Common use of Sharing Responsibility Clause in Contracts

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communic a-tion Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of face-to- face family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C-2. Culturally Proficient Communic a-tion Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Eleme nts Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Studen t Suppor t Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B. Eleme nts Unsatisfactory Needs Improvement Proficient Exemplary III-B-2. Family Collaborati on Collabo ration Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Eleme nts Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Two- Way Communic a-Comm unica- tion Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-two- way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- two-way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of faceface- to-to- face family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C. Eleme nts Unsatisfactory Needs Improvement Proficient Exemplary III-C-2. Culturally Proficient Communic a-Cultura lly Proficie nt Comm unica- tion Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Collaboration Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communic a-tion Communication Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- two-way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of face-to- face two- way family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C-2. Culturally Proficient Communic a-tion Communication Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication communicates inappropriately or disrespectfully with families that or ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures Communicates in ways that school and classroom communication with families is always are respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Element s Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Collabor ation Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Element s Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Two- Way Communic aCommu nica-tion Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of face-to- face family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C-2. Culturally Proficient Communic aCulturall y Proficien x Xxxxx xxxx-tion xxxx Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Element s Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Collabor ation Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Element s Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Two- Way Communic aCommu nica-tion Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of face-to- face family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C-2. Culturally Proficient Communic aCulturall y Proficien t Commu nica-tion Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Student Support Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources. Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources. Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element. III-B-2. Family Collaborati on Collaboration Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school. Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency. Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communic a-tion Communication Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards. May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-two- way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media. Sets clear expectations for and provides support to educators to communicate regularly with families using two- two-way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of facetwo-to- face way family/teacher interactions. Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element. III-C-2. Culturally Proficient Communic a-tion Communication Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication communicates inappropriately or disrespectfully with families that or ignores different family cultural norms. May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures Communicates in ways that school and classroom communication with families is always are respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.