| A | B | C | D | E | F | G | |
|---|---|---|---|---|---|---|---|
1 | The table below shows the average rating in each lever area (0 to 3, with 3 being complete/highest). Review the data with your team and partners. What do you notice? For each lever and Power Move, assign a priority rating to guide future action and focus. | ||||||
2 | |||||||
3 | Average Rating for Progress on Power Moves | ||||||
4 | All | Early | Developing | Advanced | Priority Rating for Lever | ||
5 | LEVER 1: STRONG SCHOOL LEADERSHIP AND PLANNING | Clearly articulate and communicate a vision for remote instruction | |||||
6 | Organize team and adapt expectations, roles, and responsibilities for remote work in ways that have the highest impact on student learning | ||||||
7 | Develop remote structures and systems for collecting and sharing information to support planning with data on a regular basis (e.g., calendars, schedules, grading policy, instructional approach, etc.) | ||||||
8 | |||||||
9 | LEVER 2: EFFECTIVE, WELL-SUPPORTED TEACHERS | Clearly define and operationalize expected teacher competencies for remote instruction in talent systems (e.g., recruitment, observations, coaching, etc.) | |||||
10 | Provide ongoing professional development to support the skill building of remote teaching aligned to instructional materials and remote community building | ||||||
11 | Recruit highly effective teachers with remote instructional experience and/or comfort | ||||||
12 | Allocate high-performing teachers to the remote classrooms and grade levels where the most support is needed | ||||||
13 | |||||||
14 | LEVER 3: POSITIVE SCHOOL CULTURE | Clearly communicate remote learning culture vision and expectations with community in understandable, accessible ways | |||||
15 | Adapt and clearly communicate culture and equitable behavior practices, policies, and protocols for remote instruction | ||||||
16 | Remotely collect and act upon data to assess climate as well as student and family experience and support needs | ||||||
17 | Provide staff training and guidance on how to remotely support the development of student mental health and wellness skills | ||||||
18 | Offer clear and consistent means for all students and families to remotely communicate with staff | ||||||
19 | |||||||
20 | LEVER 4: HIGH-QUALITY CURRICULUM | Define and disseminate clear remote curriculum plans and guidelines to instructional staff | |||||
21 | Evaluate, adapt, and organize accessible, high-quality, TEKS-aligned instructional materials to digital format for synchronous and asynchronous remote instruction of all students, including students who are learning English and students receiving special education services | ||||||
22 | Identify policies and practices that protect student data and privacy | ||||||
23 | Identify standards- and curriculum-aligned assessment tools that support measurement of mastery | ||||||
24 | Provide content, curricular, grade level specific professional development with embedded best practices for remote teaching | ||||||
25 | |||||||
26 | LEVER 5: EFFECTIVE INSTRUCTION | Create and disseminate clear expectations for effective remote planning and instruction that integrates research-informed practice | |||||
27 | Integrate instructional strategies and routines that maximize connection and personalization, support a variety of learning needs (e.g., supports for students who are learning English, receive special education services, etc.), and actively engage students in rigorous grade-level learning | ||||||
28 | Assess student progress regularly through multiple remote means, including using curriculum-integrated tools, to understand mastery and inform instructional planning | ||||||
29 | Develop system for tracking, planning, and delivering student interventions that address gaps and needs | ||||||