Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56CONTINUE THE TRANSFORMATION GUIDING PRINCIPLES » The pace of change in today’s society will continue to reshape the understanding and skills students will need to be successful. Greater flexibility will allow school systems to respond to changing expectations and conditions and help continuously improve student learning. Key Issue 1 There are four broad categories that identify a transformed district. They are: Effective Leadership, Quality Teaching and Learning, Support for System wide Improvement, and Clear and Collaborative Relationships. The categories are integrated and interrelated—they are important to district effectiveness but not sufficient in isolation. Recommendations 113 State statutes and regulations should have provisions that encourage and reward innovation through reduced regulation, recognition and financial incentives based on improving learning outcomes and opportunities for children. 114 The state should have a Research and Development (R&D) fund to support innovation in public education to reduce the achievement gaps related to poverty and globalization as well as to raise student outcomes. Priority for selection of initiatives should be based on areas of student need. 115 In the transition, until all statutes and regulations that control inputs are eliminated, there should be a streamlined mechanism to waive statutes and regulations for an extended period (three to five years) (or) based on promising proposals to increase child outcomes. In addition, the state should grant Boards of Education the authority to waive statutes and regulations in order to foster innovation to improve student outcomes. District waivers should require evaluation periodically to receive renewals of waivers. 116 Districts should have streamlined mechanisms for teachers and administrators to propose and receive approval for innovative practices that have the potential to improve child outcomes. Approval and renewals would be linked to evaluations of practices over three to five years. 117 Districts should have incentives to promote continuing transformation to improve student outcomes. 118 Districts should have an R&D fund that is a minimum of 1 percent of the school district budget. The minimum R&D budget should be required in state statutes. A group that includes the Board of Education and representatives of stakeholders, including teachers, administrators and parents, would govern the R&D fund. 119 Districts should have the capacity to upgrade technology and learning resources necessary to be current. SOCIAL & EMOTIONAL LEARNING GUIDING PRINCIPLES » Consistently requiring students to keep trying and searching for ways to succeed even when work is difficult will help them develop a sense of agency. Emphasizing the importance of giving their best efforts to produce their best work as a matter of routine will also lead to a sense of agency and emotional well being. » Encouraging and respecting students’perspectives and honoring student voice while remaining focused on instructional goals is one way to model self-discipline and cultivate agency. » When students are pressed to think deeply instead of superficially about their lessons; when teachers set and enforce learning goals that require students to use reasoning and exercise agency in solving problems, there can be some pushback from students who might prefer a less stressful approach. By increasing captivation and care in combination with rigor will help mitigate the tension and make the experience more enjoyable. » When students work together on project teams, they learn to collaborate, communicate, and resolve conflicts. Cooperative learning and character development supports the social and emotional development of students and prepares them for success in the modern workplace. Key Issue 1 The incidence of mental health issues in school- aged children has increased markedly in the past several years. Schools increasingly are involved in the identification, intervention, support and education of children dealing with multiple challenges. While districts historically have been responsible for the academic education of students, schools frequently now are called upon not only to educate the “whole” child, but to provide wrap around support for students across social, emotional and academic domains. Our schools are often the only “constant” in the lives of our students, especially when other support systems are absent or have failed. APPENDIX: RECOMMENDATIONS 49 | WWW.CAPSS.ORG