coaching by need

# data[].attributes.body
full S3M every 2 years

# data[].attributes.body
We have a high level of students sped (17 %) and trauma as an alternative school.  I think twice a year but in August and January.

# data[].attributes.headline
Data Dives might look like 3 main data cycles and also progress monitoring discussion mid semester, so a total of maybe 6 S3Ms. This type of work would only be necessary if schools had and AP. This would be done with leadership, perhaps an AP or a Building Resource teacher.  The resources would provide coaching, peer observations and support with Viz Lab. 

# data[].attributes.subject
Data Dives might look like 3 main data cycles and also progress monitoring discussion mid semester, so a total of maybe 6 S3Ms. This type of work would only be necessary if schools had and AP. This would be done with leadership, perhaps an AP or a Building Resource teacher.  The resources would provide coaching, peer observations and support with Viz Lab. 

# data[].attributes.headline
How is it determined which category a school falls into?

# data[].attributes.subject
How is it determined which category a school falls into?

# data[].attributes.body
Creating time and space to include teacher leaders in the process.  Annual S3M with teacher leaders seeing and feeling the real support from the district folks.

# data[].attributes.body
If the UIP is a multi year document - revised every two years - align S3M process accordingly. Perhaps every 2 years so that schools have time to do that work

# data[].attributes.body
How can the district leverage the risk taking that is taking place in a range of schools to drive overall success? Look at areas/schools that are experiencing success and use them as models for others.

# data[].attributes.headline
annually once system is set up - each semester while main areas of focus are being determined

# data[].attributes.subject
annually once system is set up - each semester while main areas of focus are being determined

# data[].attributes.headline
Each year, or as requested by the principal

# data[].attributes.subject
Each year, or as requested by the principal

# data[].attributes.headline
Twice a year, or more often if requested by the principal

# data[].attributes.subject
Twice a year, or more often if requested by the principal

# data[].attributes.body
1x a year

# data[].attributes.headline
twice a year as a Network team but also check-ins with area superintendent and Exec Director.  

# data[].attributes.subject
twice a year as a Network team but also check-ins with area superintendent and Exec Director.  

# data[].attributes.headline
I think the data determines what category a school is in.  For example, if gap numbers indicate a decline in performance then a school probably needs high support. However, high growth and achievement means they are likely in the high flexibility category.  Other methods of determination are likely too subjective.

# data[].attributes.subject
I think the data determines what category a school is in.  For example, if gap numbers indicate a decline in performance then a school probably needs high support. However, high growth and achievement means they are likely in the high flexibility category.  Other methods of determination are likely too subjective.

# data[].attributes.headline
quarterly leading to well-defined action plans

# data[].attributes.subject
quarterly leading to well-defined action plans

# data[].attributes.headline
each trimester, support during data cycles (which occur frequently, wkly/monthly), plans are made in the short term to be implemented immediately with quick actions and then in the S3M process those plans are refined and barriers targeted with district support

# data[].attributes.subject
each trimester, support during data cycles (which occur frequently, wkly/monthly), plans are made in the short term to be implemented immediately with quick actions and then in the S3M process those plans are refined and barriers targeted with district support

# data[].attributes.headline
At least 3 times of year; meet in the fall, midpoint and late spring.

# data[].attributes.subject
At least 3 times of year; meet in the fall, midpoint and late spring.

# data[].attributes.headline
support with what data collection and analysis looks like 

# data[].attributes.subject
support with what data collection and analysis looks like 

# data[].attributes.body
Some schools may appreciate this annual collaborative work as the support needed is higher

# data[].attributes.body
All schools can benefit from outside eyes/ perspective/ supports. Additionally, district staff can benefit from seeing what is working and applying that elsewhere.

# data[].attributes.headline
Late start Wednesdays is an opportunity. 4 times a year.

# data[].attributes.subject
Late start Wednesdays is an opportunity. 4 times a year.

# data[].attributes.headline
Four times a year, or maybe three time. Based on available data.

# data[].attributes.subject
Four times a year, or maybe three time. Based on available data.

# data[].attributes.body
More intensive data dives and checkins

# data[].attributes.headline
At high support schools, there should be district people in charge of the data-cycles so that it's not another job the principal has at these schools that principals at low-support schools don't have.

# data[].attributes.subject
At high support schools, there should be district people in charge of the data-cycles so that it's not another job the principal has at these schools that principals at low-support schools don't have.

# data[].attributes.body
Quarterly

# data[].attributes.body
Oversight/ follow-up from cycle to cycle; supporting look at data but not so often it takes away from other needs

# data[].attributes.headline
Yearly or more often if needed based on data and needs of community

# data[].attributes.subject
Yearly or more often if needed based on data and needs of community

# data[].attributes.headline
Once per year for Full S3M.  Principal and building level team reports out on progress to area leadership during the course of the year.

# data[].attributes.subject
Once per year for Full S3M.  Principal and building level team reports out on progress to area leadership during the course of the year.

# data[].attributes.headline
Responsive to needs from school as they come up, including support for programming

# data[].attributes.subject
Responsive to needs from school as they come up, including support for programming

# data[].attributes.headline
Annual to determine root cause and focus with 6-8 week monitoring with opportunity to adjust as needed

# data[].attributes.subject
Annual to determine root cause and focus with 6-8 week monitoring with opportunity to adjust as needed

# data[].attributes.headline
Is there a minimum requirement from the state for UIP?  If so, this could fulfill that requirement for high flexibility schools.

# data[].attributes.subject
Is there a minimum requirement from the state for UIP?  If so, this could fulfill that requirement for high flexibility schools.

# data[].attributes.body
Any highly impacted school needs a full time AP or coach at the elementary level. We need to stop assuming all principals can do their job responsibilities with the same resources. For a highly impacted school, all aspects of the principal role are more intensive and time consuming and they need more administrative support at the school level.

# data[].attributes.body
Highly structured supportive look at data/ strategies, continued conversations, help to celebrate the wins and identify priorities is utmost needs

# data[].attributes.headline
Another ideas might be the added support for trained para support for each classroom. Differentiating for the specific needs identified in the Data meetings is crucial. Sometimes we figure out the need, but we don't have access or time to find appropriate solutions. This is where a Building Resource Teacher might be helpful.

# data[].attributes.subject
Another ideas might be the added support for trained para support for each classroom. Differentiating for the specific needs identified in the Data meetings is crucial. Sometimes we figure out the need, but we don't have access or time to find appropriate solutions. This is where a Building Resource Teacher might be helpful.

# data[].attributes.headline
Annual S3M process with supports identified from the school, revisited once throughout the year to ensure progress

# data[].attributes.subject
Annual S3M process with supports identified from the school, revisited once throughout the year to ensure progress

# data[].attributes.headline
 SSSM/Walk Through 2x a year (Instructional Round)

# data[].attributes.subject
 SSSM/Walk Through 2x a year (Instructional Round)

# data[].attributes.body
After identifying the POP, can the group walk through and observe through the POP lense and assess the current state and then talk about desired state. Do this at the beginning of the year and then again at the end of the year to see progress. Also include some classroom teachers in the process.

# data[].attributes.headline
Annual S3M process with supports being identified by a combined effort between district support (pre-S3M meeting) and then the formal S3M with atleast a mid year follow up; greater presence of district support in the initiatives that are being identified

# data[].attributes.subject
Annual S3M process with supports being identified by a combined effort between district support (pre-S3M meeting) and then the formal S3M with atleast a mid year follow up; greater presence of district support in the initiatives that are being identified

# data[].attributes.headline
2x per year with additional support as needed based on data and community needs

# data[].attributes.subject
2x per year with additional support as needed based on data and community needs

# data[].attributes.headline
District support should be a true support not a gotcha...staffs and communities need to feel the help at all levels. 

# data[].attributes.subject
District support should be a true support not a gotcha...staffs and communities need to feel the help at all levels. 

# data[].attributes.headline
Full S3M once per year with initial data analysis and goal setting, with full S3M team meetings at semester and end of year.

# data[].attributes.subject
Full S3M once per year with initial data analysis and goal setting, with full S3M team meetings at semester and end of year.

# data[].attributes.headline
Quarterly with additional meetings including more staff to help others understand the level of support and expectations

# data[].attributes.subject
Quarterly with additional meetings including more staff to help others understand the level of support and expectations

# data[].attributes.body
High Flexibility schools might also have many "preference" practices among teachers and other staff which are far less than effective.  "Periodic Participation" may not be enough to move those schools to the kind of growth they need despite high levels of performance.

# data[].attributes.headline
School has the ability to request supports from other levels as they determine specific needs

# data[].attributes.subject
School has the ability to request supports from other levels as they determine specific needs

# data[].attributes.headline
Keep door open to access similar supports, as needed, to the High Support schools.   

# data[].attributes.subject
Keep door open to access similar supports, as needed, to the High Support schools.   

# data[].attributes.headline
At a High Flexibility school, data should be looked at based on the needs of the school. 

# data[].attributes.subject
At a High Flexibility school, data should be looked at based on the needs of the school. 

# data[].attributes.headline
To do this level of work in the customized and high support columns we have to realize that our teachers need higher levels of support - we need to have instructional coaching in buildings to customize the support that is provided to each teacher since we know that our greatest impact on student achievement is at the teacher /classroom level

# data[].attributes.subject
To do this level of work in the customized and high support columns we have to realize that our teachers need higher levels of support - we need to have instructional coaching in buildings to customize the support that is provided to each teacher since we know that our greatest impact on student achievement is at the teacher /classroom level

# data[].attributes.headline
For accountability and relationships, S3M process should occur at minimum once a year

# data[].attributes.subject
For accountability and relationships, S3M process should occur at minimum once a year

# data[].attributes.headline
Full S3M at beginning of the year, quarterly S3M team follow up meetings, including end of the year progress meeting.

# data[].attributes.subject
Full S3M at beginning of the year, quarterly S3M team follow up meetings, including end of the year progress meeting.

# data[].attributes.headline
Still need to follow math expressions and FPC even with high flexibility.  

# data[].attributes.subject
Still need to follow math expressions and FPC even with high flexibility.  

# data[].attributes.headline
Empower the Admin/leadership team.  Leadership matters and we have worry about perception and undermining (unintended) the building leadership.

# data[].attributes.subject
Empower the Admin/leadership team.  Leadership matters and we have worry about perception and undermining (unintended) the building leadership.

# data[].attributes.headline
S3M once per year, and additional if requested. 

# data[].attributes.subject
S3M once per year, and additional if requested. 

# data[].attributes.body
Twice year S3M, more support with implementation

# data[].attributes.headline
S3M once per semester coupled with building visits to support school initiatives/programs.

# data[].attributes.subject
S3M once per semester coupled with building visits to support school initiatives/programs.

# data[].attributes.headline
All schools should use the same instructional materials with fidelity

# data[].attributes.subject
All schools should use the same instructional materials with fidelity

# data[].attributes.headline
If different schools use different things, transient students are affected.

# data[].attributes.subject
If different schools use different things, transient students are affected.

# data[].attributes.headline
All schools should use the same instructional materials with fidelity

# data[].attributes.subject
All schools should use the same instructional materials with fidelity

# data[].attributes.body
when it comes to following the standards and scope and sequence. This should still be a non-negotiable, but HOW you teach and WHAT you use to get students to learn is where the flexibility comes in. To that end, common and balanced assessments and systems should not be flexible. These none negotiables are needed to ensure that we are closing all achievement and access gaps.

# data[].attributes.body
Is that just from CMAS?

# data[].attributes.body
allowing the school to determine what is needed and what the intensity would look like. This would also allow various school based members to be engaged in the work and create a greatly level of integrated and collaborative work.

# data[].attributes.body
At least 2X per year, with interim progress monitoring meetings throughout the year.

# data[].attributes.body
2X per year

# data[].attributes.body
One full S3M per year, along with a follow up meeting to assess progress and plan for upcoming year